Category Archives: educational trends

9 Templates for Responding to Tricky Parent Email

As I am a homeroom teacher, I am more aware of the communication skills with parents. I think this post provides a very useful resource.

1. The “I didn’t know about test/quiz/field trip/event” email

Dear _____,

Thanks so much for reaching out. I’m sorry to hear that you were caught off-guard with last week’s [TEST/QUIZ/EVENT]. I just checked to verify that it was listed in [NEWSLETTER/WEBSITE/SCHOOL INFORMATIONAL SYSTEM]. Let me know if you had access issues—I know that can happen sometimes.

I’m happy to allow [STUDENT] to make up the test per our grading policy. [OR: While our grading policy does not allow students to retake quizzes, here are some other ways he can show his learning and recoup those points …]

2. The “I want to know why my child got this grade” email

Dear _____,

Thanks so much for your email. I’m happy to share more feedback with you on [STUDENT]’s areas for improvement. Let me know whether [SPECIFIC START/END TIME] or [SPECIFIC START/END TIME] works better for me to call.

*Note: While it may seem like this approach adds more to your workload, it actually takes less time to hop on a phone call than it would to scan the relevant materials, transcribe or copy-paste all the feedback you gave the student, and copy and paste relevant sections of the rubric, etc.

3. The “I want to opt my child out of this lesson/book because I find it offensive” email

If your district does not allow opting out for this unit of study and does not provide the language for your response:

Dear _____,

Thank you for sharing this concern. [UNIT OF STUDY] is listed as a state learning standard: [COPY AND PASTE STANDARD]. [UNIT OF STUDY] meets these requirements for learning. If you have any questions, please contact our district lead for [CONTENT AREA], [NAME], at [EMAIL].

If your district allows opting out for this unit of study:

Dear _____,

Thanks so much for communicating this with me. Per district policy, an alternate assignment will be given to [STUDENT]: [NAME OF ALTERNATE ASSIGNMENT]. If you have any questions, please contact our district lead for [CONTENT AREA], [NAME], at [EMAIL].

Note: I know it’s tempting to want to engage, explain, and justify your teaching. But this just opens you up for more work that ultimately boils down to families’ values and beliefs about humanity, which are not our job to change. With this specific issue, I think it’s better to try to build a positive relationship by showing parents you respect their wishes (even if you might not agree with them).

4. The “Your class is too hard for my child” email

Dear ____,

I’m so glad you reached out. I’m so sorry that [STUDENT] has been feeling confused or lost in class.

Let’s start with tutorials on [DAY and TIME], where I can chat with [STUDENT] and figure out where the disconnect is happening. From there we can develop a plan to either continue tutorials, address any relevant classroom issues, or recommend resources to give them some extra practice.

5. The “Please give my child an extra day on the project because we had a commitment last night” email

If the answer is yes:

Dear _____,

Thanks for reaching out about this. I understand how hectic this time of year can get.

Can you ask [STUDENT] to [TALK WITH/EMAIL] me about this today? I know asking things of a teacher can feel intimidating, but I’d love to give them a low-risk opportunity to practice self-advocacy.

If the answer is no:

Dear _____,

Thanks for reaching out about this. I understand how hectic this time of year can get.

Per our grade-level policy, late [TESTS/PROJECTS] are [NUMBER] points off per day. However, I’m happy to work with [STUDENT] on other ways they can show their learning to recoup those points.

6. The “I don’t think my child is getting enough homework. Can you send more?” email

Dear ______,

Thanks so much for reaching out about this. It’s important to me that homework is meaningful, but also that each of my students is challenged appropriately.

Here are some online resources and links to good workbooks I’ve gathered for you to extend learning at home: …

Note: I think it’s important to set boundaries with families, including their ability to give you more work. Providing them links to workbooks and online resources connects with them opportunities to extend their child’s learning without giving you extra copying, grading, and feedback to do.

7. The “My child is getting too much homework/homework takes too long” email

Dear _____,

Thanks for reaching out about this. It’s so important to me that homework is meaningful, not stressful. I’m glad you let me know.

I’d love to chat with you about some ideas I have for reducing the overwhelm [STUDENT] is feeling. Let me know whether [SPECIFIC TIME] or [SPECIFIC TIME] works better for me to call. 

8. The “My child told me about a negative interaction with you/classmate” email

Dear _____,

Thank you for letting me know about this. I’m so sorry to hear that [STUDENT] was feeling [UPSET/FRUSTRATED] about what happened yesterday.

