Imagine yourself a classroom teacher walking into school to start your day. It’s 7:00AM on a cold November Tuesday, and as usual, your lesson plans tucked in your plan book hold promise for a good day of active learning. After signing in at the main office, you check your mail box, catch up with colleagues on the morning chatter, and then head down the hall to your classroom. After you unlock the door and turn on the lights, you are greeted with the following student scribbled words in big, bold letters across your white board:
You know that beneath the scrawl lies a hidden message, and that message brings a smile to your face. Your students get it. They know the high expectations you have for them, and they proudly broadcast their cognizance for you to see. Congratulations. You have raised the proverbial bar in them, cultivating an appreciation for rigor which bodes well in their future endeavors.
We have a motto in our SUNY Plattsburgh at Queensbury school culture class: The Three R’s for quality teaching and learning are Rigor, Relevance, and Relationships. Whether we are looking at impacts of the New York State Regents Reform Agenda on school culture, evidence-based observations and teaching rubrics, Common Core State Standards, Data-Driven Instruction, or change theory, individual and collective success in education (life for that matter) hinges on Rigor, Relevance, and Relationships. Good teaching is about the Three R’s.
Our most effective educators maintain high expectations for their students. They work hard on lesson plans to make the learning meaningful, and they structure activities that promote relationship-building. In the process, their students’ natural curiosity and desire for social interaction lead to greater cognition and competencies. These master educators accept the challenges and look beyond the distractions that exist in any significant reform effort, focusing instead on ensuring students are pushed towards greater academic rigor through relevant, relationship-building instruction.
As we know all too well, we play and perform at the level of our competition, or in the case of school, at the level set by standards and educators. To my School Culture student who shared this picture with me, “Congratulations! You are making a difference with your students.”