On snow days, this Colorado teacher uses YouTube to keep his class moving forward

PHOTO: Courtesy Jeremy Beckman
Teacher Jeremy Beckman leads a math lesson at his Colorado Springs school.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Jeremy Beckman uses a combination of high-tech gadgets and old-school face-to-face communication to connect with his students and their families.

A high school math teacher at Discovery Canyon Campus High School, a Pre-K-12 International Baccalaureate school in Colorado Springs, one of Beckman’s tried-and-true methods for connecting with parents is to attend their kids’ basketball games and band concerts. On snow days, he teaches his AP Calculus class from home via YouTube so the students don’t miss any lessons.

Beckman was a finalist for Colorado Teacher of the Year. We asked him to share his wisdom about lesson planning, paper grading and re-engaging students who’ve lost focus.

 

One word or short phrase you use to describe your teaching style: Engaging.

What’s your morning routine like when you first arrive at school?
I’m fortunate that my kindergarten son attends school on the same campus where I teach, so when I get to school, we usually review his vocab lists and get him ready to go for the day before he walks down to his end of campus. After that, I usually do a quick game plan and rundown of what lies ahead for the day and what challenges my students will have with the content we are going to discuss. After that, I check my email just to make sure there are not any changes to the schedule for the day.

What does your classroom look like?
I have 36 desks arranged in pairs, hundreds of senior pictures of former students on the walls, a large drafting table in the front, and numbers on the back board for students to check problems they need help with. I have a plethora of posters from IB, speech and debate, and ones students have made over the years that cover the wall and make the room somewhere kids will want to learn. I use a document cameras on the drafting table to project the lesson while still looking at the students so I can see their reactions and facial expressions while they are going through each lesson.

What apps/software/tools can’t you teach without? Why?
YouTube Live: I record and broadcast class every day on the internet. It has dramatically changed what happens when students miss class or there is a weather day. Students can watch class live, even ask questions, just like they were present. When class is over, it automatically uploads the lesson to YouTube seamlessly. They can watch examples again with explanations at home. For snow days in AP Calculus BC, we have class live from my house to their screen at home, and we don’t lose a precious day before the exam.

How do you plan your lessons?
In reverse. I plan what objective I want students to be able to do by the end of the lesson and make examples and questions to match that objective.tudents have a small quiz every day in class, with work on previous skills embedded in daily activities.

I try to anticipate what the students will struggle with during each lesson and create questions to help them run into more challenging parts before they are working on practice. Lastly, I try to find different levels to help students who already have the concept go deeper, and help students who are struggling break the content down into smaller pieces.

What qualities make an ideal lesson?
Students ask really detailed and engaging questions. I can always tell how the lesson is going based on the quality of questions the students ask. If they are really detailed and make me think, I know the students are engaged and learning. If they are really basic questions, I need to go back and work through the material again.

Other qualities are that student data exceeds my expectations! I give a small, daily assessments about yesterday’s material. It’s always good when every student shows they got it.

How do you respond when a student doesn’t understand your lesson?
Questions, questions, questions. Just like a doctor ask questions until they understand what is wrong, I work to diagnose exactly where the misunderstanding started. It takes time, but once we understand where things went awry, it’s more likely that strategies like different explanations and working another example will be more successful.

The key to this is establishing right from the start of the year that they feel comfortable and safe asking questions. For most of them, asking a question is a risk-taking adventure, and we need them to be responsible risk-takers. I not only encourage students to ask questions, but I expect them to ask questions. I tell them I am in the business of asking questions, and smart people get smarter when they ask what they need help with.

What is your go-to trick to re-engage a student who has lost focus?
I use questions as the key to this one also. Instead of asking the class in general for questions, if I see a student losing focus, I will ask them, “What questions do you have?” It gives lesson feedback and also re-engages them to the learning process.

How do you maintain communication with the parents?
Two ways, in particular. The first is using remind.com. Parents don’t like surprises and love to know what is coming up in a class, and remind.com allows me to send information to their phones without having to give out my personal number. I can send worksheets, test answer keys, test reminders, and let parents know general class announcements.

I also started using the calendar sync feature of smart phones to sync my classroom website calendars with parents’ phones. Most parents use their calendar to keep track of their work lives and this speaks to their language.

The second way is being present at a variety of school functions. I have found that meeting parents at informal situations like basketball games, band concerts and plays is a great way to develop relationships that make communicating with them easier and more productive.