I’d like to make sure we’re on the same page as soon as possible. Let me know whether [SPECIFIC TIME] or [SPECIFIC TIME] works better for me to call.

Note: Like the “I want to know why my child got this grade” email, this approach actually saves you work (and the risk of tone being misinterpreted). But more important, this approach also protects student privacy if the parent wants to discuss an incident involving a classmate.

9. The “We’re going on vacation, can we get the work/test early?” email

Dear _____,

How exciting! That will be such a great learning experience for [STUDENT].

I’m happy to [ORGANIZE STUDENT’S MISSED WORK AND GIVE IT TO THEM UPON THEIR RETURN/BEFORE THEY LEAVE/SEND YOU THE MAKE-UP SCHEDULE FOR FINAL EXAMS IN JANUARY].

Wishing you safe travels and a wonderful vacation!

Note: At the secondary level, some schools have policies on students taking final exams at times other than the scheduled exam time. Some even have forms for parents to fill out to request vacations. Be sure to verify with your school that you’re following protocol. If you’re at a new school, I would also run your reply by teachers who have been there a while to make sure you’re in-step with others’ responses.

Every situation, child, and school is different, so you’ll have to adjust your responses accordingly. But with these email templates, you have a framework of how to respond professionally, kindly, and in a way that protects everyone involved.

References:https://www.weareteachers.com/parent-email-templates/

7 Ways Teachers Aren’t Treated Like Other Professionals

Teaching is one of the few careers where the free will of others routinely and negatively impacts an employee’s livelihood. For example, when a student doesn’t do their homework and their grade suffers, it somehow becomes the teacher’s problem to solve. But when a patient doesn’t get an eye exam and their vision worsens, the patient is accountable, not their optometrist. The rest of the world seems to understand the value inherent in natural consequences. Just look at how these other professionals can do their jobs without repercussion of someone else’s irresponsibility hanging over their heads!

1. An unhealthy person doesn’t affect a doctor’s salary, but low test scores can result in a pay cut for teachers.

Blatantly ignoring medical advice to quit smoking, doctors diagnose a person with a pack-a-day habit with emphysema. Unwilling to change their high-fat, high-cholesterol diet, a person suffers from obesity and heart disease. Do these unhealthy outcomes negatively impact their doctors’ salary? Absolutely not! Now let’s flip the script: can apathetic students’ low test scores negatively impact school funding, thereby hurting teachers whose pay is linked to those scores? Yep. Imagine if all professionals lost money each time they could lead their horse to water but couldn’t make it drink.

2. The architect’s expertise isn’t questioned, yet teachers are constantly doubted as highly qualified.

Every day all over the world, people walk into buildings and homes without fearing that the buildings will collapse. Why? Because we assume that the architect’s skill and expertise protect us. People do not place this level of confidence in teachers, despite our multiple degrees, certifications, hours of professional development, and involvement in schools. Teachers know what works for their students, yet we’re constantly having people who have never set foot in the classroom question us.

3. Dentists aren’t blamed when their patients don’t brush and floss, but it’s the teacher’s fault when students don’t complete work.

When we don’t practice good oral hygiene and end up with cavity-filled teeth and funky breath, we know we can’t blame the dentist. No one expects dentists to offer free or additional services to those who aren’t caring for their teeth in the first place. Yet, admin and parents expect teachers to pass students who don’t do their work. Things that make ya go hmmmm…

4. Pilots aren’t forced to fly into a hurricane, but teachers are expected to continue “business as usual” despite countless hurdles.

From inclement weather to unruly passengers, even the best pilots aren’t immune to how external influences affect their ability to fly safely. Understanding the severity of these outside factors, airlines have long since implemented certain safeguards, like restricting the weight of carry-ons, to ensure the efficiency and safety of air travel. Too many teachers wonder what it’s like to have that kind of practical support when trying to teach in the face of oppositional parents, students with serious learning needs, and a dwindling pile of classroom supplies.

5. A chef isn’t expected to feed diners who aren’t at the restaurant, but teachers are expected to pass students who don’t come to school.

