20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)

Welcome to 20 minutes of teaching brilliance on the road with Trust Based Observations.

Every week while training school leaders, Craig Randall, the developer of Trust Based Observations, witnesses brilliant teaching during their 20 minute observations.

Wanting to share that teaching brilliance with others, we talk shop with those teachers, learning what they do that is so impactful.

We hope you enjoy.

Craig: Hi, and welcome to another edition of 20 Minutes of Teaching Brilliance on the Road with trust-based observations.

Last week, I had the pleasure of being in my home state of Washington, across the mountains in Yakima for part two of our training.

We do a full week of intensive training with school leaders, really building mastery of the system.

But there's a couple of areas that it takes so long to really do that, that we want to add.

Part two, I guess we call it, where we're really working on collective teacher efficacy.

And really that's where we ask permission to offer suggestions and make sure we work to build professional development tied to the areas of pedagogy.

So we were doing that last week, so this will be a little bit different than our normal episodes that we've had so far because we'll dig a little bit into what happens during that part two piece as well.

So last weekend, Yakima was fantastic and oh my gosh, I was able to see some amazing teaching and one of 'em was Xavier Juarez.

And so I am just gonna let him introduce you himself to you, and then we'll take it from there.

So, Xavier, would you maybe tell the people about yourself, who you are, what you do, what your role is, maybe how you got into teaching, all that good stuff?

Xavier Juarez: Will do.

Thank you.

Thank you for having me.

Pleasure to be on here.

Yeah.

My name's Xavier Juarez.

I'm a fifth grade teacher.

This will be my working towards my third year of teaching fifth grade.

I started my first year, was teaching third grade, then eventually moved to Robert.

Elementary and then now, yeah, year three with teaching fifth grade at Robertson.

Really enjoy it.

I'm 26, kind of really young and a male if you haven't noticed.

But yeah, so I really enjoy what I do.

Got gotten to the profession, kind of just wanted to impact students.

Kind of reflecting back on my elementary school days, just going back to, okay, you know, when did I really enjoy going to school?

And it was that third grade teacher and that fourth grade teacher.

Just really creating that environment that.

Made me want to come back, made me want to do well, and I wanted to reciprocate that for my kiddos and my students that I have.

And I think every day is different, which is awesome.

I really enjoy the profession.

It keeps you on your toes, a lot of needs that you have to balance.

But it's super rewarding.

It's rewarding work.

Seeing, you know, that light bulb, I think really that light bulb that hits and the students go off and it's like, yep, just run with it.

And then just.

Giving 'em that positive and reinforcement and just really creating that safe environment is kind of really what I strive myself to be on and hold all students accountable in my classroom.

So, yeah.

Craig: You said a couple things there.

That one, that light bulb moment and it, so much of what we do isn't really necessarily tangible.

A lot of times it's like, am I having an effect?

And, but then when we do get those moments, I. Pan.

It does fill us up.

Right.

It's, we need seems to come right when we need it most too.

The other thing I heard you say was your fourth and fifth grade teacher.

I mean, I don't know if they're still out there around but you want to throw their names out since they were the people that made a difference in your lives and maybe you can share the episode with them so they know.

Xavier Juarez: Yeah, Darcy Jameson, and then forget her first name, but Mrs. Webster.

Mrs. Webster.

So those are the two.

Shout out to those two.

And if you're listening I'm here.

I'm still going, but yeah.

Yeah.

I really, they're just their classroom environment and that they created, it just really sparked me.

And it really made like a safe environment at school, especially when things were going on at home.

And just when I came in, I just felt I dropped everything that was going on at home and boom, let's get ready to learn.

Let's try and achieve at high levels.

Craig: That's fantastic.

You had that impact and now you get to, to push it forward, pay it forward.

So that's fantastic.

So when we were in there, oh man, it was like that you're such a young teacher and you're doing the amazing things you're doing already was a wow for me.

And not that I don't see other young teachers that do it, but I get excited when I see it.

And so like you.

You run a tight ship by your own admission and I think proudly so, because I think it's part of the key to the success and so let's.

Let's just jump right into the role of the relationship and behavior management because man, you are relentlessness, you have high expectations.

Accountability is very important in what you're doing to help your kids learn.

