Prompt: What would you do (as a teacher) if you weren't afraid?
Now this is a question that allows us to finish the reflective teacher challenge with a bang! I can only imagine what other teachers would answer if I were to ask them this tomorrow. Fear is truly the enemy of progress, so it's time to consider a world where fear is nonexistent. I believe that by actually putting down these thoughts tonight, I will actually be able to see a potential list of goals for me in the coming years. I can't help but think of the Allegory of Cave as I contemplate my response, because I'm taken back to something a student mentioned last year after we discussed the meaning of this particular philosophical piece. This student dared to ask the class the following question - "Why do we allow fear to keep us chained within our own caves?" This caught me off guard because I never considered the idea that we allow fear to consume our lives. So, here's what I would do should I happen to shed my fear and insecurities:
I would voice my opinion more in class. Too often I've kept my personal views out of the material I covered in the class because I was too afraid that the students would view this as me trying to force my beliefs on them. Instead, I think that if I had more confidence I would offer my viewpoint in class with an explanation of why I came to a certain conclusion. Many students may actually care about what their teacher thinks, and hearing information from the source would allow them to see that we are humans too. There are also times when students feel that there might be something wrong with the way that they are thinking because all the comments made in class are leaning away from their own view, but if it was similar to that of the teacher, it would offer them a sense of security. I care about what my students think and feel, and I feel that teachers could form better educational relationships with their students if they were were to share their own thoughts and feelings.
I would get rid of the current grading system that students are most familiar with today. The process of taking grades doesn't really measure the comprehension of students; instead, it shows how well students are at completing assignments. I think that the focus should be placed on the process of learning as opposed to the sole focus on the end. In my second year teaching, I had a student freak out because they earned a 70 on an exam and had never scored anything below a 90 on a social studies exam. I told her that she needed to work on her writing skills, and she did improve over the course of semester. More importantly, she started to regard each assignment as a means of developing her writing technique, and on the final exam she opted to complete an all essay version of the exam. Her skills developed within the course, and she began to see the value in the process of gaining new skills. I wish that all of my students could place the value on their learning process as opposed to what they scored on an exam. Every student learns differently, so why should be only be able to offer one medium of measuring their knowledge? It just doesn't make sense to me.
I would challenge the status quo in regards to teaching assignments. Too many times I've seen veteran teachers being offered challenging courses merely because they've been teaching a subject the longest. It can be these same teachers that are so comfortable with the material that they are unwilling to update their curriculum or teaching methods. If our students are constantly adapting to the world they live in, shouldn't teachers adapt to the new students that walk into their classroom? I would speak up for those teachers that have so many awesome ideas so that they can have the opportunity to take a chance with different types of students.
Now, this list could go on for days and days. Many teachers find that if they were allowed to tell people to leave them alone and let them teach, they would be better off. I really don't see an issue with thought process, but I find more value in being able to connect with others on a consistent basis.
-A
Tuesday, September 30, 2014
Monday, September 29, 2014
Ch-ch-ch-changes
Prompt: How have you changed as an educator since you first started?
Considering the fact that I've only started my fourth year teaching, this question shouldn't be too difficult to answer. However, since I've only completed three years of teaching, there is not much information to base my answer on. Unlike those teachers that have been teaching for a considerable amount of time, there's not a significant set of examples to use in describing the changes that I've gone through as an educator. That's not to say that I have not changed, because I've changed ... like A LOT! I think that most of the changes that have occurred for me as a teacher is due in large part to two things - confidence and trust.
As a first year teacher, you walk into your class for the first time wide-eyed and bushy-tailed, but completely unprepared for what lies ahead of you. You may slowly begin to doubt yourself and your abilities, but as each year passes those feelings begin to recede. Through the past couple of years I've learned to trust myself to the point that I'm fully confident in myself (or at least to the point where I can fake it!). I'm now more open to trying new methods out in my class because I know that I'm doing it with the best intentions, and hopefully, my students can see the value in trying out new things in their own lives. The level of confidence that I've grown into at this point of my career has provided me with a voice that I'm no longer scared to use when it's necessary. I value myself enough to know that I need to be able to speak up not only for myself, but my students as well.
Trust ... this is something that I continuously find myself working on. It's difficult to fully trust anyone to the point where you can let go and let them take the lead. In terms of teaching, it's difficult to hand the reigns over to someone else - others in your department or even your students - without knowing whether or not you've made the right decision. The first couple of years of teaching were difficult for me because I chose to not trust others. I felt that only I knew what was best for my classes and students, but looking back to that point of time, I've realized that I only put myself into a really stressful point in my life. I now take the chance to allow others to come into my classroom to offer suggestions and am constantly using the feedback provided by my peers and superiors. I'm no longer scared of expanding my horizons through the building of bridges based on trust.
On that note, I've also learned to trust my students and their abilities to lead their education. By taking a step back from being the "sage on the stage" and truly allowing my students to not just ask questions but also search for them, we've all become better at the whole "education beast". I absolutely love watching my students collaborating and solving issues. The first couple of PBLs that we completed in class this year were a bit rough in presentation, but the students are really responsive. They love the opportunities to take control of the direction that we take in class, and they absolutely adore the chance to be as creative as possible. Competitive edge comes out with each unit, and I love seeing the students pushing themselves to the point that they reach the "AHA" moment. Teachers and administrators have walked in on the students working, and the students are so lost in their work that they fail to even notice someone's walked into the room. They enter into the glorious trance created by the passion and curiosity that stems from me trusting them to work alone.
After reflecting on where I've developed in these past couple of years, I can only be completely stoked about what's to come. The possibilities are endless, and I can only hope that I'm more than willing to progress into the type of teacher that my students can be proud of at the end of the day.
-A
Considering the fact that I've only started my fourth year teaching, this question shouldn't be too difficult to answer. However, since I've only completed three years of teaching, there is not much information to base my answer on. Unlike those teachers that have been teaching for a considerable amount of time, there's not a significant set of examples to use in describing the changes that I've gone through as an educator. That's not to say that I have not changed, because I've changed ... like A LOT! I think that most of the changes that have occurred for me as a teacher is due in large part to two things - confidence and trust.
As a first year teacher, you walk into your class for the first time wide-eyed and bushy-tailed, but completely unprepared for what lies ahead of you. You may slowly begin to doubt yourself and your abilities, but as each year passes those feelings begin to recede. Through the past couple of years I've learned to trust myself to the point that I'm fully confident in myself (or at least to the point where I can fake it!). I'm now more open to trying new methods out in my class because I know that I'm doing it with the best intentions, and hopefully, my students can see the value in trying out new things in their own lives. The level of confidence that I've grown into at this point of my career has provided me with a voice that I'm no longer scared to use when it's necessary. I value myself enough to know that I need to be able to speak up not only for myself, but my students as well.
Trust ... this is something that I continuously find myself working on. It's difficult to fully trust anyone to the point where you can let go and let them take the lead. In terms of teaching, it's difficult to hand the reigns over to someone else - others in your department or even your students - without knowing whether or not you've made the right decision. The first couple of years of teaching were difficult for me because I chose to not trust others. I felt that only I knew what was best for my classes and students, but looking back to that point of time, I've realized that I only put myself into a really stressful point in my life. I now take the chance to allow others to come into my classroom to offer suggestions and am constantly using the feedback provided by my peers and superiors. I'm no longer scared of expanding my horizons through the building of bridges based on trust.
On that note, I've also learned to trust my students and their abilities to lead their education. By taking a step back from being the "sage on the stage" and truly allowing my students to not just ask questions but also search for them, we've all become better at the whole "education beast". I absolutely love watching my students collaborating and solving issues. The first couple of PBLs that we completed in class this year were a bit rough in presentation, but the students are really responsive. They love the opportunities to take control of the direction that we take in class, and they absolutely adore the chance to be as creative as possible. Competitive edge comes out with each unit, and I love seeing the students pushing themselves to the point that they reach the "AHA" moment. Teachers and administrators have walked in on the students working, and the students are so lost in their work that they fail to even notice someone's walked into the room. They enter into the glorious trance created by the passion and curiosity that stems from me trusting them to work alone.
After reflecting on where I've developed in these past couple of years, I can only be completely stoked about what's to come. The possibilities are endless, and I can only hope that I'm more than willing to progress into the type of teacher that my students can be proud of at the end of the day.
-A
Sunday, September 28, 2014
Ed Tech - The New Frontier
Prompt: Respond - should technology drive curriculum, or vice versa?
Truthfully speaking, I really don't know exactly how to answer this question due in large part to my inability to pick a side. I can see the value in both arguments regarding the relationship between technology and curriculum, but to actually pick a side in this debate is quite difficult. I say this because I really love the accessibility that technology provides in designing curriculum, but I've also seen the drawbacks of focusing too much on technology that the actual content is not delivered to the students. So, in lieu of choosing either or, I'm going to say that you need to focus on somewhere in the middle of this paradigm. Here's why ...
I cannot fathom the number of times that I have come across some tool or app that I really think best aids in delivering information in my classroom. Technology and all the possibilities that it creates has forged a new era of education, and I truly believe that it's constantly changing every school year. The technology that was used by our parents and then by us has drastically changed, and the world that our students will be working and living in is going to be much more advanced than the world we presently live in. So, if we are to prepare our students for a technologically driven world that doesn't entirely exist just yet, then it only makes sense to provide them with the tools to succeed in said world. It only seems fitting that we should consider technology the engine that provides the source of power for the beast that is education. There are so many resources and means of connection that it seems that technology should drive our curriculum into a new frontier.
However, when a teacher becomes so absorbed in using every imaginable technological tool or resource that they stray from the actual content that they teach, technology is no longer a study aid, but a hindrance. Unfortunately, as teachers (myself included), we want to use EVERYTHING that we see because it's just so awesome! When we attend tech conferences, or read about a new app, or even see another teacher utilizing some form of technology, we can't help but think of a way to incorporate it within our classroom. At times I've felt that I just had to use every available tool because if not, then I was failing at providing my students with the necessary tools to succeed. I've learned that by embracing the tried and true technology tools, I'm not only better utilizing these tools, but modeling to my students that it's best to simplify their lives instead of meddling in too many things.
I personally adore the advantages that technology provides for education, but just like anything else in our lives, it's best in moderation. Sometime we need that extra push to get going, but too much of a good thing can turn out to be bad.
-A
Truthfully speaking, I really don't know exactly how to answer this question due in large part to my inability to pick a side. I can see the value in both arguments regarding the relationship between technology and curriculum, but to actually pick a side in this debate is quite difficult. I say this because I really love the accessibility that technology provides in designing curriculum, but I've also seen the drawbacks of focusing too much on technology that the actual content is not delivered to the students. So, in lieu of choosing either or, I'm going to say that you need to focus on somewhere in the middle of this paradigm. Here's why ...
I cannot fathom the number of times that I have come across some tool or app that I really think best aids in delivering information in my classroom. Technology and all the possibilities that it creates has forged a new era of education, and I truly believe that it's constantly changing every school year. The technology that was used by our parents and then by us has drastically changed, and the world that our students will be working and living in is going to be much more advanced than the world we presently live in. So, if we are to prepare our students for a technologically driven world that doesn't entirely exist just yet, then it only makes sense to provide them with the tools to succeed in said world. It only seems fitting that we should consider technology the engine that provides the source of power for the beast that is education. There are so many resources and means of connection that it seems that technology should drive our curriculum into a new frontier.
However, when a teacher becomes so absorbed in using every imaginable technological tool or resource that they stray from the actual content that they teach, technology is no longer a study aid, but a hindrance. Unfortunately, as teachers (myself included), we want to use EVERYTHING that we see because it's just so awesome! When we attend tech conferences, or read about a new app, or even see another teacher utilizing some form of technology, we can't help but think of a way to incorporate it within our classroom. At times I've felt that I just had to use every available tool because if not, then I was failing at providing my students with the necessary tools to succeed. I've learned that by embracing the tried and true technology tools, I'm not only better utilizing these tools, but modeling to my students that it's best to simplify their lives instead of meddling in too many things.