If I make a dinner reservation then don’t go to the restaurant, the chef is not responsible for my order. I didn’t show up for my reservation, so I don’t get to eat my meal as planned. However, this seemingly simple cause-and-effect relationship doesn’t hold true in schools. If a student doesn’t go to class, admin often don’t hold them accountable for their absence. In fact, it’s the teacher’s job to hunt them down and offer remediation. Helping a learner catch up after missing one lesson is reasonable; cramming an entire school year into the last few weeks of May because a repeatedly truant student finally decides to show up is the opposite of reasonable! *breathes into a paper bag*

6. Companies only cater to their target market while teachers have to engage all students.

Starbucks knows their consumers are coffee drinkers, so the company crafts products geared toward coffee drinkers. Teachers, on the other hand, don’t have the luxury of solely marketing to a target audience. We peddle math skills to people who don’t want them, and then evaluators judge us by how much our “disinterested buyers” know about math. I doubt Starbucks marketing directors receive negative professional evaluations for not convincing coffee-haters to drink a Starbucks blend. But principals don’t tell students who don’t want to learn to try harder. Instead, they unfairly label teachers as not good/experienced/fun/smart enough.

7. The public views skilled laborers as irreplaceable but believe any warm body can lead a classroom.

Seems reasonable to rely on a person with extensive experience and knowhow to get an important job done. We seek out plumbers, electricians, and other professionals for their expertise and skill. Yet here we are, in a national teacher shortage, accepting any adult with a pulse to educate our children. It’s as if the public truly believes teachers are that dispensable…

Teachers won’t deny that kids tend to make bad decisions and do dumb things—it’s part of growing up! But schools should be the safe place where kids practice being accountable for their behavior, instead of learning how to use others as scapegoats. We aren’t doing students any favors by sheltering them from the very consequences they’ll encounter once in the real world.

References: https://boredteachers.com/post/not-like-other-professionals

5 THINGS EVERY TEACHER NEEDS TO HEAR RIGHT NOW

Here are 5 things that every teacher needs to hear right now.

YOUR JOB MATTERS

Sometimes, with all of the ridiculous expectations, it can feel like you’re no longer teaching the way you want to teach. It can also feel like your passion and creativity has been squished into a tiny box. Even (maybe especially) in these times, it’s helpful to remember that your job matters. You are making a difference in the lives of children every single day. When the outside world just doesn’t get it, that doesn’t change the fact that your students’ lives are improved as a direct result of your hard work. Keep that in mind when the going gets tough.

YOU ARE DOING A GREAT JOB

Despite what the news and politicians might say, the majority of teachers are putting for a tremendous effort every day to educate the next generation. I have met very few teachers who aren’t doing a great job. Most teachers, you included, are doing a fantastic job. Is every day perfect? Of course not. However, you ARE doing great.

GOOD ENOUGH IS GOOD ENOUGH SOMETIMES

I think something that took me a really long time to understand as a teacher is this: most of the time, “good enough” actually IS good enough. Not every lesson is fancy and perfect, and that’s okay! Sometimes you have a rock star lesson, but the majority of teaching is showing up, doing your best, and then repeating that 180 times each school year. You don’t have to have a fancy song or cute activity every lesson.

YOUR MENTAL HEALTH AND FAMILY NEED TO COME FIRST

It might be easier for me to say this as a teacher working in a country that actually values work life balance, but it’s definitely true. It’s so easy as a teacher to feel this pressure to give our all to the classroom. Of course we need to work hard, but we can’t sacrifice our mental health or our family for what is, at the end of the day, just a job. It can be hard to put your self and your family first, but it’s absolutely vital. The tricky thing is that, at least in the US, it’s not easy. We need to continue to push for legislation that supports teachers and education so the burden isn’t solely placed on teachers’ shoulders. Until then, remember that good enough IS truly good enough, don’t spend unnecessary money on your classroom, and don’t live your life at school.

THANK YOU

Thank you. From one teacher to another, thank you. This is the last thing every teacher needs to hear. You are in it every day, doing the work that so many can’t and won’t. There’s a big reason that the retention rate of teachers is so abysmal. This work is hard and it’s not for the faint of heart. If you’re still here, you deserve a big thank you (and a pay raise, but unfortunately I can’t make that happen). So, again, thank you, teachers. You are making a difference and your work matters for our future.

So, there you have it. 5 things every teacher needs to hear.

Reference: https://www.myprimaryparadise.com/2022/09/26/5-things-teachers-hear/

Reset Button on a Bad Day

Yes, this is what I need right now. I had almost a morning of teaching kids and they were crazy. One kid accidentally broke my toy hammer. Generally, the class was chaotic. They were easy to be disrupted. Therefore, I really need some strategies to get through my day.

