#LeadLAP Challenge: Appreciation and Take Note!

Throughout the past few weeks, I've been enjoying the #LeadLAP challenge in which my principal has been participating.

The week she dropped the "Appreciation" anchor, I was gone at a conference for two days. Seeing all the buzz on Twitter, I actually couldn't wait to get back so I could join the experience.  Receiving my A is for Appreciation note was energizing and revitalizing. It hangs on my board next to my computer reserved for student artwork, encouraging notes, and meaningful mementos. Clearly, significant to me.

That same week, I also received a note narrating some things Mrs. Ellis had noticed while joining our math time. This was extremely powerful for me, as it allowed for me to see my class and students from a different angle.  It gave me material with which I could do some high-impact reflecting.

After experiencing the A & N aspect of the #LeadLAP challenge, I was struck by the importance of both subjective and objective feedback.  I enjoyed hearing her subjective thoughts, praise, and appreciation for my place in our school.  At the same time, the objective observations gave me food for thought as well.  I knew if these concepts were powerful for me, then I also needed to translate that power to my students.  So, challenge accepted! While a little late to the game, I began to move through the ANCHOR steps with my 2nd grade class.

A is for Appreciation
I wrote an appreciation note to each student on a Monday afternoon.  I loved the way this exercise provided me with intentional time to individually focus on strengths of each student!  The next morning, each student was greeted by a personal note on their table. Here are some comments I heard:

• "Thank you for recognizing me, Mrs. Zarko!" (Don't we all crave recognition! We want to know we matter!)
• "This made me feel happy!" (Great! Wonderful! Happiness is contagious!)
• "I feel so proud." (Building student efficacy, woohoo!)

One student came over to me that afternoon and exclaimed, "Mrs. Zarko, this note made me double happy today! I scored a goal in PE today, and I got this note!" His simple comment was valuable to me...to think that two minutes out of my day to write him a note caused him to have a day where he had multiple occasions to celebrate himself. Powerful!

N is for Noticing

This semester, I have a student-teacher learning in my classroom.  While she was teaching, the time lent itself well to stepping back, watching my students, and observing their actions and impact. I was unprepared for how powerful this exercise would prove to be!

I wrote "I noticed you traveled to your seat quickly and wrote your name on your paper right away.  You wrote several words on your paper without extra directions.  You needed three reminders to slant toward Ms. Neville."

After reading this, the student came over to me and was eager to chat. He told me he was "super good at following directions quickly!" I asked if there was anything he noticed he might need to work on, and he immediately identified that he needed to give his attention to the teacher more quickly. I appreciated the reflection this student was able to do through this feedback... much more powerful than me simply telling him to pay attention.

For another student, I wrote: "You sat up straight at the carpet and watched your friend model the math problem. You kept your eyes on the board. You played with a leftover science paper for a few minutes. You asked for help with your independent work."

After chatting with this student, she shared with me that the science paper was a distraction for her, and maybe if she ignored distractions next time, her independent work would be easier. I was excited to see her notice the impact of her own choices. 

Completing these types of feedback has helped me become a more intentional teacher, as well as provided unique opportunities for conversations with my students. Next up: Collaborative Conversations!