I personally adore the advantages that technology provides for education, but just like anything else in our lives, it's best in moderation. Sometime we need that extra push to get going, but too much of a good thing can turn out to be bad.
-A
Saturday, September 27, 2014
A Weekend Warrior
Prompt: What roles do weekends and holidays play in your teaching?
The answer to this question is dependent on the time of year, but it's a combination of school and housework. If it's during the school year, I spend the majority of weekends and the breaks (winter and spring) trying to accomplish as much school work as possible without the distractions that comes with the school day. If it's during the extended summer vacation, then I spend my time with my family and trying to relax. However, most of the summer vacation ends up with me attending PD or pouring through material that will help me in the upcoming school year.
It's kind of strange considering how much emphasis I place on my job. Many people comment on the fact that I spend so much time working, even when I'm technically "off the clock". People have pointed out that I need more balance in my life, and I guess that I understand their point. But, they fail to see my point of view. I believe that I've been given a gift to share with these students, and I don't want to waste it. I really don't see that I'm sacrificing anything because I've consciously made this decision to work in a field that allows me to share my knowledge with others while learning from other individuals. It's a complete blessing to find a career that combines my talents with my passion. So, while others place values on other things in their life, I place mine in my passion - teaching.
I have decided that I do need to allow myself more time to recuperate because being on your feet all day and constantly having your mind going at full speed can drive anybody insane. This school year, I have found myself spending weekends spending more time with my family; and, with both my parents being educators, I find that we all have an outlet in each other to share the ups and downs of the week. I guess my goal then is to provide myself with a chance to catch my breath and enjoy all the great things that my students are doing in the classroom as opposed to being sick all the time because I've worn my body down way too much.
-A
The answer to this question is dependent on the time of year, but it's a combination of school and housework. If it's during the school year, I spend the majority of weekends and the breaks (winter and spring) trying to accomplish as much school work as possible without the distractions that comes with the school day. If it's during the extended summer vacation, then I spend my time with my family and trying to relax. However, most of the summer vacation ends up with me attending PD or pouring through material that will help me in the upcoming school year.
It's kind of strange considering how much emphasis I place on my job. Many people comment on the fact that I spend so much time working, even when I'm technically "off the clock". People have pointed out that I need more balance in my life, and I guess that I understand their point. But, they fail to see my point of view. I believe that I've been given a gift to share with these students, and I don't want to waste it. I really don't see that I'm sacrificing anything because I've consciously made this decision to work in a field that allows me to share my knowledge with others while learning from other individuals. It's a complete blessing to find a career that combines my talents with my passion. So, while others place values on other things in their life, I place mine in my passion - teaching.
I have decided that I do need to allow myself more time to recuperate because being on your feet all day and constantly having your mind going at full speed can drive anybody insane. This school year, I have found myself spending weekends spending more time with my family; and, with both my parents being educators, I find that we all have an outlet in each other to share the ups and downs of the week. I guess my goal then is to provide myself with a chance to catch my breath and enjoy all the great things that my students are doing in the classroom as opposed to being sick all the time because I've worn my body down way too much.
-A
Friday, September 26, 2014
The 6th Man for My Classroom
Prompt: What are your three favorite go-to sites for help/tips/resources in your teaching?
I'm pretty confident that the resources that I'm about to list are used by the vast majority of teachers today. It's not too hard to see the value of using these particular resources because they allow teachers to compartmentalize, organize, and utilize (ha, see what I did there!). Anyway, I want to keep this post short and sweet, so here are my favorite go-to sites:
Twitter
I don't know how many times I've clicked on a link from a tweet and have been taken to one of the best resources that is actually relevant to me. I can almost always count on finding some sort of aid for my teaching via Twitter, and I think that it's a testament to the effectiveness of social media in relation to education. Instead of being afraid of something that we may not know too much about, by embracing the positive attributes of this site, teachers can unlock a vault of pertinent and effective resources for our classrooms.
Pinterest
Okay, so doesn't love looking at beautiful pictures. I started using the site for personal reasons, but when I discovered the "Education" section, I was completely lost to the world. While a vast majority of the education section is geared towards elementary teachers, there are still some great gems. I find that this is a good jumping off point, and by using this site to link up to a great blog, I can find really what I need.
Also, by being able to see an image and record it on a site, it makes it so much easier to find what you were looking for in the first place. I've spent time bookmarking blogs that I love, but not having a description for the site often keeps me from actually going back to that site. However, with Pinterest, I'm able to see what it was that attracted me to the resource, and I can quickly locate and open up the resource. I adore the simplicity and direct approach to cataloguing information.
Tumblr
In previous posts I have discussed my minor addiction to this site. As soon as I get home, I'm logging onto the site (after Twitter, of course). I often use it as a means of unwinding after work, but I also follow fellow teachers around the country. I love being able to see the strategies that they use in their classroom, but more importantly their reflection on that particular strategy. I have found various web-sites, blogs, and articles that have completely changed my perspective and approach towards teaching. My ability to push students to critically analyze various sources and allow them to take the lead in determining the outcomes of the education was due in part to understanding a broader context of 21st century skills, which came from coming in contact with other educators on this site.
I'm pretty confident that the resources that I'm about to list are used by the vast majority of teachers today. It's not too hard to see the value of using these particular resources because they allow teachers to compartmentalize, organize, and utilize (ha, see what I did there!). Anyway, I want to keep this post short and sweet, so here are my favorite go-to sites:
I don't know how many times I've clicked on a link from a tweet and have been taken to one of the best resources that is actually relevant to me. I can almost always count on finding some sort of aid for my teaching via Twitter, and I think that it's a testament to the effectiveness of social media in relation to education. Instead of being afraid of something that we may not know too much about, by embracing the positive attributes of this site, teachers can unlock a vault of pertinent and effective resources for our classrooms.
Okay, so doesn't love looking at beautiful pictures. I started using the site for personal reasons, but when I discovered the "Education" section, I was completely lost to the world. While a vast majority of the education section is geared towards elementary teachers, there are still some great gems. I find that this is a good jumping off point, and by using this site to link up to a great blog, I can find really what I need.
Also, by being able to see an image and record it on a site, it makes it so much easier to find what you were looking for in the first place. I've spent time bookmarking blogs that I love, but not having a description for the site often keeps me from actually going back to that site. However, with Pinterest, I'm able to see what it was that attracted me to the resource, and I can quickly locate and open up the resource. I adore the simplicity and direct approach to cataloguing information.
Tumblr
In previous posts I have discussed my minor addiction to this site. As soon as I get home, I'm logging onto the site (after Twitter, of course). I often use it as a means of unwinding after work, but I also follow fellow teachers around the country. I love being able to see the strategies that they use in their classroom, but more importantly their reflection on that particular strategy. I have found various web-sites, blogs, and articles that have completely changed my perspective and approach towards teaching. My ability to push students to critically analyze various sources and allow them to take the lead in determining the outcomes of the education was due in part to understanding a broader context of 21st century skills, which came from coming in contact with other educators on this site.
Thursday, September 25, 2014
The Joy of Collaboration
Prompt: The ideal collaboration between students - what would it look like?
I completely love student collaboration, but it hasn't always been that way. In my first couple of years teaching, I firmly believed that students should limit the amount of time they completed their assignments with their peers. I truly believed that each student should complete their own work because how else was I going to be able to measure their comprehension of the material covered in my class. Looking back, only one thing comes to mind - what the heck was I thinking?
As teachers, we are always borrowing and collaborating from other teachers. The old adage goes - two heads are better than one ... so why wasn't I allowing for my students to do the same thing? I moved away from the single student learning approach and slowly geared my classes towards a collaborative setting. It's still a learning process for me because I know what I want from my students, but to see it translated in the classroom is a difficult process. The emphasis in that last sentence should be on process, because the definition of collaboration is always changing and adapting to the students that walk through the door.
Student collaboration should bring out the best traits of each student, and allow for the other members of a team or network to see and appreciate the value each student brings to the group dynamic. A collaboration between students should be respectful while boundaries are being pushed to their limit. I would love to see students gaining a new understanding of a topic/issue because another students has challenged them to see their point of view. Student collaboration is the essence of learning because each student will most likely connect with their peers than with a teacher. So the dream-like appearance of student collaboration would involve constant questioning accompanied with an in-depth discussion of a topic or project design. The only thing left for a teacher to do is to make the dream a reality.
-A
I completely love student collaboration, but it hasn't always been that way. In my first couple of years teaching, I firmly believed that students should limit the amount of time they completed their assignments with their peers. I truly believed that each student should complete their own work because how else was I going to be able to measure their comprehension of the material covered in my class. Looking back, only one thing comes to mind - what the heck was I thinking?
As teachers, we are always borrowing and collaborating from other teachers. The old adage goes - two heads are better than one ... so why wasn't I allowing for my students to do the same thing? I moved away from the single student learning approach and slowly geared my classes towards a collaborative setting. It's still a learning process for me because I know what I want from my students, but to see it translated in the classroom is a difficult process. The emphasis in that last sentence should be on process, because the definition of collaboration is always changing and adapting to the students that walk through the door.
Student collaboration should bring out the best traits of each student, and allow for the other members of a team or network to see and appreciate the value each student brings to the group dynamic. A collaboration between students should be respectful while boundaries are being pushed to their limit. I would love to see students gaining a new understanding of a topic/issue because another students has challenged them to see their point of view. Student collaboration is the essence of learning because each student will most likely connect with their peers than with a teacher. So the dream-like appearance of student collaboration would involve constant questioning accompanied with an in-depth discussion of a topic or project design. The only thing left for a teacher to do is to make the dream a reality.
-A
Wednesday, September 24, 2014
The Roller Coaster Known as PBL
Prompt: Which learning trend captures your attention most, and why?
This question is super easy to answer ... it's got to be PBL. I came across the concept of PBL when I was looking through some new web-sites last school year, and I was hooked from the get go. I loved all the various ways that PBL could be interpreted by both teachers and students, and thought that this would be a perfect format of teaching for my students. You see, I teach World Geography, and I found that my students loved when we discussed real world issues in class, and when I was able to make real world connections within the lessons, the students were more engaged. The format of PBL fit in with what my students loved, and what I was hoping to achieve with them.
I finally made the big leap towards implementing a PBL format in the classroom this year. We completed our first PBL, and for lack a better word, it was a bit rough. My students had difficulty in letting go o their reliance on specific directions to create their project. It was an uphill battle with them some days because they were always wanting me to make decisions regarding their presentations, but I told them that they were the ones in charge (and I would only offer them guidance). Over time, the students began to get into the groove of collaborating with the other members of their team, and their dependence on a teacher-directed instruction. When they presented their creations to their peers, I had students fill out feedback pages to use for reflection. Reflections were also directed inwards for the students and at me so we could build off of them.
Well, I can say that while I think that the first PBL was a tough project, the second PBL that we started today is going to be freaking AWESOME! Today we spent the class period building and defining the central concept ("The American Dream") so that way we can have a foundation to work with when we delve into our creative side. Students were on point and throwing out ideas and suggestions. However, there was a moment that really stood out to me though. You should know first that my fourth period is a large class, and there is one particular student that somedays I have to pull teeth to connect the material. I've tried finding ways to make the material engaging, and I was hoping that he would try this time around. Anyways, I had a colleague in the classroom who wanted to observe how the class runs in a PBL format, and he asked this particular student about what they were working on. Get this ... the student starts explaining the process, and he didn't even know I was listening into the conversation. I was floored! He was actually investing some time in this background information. (To tell you the truth - I almost cried a bit...)
So, this time around the students were actively providing questions that they could pull out of the information and discussion we held in class. To top it off, we decided as a class to make a list of all the topics that were of interest to them so as to try and to include them within our class discussions and projects. They were choosing some hard-hitting issues - the situation in Ferguson (and racial relations), immigration reform, the wage gap, gender relations, etc... - and I was blown away by what a little inspiration did for these students. I can truly say that while I may have doubted the PBL for my classroom during the first try, I am totally on board. The students were taking chances and challenging each other, and they allowed me to take a step back a bask in the glory of student engagement. I love PBL, and there's no looking back now! I know that all the hard work that goes into formulating these PBLs, as well as all the tweaks that are involved to the original design as students provide feedback and ideas, is actually being understood by the students. The students are finally having fun again (but also learning)!