Here are a few strategies to get your class back on track when the day gets crazy.

1. A two-minute tidy 

Ever look up and wonder when a herd of buffalo stampeded through your classroom without you noticing? Paper and pencils are all over the floor. Jackets have fallen off the backs of desks. A chair has tipped over. Supplies are lying around. Backpacks have drifted into the aisles. Your classroom isn’t just messy. It’s quite possible a safety hazard. That’s when it’s time to stop everything and call for a two-minute tidy. Set a timer or play some fun music, and tell your students that at the sound of the alarm or the end of the song, you expect to see the floor clear, desktops tidy, and everything in its place. It’s amazing what kids can accomplish in a short time. And that quick burst of energy followed by the soothing sight of a well-ordered environment can have a tremendous calming reset effect on everyone.

2. A call for silence 

When my son was in preschool, his teacher began every story time with a moment of silence. One student was asked to hold up the silence wand to get everyone’s attention. Then the child in charge would turn the wand over. Everyone had to be perfectly quiet until all the glitter floated to the bottom. The effect was nothing short of magical. The children weren’t just quiet. They were mesmerized and calmed—which made proceeding with story time much easier. For older children, an hour (or five-minute) glass would likely have the same effect.  A set of these two-minute timers could also be a great way to help individual students or an entire class learn to sit still and be quiet.

3. Shout it out! 

On the other hand, sometimes what kids need to calm down isn’t silence, but to let go of some frustration. When you sense your class is struggling with a lesson or overwhelmed with the hecticness of the day, try letting them blow off some steam vocally. It’s probably best to give the other teachers in your hall a heads-up and/or take this activity outside, but try giving your class a word, phrase, or sentence that they can shout to unleash all their pent-up frustration. WE DO NOT LIKE SPELLING TESTS! THIS DAY IS TOO LONG! WE NEED A BREAK NOW!  Or simply, Arrghhhhhhhh!!! Seriously, try it. You and your kids will be amazed at how good it feels.

4. Sing it like you mean it 

When it comes to banishing a bad mood, nothing, absolutely nothing, works better or faster than singing. I admit, that sometimes it can take some cajoling and positive peer pressure to get everyone to participate, but when an entire class sings along to Sweet CarolineParty in the USA, September, I Will Survive, or any of these other school-appropriate songs, your entire day will definitely get better.

5. Try some art therapy. 

I have zero artistic talent, and I am obsessed with this website. There are dozens of drawing and coloring projects for kids arranged by subject, grade, season, or artist. So tell your class that if they are going to act like little monsters, they can just draw them. Or maybe you want them to be as sweet as kittens or as quiet as mice. Whatever you decide to have them draw, they will have fun, and you will get a few minutes of blessed peace and quiet and some cute drawings to brighten your classroom. It’s a win/win!

6. Fill each other’s bucket. 

There are a lot of resources available to teach students to be bucket-fillers. But my favorite activity is to simply give each child a bucket, have them put their name on it, and then pass their papers around for the other kids to write down compliments. Of course, before returning students’ papers, I take them up and read each one to be sure no one has written anything unkind and to be sure every child gets plenty of positive comments. But this has rarely been an issue. Every time I have done this my students have risen to the occasion and found something kind to write about everyone in the class.

7. Reset the mood with the power of a story. 

Kids of every age love a good story. On rough days, why not treat your students and yourself to a little downtime to reset with a good book? Better yet, dim the lights, let everyone find a comfy spot, turn on an audiobook, and let someone else do the reading so you can relax too.

8. Declare a get-it-done hour. 

The school day is busySometimes classroom stress is the result of everyone feeling overwhelmed. On particularly rough days, there is nothing wrong with taking a break from your usual routine to reset and let everyone do the things they need to do–clean out their binder, study, organize their notes, or maybe even just read. And this goes for the teacher too. Organize your desk. Grade some papers. Return some emails. Any lost instruction time will be more than made up for when both you and your students are less stressed and more productive.