What hacks or tricks do you use to grade papers?
Gradecam. It’s an amazing website that turns a document camera into a multiple-choice and numeric grading device. I don’t love multiple-choice questions, but we live in a multiple-choice world, and this allows the students to bring their answer sheet up to my document camera and get instant feedback on how they did. It’s especially useful in the formative feedback setting because it allows students to see which ones they got wrong and go back and correct them instantly. There is no moment kids are more excited to learn how they did on an assessment then the second they turn it in, and this allows me to take advantage of that excitement in the classroom. Students can be more self-servicing using Gradecam and I can work more on helping them than managing paperwork.

What are you reading for enjoyment?
Tom Clancy’s Full Force and Effect. I love the Jack Ryan novel series and love how he weaves in history into his fictional accounts of a U.S. secret agent. The whole series is a real page-turner, and I really look forward to new ones coming out.

What’s the best advice you ever received?
I was coaching my first basketball game ever and I was sitting on the bench frantically writing out my lineups and plays to call because I was nervous and didn’t want to forget anything. This big guy came up behind the bench and put both hands on my shoulders and said, “Coach, from what I’ve seen in warmups, you want to know the key to your team winning today?” Of course, I nodded. He replied, “Score more points than the other team!” Turned out he was my AD’s dad!

While I laughed it off at the time, during that game I realized I put so much effort into perfecting little details, I had forgotten the big picture goal. This applies daily to teaching. We have so many little details to take care of: grading, entering grades, emails, absent students, meetings, lesson plans. It’s so easy to get caught up in the details that you forget the big picture of why you got into the profession. Teaching can be exhausting, but we can’t forget why we chose it. I chose it to inspire kids to accomplish goals they didn’t even know they could. And it’s great to be reminded on days when the stakes are higher and time is short of what the big picture in education is: our students’ success.

How the 2018 national teacher of the year manages a classroom with 12 languages with a white board and a paper clip

PHOTO: Ferguson Films
2018 national teacher of the year Mandy Manning.

Four years ago, Mandy Manning realized she wanted to have an impact outside her classroom, where she spent her days teaching immigrant and refugee students how to navigate their new school and new lives.

To do that, though, she also realized that she would need more than just years of experience. She would need a platform.

This year, she got just that: Manning, who teaches in Spokane, Washington, was named the 2018 national teacher of year.

“People need to know how amazing these immigrant and refugee students are,” she told Chalkbeat.

It’s a message she feels more urgency to spread as the current presidential administration takes a harsh position toward immigrants and asylum-seekers. Manning said she spent several months responding to students asking her when they would have to leave the country.

But the core of Manning’s work is to teach immigrant and refugee students foundational language skills and help ease their transition to the U.S. The students, who come from across the school district, usually spend one semester with her at the Newcomer Center at Joel E. Ferris High School.

“I’m their ambassador. Hopefully I’m a good example of what we are as Americans,” she said.

This interview, part of Chalkbeat’s How I Teach series, has been edited and condensed for clarity.

Was there a moment when you decided to become a teacher?

Teaching really chose me, because I hadn’t intended to become a teacher. I finished my undergraduate degree, which was in filmmaking, and I really wasn’t interested in continuing in that line of work. A friend, who was a paraeducator — someone within a classroom who works one-on-one with students — suggested I become a paraeducator.

Then I taught in the Peace Corps, which really helped expand my worldview. Even after that, I wasn’t convinced I wanted to be a teacher. I moved to Texas and my aunt suggested I apply to teaching positions, even though I wasn’t certified or had a degree in education. It was almost as if teaching was pursuing me and I was just denying it.

How do you get to know your students?

I’m very welcoming to them. I think that’s so essential, because the very first day is where you set your climate and environment in the classroom. For me that means being very upbeat and excited and ensuring that I’m introducing myself to every student as they’re walking in and figuring out their name and where they’re from and what languages they speak.

I used to teach general education — film making, journalism, communications, English. With them I would just have conversations like, ‘You are an individual and I’m an individual and yes I am your teacher and you are my student but I’m still interested in who you are not just as a learner but as a person.’ With the newcomers, it’s a little more difficult because we’re starting with charades, essentially.

So slowly, every day, I learn something new about my kids and that’s my goal. As long as I learn something about one student each day, I’m moving forward.

Tell us about a favorite lesson to teach. Where did the idea come from?

It’s our “Out in the Community” lesson. It has to do with the foundational language we’re teaching — giving and receiving directions and the basic ability to navigate your community. The reason I love it so much is that we actually get to go out and explore the neighborhood of the school and sometimes the downtown area of Spokane — the actual community in which they live and they’re expected to function as community members.