To put it in the words of one of my students - "I really think that PBL is the way of the future, and all schools should really consider it. I feel like I'm actually able to talk about things that matter, and I actually look forward to these projects." I couldn't agree more kiddo; I couldn't agree more!
-A
I finally made the big leap towards implementing a PBL format in the classroom this year. We completed our first PBL, and for lack a better word, it was a bit rough. My students had difficulty in letting go o their reliance on specific directions to create their project. It was an uphill battle with them some days because they were always wanting me to make decisions regarding their presentations, but I told them that they were the ones in charge (and I would only offer them guidance). Over time, the students began to get into the groove of collaborating with the other members of their team, and their dependence on a teacher-directed instruction. When they presented their creations to their peers, I had students fill out feedback pages to use for reflection. Reflections were also directed inwards for the students and at me so we could build off of them.
Well, I can say that while I think that the first PBL was a tough project, the second PBL that we started today is going to be freaking AWESOME! Today we spent the class period building and defining the central concept ("The American Dream") so that way we can have a foundation to work with when we delve into our creative side. Students were on point and throwing out ideas and suggestions. However, there was a moment that really stood out to me though. You should know first that my fourth period is a large class, and there is one particular student that somedays I have to pull teeth to connect the material. I've tried finding ways to make the material engaging, and I was hoping that he would try this time around. Anyways, I had a colleague in the classroom who wanted to observe how the class runs in a PBL format, and he asked this particular student about what they were working on. Get this ... the student starts explaining the process, and he didn't even know I was listening into the conversation. I was floored! He was actually investing some time in this background information. (To tell you the truth - I almost cried a bit...)
So, this time around the students were actively providing questions that they could pull out of the information and discussion we held in class. To top it off, we decided as a class to make a list of all the topics that were of interest to them so as to try and to include them within our class discussions and projects. They were choosing some hard-hitting issues - the situation in Ferguson (and racial relations), immigration reform, the wage gap, gender relations, etc... - and I was blown away by what a little inspiration did for these students. I can truly say that while I may have doubted the PBL for my classroom during the first try, I am totally on board. The students were taking chances and challenging each other, and they allowed me to take a step back a bask in the glory of student engagement. I love PBL, and there's no looking back now! I know that all the hard work that goes into formulating these PBLs, as well as all the tweaks that are involved to the original design as students provide feedback and ideas, is actually being understood by the students. The students are finally having fun again (but also learning)!
To put it in the words of one of my students - "I really think that PBL is the way of the future, and all schools should really consider it. I feel like I'm actually able to talk about things that matter, and I actually look forward to these projects." I couldn't agree more kiddo; I couldn't agree more!
-A
Tuesday, September 23, 2014
Bridging the Gap
Prompt: Write about one way that you "meaningfully" involve the community in the learning in your classroom. If you don't yet do so, discuss one way you could get started.
Okay, so this is clearly one of the posts where I look towards the future because it's totally not happening in the present. The way I see myself actively including the community in my classroom would be through inviting various experts into the classroom as we cover varying topics. Lucky for me, I teach a subject (World Geography) that can link to so many different professionals. I'm actually making an effort to get in contact with various leaders in our community to have them assist in the PBL process that my students and I are trying to achieve. I've already had success in collecting some names of business owners that are willing to provide feedback to my students in regards to their business proposals, but I keep on looking forward.
It's my mission this year to create a database of professionals/experts in different fields to provide assistance in our class because I really can see how it's only going to help my students and I with our learning process. I look forward to letting the outside community in our classroom while expanding the walls of our room to the outside world.
-A
Okay, so this is clearly one of the posts where I look towards the future because it's totally not happening in the present. The way I see myself actively including the community in my classroom would be through inviting various experts into the classroom as we cover varying topics. Lucky for me, I teach a subject (World Geography) that can link to so many different professionals. I'm actually making an effort to get in contact with various leaders in our community to have them assist in the PBL process that my students and I are trying to achieve. I've already had success in collecting some names of business owners that are willing to provide feedback to my students in regards to their business proposals, but I keep on looking forward.
It's my mission this year to create a database of professionals/experts in different fields to provide assistance in our class because I really can see how it's only going to help my students and I with our learning process. I look forward to letting the outside community in our classroom while expanding the walls of our room to the outside world.
-A
Monday, September 22, 2014
The Neverending Story - My PLN
Prompt: What does your PLN look like, and what does it do for your teaching?
So the other day I was talking to my parents about school (I mean that's a given, right?), and my mom made a comment that really stuck out to me. You see we were discussing the new appraisal system here in Texas, and my mom was telling me that one of her professional goals this year was to expand the use of technology in her classroom. For me, I was ecstatic because this meant that I knew I could help my mom understand the magical world of Twitter, blogs, and maybe even Instagram. Anyways, she was telling me how she was talking with a co-worker and told her, "Well, Ashley's going to be a big help this year because she's always on the computer. She can spends hours pouring through web-sites and resources and somehow always finds new things to test out in her classroom." At first, I was shocked at how my mom thought I spent too much time on my computer, but then I realized she was right. It seems that I never log off because there is just so much information and I know I haven't even scratched the surface.
This just made me think of how teachers are able to connect with each other despite miles upon miles that separate us. The joy of being able to communicate and share great ideas with one another makes education one of the most rewarding and fun careers. Of the myriad of resources that I've accumulated, I've noticed that pretty much all of them are located via the Internet (but there's still my department chair and his MASSIVE collection of resources ... it's quite impressive!). I've gone ahead and grouped and/or listed various tidbits of my PLN ... it's as follows:
Twitter
I mean, c'mon, this has got to be a given at this point. I really love that I can post questions with a specific hashtag and receive numerous responses from around the world. The ability to connect with teachers through Twitter chats has really helped me develop particular sets of skills, while also getting a chance to share some of the struggles and successes that take place in my classroom. The chance to share valuable information with others via this public site can be overwhelming, but completely worth it. The great thing about Twitter is how user-friendly it is which translates to spending more time connecting with others rather than trying to figure out how the darn thing works.
Blogs
Hi, my name is Ashley Cox, and I'm addicted to Tumblr. I love this blog platform, mainly because I mix in some personal views with my professional ones, so I find that this site allows me to unwind a bit. I actually came across this site through my sister, and primarily used it for personal reasons until about 9 months ago. That's when I switched over to focusing more on following fellow teachers, and soaking in all their wisdom. The majority of teachers that I follow are very similar to me and my class (in the demographic sense), and so seeing what works for them allows me the comfort of knowing that it may work for my classroom. I've come across some really interesting articles, tech tools, and overall strategies via this site, but at the same time, I've seen some teachers post about all the things that drove them crazy. To this I say, "Thank God it's not only me!" This site has really allowed me to develop as a teacher and a human-being!
Teaching Web-sites
I don't know what I would do without sites like TeachThought, Edutopia, We Are Teachers, etc... The strategies and resources these sites pull together seem to pop up on their main page right when I need them. I mean I've been able to grab information from here in preparation for CTLs, tech conferences, and overall discussions with my students. Recently, our school district had a PD session for the Social Studies Department pertaining to the SAMR Model. Well, since I was an avid reader of so many web-sites, I went in knowing pretty much everything the presenter was talking about. Many of the resources he showed us I was already using, or had at least tried in my classroom LAST YEAR! I'm pretty sure I may have annoyed him, but it's not my job to make a presenter feel like the smartest person in the room, my job is to provide students with the best education (and I'm going to use the necessary tools when it fits my student's needs!)
BIE - The Buck Institute for Education
This is probably the newest member of my PLN, largely due to the fact that I'm implementing a PBL classroom this year. I've spent the past 6-9 months pouring through all the resources I could find about PBL because I wanted to make sure it would be a good fit for my students. Almost always, I found myself going back to the BIE site because it simplified and explained all the components and concepts to a degree in which I could understand it, but also explain it to others. The templates, articles, rubrics, and even project database make a PBL newbie like me feel more comfortable with the educational format as complex as PBL.
Now of course, I also use a variety of International News web-sites and blogs (because I do teach World Geography after all), other teachers' blogs, and TED videos, but I find that the aforementioned members of my PLN have served the greatest benefit to me in the last year. To tell you the truth, I don't think that I could have developed to the teacher I am today without these particular resources. And, to the teacher I hope to become, I can only continue to strive towards finding new resources that will allow me to maintain an open mind to all the changes that are bound to appear. Here's to never forgetting that teacher is another word for "lifelong learner."
-A
So the other day I was talking to my parents about school (I mean that's a given, right?), and my mom made a comment that really stuck out to me. You see we were discussing the new appraisal system here in Texas, and my mom was telling me that one of her professional goals this year was to expand the use of technology in her classroom. For me, I was ecstatic because this meant that I knew I could help my mom understand the magical world of Twitter, blogs, and maybe even Instagram. Anyways, she was telling me how she was talking with a co-worker and told her, "Well, Ashley's going to be a big help this year because she's always on the computer. She can spends hours pouring through web-sites and resources and somehow always finds new things to test out in her classroom." At first, I was shocked at how my mom thought I spent too much time on my computer, but then I realized she was right. It seems that I never log off because there is just so much information and I know I haven't even scratched the surface.
This just made me think of how teachers are able to connect with each other despite miles upon miles that separate us. The joy of being able to communicate and share great ideas with one another makes education one of the most rewarding and fun careers. Of the myriad of resources that I've accumulated, I've noticed that pretty much all of them are located via the Internet (but there's still my department chair and his MASSIVE collection of resources ... it's quite impressive!). I've gone ahead and grouped and/or listed various tidbits of my PLN ... it's as follows:
I mean, c'mon, this has got to be a given at this point. I really love that I can post questions with a specific hashtag and receive numerous responses from around the world. The ability to connect with teachers through Twitter chats has really helped me develop particular sets of skills, while also getting a chance to share some of the struggles and successes that take place in my classroom. The chance to share valuable information with others via this public site can be overwhelming, but completely worth it. The great thing about Twitter is how user-friendly it is which translates to spending more time connecting with others rather than trying to figure out how the darn thing works.
Blogs
Hi, my name is Ashley Cox, and I'm addicted to Tumblr. I love this blog platform, mainly because I mix in some personal views with my professional ones, so I find that this site allows me to unwind a bit. I actually came across this site through my sister, and primarily used it for personal reasons until about 9 months ago. That's when I switched over to focusing more on following fellow teachers, and soaking in all their wisdom. The majority of teachers that I follow are very similar to me and my class (in the demographic sense), and so seeing what works for them allows me the comfort of knowing that it may work for my classroom. I've come across some really interesting articles, tech tools, and overall strategies via this site, but at the same time, I've seen some teachers post about all the things that drove them crazy. To this I say, "Thank God it's not only me!" This site has really allowed me to develop as a teacher and a human-being!
Teaching Web-sites
I don't know what I would do without sites like TeachThought, Edutopia, We Are Teachers, etc... The strategies and resources these sites pull together seem to pop up on their main page right when I need them. I mean I've been able to grab information from here in preparation for CTLs, tech conferences, and overall discussions with my students. Recently, our school district had a PD session for the Social Studies Department pertaining to the SAMR Model. Well, since I was an avid reader of so many web-sites, I went in knowing pretty much everything the presenter was talking about. Many of the resources he showed us I was already using, or had at least tried in my classroom LAST YEAR! I'm pretty sure I may have annoyed him, but it's not my job to make a presenter feel like the smartest person in the room, my job is to provide students with the best education (and I'm going to use the necessary tools when it fits my student's needs!)