As teachers, sometimes we can get so caught up in sticking to the schedule or covering all the material that we don’t even realize our nerves are shot and our class is unraveling until somebody (maybe the teacher) loses it. Before that happens, it’s better if we find ways to hit the reset button to improve the class’s mood and stress level. When we do this, everyone is happier and more productive.

reference: https://boredteachers.com/post/reset-button

Phonemic Awareness Lesson Plans for Kindergarten and First Grade

While reading this post, I thought of an interesting moment. One day in class, my kid, Ted, raised his hand and asked, ” Tr. Pei, how to spell head?” My intuition was “H-e-a-d
” My kid started questioning me, “Tr. Pei, “-ea- pronounced /i/”! Head is h [i] d, not h[ε]d! Hahahahahaha😂… kid, your sweet reaction impressed me. Theank you for arguing with me. I am glad that my teaching content stays alive in your brain and became part of your own knowledge. Then, the other day, he came to me and said Tr. Pei, T-E-D is going home!

What is Phonemic Awareness? 

Phonemic awareness is the knowledge that spoken language is made up of sound units, called phonemes. This includes the ability to blend sounds, as well as isolate, segment, delete, add, and substitute phonemes within words.  When students have phonemic awareness they can do these things with both spoken and written words.

Examples of phonemic awareness include:

  • recognizing words that begin with the same sound
    (“RunRake, and Risk all have /r/ at the beginning.”)
  • isolating and saying the first or last sound in a word
    (“The beginning sound of bat is /b/.” “The ending sound of cat is /t/.”)
  • combining, or blending the separate sounds in a word to say the word
    (“/t/, /a/, /g/ – tag.”)
  • breaking, or segmenting a word into its separate sounds
    (“up – /u/, /p/.”)

Phonics vs. Phonemic Awareness

Phonics and Phonemic Awareness are two terms that are often confused or used interchangeably.  While both components are essential for learning to read, they are not the same thing.  

Phonemic awareness is oral and auditory. It focuses on the sounds in words.  Phonics instruction is visual AND auditory. The focus of phonics instruction is letter-sound relationships, also known as phoneme-grapheme correspondence.  

When you add graphemes to phonemic awareness lessons, it becomes a phonemic awareness lesson AND a phonics lesson at the same time. Studies have found that lessons like this, ones that integrate letters (graphemes) into phoneme instruction have a greater effect on phonemic awareness, decoding, and spelling than lessons that did not include graphemes.

When Should I Teach Phonemic Awareness? 

Teaching phonemic awareness in small groups is most effective. It allows you to closely monitor student responses, provide positive, corrective feedback, and scaffold instruction as necessary.  Whole group or one-on-one instruction was also found to be effective, just not as effective as small group instruction.  

Phonemic Awareness Lesson Plans for Kindergarten and 1st Grade

Today I’m thrilled to share with you my Science of Reading-aligned Phonemic Lesson Plans for Kindergarten and First Grade students.  These research-based lesson plans have EVERYTHING you need to bring effective phonemic awareness instruction to your small groups!  

Let’s take a closer look at all that is included in these resources…

Phonemic Awareness Lesson Plans Aligned to a Scope and Sequence

With this resource, you’ll get lesson plans laid out in a weekly format.

Each lesson plan includes a warm-up for the target skill and three activities. 

  1. Phoneme Segmenting: students practice breaking apart each word and identifying each phoneme
  2. Phoneme Blending: students hear a sequence of phonemes and put them together to identify the word
  3. Connecting Graphemes to Phonemes: students practice connecting the phonemes in a spoken word to the letters (graphemes) that represent those sounds.

Note that the kindergarten lessons do start a little differently. For the first couple of weeks, the lessons focus on letters. Students work on isolating beginning and ending sounds, as well as the visual skills using the grapheme cards.

Screener Assessments

We know assessment is a KEY component to providing effective, targeted small group instruction.  With this resource, you’ll get a two-part screener for each unit that will identify whether each student can segment and blend phonemes, as well as a spelling inventory assessment that would be given whole-group. The assessments help you identify where in the scope and sequence you should begin your instruction and ensures your small group instruction is meeting the true needs of your students. 

Class Data Tracker

The class data tracker is a place to record the skills your students have mastered in the scope and sequence. You will be able to see your entire class data at a glance. Use this information to create your small groups and ensure you are providing targeted instruction.  It is also a helpful tool for discussing students’ progress at parent-teacher conferences, data meetings, and more!  Simply enter the date as students become proficient with each skill to track the growth of your class.

Reference: https://mrswintersbliss.com/phonemic-awareness-lesson-plans-for-kindergarten-and-first-grade-students/?fbclid=IwAR1atGuk8xPOHQTHIDZUUQcXT_dx1E6uMos-UBRlVneyWxsw5F10C8CkmC0