It’s so fun to watch the kids and what things are of interest to them and how they draw their maps. They also make connections back to their home country when they’re talking about the differences between their neighborhoods or schools or communities.

What object would you be helpless without during the school day?

My whiteboard and markers. Personally, I need a paper clip, which is so dumb, but it helps me concentrate. I just play with it when I’m teaching and communicating with kids. But the thing I really need in my classroom all the time is the ability to write things down because it helps with that comprehensible input for my kids.

What’s something happening in the community that affects what goes on inside your class?

Right now, it’s the climate around immigrants and refugees. Spokane is pretty good, pretty neutral. There isn’t a whole lot of negative communication or messaging, but it does happen. It’s happened in our hallways at school where kids have been told to go back to Africa or horrible racist slurs have been called against Arabic kids or kids from African nations. It impacts how welcome and comfortable my students feel.

It also brings older students, who have gone beyond the Newcomer Center back to my classroom more often, because my room represents the first place they were comfortable and safe. They’re often returning to me and the bilingual specialist I work with just for the reassurance that they’re welcome and they’re safe here in our nation. That’s something we now have to navigate every single day.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

The first year I started to do home visits — at that time I had families from Burma, Iraq, Afghanistan, and different nations in Africa. These home visits with all these different families showed me so much about individual differences between people of the same culture and between different cultures.

I got to see how they’re living, who they’re living with, the different type of homes — apartments, duplexes, single-family dwellings, or a house — and just how they interacted with each other. It broadened my perspective of family. there are so many different types of families within the students born within the United States, then to see it on a such a large scale with different cultures, it’s helped me to seek value in every single different type of family. And to understand that even though things operate differently in each home, that doesn’t diminish the beauty of that home.

What part of your job is most difficult?

The hardest part is the middle of the year, semester-end. Kids at the Newcomer Center come from all over the school district. Usually after a semester, they then go on to their neighborhood high school. We have several practices in place to help with transition, but that semester break, it’s really hard to say goodbye to the kids.

It’s harder than at the end of the year because at the end of the year, we’re all taking a break. That semester, some of my kids are leaving and I’m not going to see them on a regular basis. And we’ve bonded with one another so much that it’s really hard, and I always end crying for the whole day because I’m going to miss them so much.

What was your biggest misconception that you initially brought to teaching?

I didn’t know what I was doing at all when I had my first classroom. I didn’t even know how to read a teacher’s edition of a textbook. I sort of jumped in with both feet. I guess I assumed I needed to understand how to build a lesson exactly and that would be a hard hurdle for me, but I soon found out it doesn’t matter how beautifully you structure your lesson plan, because teaching is really about monitoring and adjusting for whatever the needs are of the kids at the time. You might have the most beautiful lesson but chances are it will shift and change in the first 10 minutes.

What’s the best advice you’ve received about teaching?  

Focus on your kids and everything else will fall into place.

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‘What if this was my son?’ How Newark’s Teacher of the Year pushes autistic students to succeed

PHOTO: Patrick Wall
Lourdes Reyes, Newark's 2018 Teacher of the Year.

A normal Monday in Lourdes Reyes’ classroom at the First Avenue School begins with a pleasant routine.

Her six students, a mix of first and second-graders with autism, eat breakfast quietly at their desks then brush their teeth in the restroom. Then they return to class, as they did one Monday morning this month, to recite the days and months and share highlights from the weekend — a trip to the zoo, playtime in the park, an evening bike ride.

“Alright,” Reyes said in a soothing tone as she moved the lesson along. “Everybody had a good weekend.”

But on Monday, May 7, things were far from normal.

That was when the district’s interim superintendent arrived unannounced in her classroom bearing balloons and a bouquet, with television cameras in tow, to inform her that she was Newark’s 2018 Teacher of the Year. Reyes tearfully accepted the award as her daughter, a teacher at Elliott Street School, looked on. Then she walked into the hallway, where dozens of students cheered and chanted her name.

“I couldn’t believe it,” Reyes told Chalkbeat during a recent interview.

In college, Reyes had studied to become a social worker. But after her son, Ishmail, was born with autism, she wanted to learn more about his condition. Before long, she had earned a master’s degree in special education and become a teacher of students with autism — a job she’s held for 21 years.

After two decades, she has yet to slow down. Every day after class she begins her second job as an early-intervention specialist, visiting families’ homes to work with young children suspected of having disabilities. After finishing around 8:30 p.m., she takes a late-night walk with her youngest son — a routine that, along with a healthy new diet, helped her lose 65 pounds over the past year.

