Barry Saide

Learn. Teach. Lead. This Time with Passion!

In order for me to lead effectively in my classroom, I needed to make sure I was teaching the right things. Otherwise, what were students learning? And, why were they learning it?

Students need to be personally invested in their learning in order for them to be most successful. What's taught needs to be relevant to them. The curriculum can be rigorous to the 10th power, but if it isn't taught in a way that is engaging and fun, students will not produce work that is reflective, vulnerable, risky, and potentially full of mistakes.

Mistakes help us to grow when we acknowledge them and are willing to identify what we did versus what we should do the next time. As I sat down to preplan my year as a 5th grade teacher, I needed to reflect on where I was as a learner: What was I doing well? What could I improve on? What was hard for me? And, what were my goals for the year?

What I've mentioned are all things I ask of my students: take risks, invest in yourself, advocate, and be open to new ideas because good learning is messy before it looks good. As I tell my students, if you have truly waded through the mess to construct new meaning and have learned the material, you can teach it to someone else. This is the highest level of learning, and this is how we create leaders. As a leader in my classroom, I need to embody and model these soft skills I ask of my students. Otherwise, I am a hollow leader. And, I felt hollow as I preplanned my year.

When I meet with each one of my students at six-week intervals to discuss how they are doing in meeting their hopes and goals for the school year, I ask them to answer the questions I posted above so we can have an authentic, meaningful conversation. We get to know each other and ourselves better, thereby deepening our trust in one another. When a student is struggling, we work through it, so both of us have a deepening understanding of why they feel the way they do. Once identified, we can figure out a potential solution to the problem. The challenge is in the identifying. I needed to do the same thing I asked of my students: reflect, ask questions, and identify the genesis for my hollowness. As I thought through each question, the same refrain kept repeating: "I do the same things every year, but why do I do them?" I needed to become relevant again, things needed to make sense, and I needed to have fun in order to meet the needs of my learners and myself.

During the school year, peers will stop in my room for something and comment on student behavior or on our practice. We hear a lot of "you're very nice to each other," "there's a good vibe in here," and "you all seem to really be having fun." All these things are true in the moment. But have I grown during this time, too? Or am I just regurgitating the same lesson plans each year? Yes, we do Morning Meeting, Energizers, and Closing Circle. We incorporate cooperative learning and team-building skills into all learning experiences. But I realized that I was leaning too much on prior lesson plans and prior knowledge. As a teacher, I know that prior knowledge should springboard to deeper understanding, not serve as a final resting spot for learning. When that happens, I am not growing. If I am not maxing out my potential each day, I am definitely not doing that for my students. I needed to model the expectations I had for my students. Otherwise, I was doing them, and myself, a disservice. And, education should never be that.

I went back to the theorists and books on my shelf. I pulled out Jensen's Brain-Based Learning, Denton and Kriete's First Six Weeks of School, and Kriete's Morning Meeting Book. I reread pieces of each, took notes, reworked ideas in my head, wrote lesson plans from scratch, and fought with my computer. Half-written plans on pieces of paper, manila file folders, and books surrounded me. As my wife reminded me of the mess I was making it all made sense: I needed to set the purpose for my learning, teaching, and leading through a hope and goal I shared with others. And I could do that at Back to School Night. I couldn't be more accountable than I would be then. Every parent of every child I was teaching this year would be there. They would hold me accountable for my hope and my goal. I needed to think through my message to them. What did I want to say? What was most important? What did they need to know? How could I weave that into a hope and a goal that they could see directly impacted my teaching and would positively influence their child on a day-to-day basis.


I decided my hope and goal would focus on three key ideals: learn, teach, and lead. I needed to learn each student's needs, connect it back to what the research shared as best practice, weave these best practices into my teaching, and create a group of young future leaders. I would be modeling the highest level of understanding through my leadership. With my hope and goal cemented, and my lesson plans formulated, I began to learn, teach, and lead again. With passion. When I lost my PowerPoint slideshow the day of Back to School Night, I dug up an old one for window dressing. I spoke without the notes I prepared. I focused on the key aspects of our classroom organization: social-emotional growth, learning risk taking in our learning, questioning to stimulate deeper understanding, and enjoying the learning process. With that would come the academic stamina and perseverance parents could point to as growth occurring.


The rest is yet to be written. Back to School Night went well. I shared the connection between the social curriculum and its effect on the academic curriculum. My passion and vulnerability was visible in my hope and goal for our 5th grade students. And, I learned something. Now I'll go teach and lead.

Barry Saide has taught 2nd, 3rd, and 5th grade in three different New Jersey school districts. He has been teaching for 13 years, the last 11 at Mount Prospect School in Bernards Township where he currently directs the Before/After School Care program. Saide has written and built curriculum in all subjects and been a grade-level leader. He has led staff development and currently serves on his district's professional development committee. Saide is codirector of the New Jersey ASCD North Region and serves on the New Jersey ASCD executive committee where his focus is on technology integration and increasing dialogue between PreK–12 and higher education. Connect with Saide through his blog or on Twitter @barrykid1.

Comments (1)


September 10, 2014

I totally agree and it still can with the CCS. Good luck this year

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