BIE - The Buck Institute for Education
This is probably the newest member of my PLN, largely due to the fact that I'm implementing a PBL classroom this year. I've spent the past 6-9 months pouring through all the resources I could find about PBL because I wanted to make sure it would be a good fit for my students. Almost always, I found myself going back to the BIE site because it simplified and explained all the components and concepts to a degree in which I could understand it, but also explain it to others. The templates, articles, rubrics, and even project database make a PBL newbie like me feel more comfortable with the educational format as complex as PBL.
Now of course, I also use a variety of International News web-sites and blogs (because I do teach World Geography after all), other teachers' blogs, and TED videos, but I find that the aforementioned members of my PLN have served the greatest benefit to me in the last year. To tell you the truth, I don't think that I could have developed to the teacher I am today without these particular resources. And, to the teacher I hope to become, I can only continue to strive towards finding new resources that will allow me to maintain an open mind to all the changes that are bound to appear. Here's to never forgetting that teacher is another word for "lifelong learner."
-A
Sunday, September 21, 2014
The Quirks Make A Person (or Teacher)
Prompt: Do you have other hobbies/interests that you bring into your classroom teaching? Explain.
One of the greatest joys in the teaching profession is connecting with students. The best feeling however is finding something that has brought you so much joy doing the same thing to your students. Anything from books to music, or an internet meme, maybe a TV show.
I'm constantly referencing pop culture in my class, because why not? I love Netflix, movies, and pop music just like them, so I figure it's best to include it within a lesson plan. For most of my students, they get a kick out of the analogies that I use when talking about the most mundane things. My students really liked a lesson that I used that compared Asian horror films to American horror remakes. Now, I didn't show the entire movies, just three minute clips, and had the students discuss the use of various elements to achieve the main goal of scaring the audience. This opens up a further discussion about the culture of other regions in comparison and a possible culture of violence. A couple of days later, I had students approaching me with movies from other world regions and wanting to discuss the importance of cinema within the realm of globalization ... I was floored! They were talking about the Hunger Games and Battle Royale, and films from Mexico and counterparts in the United States. The students were using the critical analysis as well as communication skills. Finding the balance of pop culture and the curriculum makes the class more enjoyable, but importantly, more relevant to them.
Well, the next major interest kind of stems from the fact that I'm the daughter of teacher-coach. I LOVE college football (especially my Aggies, WHOOP!), and will constantly discuss the latest stats with my football players. They love that they have a teacher that can actually relate to them, and I love that I can share that with them. They no longer see me as just their teacher, but someone who is a human being with interests that just happen to align with their passion. It's even gotten to the point where a good chunk of my students will wear their preferred college t-shirt just to rile me up. Either way, I also talk to the students about whether or not they've considered college at this point. I make sure that my students start seriously thinking about weighing their options and preparing now so they are not struggling as upperclassmen.
I'm a huge bookworm. I probably buy more books than I have room for in the little space that I have available. To put it into perspective, I have a storage unit that has about a third of it filled with boxes of books. Anyways, I love to read all genres, but the books I really enjoy reading during the school year are the Young Adult books. My favorites this past summer were all the works by John Green. I just couldn't put them down. Now that the school year has started, when I see students with their own copies of the book, I make a comment about the book or offer a suggestion about other books that they might enjoy. Also, I reference these books when explaining different cultures, and I try to find books that the students could relate to from authors from different parts of the world. Opening up their minds to other styles of writing and authors that aren't American allows them to see the broader scope of my course as well as our world. It's a beautiful thing to see students embrace other cultures, and I fully appreciate the role I get to play in bridging that gap for them.
Lastly, I spent three years completing a master's degree in history, and I was blown away with the amount of information and approaches used in the field, that I can't help but share that with students. I particularly took to re-examining historical events from a variety of views, not just that of the dominant voice. I always tell my students to remember that "history is written in the eyes of the victor with the blood of the defeated"; therefore, we must be careful to examine multiple points of view when we study a culture. The last thing I would want for my students is to walk out of my class not appreciating and valuing every single world region. It takes me a lot of time to break down the prejudices and hate that has been built up over years in the hearts of some of my students, but the moment the students can view an issue from another's frame of mind and consciously make an informed decision, I feel like I've done my job well. My students and I have enjoyed moments in which we examine various cultures and see all the contributions they've provided us in today's world. Just the other day I had a student point out to me that I was thinking in the "American frame of mind" and so I was making an assumption. I ate my words, and looked at this students and said to him, "You're absolutely right. Thanks for pointing that out." I was absolutely proud that a student was willing to stand up and correct me.
The joy of teaching allows for us to be able to embed our passions and interests within our every day lessons. When the students see how much we love something, then they are pushed to share their interests with others. We are creating safe environments for the students to share and collaborate, and this makes coming to school more of a joy and less of a chore.
-A
One of the greatest joys in the teaching profession is connecting with students. The best feeling however is finding something that has brought you so much joy doing the same thing to your students. Anything from books to music, or an internet meme, maybe a TV show.
I'm constantly referencing pop culture in my class, because why not? I love Netflix, movies, and pop music just like them, so I figure it's best to include it within a lesson plan. For most of my students, they get a kick out of the analogies that I use when talking about the most mundane things. My students really liked a lesson that I used that compared Asian horror films to American horror remakes. Now, I didn't show the entire movies, just three minute clips, and had the students discuss the use of various elements to achieve the main goal of scaring the audience. This opens up a further discussion about the culture of other regions in comparison and a possible culture of violence. A couple of days later, I had students approaching me with movies from other world regions and wanting to discuss the importance of cinema within the realm of globalization ... I was floored! They were talking about the Hunger Games and Battle Royale, and films from Mexico and counterparts in the United States. The students were using the critical analysis as well as communication skills. Finding the balance of pop culture and the curriculum makes the class more enjoyable, but importantly, more relevant to them.
Well, the next major interest kind of stems from the fact that I'm the daughter of teacher-coach. I LOVE college football (especially my Aggies, WHOOP!), and will constantly discuss the latest stats with my football players. They love that they have a teacher that can actually relate to them, and I love that I can share that with them. They no longer see me as just their teacher, but someone who is a human being with interests that just happen to align with their passion. It's even gotten to the point where a good chunk of my students will wear their preferred college t-shirt just to rile me up. Either way, I also talk to the students about whether or not they've considered college at this point. I make sure that my students start seriously thinking about weighing their options and preparing now so they are not struggling as upperclassmen.
I'm a huge bookworm. I probably buy more books than I have room for in the little space that I have available. To put it into perspective, I have a storage unit that has about a third of it filled with boxes of books. Anyways, I love to read all genres, but the books I really enjoy reading during the school year are the Young Adult books. My favorites this past summer were all the works by John Green. I just couldn't put them down. Now that the school year has started, when I see students with their own copies of the book, I make a comment about the book or offer a suggestion about other books that they might enjoy. Also, I reference these books when explaining different cultures, and I try to find books that the students could relate to from authors from different parts of the world. Opening up their minds to other styles of writing and authors that aren't American allows them to see the broader scope of my course as well as our world. It's a beautiful thing to see students embrace other cultures, and I fully appreciate the role I get to play in bridging that gap for them.
Lastly, I spent three years completing a master's degree in history, and I was blown away with the amount of information and approaches used in the field, that I can't help but share that with students. I particularly took to re-examining historical events from a variety of views, not just that of the dominant voice. I always tell my students to remember that "history is written in the eyes of the victor with the blood of the defeated"; therefore, we must be careful to examine multiple points of view when we study a culture. The last thing I would want for my students is to walk out of my class not appreciating and valuing every single world region. It takes me a lot of time to break down the prejudices and hate that has been built up over years in the hearts of some of my students, but the moment the students can view an issue from another's frame of mind and consciously make an informed decision, I feel like I've done my job well. My students and I have enjoyed moments in which we examine various cultures and see all the contributions they've provided us in today's world. Just the other day I had a student point out to me that I was thinking in the "American frame of mind" and so I was making an assumption. I ate my words, and looked at this students and said to him, "You're absolutely right. Thanks for pointing that out." I was absolutely proud that a student was willing to stand up and correct me.
The joy of teaching allows for us to be able to embed our passions and interests within our every day lessons. When the students see how much we love something, then they are pushed to share their interests with others. We are creating safe environments for the students to share and collaborate, and this makes coming to school more of a joy and less of a chore.
-A
Saturday, September 20, 2014
My Love for Curation
Prompt: How do you curate student work - or help them do it themselves?
I absolutely love this prompt because one of my dream jobs is work as a museum curator. This is the reason why my master's degree is not in education, but in history. I actually began my master's degree before I became a teacher because I dead set on working in a museum as a curator. Now, the option is still available, but I love the way the prompt has be reevaluating my role as an educator right now. I've never considered my career as a teacher to include the job of a curator. Who knew that I could actually be doing two things that I love most in the world?!
Here's how most of my student work is curated -
The Good Ol' Fashion Hallway
Ever since we were little, we have looked forward to see our handwork on display outside the classroom in the hallway. As we get older, the assignments became less artistic, and the likelihood of this work being put in the hallway decreased tenfold. Still, seeing your work on display gives you a sense of pride in what you have accomplished. Some of my students claim to hate seeing their work out in the hallway (so I have them put their name on the back of the project), but then once they see it outside, they may change their mind.
I'm not going to lie, I'm not the best at keeping up with students displays in the hallways, but I do cover the inside of my classroom with student work. I guess I kind of like to keep my student work within the confines of my room because I see their creativity and wonder as a secret that I want to keep to myself. I promised myself that this year I would do better at allowing more people access to the awesome work produced by students (because it's freaking fantastic!).
Social Media
The joy of on-line social media is that it has provided teachers with the ability to post student work to a broader audience. The accessibility and ease at which social media sites like Twitter and Instagram have provided in terms of displaying student work makes being a teacher fun! I love that when I walk around the classroom and see students working on their assignments, I can simply take a picture of the process and post in on-line.
The students love the ability to log onto sites and check on the posts of the week. The ability for a student to follow a class Twitter or Instagram account makes this form of curation most student friendly. I've had students who have come practically skipping into class because I posted their assignment onto one of these sites. What better way to get students excited about learning than to reach out to them on their favorite sites?
Interactive Bulletin Boards
Okay, so this a new idea for me. I came across this idea from someone that I happen to follow on Twitter. There was a link to a particular article detailing how a couple teachers have taken the traditional bulletin board and brought it to the updated world we live in today. The central idea was to take an approach that includes the traditional format of displaying student work (bulletin boards) and including links (like QR codes) to multimedia created by students to further the information capacity on said bulletin board.
For me, this is an AWESOME idea. I'm going to be trying this out with the first PBL our class has created. The students have simulated a realigned NFL and developed various teams that could be added. They've researched various components of what it takes to create a successful business plan as well as the various aspects of human geography. Their research and presentations will both be presented this week. I've already decided on putting all the components that they present outside in the hallway and links to their presentation videos via QR codes next to each team design. Most of the students like the idea of being able to see other class periods' videos, but there were some that were apprehensive about the idea. For the most part, I've explained that this will help them reflect better on their communication skills so as to better prepare for the next presentation.
I'm absolutely floored by the amount of creativity that is accessible via the touch of a button. Technology is the medium in which we as teachers can find a way to connecting the lives of our students to the work they create in our classrooms. The sooner we are able to accept these new tools, the sooner we will be able to reach out to our students.
-A
I absolutely love this prompt because one of my dream jobs is work as a museum curator. This is the reason why my master's degree is not in education, but in history. I actually began my master's degree before I became a teacher because I dead set on working in a museum as a curator. Now, the option is still available, but I love the way the prompt has be reevaluating my role as an educator right now. I've never considered my career as a teacher to include the job of a curator. Who knew that I could actually be doing two things that I love most in the world?!
Here's how most of my student work is curated -
The Good Ol' Fashion Hallway
Ever since we were little, we have looked forward to see our handwork on display outside the classroom in the hallway. As we get older, the assignments became less artistic, and the likelihood of this work being put in the hallway decreased tenfold. Still, seeing your work on display gives you a sense of pride in what you have accomplished. Some of my students claim to hate seeing their work out in the hallway (so I have them put their name on the back of the project), but then once they see it outside, they may change their mind.