And I think it's all from a place of care, but it's like, to me it comes across as like, look, we have a job to do.

It's to help you.

And so.

I'm not letting up on you because I care, so I'm gonna let you just go from there.

Xavier Juarez: Thank you.

Appreciate it.

Yeah high expectations, high accountability for everyone.

That's what I pride myself on.

And you know, first day of school we came up with this classroom constitution, things that we wanted to create for our own classroom, like.

Things that we wanna abide by every single day.

We're gonna come after the pledge of leads.

We're gonna say this pledge.

And so everyone signed it.

We kind of came up with it together.

And we kind of refer back to that whenever there's something going on, maybe a behavior or students are not kind of holding up their standard, you know, playing their part.

Especially with, you know, kind of, we have tables groups of four and so.

Partnership, you know, teamwork con, consistently collaborating with your classmates is really high for me.

And just making it structured.

Having those structures to where, okay, this is what you need to do here.

This is what you need to do here.

I. Then go turn it loose.

Any questions, provide some time for students to kind of ask if they need anything, address anything, and then go for it.

And then just positive reinforcement.

I think really that's what changes kind of.

I think my classroom is just built on positive reinforcement.

Yeah.

When there's a behavior kind of going on, okay, address it, but address it in a different manner.

Like, Hey, I like how this student has.

You know, is working with those expectations.

I like how this student's doing that.

And then they pick up on that.

Those kids will really pick up on that 'cause you didn't say their name and they want to hear their name called.

And then that kind of just motivates 'em then.

And then when they get, get it done, maybe it takes 'em a little longer than others.

Then recognize that kiddo.

But again, just high expectations like go.

We have, we need to get to point A to point B and I'm gonna hold you to it.

Okay.

We're gonna.

I'm gonna help you out along the way.

You need to buy in.

I'll buy in.

I'm gonna support you as much as I can.

And this is a two-way, two-way dance.

You know, let's get to it.

Craig: They know.

They know you care.

And I think, like you said, some things that really stood out to me.

You didn't say the words respect and dignity but I heard you say that it is like, even if I have to correct you.

Support, maybe a change in, in, in attitude or in behavior.

I'm gonna do it in a way where you're not gonna feel put upon or embarrassed in front of the class and that's important.

Do you wanna talk about that at all?

Xavier Juarez: Yeah, and I think it works both ways.

Like, you know when someone real thing too is like when someone has a floor, when someone's talking in class, they have the floor, all it tends to be on there.

You're not.

You know, chit chatting to your neighbor, to your partner.

It's just that respect counter and that's built from day one.

You know, we really hit on it and we still have talks to this day.

Like we only have, you know, 12, 14 days left of school and we still come back when students are not being respectful.

Let's stop.

Let's just stop everything.

Let's address this.

What are the expectations when someone has the floor, let's review 'em.

Okay.

And it's consistent.

Like even though it may seem old, like, and maybe some of the kiddos don't, like, oh my gosh, Mr. Warez is, you know, we only have 12 days left.

Like, no, we are still, we still gotta get stuff done.

And so respect from.

From them.

And I think it's really, once you start that day one, it just makes the routine, the days go by a lot easier and a lot smoother.

Just building that respect day one and then coming back to it, addressing it, okay, what does that look like?

What's that sound like?

You know, how do you do that in the classroom?

How does that look like in special?

So, you know, just really respect both ways and just accountability, I think, you know, holding those students that accountable.

And then kind of building that respect.

So yeah, they go hand in hand, but I really respect is really key in my classroom.

Craig: And you even said so much within that.

I mean, you talked about reminders.

I think you get getting stuff done, but it's also like you're preparing kids for life too.

Right?

It's not a, sometimes I respect out in the real world in jobs, they have to respect who they're gonna be.

So we need to be practicing it all the time, not just sometimes.

And so if I. Ease up, for lack of a better way to describe it, then I'm not doing my job to prepare you.

And so from day one class expectations, clear expectations, and even you pulled them into it.

And I know people do this and we create it together, but holding you to account to it every single day matters.

I think some of the things you talked about, like we call it first attention to best conduct, or I notice it's like when we point out when kids are doing what I want.

Like, we all want recognition, right?

