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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
By Philip Ehrhardt, Superintendent,
Benjamin SD #25, West Chicago
Shadowing
Students
Provides
New Insights
for Educators
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.