I'm not going to lie, I'm not the best at keeping up with students displays in the hallways, but I do cover the inside of my classroom with student work. I guess I kind of like to keep my student work within the confines of my room because I see their creativity and wonder as a secret that I want to keep to myself. I promised myself that this year I would do better at allowing more people access to the awesome work produced by students (because it's freaking fantastic!).
Social Media
The joy of on-line social media is that it has provided teachers with the ability to post student work to a broader audience. The accessibility and ease at which social media sites like Twitter and Instagram have provided in terms of displaying student work makes being a teacher fun! I love that when I walk around the classroom and see students working on their assignments, I can simply take a picture of the process and post in on-line.
The students love the ability to log onto sites and check on the posts of the week. The ability for a student to follow a class Twitter or Instagram account makes this form of curation most student friendly. I've had students who have come practically skipping into class because I posted their assignment onto one of these sites. What better way to get students excited about learning than to reach out to them on their favorite sites?
Interactive Bulletin Boards
Okay, so this a new idea for me. I came across this idea from someone that I happen to follow on Twitter. There was a link to a particular article detailing how a couple teachers have taken the traditional bulletin board and brought it to the updated world we live in today. The central idea was to take an approach that includes the traditional format of displaying student work (bulletin boards) and including links (like QR codes) to multimedia created by students to further the information capacity on said bulletin board.
For me, this is an AWESOME idea. I'm going to be trying this out with the first PBL our class has created. The students have simulated a realigned NFL and developed various teams that could be added. They've researched various components of what it takes to create a successful business plan as well as the various aspects of human geography. Their research and presentations will both be presented this week. I've already decided on putting all the components that they present outside in the hallway and links to their presentation videos via QR codes next to each team design. Most of the students like the idea of being able to see other class periods' videos, but there were some that were apprehensive about the idea. For the most part, I've explained that this will help them reflect better on their communication skills so as to better prepare for the next presentation.
I'm absolutely floored by the amount of creativity that is accessible via the touch of a button. Technology is the medium in which we as teachers can find a way to connecting the lives of our students to the work they create in our classrooms. The sooner we are able to accept these new tools, the sooner we will be able to reach out to our students.
-A
The Power of Reflection
Note - I've been ill the past couple of days ... I'm posting yesterday's post today.
Prompt: Name three powerful ways students can reflect on their learning, then discuss closely the one you use most often.
Interactive Student Notebooks (*Most Often Used*)
In the first couple of years teaching I had my students keep all their notes and assignments in a binder, and at the end of the semester, they were given a notebook exam. Most students kept their binders in order, but there were quite a few who did not see the importance of using the past information kept in these binders to help them in the course. Still, there were students who threw all their paper into the vortex that is their backpack and only retrieved them when the time came to compile their binder. The students did not see how the work completed in class was beneficial in later parts of the course.
Enter ISNs, I implemented them last year, and I'm still adjusting them to best fit the course. I now have just about every student keeping up to date not their notes and assignments, and when they are stuck on some topic, most students are able to flip back to past notes. The students an see how certain concepts build off of each other, and they begin to develop their own views on how something works. Many students love that they are able to keep everything in one source, but more importantly, they are able to see how their writing and note-taking skills improve over the course of the semester.
Student Blogs
Last year, I attempted to start the 20-Time Project with my students last year. Long story short, it didn't really work out with my freshmen classes (and I'm still trying to find a way for it to make sense to them). However, there was one thing that I loved and the students really took to during this period - student blogs. The students loved being able to log onto their blog and post about things that they had learned (before their interest fizzled out, of course).
I can totally see how having the students keep their own educational blogs would provide them with an outlet very different than what they are used to right now. They are able to keep tabs on concepts they've learned, what they've had difficulty with in the past week, and how they could improve in the coming week. Students can use a platform that they are comfortable with to help us teachers see what we can do better to reach out to them.
On-Line Portfolios
This is an idea that I've been playing around with for a while. I really want to provide my students with a method of keeping all their PBL work located in one place. I've looked into various platforms, and I've seen the positive and negative sides of each. However, I still haven't figured out a way to systematically dispense information as well as keep track of the development of student project designs. I'm continuously working on finding one site that could provide all things necessary...
Reflection is key for students who are constantly trying to improve on their skill sets. Just like many of us teachers are using blogging as a form of reflection for our teaching styles, not all teacher are doing the same. It's a matter of finding out what works best for you, and using that to the best of your abilities. Learning is a continuous process, and it's important to remind ourselves of our progress so as to continue on the path of education.
-A
Prompt: Name three powerful ways students can reflect on their learning, then discuss closely the one you use most often.
Interactive Student Notebooks (*Most Often Used*)
In the first couple of years teaching I had my students keep all their notes and assignments in a binder, and at the end of the semester, they were given a notebook exam. Most students kept their binders in order, but there were quite a few who did not see the importance of using the past information kept in these binders to help them in the course. Still, there were students who threw all their paper into the vortex that is their backpack and only retrieved them when the time came to compile their binder. The students did not see how the work completed in class was beneficial in later parts of the course.
Enter ISNs, I implemented them last year, and I'm still adjusting them to best fit the course. I now have just about every student keeping up to date not their notes and assignments, and when they are stuck on some topic, most students are able to flip back to past notes. The students an see how certain concepts build off of each other, and they begin to develop their own views on how something works. Many students love that they are able to keep everything in one source, but more importantly, they are able to see how their writing and note-taking skills improve over the course of the semester.
Student Blogs
Last year, I attempted to start the 20-Time Project with my students last year. Long story short, it didn't really work out with my freshmen classes (and I'm still trying to find a way for it to make sense to them). However, there was one thing that I loved and the students really took to during this period - student blogs. The students loved being able to log onto their blog and post about things that they had learned (before their interest fizzled out, of course).
I can totally see how having the students keep their own educational blogs would provide them with an outlet very different than what they are used to right now. They are able to keep tabs on concepts they've learned, what they've had difficulty with in the past week, and how they could improve in the coming week. Students can use a platform that they are comfortable with to help us teachers see what we can do better to reach out to them.
On-Line Portfolios
This is an idea that I've been playing around with for a while. I really want to provide my students with a method of keeping all their PBL work located in one place. I've looked into various platforms, and I've seen the positive and negative sides of each. However, I still haven't figured out a way to systematically dispense information as well as keep track of the development of student project designs. I'm continuously working on finding one site that could provide all things necessary...
Reflection is key for students who are constantly trying to improve on their skill sets. Just like many of us teachers are using blogging as a form of reflection for our teaching styles, not all teacher are doing the same. It's a matter of finding out what works best for you, and using that to the best of your abilities. Learning is a continuous process, and it's important to remind ourselves of our progress so as to continue on the path of education.
-A
Thursday, September 18, 2014
Falling in Love
Prompt: Create a metaphor/simile/analogy that describes your teaching philosophy.
Teaching is like falling in love for the first time.
When you take the big leap into teaching, you have no idea what you're in for in the coming years. You go into it with eyes wide open, taking in every experience, hoping that you won't miss the little things. Because it's your first love, you don't know what to expect, so you go off what everyone tells you. You think that since everyone else has been there before, they must be right. And just like your first love, when you realize that everyone else was wrong, you're crushed, but you persevere because you find the idiosyncrasies to be beautiful and incomparable to anything else.
- A
Teaching is like falling in love for the first time.
When you take the big leap into teaching, you have no idea what you're in for in the coming years. You go into it with eyes wide open, taking in every experience, hoping that you won't miss the little things. Because it's your first love, you don't know what to expect, so you go off what everyone tells you. You think that since everyone else has been there before, they must be right. And just like your first love, when you realize that everyone else was wrong, you're crushed, but you persevere because you find the idiosyncrasies to be beautiful and incomparable to anything else.
- A
Wednesday, September 17, 2014
Stop Trying to "Fix Everything"
Prompt: What do you think is the most challenging issue in education today?
Everyone thinks that they need to "fix everything" about education. From education reformers, to politicians, to the parents that walk through our doors, everyone has an opinion about where the education system has failed. Don't get me wrong, there are things that we as teachers can do to make the learning experience more inclusive or more relevant, but the constant critique can get a bit too much. If teachers were to constantly criticize their students, I guarantee you that the student would most likely shut down. There is no longer any motivation to work for something, and the same thing goes for teachers.
I believe the issue stems from the fact that so many people have gone through the public school system, so they assume that their experience is general as opposed to specific. We've spent thirteen/fourteen years in the system, and somehow believe that a high school diploma has granted us the label of "expert" in public education. Experiencing the education system as a student is not the same as being responsible for the education of a classroom of students as a teacher. The saying "those who can, do, and those who can't, teach" has always bugged me. A more accurate saying would be "those who can, do, and those who can do 30 million things at one time, teach" because teaching is not just a matter of standing in front of a classroom rambling facts off to the students. In any given day, a teacher will go from being a teacher, to a mentor, then maybe a counselor, and then a shoulder to cry on - and that's only first period!
It's so easy to walk into a situation and start criticizing everything you see that you don't agree with, but really, what's that going to get you? Telling teachers that everything they are doing is wrong is not going to do justice to the issue at hand - how do we reach out to our students to give them the most diverse, yet inclusive, educational experience? We teach students that collaboration is key in developing a diversified skill set, so why are we unwilling to do ourselves? Everyone needs to take a step back and really consider what the education system is truly about - the STUDENTS.
Everyone thinks that they need to "fix everything" about education. From education reformers, to politicians, to the parents that walk through our doors, everyone has an opinion about where the education system has failed. Don't get me wrong, there are things that we as teachers can do to make the learning experience more inclusive or more relevant, but the constant critique can get a bit too much. If teachers were to constantly criticize their students, I guarantee you that the student would most likely shut down. There is no longer any motivation to work for something, and the same thing goes for teachers.
I believe the issue stems from the fact that so many people have gone through the public school system, so they assume that their experience is general as opposed to specific. We've spent thirteen/fourteen years in the system, and somehow believe that a high school diploma has granted us the label of "expert" in public education. Experiencing the education system as a student is not the same as being responsible for the education of a classroom of students as a teacher. The saying "those who can, do, and those who can't, teach" has always bugged me. A more accurate saying would be "those who can, do, and those who can do 30 million things at one time, teach" because teaching is not just a matter of standing in front of a classroom rambling facts off to the students. In any given day, a teacher will go from being a teacher, to a mentor, then maybe a counselor, and then a shoulder to cry on - and that's only first period!
It's so easy to walk into a situation and start criticizing everything you see that you don't agree with, but really, what's that going to get you? Telling teachers that everything they are doing is wrong is not going to do justice to the issue at hand - how do we reach out to our students to give them the most diverse, yet inclusive, educational experience? We teach students that collaboration is key in developing a diversified skill set, so why are we unwilling to do ourselves? Everyone needs to take a step back and really consider what the education system is truly about - the STUDENTS.
Tuesday, September 16, 2014
Teacher = Superhero
Prompt: If you could have one superpower to use in the classroom, what would it be and how would it help?
As I sit here try to figure out exactly what superhero power I would want as a teacher, I can't help but think that being a teacher requires a specific set of skills that sets one apart from the general public. I mean, who else can train their bodies to go to the bathroom within a five minute period, or simultaneously answer five questions with one statement; or better yet, what average person can see exactly what the class clown is up to and stop them from doing something before they even thought of it?
I've actually freaked out a couple of students every semester with my weird sense of hearing. I can hear whispered conversations from clear across the room. If the students are off task, I redirect them, or if they are asking a question, I respond with the correct answer. And every single time, they stare at me with this look of disbelief (mouths ajar, eyes wide - you know the look). When they ask me how I was able to hear their conversation, I simply tell them, "I'm Batman, duh!" We all laugh, but I guarantee you that they won't hold a personal conversation in our class.
