LM Oct.2018

A critical role we have as educators is to make decisions based on what is in the best interest of our students. What better way to do that than to actually walk in their shoes. Shadowing students is a strategy I recently used as a way to provide me with realistic experiences viewed from the perspective of students. I found the process to be powerful, and it broadened and deepened my insights, benefitting our students and staff. Howtoget started? I asked our principals to strategically select a broad range of students in grades K–8 for me to shadow. After six elementary and middle school students were selected, I contacted the students’ parents and teachers to inform them that I would be shadowing students, and I explained that my purpose was to really find out what it’s like to be a student. During the shadowing experience, I participated in learning and assessment activities and moved with each student throughout the day. ObservationsBasedonShadowingStudents Shifting from one subject area lesson to another subject area lesson can be challenging at the elementary level. The shift was made seamlessly by the students because of the strategic transitions orchestrated by the teachers. Likewise, moving from class to class at the middle school level and focusing on each lesson was demanding. I have a much better appreciation of what our students go through daily. The role of the teaching assistants was critical in meeting the unique needs of students. They were able to help the Shadowing Students Provides New Insights for Educators By Philip Ehrhardt, Superintendent, Benjamin SD #25, West Chicago

teacher address the academic, social and emotional needs of individual students. Actively engaging students in learning and making learning relevant can significantly impact students’ motivation and productivity. Also, the staff members readily knew the interests of students, which enabled them to personalize the lessons. Students at all grade levels used technology effortlessly and navigated their devices skillfully. My experiences reinforced the concept that our students feel comfortable with technology, and they are “truly digital natives.” Students being able to evaluate the validity and credibility of internet sources struck me as skills we need to continue to emphasize with our students. In group work, not all students equally contributed. Most students were directly involved while a few students were passive. I noted the importance of students being assessed on both the project and their individual work. Conclusion I received positive feedback from students, teachers and parents. The students enjoyed having the superintendent accompany them, and they eagerly explained the classroom routines. I now know these students much better since we had time to talk about their school and personal lives. The shadowing experiences have enriched my perspective and enabled me to make more prudent decisions and better establish priorities.

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