Especially as kids, but even as adults, we want recognition.

And so when I'm hearing the teacher call out somebody else for something they're doing, which is what I wanna do, that pulls those other kids along.

But then I'm also cognizant that like, ooh, when I can catch that kid to where maybe it's a more of a challenge to, to get that kid, if I can catch that kid when he is and use his name, then he that's gonna give him that little boost that he needs as well.

Xavier Juarez: Yeah.

Yeah.

And it just builds and it just keeps building.

It's like, just once that, you know, it's like a fire.

Once they see, okay, I'm complimenting kiddos, or I'm complimenting teams.

Okay, I need, let's go, let's get there, let's get there so we can kind of get praise.

And it's so, and especially with fifth grade, it's a really pivotal year in their development.

It's, you know, they're going to middle school.

Schedule's gonna look a lot different.

A lot of 'em are ready for middle school and it's like, okay then that's kind of my thing too, is like, okay, we're ready.

I need you to be ready in sixth grade.

Some of you, some of us are ready, some of us are not.

That's okay.

Let's get there.

Let's work on these habits.

Let's work on these skills, organization skills.

Let's work on perseverance.

Let's work on let's get ready for sixth grade.

'cause some of you're gonna be in for a rude awakening and some of you're gonna.

Run off, take off and run with it and then blossom.

And so that's kind of a big thing too.

Having that is like, okay, we're we gotta get you to sixth grade, we gotta get you ready, we gotta do this, we gotta do this.

And so just looking forward to the next year.

'cause it is such a pivotal year, and some of these kids

Craig: It is, and it's a big change, right?

I mean, I don't have that one teacher all day anymore and so doing everything you can to set them up for success in that it, it is a heightened responsibility.

Xavier Juarez: Yeah, exactly.

And yeah.

And I think I've got that through, especially with only 13 days and they can see the finish line now, so yeah.

Craig: Let's let's shift forward to questioning and when I was in there, I mean, I felt like one, a lot of the questions you had were geared towards having all of the students answer and.

My favorite quote from Spencer Kagan, and listeners know this is why ask a question and have one student answer when you can ask a question and have all students answer.

And you had a couple of 'em you were reading the Ivan, what's Theto, what's the title, official title of that?

Xavier Juarez: The one and only Ivan

Craig: The one and Only Ivan and we're both from Washington.

And so he was actually, that's a fictionalized version, but I live in Tacoma, where the mall where Ivan.

Was housed and it was really tragic until he finally did end up at a zoo in Atlanta, I believe.

And so anyway, it's a story that to Northwesterners holds maybe a little more value but you had some really good questions.

And there was one about the glass having different ways.

Do you remember that one?

And the statement in that, just wanna talk about questioning and the power of it towards that high order thinking and maybe getting them to think about themselves as well.

Xavier Juarez: Yep.

And it's so easy to like, okay.

You know, yes or no response?

No.

Let's get deeper.

Let's get the brain turning.

Like think about their thinking, right?

They just read, they that's a skill in itself, being able to read and then it's, okay, let's think about what you've just read.

Let's think about bigger picture of things and really applying it to like.

Fifth grade, they kind of starting to get a little bit, kind of wanna be an adult, wanna be treated like adults.

And some of 'em are ready for that, some of 'em are not.

But it's just like, okay, so let's put the ball in your court.

Let's ask these questions that are gonna be deeper thinking.

And it's like, yeah, there's no right or wrong.

Answers.

It's like, pretty opinion, but okay.

Support your reasoning.

You know, why you think in this way?

Why is your answer like this?

You know, come back into the text and it's just practicing those skills that we have and it's just there for good conversation.

Collaboration.

I really strive myself on having those collaboration and, you know, the kids can only take so much information at once.

You know, they hear me keep going.

They're not gonna get anything out of it.

They need some time to process kind of what they've read or what we're doing and providing those opportunities for them to.

Turn and talk with a structure and then maybe a follow up activity with that to go along with.

That helps out with just getting that deeper understanding and building that under that cognitive just ability of, okay, we're going real deep into this section.

Let's keep it going.

You know, I listen to you, you listen to me, and then we can kind of form our answer.

You can form your own answer and then, you know, support it with Tech seven.

So there's a lot going on just.