Anyways, I've digressed from the prompt long enough. I would have to say that the superpower I would really like to have is the ability to affect/change a person's emotions. So many students have walked through my doors already in a bad mood because they've done poorly on an exam for another class, their boyfriend/girlfriend dumped them, or they have personal issues, and it truly reflects in the work that they produce in class. It would be so amazing to be able to change their attitude and mood so that they can walk into the class with a clean slate (no worries or problems). I know that as a teacher, I've tried to help students through personal issues, but sometimes it's too much. It's in those moments that I wish I could flip a switch and help them see the light at the end of the tunnel.
So, as teachers we have developed some pretty nifty skills that could put us up there with the best superheroes. Sure we can't fly or teleport, but we still have a way to change to course of history. Every child that walks through our door needs someone that they can look to as a beacon of hope, and sometimes, we are a superhero for them.
-A
As I sit here try to figure out exactly what superhero power I would want as a teacher, I can't help but think that being a teacher requires a specific set of skills that sets one apart from the general public. I mean, who else can train their bodies to go to the bathroom within a five minute period, or simultaneously answer five questions with one statement; or better yet, what average person can see exactly what the class clown is up to and stop them from doing something before they even thought of it?
I've actually freaked out a couple of students every semester with my weird sense of hearing. I can hear whispered conversations from clear across the room. If the students are off task, I redirect them, or if they are asking a question, I respond with the correct answer. And every single time, they stare at me with this look of disbelief (mouths ajar, eyes wide - you know the look). When they ask me how I was able to hear their conversation, I simply tell them, "I'm Batman, duh!" We all laugh, but I guarantee you that they won't hold a personal conversation in our class.
Anyways, I've digressed from the prompt long enough. I would have to say that the superpower I would really like to have is the ability to affect/change a person's emotions. So many students have walked through my doors already in a bad mood because they've done poorly on an exam for another class, their boyfriend/girlfriend dumped them, or they have personal issues, and it truly reflects in the work that they produce in class. It would be so amazing to be able to change their attitude and mood so that they can walk into the class with a clean slate (no worries or problems). I know that as a teacher, I've tried to help students through personal issues, but sometimes it's too much. It's in those moments that I wish I could flip a switch and help them see the light at the end of the tunnel.
So, as teachers we have developed some pretty nifty skills that could put us up there with the best superheroes. Sure we can't fly or teleport, but we still have a way to change to course of history. Every child that walks through our door needs someone that they can look to as a beacon of hope, and sometimes, we are a superhero for them.
-A
Monday, September 15, 2014
Day Twelve - The Future
NOTE: This post is interjected here because I didn't publish it on its specific date. Oops!
Prompt: How do you envision your teaching changing over the next five years?
If you had asked me this question a year or two ago, I would have responded by saying that I didn't see myself still teaching five years into the future. Now, I think that I still have something to offer my students, and I really think that I want to continue teaching. I truly believe that teaching is in the fabric of my being, but I do think that I may add on teaching at the collegiate level. I graduated with a master's degree last year, and I'm now eligible to teach as an adjunct professor at a local university. I can see myself teaching a couple sections of history at the collegiate level, but I really don't think I could give up teaching high school students. There is so much to love about them.
As for my teaching practices, I would love to be able to go paperless. I'm slowly transitioning to that format, but it's difficult when you're students are largely economically disadvantaged and the amount of technology available to them is limited. It would be amazing to find ways to circumvent this issue and provide an environment that shows students that being environmentally conscious is key in our world. If students could discuss material and concepts amongst themselves via on-line learning platforms
Prompt: How do you envision your teaching changing over the next five years?
If you had asked me this question a year or two ago, I would have responded by saying that I didn't see myself still teaching five years into the future. Now, I think that I still have something to offer my students, and I really think that I want to continue teaching. I truly believe that teaching is in the fabric of my being, but I do think that I may add on teaching at the collegiate level. I graduated with a master's degree last year, and I'm now eligible to teach as an adjunct professor at a local university. I can see myself teaching a couple sections of history at the collegiate level, but I really don't think I could give up teaching high school students. There is so much to love about them.
As for my teaching practices, I would love to be able to go paperless. I'm slowly transitioning to that format, but it's difficult when you're students are largely economically disadvantaged and the amount of technology available to them is limited. It would be amazing to find ways to circumvent this issue and provide an environment that shows students that being environmentally conscious is key in our world. If students could discuss material and concepts amongst themselves via on-line learning platforms
Day Fifteen - The Strength of an Educator
Prompt: Name three strengths you have as an educator.
I am open-minded (most of the time) ...
My parents always told me that trying new things would open up many possibilities for me. My mom was constantly telling me that I couldn't possibly hate something unless I tried it out at least once. This has carried over into my teaching. I'm willing to try out new methods and techniques in my classroom for the sake of finding something that my students can connect with on their level. Their ability to choose from an assortment of resources allows me the comfort of seeing where they stand and how far they are willing to go.
I've come across several colleagues that tend to be debbie-downers in terms of trying new things. And I'm not going to lie, sometimes hearing about a new change on the wrong day can really get me going. I may join the bandwagon with all those that have already written off something entirely new to our campus, but normally after a couple of days, I realize the benefits of that particular item. And every time, I hear my mom's voice in the back of my mind saying, "You shouldn't have dismissed it so early ... look what you've been missing out on."
Open-mindedness is almost a necessary skill for teachers because of all the different students that will walk through our doors in a given year. Some of our most gifted students may be the quietest, and those that are struggling the most are loud merely because they crave some sort of attention (that they aren't getting at home). So, every year I enter with a mindset that is focused on keeping an door open for all the possibilities that are coming my way.
I love a good competition/challenge ...
I'm an extremely competitive person (thanks dad!). Simply put - I like to win. I'm not going to sugar coat that statement or try to make it more palpable. I love to push myself to be the very best in all that I do, and I will not settle for second best. Many people might freak out reading this, but I really don't see the problem with wanting to be the best. I mean, I do understand that I won't be the best all the time, but I can guarantee you that I will try my hardest to push myself beyond that of the average person. Especially when it comes to figuring out a tough situation, I love to throw myself completely into the situation and figure it out. Nothing feels better to me than doing something that other people have given up on.
Some people are probably wondering - how in the heck does that translate to a strength for a teacher?! Well, I give in 110%, and I make sure that every single student does the same. I realize that they might not be the best writer, artist, or critical thinker, but they will be the best version of themselves in my class. It's all in figuring out what works best for them.
I also like to work with the students that many have given up on at some point. Some of my favorite memories are with students that weren't in the top 10% of their class, or the start quarterback, but the student that was pushing themselves to graduate and be the first person to go to college in their family. I don't know how many students I have had transferred into my class because I'm the teacher the counselor's feel will be the "best fit" for this particular "troubled" student. I've had such diversified classes in my first years teaching, and I keep telling myself "bring it" because someone's got be there for all the students, not just the ones everyone wants to teach.
A quick story for you: A couple of years ago, when I was a permanent substitute, I was working at the high school covering for the psychology/sociology teacher, and I had a student (a senior) that was always doodling little images on the sides of assignments that he completed. I wrote a note to him on one of his assignments telling him that I thought that he was ridiculously talented, and asked if he had considered applying to art school. He came up to me after class, and we started talking. He told me that many of his siblings barely made it through high school, but he was determined to do more. He had considered art school, but ultimately decided that his goal was the local college because he wanted to open up his own tattoo parlor. He figured that he would get a business degree and minor in art. I was floored ... the amount of thought and perseverance in this student was astounding, and I wished him the best of luck. A couple of months later he came by the classroom and told me that he submitted some of his original artwork to the school, and it was selected as the cover art for the graduation program. I ran into him at the mall two years ago, and he told me with the largest grin on his face that he was halfway done with his business degree. He said it was some of the hardest work he's ever done (and business math was kicking his butt), but he was going to finish his degree. I told him I was so proud of him, and that I was expecting an invite to opening of his tattoo parlor.
My sense of humor is incomparable ...
Oh man, I love to laugh! A bad day for me is one in which I do not laugh at least once. Many people mistake me for being much younger than I am because, according to them, I just don't age. Mind you, I'm only 27, but I really think that I look so young in comparison to others due to my love of laughing. Sure I stress way too much, but I figure a good belly laugh can offset it.
In teaching, you really have to know when to be serious and when to just let it go. Sometimes the students just need an adult to show them that failure is going to happen, and you just need to laugh it off and move on. I don't know how many times I've thought that I had just given the absolute BEST lecture of my life only to see 30 pairs of eyes looking at me like I had just lost it. So what's a girl to do? I just laugh, and say "okay, let's try that again." By accepting the inevitability of failure, we can all live a more purposeful life. I think that sometimes you have to just shake of the bad to refresh with the new.
Today, I had a student (a class clown) who started quoting a particular show in my class, and I turned to him and stared him dead in the eyes. He stopped and looked at me, waiting for me to say something along the lines of "stop talking." But I looked at him, and finished the quote. He lost it! The whole class was in stitches about the whole thing, because they thought that I was going to kill the moment. He mentioned how he didn't think that I watched "normal" television, and I told him that between watching "NPR" and "The Weather Channel," I sometimes watch the other stations. Sarcasm is a language that I'm pretty fluent in, and these students love holding complete conversations in it. We are able to connect through our laughter and build a sense of community.
-A
I am open-minded (most of the time) ...
My parents always told me that trying new things would open up many possibilities for me. My mom was constantly telling me that I couldn't possibly hate something unless I tried it out at least once. This has carried over into my teaching. I'm willing to try out new methods and techniques in my classroom for the sake of finding something that my students can connect with on their level. Their ability to choose from an assortment of resources allows me the comfort of seeing where they stand and how far they are willing to go.
I've come across several colleagues that tend to be debbie-downers in terms of trying new things. And I'm not going to lie, sometimes hearing about a new change on the wrong day can really get me going. I may join the bandwagon with all those that have already written off something entirely new to our campus, but normally after a couple of days, I realize the benefits of that particular item. And every time, I hear my mom's voice in the back of my mind saying, "You shouldn't have dismissed it so early ... look what you've been missing out on."
Open-mindedness is almost a necessary skill for teachers because of all the different students that will walk through our doors in a given year. Some of our most gifted students may be the quietest, and those that are struggling the most are loud merely because they crave some sort of attention (that they aren't getting at home). So, every year I enter with a mindset that is focused on keeping an door open for all the possibilities that are coming my way.
I love a good competition/challenge ...
I'm an extremely competitive person (thanks dad!). Simply put - I like to win. I'm not going to sugar coat that statement or try to make it more palpable. I love to push myself to be the very best in all that I do, and I will not settle for second best. Many people might freak out reading this, but I really don't see the problem with wanting to be the best. I mean, I do understand that I won't be the best all the time, but I can guarantee you that I will try my hardest to push myself beyond that of the average person. Especially when it comes to figuring out a tough situation, I love to throw myself completely into the situation and figure it out. Nothing feels better to me than doing something that other people have given up on.
Some people are probably wondering - how in the heck does that translate to a strength for a teacher?! Well, I give in 110%, and I make sure that every single student does the same. I realize that they might not be the best writer, artist, or critical thinker, but they will be the best version of themselves in my class. It's all in figuring out what works best for them.
I also like to work with the students that many have given up on at some point. Some of my favorite memories are with students that weren't in the top 10% of their class, or the start quarterback, but the student that was pushing themselves to graduate and be the first person to go to college in their family. I don't know how many students I have had transferred into my class because I'm the teacher the counselor's feel will be the "best fit" for this particular "troubled" student. I've had such diversified classes in my first years teaching, and I keep telling myself "bring it" because someone's got be there for all the students, not just the ones everyone wants to teach.
