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Chad Ostrowski | @chadostrowski

Chad Ostrowski | @chadostrowski

After receiving his Bachelor’s Degree In Biology, Chad Ostrowski or “Mr. O” as his students fondly call him, set his sights on education. He was chosen as one of only 50 individuals in the state of Ohio to be granted the Woodrow Wilson Teaching Fellowship through the Ohio STEM Learning Network.  Through this fellowship he received his Master’s in Science Education and gained intensive training and expertise in STEM education, Problem Based Learning, Inquiry based instruction as well as other cutting edge educational research and modern pedagogical theory.


 


 


 


Ostrowski has since presented research at the NSTA National Conference on Problem Based Learning in the Gifted Classroom and Continues to develop and research modern innovative educational practices. Chad has been teaching  Middle School Science in a high needs urban district for 4 years. In that short time, due to his dedication to teaching, innovative teaching methods and educational leadership he has been named Science Department Chair within his building, Building Leadership Team member and District Co-chair of Middle School Science Curriculum.


 


 


 


It is through these foundations that he has created and developed  the The Grid Method - Mastery Learning System in order to synthesize his knowledge of best practices in education into a system that allows ALL of his students to meet and exceed  their potential.


 


 


 


Chad has now left the classroom to shre his innovative practices, techniques and strategies with educators all over the country. He does this through speaking at conferences, providng teacher development and workshops, as well as producing blogs, and videos.

Posted by on in General

A difficult choice

Leaving the classroom was one of the most difficult things I've ever done. Making the decision was one of the hardest I've ever made. Not only did I have to say goodbye to my colleagues, my administrators, and the mentors who had guided me throughout my career, but I had to leave my students. I say "MY" students purposefully. Regardless of if I taught them 5 years ago, 3 years ago, or I was going to teach them next year (as most teachers know) they areand will always be "MY" students. I wasn't leaving because it was "too hard" or because I was burnt out, though. I was leaving to make a greater impact on education and to reach more students than I ever thought possible.

How it happened

I had developed, tested, and created a system in my classroom now called The Grid Method. In my high needs, urban school with 100% free and reduced lunch, and economically disadvantaged students, it was working. Students were more engaged, achievement was increasing, management was improving, and I quickly realized that I had something here that could help more teachers and more students. Colleagues had been asking how to implement the system I'd designed and so had others I shared it with. I quickly started looking for ways to spread the word and share the techniques and systems I was using to reach more students.

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Posted by on in Classroom Management

megaphone girl

You've probably been there before. A student, frustrated with their hand in the air decides it's all of a sudden ok to yell across the room "Hey Teacher!" (they might use your name, but you get the point). There's a good chance this isn't a rare occurrence in your classroom. You're awesome, so you probably manage your classroom well and when this happens, you reinforce your expectations and model appropriate behavior.

And that's good. That's what you should do. But I'd like to take thisa step further and look at what causes this type of disturbance to happen in your classroom.

The Classroom Management 'Play By Play'

Step 1: Bobby raises his hand across the room, silently, as they are supposed to. They can't continue working without assistance. And because you are helping Katie at the moment, and your back is to Bobby, you don't see him raise his hand.

Step 2: You finishing assisting Katie and move on to Jake, who is close by and just raised his hand. Now, you don't know this, but Jake actually has a much less urgent question than Bobby, but because Jake was closer, you noticed him first. This frustrates Bobby, because he raised his hand first. He now feels  like he is being ignored.

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Posted by on in Education Policy

Let me admit...

Before I start I want to readily admit that there are far more than three things wrong with our current educational system. The three reasons I'm about to discuss are the ones I think are most detrimental to the success of our schools in this country.

Things that matter but won't be discussed

I can tell you right now that none of these things have anything to do with funding, politics, or the zip code that you live in.  All of these are things that have effects on education and its success, but I would like to focus on systemic, instructional, and conceptual issues that exist at the school, district, and national level. These are key thing that are, in my mind, possible to change with the right commitment.

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Posted by on in Teaching Strategies

Have you fallen out of love?

I know that title is a little corny but, if you are in a place right now where you are having to drag yourself out of bed and into your classroom, you need to keep reading.

How Did This Happen?

You might be wondering how you got to this place. When you first started your career you were passionate, energetic, couldn't wait to change the world through education. You spoke up in meetings, shared inspirational quotes about learning and student achievement on social media, and wanted to make a difference.

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Posted by on in Education Technology

You’ve finally got that requested tech…now what?

So you’re school just got 1:1 tech, or you just got your request for iPads granted on an online funding site you signed up for (congrats! that’s awesome!) For a lot of teachers that I talk with, it seems like they think as soon as you get that tech in your room the world will change and all of your problems will disappear. To be honest, when I got some additional tech for my room, I thought the same things was going to happen.

The Reality

When I first received some additional tech that ended up being 1:1 after a hodgepodge of some laptops here, iPods here, and tablets over there, I thought everything was going to just magically improve in my classroom. The reality of it was that I just had another tool to help my students, NOT a “cure all” for all of the issues that exist in my classroom.

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