I love collaboration.

I really strive myself on having that consistent and, but having it meaningful, you know, just, okay, here, talk to your partner.

You know, there's, that's not meaningful.

There's no structure in that.

Having structure just helps out with the flow and getting deeper into those conversations and questions and the reading event essentially.

Craig: And I think we wanna dig into that that the, because just like turning, there's a big difference between a turn and talk and between having structures where the responsibilities are there and.

And when we get into the part two of that piece I think we do really want to dig into that.

You said one of the things that I remembered really from that very first day that, that all three of us, when we were observing you that day, we just felt like you treat the kids with such respect in the sense that you treat them like adults.

I mean, maybe not like adults but kind of like adults.

Just like, like you would anyone else.

You're not and I think that just, there's something about that really resonates with them because they are at that age where they're just starting to seek independence, which is developmentally the most normal thing they could possibly do.

You wanna talk about that for a little bit?

Xavier Juarez: Yeah.

I think especially with my third year, and I can kind of relate to them and some of the and some of these kiddos, this is the first time having a male teacher.

And you know, I don't think about it.

I kind of thought about it as I was going into the profession, but now it's just like, okay, you have me.

Let's go.

I'm gonna be so many different teaching styles out there and just really just having these kids, Treating them like young adults because, you know, and puberty's just around the corner and some of 'em are going through it and hormones are changing.

They're changing and they, what I've really noticed too is they just want to be like heard.

They just wanna be understood.

You know, they do something like, you know, you address behavior.

You, you do something.

Okay.

They wanna know the why.

Okay.

I'm gonna, I'm gonna explain to you the why I have, you know, I have the patience.

I think I'm, I've, my patients have gotten a lot better with these, some of these kiddos.

'cause it's like, okay, no, you can't do that.

And then they're like, okay, well why, you know, tell me the why.

They want to know the why and it's just.

That's fair.

You know, that's fair.

That they doubt they want to have their voice heard.

They want to be recognized.

They want to be, 'cause like you said they're moving that it's a big, it's a big change in their lives as they're coming, getting into sixth grade, a lot of 'em turning 11, 12 years old.

And so yeah, just preparing 'em I think my big thing is just preparing 'em for sixth grade.

Let's get you ready.

Let's get you ready to ship off and send you to middle school.

Craig: And honoring that it's okay to ask why.

And I'm gonna tell you because it's to serve you.

But these are the reasons why it will serve you down the road.

I think that's great.

Let's now shift into the part two piece.

So really the way trust-based observations works is, I mean, there's exceptions of course, but.

It's all about building trust and the reflective conversation is all about one.

Starting by asking you questions like what you were doing to help students learn what you might do differently instead of starting by telling and we feel by doing that, we're saying, I value your opinion as opposed to when I just start talking at you.

I don't think that does it.

Then we also focus on strengths.

And there's a bunch of little things we do in the conversation that we feel really work to build trust.

And it takes time to build trust.

And what we really found is it takes really until the fourth round to be able to have that trust fully developed where we feel like it's an appropriate time to be able to offer suggestions.

And even when we do offer suggestions, we ask permission to offer suggestion.

And so.

There's a whole process that we go through that.

And so why don't you just walk us through on the receiving end.

I have no idea where this is gonna go 'cause we haven't done this before.

What it was like having that be a part of the process and did just walk us through the whole thing, if you don't mind.

Xavier Juarez: Yeah, it was fun.

So, my, if she did that in the fall, she came in through the fall, she's like, Hey, can I do this?

We're gonna do this form.

I was like, yeah, let's do it.

And, you know, we had talked about it in the beginning year.

She's like, we're gonna try something new.

Let's roll it out.

You know, I'm learning, you're learning.

Let's get to it.

And so it was interesting.

I felt when I first went in there, I was a little bit like, okay, you know, what do I, what's going in?

I don't know what I'm getting myself into.

And so, but as the conversations were going in that fall, I. It was like, oh, this is awesome.

It's like, I always say this, like teachers, they do so many good things, but when we sit down and like okay, what did you do?

Well, I was just doing this, that and the other.

You know what I mean?

But this trust-based observation is an opportunity for me to kind of sit back.

And just say, oh, you know, that was nice.