A quick story for you: A couple of years ago, when I was a permanent substitute, I was working at the high school covering for the psychology/sociology teacher, and I had a student (a senior) that was always doodling little images on the sides of assignments that he completed. I wrote a note to him on one of his assignments telling him that I thought that he was ridiculously talented, and asked if he had considered applying to art school. He came up to me after class, and we started talking. He told me that many of his siblings barely made it through high school, but he was determined to do more. He had considered art school, but ultimately decided that his goal was the local college because he wanted to open up his own tattoo parlor. He figured that he would get a business degree and minor in art. I was floored ... the amount of thought and perseverance in this student was astounding, and I wished him the best of luck. A couple of months later he came by the classroom and told me that he submitted some of his original artwork to the school, and it was selected as the cover art for the graduation program. I ran into him at the mall two years ago, and he told me with the largest grin on his face that he was halfway done with his business degree. He said it was some of the hardest work he's ever done (and business math was kicking his butt), but he was going to finish his degree. I told him I was so proud of him, and that I was expecting an invite to opening of his tattoo parlor.
My sense of humor is incomparable ...
Oh man, I love to laugh! A bad day for me is one in which I do not laugh at least once. Many people mistake me for being much younger than I am because, according to them, I just don't age. Mind you, I'm only 27, but I really think that I look so young in comparison to others due to my love of laughing. Sure I stress way too much, but I figure a good belly laugh can offset it.
In teaching, you really have to know when to be serious and when to just let it go. Sometimes the students just need an adult to show them that failure is going to happen, and you just need to laugh it off and move on. I don't know how many times I've thought that I had just given the absolute BEST lecture of my life only to see 30 pairs of eyes looking at me like I had just lost it. So what's a girl to do? I just laugh, and say "okay, let's try that again." By accepting the inevitability of failure, we can all live a more purposeful life. I think that sometimes you have to just shake of the bad to refresh with the new.
Today, I had a student (a class clown) who started quoting a particular show in my class, and I turned to him and stared him dead in the eyes. He stopped and looked at me, waiting for me to say something along the lines of "stop talking." But I looked at him, and finished the quote. He lost it! The whole class was in stitches about the whole thing, because they thought that I was going to kill the moment. He mentioned how he didn't think that I watched "normal" television, and I told him that between watching "NPR" and "The Weather Channel," I sometimes watch the other stations. Sarcasm is a language that I'm pretty fluent in, and these students love holding complete conversations in it. We are able to connect through our laughter and build a sense of community.
-A
Sunday, September 14, 2014
Day Fourteen - Effective Feedback
Prompt: What is feedback for learning, and how well do you give it to students?
It's funny that the topic for today's blog post is feedback because that is all that I've been doing today. You see, I've spent the last couple of hours reading short answer responses on my first period students' first exam. Many of the students were unable to put their thoughts down on paper, and most of them struggled with forming complete sentences (even though they are ninth graders). It's taken me several hours to read through them and provide feedback on each response because I truly believe that these students are capable of producing much better written response. Therefore, feedback is necessary for learning because it is allows for teachers to continue the learning process with their students. So, for the sake of using an analogy, feedback is the mortar that connects various topics and keeps the foundation of their learning attached to all the new material (bricks) students learn every year in school.
I've spent the past couple of years developing my feedback techniques. I was not very good at providing effective feedback at the start of my teaching career. Most students probably did not benefit from me just telling them that they were on point or that they should reconsider their reasoning. Every year that I spend in the classroom, the more developed this particular skill becomes for me. I believe that by taking the time to write out and redirect students in their written responses, as well as provide a model of the process that I believe will be most beneficial for a student, my students can see the clarifications of something that they obviously were having difficulty in understanding.
However, one thing that seems to be my major issue is finding a way to provide feedback to my students in a more timely manner. For instance, this past week, my Pre-AP students were bothered when I told them that the test that they were taking on Monday would most likely be returned to them on Friday. They didn't understand why it was going to take me that long to grade their papers. I actually had to explain to them that I was going to read every single response on their written portion of the exam and provide them with the necessary notes to help them become more developed academic writers. I seriously had a students look at me and say, "You're actually going to read every that I write down on my paper. I thought that teachers just glanced at papers and looked for key items." I was floored; my students were providing me with an insight of what they had experienced, and I decided that I was not going to allow myself to fall into that mindset.
So, in short, I highly value feedback (both as a teacher and a professional student), and see the necessity of it in education. Without feedback, there would be no growth of the student. Now I just have to continue to push forward and continuously provide my students with the guidance that they so desperately need to become the best versions of themselves.
-A
I've spent the past couple of years developing my feedback techniques. I was not very good at providing effective feedback at the start of my teaching career. Most students probably did not benefit from me just telling them that they were on point or that they should reconsider their reasoning. Every year that I spend in the classroom, the more developed this particular skill becomes for me. I believe that by taking the time to write out and redirect students in their written responses, as well as provide a model of the process that I believe will be most beneficial for a student, my students can see the clarifications of something that they obviously were having difficulty in understanding.
However, one thing that seems to be my major issue is finding a way to provide feedback to my students in a more timely manner. For instance, this past week, my Pre-AP students were bothered when I told them that the test that they were taking on Monday would most likely be returned to them on Friday. They didn't understand why it was going to take me that long to grade their papers. I actually had to explain to them that I was going to read every single response on their written portion of the exam and provide them with the necessary notes to help them become more developed academic writers. I seriously had a students look at me and say, "You're actually going to read every that I write down on my paper. I thought that teachers just glanced at papers and looked for key items." I was floored; my students were providing me with an insight of what they had experienced, and I decided that I was not going to allow myself to fall into that mindset.
So, in short, I highly value feedback (both as a teacher and a professional student), and see the necessity of it in education. Without feedback, there would be no growth of the student. Now I just have to continue to push forward and continuously provide my students with the guidance that they so desperately need to become the best versions of themselves.
-A
Saturday, September 13, 2014
Day Thirteen - Tech in My Classroom
Prompt: Name the top edtech tools you use on a consistent basis in the classroom, and rank them in terms of their perceived (by you) effectiveness.
I'm so excited about this prompt because it allows me to really reflect on the effective tech tools that I use. I've been using the majority of these tools for the last three weeks of school, and it's about time I evaluate their effectiveness.
Schoology
I came across this learning platform on Tumblr. One of the people that I follow posted up screenshots of her homepage on this site, and I was intrigued. Once going to the site and messing around with the various features, I saw the benefits of using this learning platform in my flipped classroom. I was able to set up various course sections and folders for each of them. Before the school year started, I set up each class period as a separate section. Once my classes were able to get into a computer lab, we registered all of them.
The students found the format easy to use, and loved some of the features available to them. Some students referred to the site being much like the interface of FaceBook, so they had a frame of reference. I personally enjoyed their ability to access all the presentations that I uploaded, as well as the assignments that were covered in class. I am also able to upload additional notes and resources as we complete them in class; so when the students go home, they access these notes to receive clarification before moving into a new topic. More importantly, the students have found a way for us to connect, so should they have any questions on their notes or PBL projects, they can instantly send a message and get a response from me.
One feature that I found to be the best is the capability of holding on-line discussions. I have set up discussions that revolve around a discussion question based on a linked article. The students are given a couple of days to read the article and write their response. Then, on Fridays, they have to critically analyze and respond to at least two of their peers. The students love the option of holding discussions, and hopefully, their writing skills will improve in some way. The students loved that I was setting up a class format similar to something that they will experience in college, and they are very enthusiastic about being to hold these discussion all on-line.
Class Dojo
I absolutely love this site for class management. The premise of this site is to provide a visual representation of both positive and negative behaviors that students have within the classroom. The teacher adds all the students to the site, and each student (as well as their parents) receive a code to access their particular information. Teachers can modify the various behaviors within the site, so a teacher can customize their points based on the behaviors that they want to reinforced in their class. Since my class is largely based on group collaboration and active participation, I make sure that my points are based on those particular skill sets.
Now, the issue I was concerned with when I discovered this site was whether or not ninth graders would think it was too juvenile and completely dismiss it. However, the web-site allows students to customize their minions, so they were completely accepting of the program. I've decided to create a reward system in class that allows students to trade in points for various positive benefits from choosing the music playlist we listen to in class to being in charge of the class Instagram account, but nothing that would detract from course work. The students are excited and have been working together, and the learning environment in our classroom is much more connected.
Twitter
I use Twitter for my own professional development, but I decided to create a separate Twitter account for my class. I keep my students updated with what's going on in class, and I can load pictures from the day. The students often find this useful, but this semester's students are not too keen on adding the class page to their Twitter accounts. But past groups have really liked the idea of getting class information directly to their phones. They enjoyed the reminders and extra information I could provide them via the class Twitter page.
Instagram
I created a class Instagram last year, but never updated the site. I promised myself that this year I would do a much better job. So far, I have been able to upload pictures of work done in class right there in class. The students love it! I actually have more students following the class Instagram than Twitter. Now with the students soon taking over the management of the class Instagram, more students are keen on seeing their work projected on the site. They really want to be able to log in and "like" the pictures of their group work, or that of their friends.
There are other various sites that I utilize in the class, but not in the same capacity as the four that I previously mentioned. I fully believe in using sites that the students are very familiar with or are more apt to enjoy. I've become more aware of the importance of finding the equal ground that both the students and I can interact, and I fully support the integration of various learning platforms to enhance learning and make it more enjoyable.
-A
I'm so excited about this prompt because it allows me to really reflect on the effective tech tools that I use. I've been using the majority of these tools for the last three weeks of school, and it's about time I evaluate their effectiveness.
Schoology
I came across this learning platform on Tumblr. One of the people that I follow posted up screenshots of her homepage on this site, and I was intrigued. Once going to the site and messing around with the various features, I saw the benefits of using this learning platform in my flipped classroom. I was able to set up various course sections and folders for each of them. Before the school year started, I set up each class period as a separate section. Once my classes were able to get into a computer lab, we registered all of them.
The students found the format easy to use, and loved some of the features available to them. Some students referred to the site being much like the interface of FaceBook, so they had a frame of reference. I personally enjoyed their ability to access all the presentations that I uploaded, as well as the assignments that were covered in class. I am also able to upload additional notes and resources as we complete them in class; so when the students go home, they access these notes to receive clarification before moving into a new topic. More importantly, the students have found a way for us to connect, so should they have any questions on their notes or PBL projects, they can instantly send a message and get a response from me.
One feature that I found to be the best is the capability of holding on-line discussions. I have set up discussions that revolve around a discussion question based on a linked article. The students are given a couple of days to read the article and write their response. Then, on Fridays, they have to critically analyze and respond to at least two of their peers. The students love the option of holding discussions, and hopefully, their writing skills will improve in some way. The students loved that I was setting up a class format similar to something that they will experience in college, and they are very enthusiastic about being to hold these discussion all on-line.
Class Dojo
I absolutely love this site for class management. The premise of this site is to provide a visual representation of both positive and negative behaviors that students have within the classroom. The teacher adds all the students to the site, and each student (as well as their parents) receive a code to access their particular information. Teachers can modify the various behaviors within the site, so a teacher can customize their points based on the behaviors that they want to reinforced in their class. Since my class is largely based on group collaboration and active participation, I make sure that my points are based on those particular skill sets.
Now, the issue I was concerned with when I discovered this site was whether or not ninth graders would think it was too juvenile and completely dismiss it. However, the web-site allows students to customize their minions, so they were completely accepting of the program. I've decided to create a reward system in class that allows students to trade in points for various positive benefits from choosing the music playlist we listen to in class to being in charge of the class Instagram account, but nothing that would detract from course work. The students are excited and have been working together, and the learning environment in our classroom is much more connected.
I use Twitter for my own professional development, but I decided to create a separate Twitter account for my class. I keep my students updated with what's going on in class, and I can load pictures from the day. The students often find this useful, but this semester's students are not too keen on adding the class page to their Twitter accounts. But past groups have really liked the idea of getting class information directly to their phones. They enjoyed the reminders and extra information I could provide them via the class Twitter page.
I created a class Instagram last year, but never updated the site. I promised myself that this year I would do a much better job. So far, I have been able to upload pictures of work done in class right there in class. The students love it! I actually have more students following the class Instagram than Twitter. Now with the students soon taking over the management of the class Instagram, more students are keen on seeing their work projected on the site. They really want to be able to log in and "like" the pictures of their group work, or that of their friends.
