My work in the classroom hinges upon my eventual obsolescence. This means that I rely heavily upon socratic seminars to guide direct instruction in the classroom. This also means that I guide students through the process of developing a mind towards asking the most piercing questions themselves. Once they have the excellent questions, students ability to communicate, listen, create, write, talk, research, and publish all improve.

I have had lists of classroom rules as short as three and as long as ten, depending on the school year. However, I have learned that all rules are easily summarized in these two statements. Therefore, I tether all behaviors to kindness, and all academic actions to work ethic. This stems from current growth mindset research as well as literature on restorative justice classroom management.

Teaching is difficult. When we are in the classroom, we are often by ourselves. When we walk out of the classroom, our colleagues are there for support in ways often overlooked. Helping our colleagues communicates that they are worthwhile, valued, and important. Asking them for help communicates respect. Nurturing this symbiotic relationship can do nothing but improve instructional practices. Also, it just makes the school a great place to work!

This is the most important lesson I have learned in teaching. Whether it's moving around for in-class activities, campus treasure hunts, or anything in between, my students and I are on our feet a lot. But not only should I physically wear comfortable shoes, I should also treat this metaphorically. I need to prepare for curveballs and shifts throughout the day as well as within the lesson at hand. Student inquiry often redirects the lesson. Opportunity for a brief socratic dialogue or design process analysis can open up at any given moment. I must always anticipate this.

My students are exposed to an array of texts in an effort to build their foundation as life-long readers. They develop a greater acumen in grammar, and through socratic dialogue their critical thinking skills are sharpened. They enjoy collaborating with each other on projects, and they publish in many different formats, acquiring a tool-box of "know-hows" to seek out and practice new skills.

Through tangible experiences inside and outside of the classroom, my students are experts in the development of civilizations. They cooperate with each other to become cartographers, and they make connections between geographical features, history, and the legacy of those factors. They search out and analyze primary documents with insight beyond their years.

My students use exploration and experimentation to drive their learning and developing interests in science. They participate in cross-curricular projects that facilitate skill and knowledge transference. Through inquiry-based learning, they build insight into subjects as wide as astronomy and Newton's Laws of Motion.