And hearing it from another perspective.

'cause like, I'm going I got, you know, 26 kids to monitor.

I'm checking pulses thing, everything's good to go.

And I'm rolling rolling.

Getting my lesson going.

But with that, it's awesome.

Being able to do it within that day or, you know, within immediate feedback is awesome.

And thinking, okay, let's break this down.

What went well and going through those questions and they're, like you said, they're deeper level thinking questions and not, it's not it's a different format, but it's a good format in a sense of like, okay, I am doing a good job and I am doing these things that, that matter.

And scientifically, you know, I'm addressing all these different needs and look at the impact that they're having on my kiddos.

And so when we did it in the spring, I felt a little bit less stressed out, you know, 'cause I did it in the fall.

I was like, okay, you know, this is awesome.

Craig: now you know the process.

You've been through it a few times, and so you get how it works and it's not about Gotcha.

It's about support and it, like you, I mean, I read it to say that you're already, it gets your wheels spinning about your practice more already.

Xavier Juarez: Yeah, so

Craig: now when we came in now, yeah.

Xavier Juarez: Yeah, so we went in the spring.

We did it in the spring, so they came on like a Thursday and then we kind of, we did the day two on the Friday and then we tried a strategy out.

We taught this simultaneous round table and that was an awesome opportunity.

Ran with it.

They kinda gave me some feedback, Hey, you should try this strategy, and so we implemented the following day,

Craig: And I'm gonna, I'm gonna, I'm gonna, I'm gonna push back on you because the semantics matter.

Okay.

So you said, Hey, you should try this strategy.

We would never actually say that.

So what we always do actually is we ask permission to offer a suggestion.

So really Lupe, what she said was, Hey, Xavier, I have a suggestion on the working memory part.

Or maybe it was on the cooperative learning part actually.

And so would you like to hear.

Then once you've said, okay, and that matters because you have to be ready, then you two work together on what that structure was.

Right?

And then you even talked about like, well, where would it be a good spot to go in the lesson?

And how we, can we support you to build that in as well?

Right?

Xavier Juarez: Yeah, that is completely correct.

Sorry for leaving that out.

But yeah, it was

Craig: No, it's.

Xavier Juarez: We.

Yeah, it was a collaborative effort.

We talked that first day we talked and then we kind of, you guys asked, and then I was like, oh yeah, let's do it.

Let's run with it.

And then we were kind of figuring out when it work best and like, okay, let's just do it the next day.

And so then gave me the option, Hey, do you wanna do it yourself?

Do you want to co-teach it?

Do you want to have our if f do it or do you just it?

It's up to you.

And so it was awesome having that choice.

Yep.

IF And so that was an awesome opportunity just to like, come into it, you know, it's not being forced upon me.

It's like, okay, let's you know, here's my options.

What do we think?

And then I asked you guys, I was like, okay, so what do you guys think is the most beneficial?

And then Lupe was like, well, it's kind of up to you at the end of the day.

And I was like, well, I think it would make more sense for me to try this strategy.

Right.

And then you guys kind of all just nodded your head and was like, okay, let's run with it.

And so then that Friday was awesome.

You guys were able to sit in on that and see me do this strategy and essentially what the strategy is we were reading, we did some partner reads, some shoulder reads, and then I asked a question and then all students had half a sheet and a pencil, and they wrote down, you know, the response.

And then after about a minute 30, I had my timer out and just.

Clock it once it hits one 30, stop it and stop the writing hand.

I think we did hands up, drop your pencil, hands up, and after that minute 30, then they would rotate.

Rotate their.

Their papers to the left, and then that next partner had to add on to what that student wrote.

And it could be, you know, a viewpoint that's way opposite or a viewpoint that's similar, build upon it.

And it was awesome.

And we talked about this on that Friday.

Not a lot of kiddos needed any reminders.

It was, they were so engaged and they were like.

Trying to read it.

They were like asking questions left and like, Hey, what can I do?

You know, what's this?

How can I start my sentences?

What does this mean?

And build it all up on that.

And so that was awesome.

Every single kiddo was engaged.

No reminders were needed.

It was an awesome strategy.

The simultaneous round table, and I still do it to this day.

Craig: So you've already done it more this week.