Reyes stays just as busy at school. In addition to academic lessons, she teaches her students life skills like tying their shoes and cooking — sometimes on a portable stove, which Reyes used one day this year to cook green eggs and ham. In April, which is National Autism Awareness Month, she helped raise $2,300 for the school’s autism program and organized a performance where her students sang Disney songs. Reyes performed alongside wearing the red hat and spotted pants of Jessie the Yodeling Cowgirl from “Toy Story.”

Principal Jose Fuentes, who was part of the 10-person leadership team at First Avenue that nominated Reyes for her award, called her “one of the pillars of the school.” She extends herself far beyond her own classroom, showing colleagues and parents how to challenge and support students with autism, Fuentes said.

“She’s giving new light to the possibilities of what it means to be an educator,” he said. “That’s Reyes.”

The following interview has been condensed and edited for clarity.

How did you get into teaching?

When my second son was born, Ishmail, he was born with autism.

I was first of all shocked that I had an autistic son. It was very difficult and devastating for all of us. My husband and I had to go for counseling. It was very hard. But then we overcame it. I decided I’m going to take something negative and make something positive out of it.

So I went to graduate school and I took classes on special ed. I loved it and so I took another class. One class led to another.

Then I started volunteering at my son’s school. I was there all the time. In the evenings my husband would get home, he’d watch the kids, I’d go and take my class.

Next thing you know, in two years I completed a master’s in special ed.

How has being the parent of a child with autism shaped the way you teach?

Everything I still do today is focused on, “What if this was my son?”

I think that’s what makes me a little different. Like if I was doing this for him, how would I teach it?

What have you learned about what it takes to be an effective teacher of students with autism?

You can’t feel sorry for a child. Just because they have a disability does not mean that they can’t do something. You have to put that aside and show them in a way that tough love to get them to master the skills. Which is hard for some of the parents to do.

We have to do a lot of what the parents don’t do. For instance, tooth brushing, that’s a life skill. At home they say, “He doesn’t want to brush his teeth.” But they do it here every morning.

It sounds like a big part of your job is working with parents.

I give them my cell number. They call me at all times.

Sometimes [a student’s mother] will say, “It’s a rough morning. He didn’t want to change. I’m sending you the uniform in the book bag.” Then when he comes in, we transition him. When we do toothbrushing we say, “You need to change now.”

Then when it’s 2:45, “You don’t want to wear it? OK, let’s go change you. Put on your jeans, go on the bus.” Happy trooper.

How are you able to make progress with students who come in without many academic skills?

It’s ongoing, and it’s repetitive. Teaching the skills. Pulling them out, teaching them [through] individualized instruction.

And it happens also with the assistance of the aides. I have four great aides. None of this could happen without them.

Ms. [Rasheedah] Jacobs, guess how many years she’s been with me. Fourteen. When I came here and interviewed, I said, “I’ll take the job under the condition that Ms. Jacobs could come with me.” She really, really is a great teacher. I call her a teacher, not even an aide. She’s my right hand.

Can you think of a student whom you had a lot of success with?

Last year, I had one of my highest functioning students. She has Asperger’s. What a thrill to have that little girl. Oh my gosh.

Every week the principal gives the word of the week. She memorized and knew every single word from September to June. And recited it in an assembly, with a sentence for each word. She’s unbelievable!

We had a student [at Quitman Street Community School] who had a band on his esophagus, and he had a feeding tube in kindergarten. We couldn’t believe it — he was in diapers.

I was like, “If we can get this little boy to be toilet trained, that will be a success.” Do you know we mastered that? We did it.

How do you know if you’ve been successful by the end of the year?

Seeing [a student] who didn’t know the letters of the alphabet, seeing him writing sentences, filling in blanks, reciting words.

Knowing [a different student] can tie his shoes. Knowing he can brush his teeth.

Knowing that parents are happy with the progress of their students. Them sharing with me the change in their child once they started coming into my classroom. Parents telling me, “Oh, that’s not the same kid who was in the school last year. That’s a different child.”

What’s your advice to teachers who are just starting out?

Have a lot of patience. Be real devoted.

And do not look at a student with autism as a person who is weak. Have high expectations that they are capable of doing everything and anything with the right accommodations.

It can be done, but it takes someone with dedication, sensitivity, and also someone who does not feel sorry for a child. Anything is possible. There are no limits.