Xavier Juarez: Yep.

Yeah.

Yes, we have.

Craig: Yeah.

And then you went, and then I think there was a second question, and then they passed it to the right and then it came back again.

So I, and then you get to come back and then reflect.

I mean, really what it builds in it really in a subtle way, it builds in subtle peer to peer formative assessment where I get to look at your work and my comments almost are a reflection on your work.

But then it comes back to me.

And so I read your work and then what I wrote originally, which makes me think even more.

And that just such higher level thinking.

And man, they were like for the first time they did it, they were so into it.

But I think there were elements that really made that happen.

Like you spent time preparing and planning and teaching the kids and running them through at a very deliberate pace for what this new activity structure that we're doing looks like.

Sounds like practices, like I. And so you set them up for success with the way that you went about doing it.

Because if we don't do that properly and we go too fast or we it can inadvertently set our kids up for failure.

And if we fail the first time with that, it's sometimes harder to bring 'em back.

But you spent so much time making sure you got it right that I think that really factored.

Into the ultimate success.

So name the name, the structure again, and let's talk a little bit about more about the structures after that compared to more the Lucy Goosey style of a turn and talk and the differences because I think it matters,

Xavier Juarez: Yeah, it was a simultaneous round table that was the

Craig: cooperative learning activity simultaneous round table.

Okay,

Xavier Juarez: Yep.

Craig: so let's talk about then.

You've done turn and talks, right?

We all have.

And you talked before about the structures of it, like so every kid's involved, right?

So do you just want it from your perspective, talk about like why in your mind this style of a, the structures within the activity, why that makes it more effective learning?

Xavier Juarez: Yeah, the kiddos are just, the students are getting way more involved in their learning and Right.

They're reading, they're writing, and then they're kind of reflecting and analyzing, right.

This student wrote this may completely.

Be completely different where I stand on this issue or this question, and I gotta agree with this.

You kind of gotta go from that point of view and yeah, it's just awesome.

I, like I said, there was not really too many redirects or anything going on, and the kids was that, that had question.

They were more than willing to and I, I. It was our first time doing this activity picked it up and kind of like you said I sequence it to where it's like, okay, short chunk of instructions.

I think that's what I kind of, table, you know, put myself in with my teaching strategies.

Short increments, you know, quick, gimme a thumbs up if you know what we're doing.

Gimme a head nod if you know what this first step is doing.

Okay.

Once we're done, stop everyone.

Nothing in your hands.

Attention on me.

I'm gonna give you your next step here.

Here's your next step.

What you're gonna do.

Gimme a thumbs up if you're ready.

Okay.

Go.

Just so we're everyone's on the same, you know, field.

Everyone knows what they're doing and then it just, that structure, it really is, just makes it fun quick.

And the kiddos really enjoyed it.

They came back after recess and really was, they were still talking about like, Hey, can we do this activity again?

Can we do this another time?

Yeah.

Craig: That's funny.

That is great.

And so I'm gonna add a little bit more just on the Kagan because I know so much about it and I do know the differences.

And so like when we do a turn and talk or just turn and talk to your partner about the exact same thing, like.

Because there aren't specific structures and responsibilities.

We don't know if both kids are gonna talk.

One kid might talk the whole time, and then where's the equal learning?

Where's the individual accountability?

And it's also framed positively.

So we know they have to interact positively with each other too.

And so like in a turn and talk, we've all seen it.

One kid does all the talking and the other doesn't.

With this, you've got really roles.

Everybody writes, everybody goes and looks at their partner's writing, and then everybody writes again, and then it comes back.

And now I reflect on that writing and I add a little bit more.

Now there's the next question.

We do the same thing going the other way.

Every single kid is responsible, not in a bad way, and I like.

Now we get to learn and it's more engaging.

It, like the crazy thing about it is it people think, oh, it, you know, it's gonna be messy.

Like, I need to control all the time.

But like, let 'em get messy, man.

They were so, like, they wanted to, they come back after recess and tell you they want to do it.

Like, what more could you want?

And sometimes with our need to control all the time and not set them free and let them get a little messy, like we're actually gonna have more behaviors because they're bored.

Man, we learn socially from each other, and then we have to give them opportunities to do that.

And then, I mean, when you see that type of learning, like how can you as a teacher not want to keep doing it?

Because it's so fun.

And it's not like I'm not still helping the kids, I'm just helping 'em in a different way.

And really, I think I'm more effective way.

Xavier Juarez: Yeah.

And they're more hands on, you know, it gets that more hands on.

They're more engaged.

They're willing to do it.

They're willing to take mistake, you know, make mistakes.

They're willing to try, and then that kind of comes back to the whole classroom environment that you build.

But it's like, they wanna do this.

They want.

To see what you wrote.

They wanna see, you know, kind of build upon that.

They want to be heard.

And then, you know, we had a few share outs like, okay, what did your, you know, your paper read it out loud.

And then it was fun, you know, everyone, once they read it, we gave 'em like a rocket clap, two, three, kind of just a quick recognition.

And just, again, that environment, everything is just, all just building everyone up.

And those Kagan strategies really help.

And this one specifically was awesome.

I recommend it to others.

Yeah.

It's fun.

Craig: fit what you were doing in class, so well with that reading for sure it did.

Hey you brought up one other thing and just maybe inadvertently, but I think it's, I think it's an important little thing.

Sometimes little things really factor into our success and that is your timer.

I. Like you carry that timer, which by the way, it's an old school timer.

Not the round like egg shaped one or anything, but like, it's like a 1990s like digital alarm clock looking timer to me.

And, but talk about that in terms of like being structured and what it means to you to do that.

Because I think it matters.

Xavier Juarez: Yeah.

Yeah.

I've used that ever since.

So I learned it from my, when I was student teaching I saw my mentor teacher do it, and I was like, Ooh, I really like that.

And I remember my first year.

I was like, struggling.

I was like, man, I'm kind of struggling with pace.

I don't know what's kind of, what's too much time, what's too little time?

And so then one of my is my first year teaching was like, Hey, pull out a timer.

Like, just set it out and then kind of see how you do.

And ever since that day, it's, I just been I've taken that little timer.

It's missing its back piece on there, but I don't know where it's we're taking it.

Rolling.

And again, it just, it's quick for me to kind of, okay.

This is, you know, about where they should have time to, to discuss or do this strategy or whatever the case may be.

And it's like, okay, onto the next, or, you know, if and it's nice because students will advocate for themselves.

They say, Hey, Mr.

Juarez, you know, raise their hand, Mr. Warez.

Hey, can I have more time?

Can we have more time?

We're still working on this.

It's like, yes, I love that.

Tell me that.

Or, you know, I ask, Hey, you know, on your chest, how many more minutes do you need?

1, 2, 3, 4? And I kind of, I usually low ball it and say, oh, you need.

A lot of fours.

Yeah, we'll do three, we'll do two.

And so, yeah, but it just makes the pace quicker and then it kind of helps with that whole tight ship.

Like, okay, let's get done with this.

Okay, onto the next, let's do this onto the next.

And so it's really helpful.

I really recommend it.

If you're kind of struggling with pace and it's like, well, what's too much time?

What's too little?

And I have that thing on me, it's on my desk and I carried around

Craig: No, you're carrying it around.

You're literally carrying it around with you thought it was in your hand the whole time you were there, and I think it's really easy to say, okay, you've got this many minutes, but we didn't track the minutes.

So all of a sudden, four minutes is nine.

And now I just lost five minutes where maybe if I'd had that timer and there's that sense of the urgency and they and the kids know that timer's there that pushes them to work faster.

'cause they know, you know, they might not always get that time.

It's not a guarantee that they'll get extra time.

And so it's a little thing that I think makes a big difference.

Xavier Juarez: Yeah it beats kind of like that aspect of Beat the Clock yet.

It limits behavior.

Like, you know, they don't have enough time to kind of, you know, oh what's so and so doing?

What's team sell?

No, we're going, we're you need to live in these next side of directions.

'cause we're going on with the

Craig: yeah.

To.

Xavier Juarez: Yep.

Craig: So you've had some TBO now you're a young teacher and you've had a little bit of like, I know your district has been a Danielson model district and so I'm just curious, like, just overall your thoughts on, on, on trust-based observations so far.

Whether you want to talk about it in comparison to the other way is up to you.

What do you think?

Xavier Juarez: Yeah, it, I like TBO.

It's.

A lot more reflective and it's a lot more structured in a sense of like a, you know, normal evaluation, how'd the lesson go?

Tell me what you did, you know, and then kind of, it's pretty formatted, but TBO it's like, okay, I say something and then like my the evaluator looks at it and it's like, okay, let's build upon that.

Like, you know, it's more of like, okay, you have the floor.

I'll say, you know, you have the floor, you go with it, and then I'll add on to what you said, and then.

If we agree with kind of what, what's documented.

Okay.

Onto the next, but I feel like it's a lot organized.

It's a lot less stress, which is really nice.

You know, there's evaluations that you do and you know, part of, especially being young, but teacher, there was, I had to do three this year, and it's a lot, it's a lot mentally, a lot.

Physically, there's a lot going on.

But with this, I mean, I couldn't, you know, enjoy it anymore.

We did it last week and man, it was so fun to kind of just see, and then it is all positive.

There wasn't anything bad, you know, I think the whole.

With evaluations, it's like you're going into this like, oh, kind of stressed out.

But this was like, so open.

It was just a conversation.

It was really like a collaboration.

Like, okay, what I thought I did, you know, what they saw we did.

And then really addressing it to those specific areas that's on that TBO form.

And it's like, oh wow.

I do hit that.

I do this, I do that.

You know, because it's so easy just to get lost in your craft and kind of.

Like I mentioned earlier, it's just so easy to get lost in your craft and your teaching.

And it's nice when I, when we did this last week, just to sit back and like, okay, man, I do, it's rewarding.

It's a rewarding, it makes me feel good.

It's like, okay, I'm doing all these good things.

Here's my teaching.

You know, here's what others think.

Like this is a productive and honestly it's to enhance me as a teacher as well as to improve the student learning, right?

All this that we do is for the students.

Yeah.

Yep.

Craig: And I, I mean it, and it feels like from what you're saying, you know, as we've gotten into it and done it, and now we've gotten to the point where we're ready to ask permission to offer a suggestion and that happened.

Like you, you built this now new thing into your practice, which to improve learning for the kids, right.

Xavier Juarez: Yeah, exactly.

And so funny 'cause right after we were done with my.

Kind of my second meeting and then kind of went back to my classroom.

And then I think at the end of the day I shared with my teammates.

I was like, Hey, you guys need to try this strategy.

This was awesome.

The students loved it.

And I can kind of give you some feedback on what goes well, what to do, what not to do, and then go from there.

And so, yeah, spread the word and they're, I think they're trying, I need to check in on them.

But yeah, it was, you know, it, once you plan for it, it's easy to manipulate and it's awesome just to see the impact on students.

And when they were doing this, it was awesome.

And you were there too, so it was just.

Craig: It was.

Xavier Juarez: Grace.

Great.

Awesome.

Hands-on learning.

Craig: You know, John Hattie, I was really lucky.

And the book resonated with him when he endorsed the book.

And he said the trust-based observations, which like I'm so proud of this is he said, it's collective teacher efficacy in action.

And what you just described is collective teacher efficacy in action.

You learned something, you went back to your whole team, and now the whole team is doing it.

That's collective teacher advocacy.

Man.

That's, man, you just made my whole day with that one.

Thanks.

I appreciate it.

Xavier Juarez: No problem.

Craig: Xavier, I think there's gonna be people that are gonna wanna reach out and learn from you.

Would you please be willing to share your professional contact information?

Xavier Juarez: Yes, will do.

So my email is Juarez xavier@ysdseven.org, so I'll spell it out for you.

J-U-A-R-E-Z period, X-A-V-I-E-R at ysd seven dot o org, ORG.

Craig: Thank you.

And that will be in the show notes for listeners.

Xavier, thank you so much, man.

It was an absolute pleasure getting to watch you twice last week, getting to talk to you, getting to see you do your stuff and then getting to hear you.

Talk about it today.

I'm really grateful.

Thanks so much for being on the show.

Xavier Juarez: Thanks so much, Craig.

Thanks for having me.

Pleasure.

Craig: Yeah.

Take care.

Bye.

Xavier Juarez: Thank you.

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