There are other various sites that I utilize in the class, but not in the same capacity as the four that I previously mentioned. I fully believe in using sites that the students are very familiar with or are more apt to enjoy. I've become more aware of the importance of finding the equal ground that both the students and I can interact, and I fully support the integration of various learning platforms to enhance learning and make it more enjoyable.
-A
Thursday, September 11, 2014
Day Eleven - My Favorite Part of the Day
Prompt: What is your favorite part of the school day?
This is probably the easiest post for me to write! I absolutely love the passing periods; you know, the time between class periods in high school. You should know that my classroom is located in a small hallway - we're talking only two rooms! I like to call it the Siberia of the school because it's far away from all the other classes, but full of the best resources. Due to the location of my classroom, my students don't have to spend too much time in the crowded hallways. They can break free from the congested crowds, and enjoy a bit of solitude. Since the hallway is so small I end up waiting in the main hallway away from my class door; I do this also because in the first days of school I have to flag down students so they get to right room.
Anyways, since I'm standing in the main hallway, I get to do shout outs to every student as they walk up to my hallway. I spent the first two weeks of school quizzing myself on the names of all my students, and the kids got a kick out of it. I'm pretty sure that I know everyone's name by now, and so I make sure to greet each student by their name (nicknames for those jokesters). The kids sometimes run to the hallway, or make these grand gestures (like their being birthed from the congested hallway). Most students try to make me laugh with their actions as they walk to class, while others try to beat me to their morning/afternoon greeting. Still, others high five me when they're walking to my classroom, or they stop and act like my bodyguards. It's quite a show, and some of the other teachers working hall duty can't help but laugh.
It's in these five minutes that I'm able to acknowledge every single child. I make sure to wish athletes, band members, and performing arts students good luck before a big game/performance. Sometimes, I take note of band t-shirts other kids are wearing, or compliment a new haircut. It's noticing the student as an individual apart from their educational persona that allows me to show the human side of myself, not just the teacher. Besides the students like when I notice the small things, and over the semester they begin the reciprocate the sentiment. They develop their communication skills, even if it's just for a brief moment. But, knowing that my students get that small moment of acknowledgement before even stepping foot in my class, I feel that I'm trying to be the best example of a caring person for these teenagers.
This is probably the easiest post for me to write! I absolutely love the passing periods; you know, the time between class periods in high school. You should know that my classroom is located in a small hallway - we're talking only two rooms! I like to call it the Siberia of the school because it's far away from all the other classes, but full of the best resources. Due to the location of my classroom, my students don't have to spend too much time in the crowded hallways. They can break free from the congested crowds, and enjoy a bit of solitude. Since the hallway is so small I end up waiting in the main hallway away from my class door; I do this also because in the first days of school I have to flag down students so they get to right room.
Anyways, since I'm standing in the main hallway, I get to do shout outs to every student as they walk up to my hallway. I spent the first two weeks of school quizzing myself on the names of all my students, and the kids got a kick out of it. I'm pretty sure that I know everyone's name by now, and so I make sure to greet each student by their name (nicknames for those jokesters). The kids sometimes run to the hallway, or make these grand gestures (like their being birthed from the congested hallway). Most students try to make me laugh with their actions as they walk to class, while others try to beat me to their morning/afternoon greeting. Still, others high five me when they're walking to my classroom, or they stop and act like my bodyguards. It's quite a show, and some of the other teachers working hall duty can't help but laugh.
It's in these five minutes that I'm able to acknowledge every single child. I make sure to wish athletes, band members, and performing arts students good luck before a big game/performance. Sometimes, I take note of band t-shirts other kids are wearing, or compliment a new haircut. It's noticing the student as an individual apart from their educational persona that allows me to show the human side of myself, not just the teacher. Besides the students like when I notice the small things, and over the semester they begin the reciprocate the sentiment. They develop their communication skills, even if it's just for a brief moment. But, knowing that my students get that small moment of acknowledgement before even stepping foot in my class, I feel that I'm trying to be the best example of a caring person for these teenagers.
Wednesday, September 10, 2014
Day Ten - Personal Facts
Prompt: Share five random facts about yourself. Share four things from your bucket list. Share three things that you hope for this year, as a "person" or an educator. Share two things that have made you laugh or cry as an educator. Share one thing you wish more people knew about you.
Random Facts About Me
Random Facts About Me
- I didn't always want to be a teacher. The teaching bug bit me when I subbing for a class one day, and I realized that I belonged in a classroom. The connections with the students were so overpowering, that I just knew.
- I'm teaching in the school district that I graduated from almost 10 years ago (as the salutatorian of my class!).
- I really miss my little sister who's all the way in Alabama (on a full-ride track scholarship).
- I'm the high school youth minister at my parish.
- I'm terrified of sharks to the point
Bucket List (only four things)
- Find and marry my soulmate (and start a family with him)
- Visit Machu Picchu
- Roadtrip the continental United States (coast to coast) with my sister
- Attend World Youth Day with my church's youth group
My Hopes for this Year
- I want to take enough risks and not be afraid to fall flat on my face. I should be a model to my students that anything worth having sometimes requires taking a chance.
- I can provide each students with one significant and happy moment in my class. I want them to be able to think back to that moment and grin from ear to ear.
- I challenge my students to be the best versions of themselves. So many times they sell themselves short, but I want them to know that they are enough. I want them to know that they have someone that is in their corner keeping them from falling to the daily punches that hit them as teenagers.
Emotional Moments
- At the end of every single day, I can honestly say that I laughed at least once during each class period. I enjoy laughing with my students about the random things that happen in our classroom, or something that they found to be funny. I love sharing these moments with the students because it lets me know that they value my opinion.
- At least once a year, I find myself crying from the overabundance of emotion. Teaching is not the weak-hearted. I have cried of frustration and anger over students indifference, and have cried with the small statements of endearment. At the end of each semester, when I see my students for the last time, I can't help but tear up because they've touched my heart, and I'll forever be different because of what we've gone through as a class.
Something that People Don't Know
- My goal in life is to have so many books that I've read or plan to read that they fill every room in my home. I have already amassed enough books to fill bookshelves I don't even own, but I will not stop searching. I want my future children to know that their mother values reading and will share with them the love for the adventures books can provide them.
Tuesday, September 9, 2014
Day Nine - Taking Risks and Gaining Rewards!
Prompt: Write about one of your biggest accomplishments in your teaching that no one knows about (or may not care).
Well, writing about your biggest accomplishment is not as easy as it seems. I'm not sure its because I don't think that I've accomplished anything significant, or because I'm just extremely tired right now. Alright, I think I've got it ...
The biggest accomplishment that I've made thus far in my teaching endeavors would be taking the GIANT leap into implementing PBL in the classroom. I've been doing research about PBL for the past 6 to 8 months thinking that it would be completely doable in my classroom. I've tried to facilitate a collaborative environment, and have been somewhat successful. But, I was looking for new challenges for the new school year. So today, our class began the very first PBL unit for World Geography at our school, and possibly the first PBL of the entire school.
The unit we're covering pertains to culture and human geography, so the scenario has the students playing the part of marketing specialists hired by a private investor. The scenario sets up by considering a world where the NFL is geographically realigned and considering adding a new team to each division. Therefore, the student have to predict the possible realignment and create a multimedia portfolio for a particular city hoping to gain a NFL team. The students will apply the various themes usually discussed in lecture notes to this project (government, economics, pop culture, urbanization, etc...). The students will be working in teams of 3 or 4 as "marketing consultants" for this private investor; therefore, they must provide correspondence with additional investors, consider marketing techniques, while planning out possible stadium locations in urban areas. I have two different class preps, so I have given my Pre-AP students a little less structure in the methods of format (they will be able to use a variety of resources to create their multimedia portfolio), and my traditional ed students have a bit more structure (and teacher-aid).
As a class, we discussed the importance of each student actively participating and contributing to the portfolio design. Since our classes are flipped, the students will read specific resources that I believe will contribute to their portfolios and then apply the information in class. Therefore, almost the entire project will be done in the classroom, so I can see exactly who's contributing and who's slacking off. I will be able to hold my students more accountable through team conferencing, and allow them the opportunity to ask for guidance or clarification. Tomorrow we're going to discuss how to set realistic goals and create timelines so the students will have an opportunity to plan out what they want to achieve, not what I tell them they need to achieve. It's amazing knowing that I'm taking a HUGE risk so early in the school year with these kids. But, without risk, there is no reward.
Now, you're probably wondering: seriously, how in the heck is this her biggest accomplishment? Well, the reason I selected this very event is because once I introduced the scenario to the students, every single student turned to their team and started talking about possible cities to consider, marketing techniques, and what their particular skill sets were going to contribute to the design. EVERY SINGLE STUDENT! Every class was talking and collaborating until the final bell rang, and each class had to scramble to put their things away to get to the next class. Never in my four years of teaching (which I know isn't a very long time) have I seen students this excited about my class. As they were walking out of the door they were still talking possible project designs, and we haven't even started researching. I ran into a couple of students in the hall, and they asked if they could create their own mascots and fan merchandise; one of the football coaches told me that he had a female student come up and ask about the number of NFL teams in each conference. These kids are actually excited about learning, and truthfully, shouldn't it always be like that for them?
I'm so excited about what my students will create in the next couple of weeks, and I know that this was one decision that I was glad I made at the start of the year. I can finally say that I've accomplished a single day where every single student wanted to take a hold of their education and learning process. It was sweet music to my ears, and I'm looking forward to the symphonies that await this school year!
-A
Well, writing about your biggest accomplishment is not as easy as it seems. I'm not sure its because I don't think that I've accomplished anything significant, or because I'm just extremely tired right now. Alright, I think I've got it ...
The biggest accomplishment that I've made thus far in my teaching endeavors would be taking the GIANT leap into implementing PBL in the classroom. I've been doing research about PBL for the past 6 to 8 months thinking that it would be completely doable in my classroom. I've tried to facilitate a collaborative environment, and have been somewhat successful. But, I was looking for new challenges for the new school year. So today, our class began the very first PBL unit for World Geography at our school, and possibly the first PBL of the entire school.
The unit we're covering pertains to culture and human geography, so the scenario has the students playing the part of marketing specialists hired by a private investor. The scenario sets up by considering a world where the NFL is geographically realigned and considering adding a new team to each division. Therefore, the student have to predict the possible realignment and create a multimedia portfolio for a particular city hoping to gain a NFL team. The students will apply the various themes usually discussed in lecture notes to this project (government, economics, pop culture, urbanization, etc...). The students will be working in teams of 3 or 4 as "marketing consultants" for this private investor; therefore, they must provide correspondence with additional investors, consider marketing techniques, while planning out possible stadium locations in urban areas. I have two different class preps, so I have given my Pre-AP students a little less structure in the methods of format (they will be able to use a variety of resources to create their multimedia portfolio), and my traditional ed students have a bit more structure (and teacher-aid).
As a class, we discussed the importance of each student actively participating and contributing to the portfolio design. Since our classes are flipped, the students will read specific resources that I believe will contribute to their portfolios and then apply the information in class. Therefore, almost the entire project will be done in the classroom, so I can see exactly who's contributing and who's slacking off. I will be able to hold my students more accountable through team conferencing, and allow them the opportunity to ask for guidance or clarification. Tomorrow we're going to discuss how to set realistic goals and create timelines so the students will have an opportunity to plan out what they want to achieve, not what I tell them they need to achieve. It's amazing knowing that I'm taking a HUGE risk so early in the school year with these kids. But, without risk, there is no reward.
Now, you're probably wondering: seriously, how in the heck is this her biggest accomplishment? Well, the reason I selected this very event is because once I introduced the scenario to the students, every single student turned to their team and started talking about possible cities to consider, marketing techniques, and what their particular skill sets were going to contribute to the design. EVERY SINGLE STUDENT! Every class was talking and collaborating until the final bell rang, and each class had to scramble to put their things away to get to the next class. Never in my four years of teaching (which I know isn't a very long time) have I seen students this excited about my class. As they were walking out of the door they were still talking possible project designs, and we haven't even started researching. I ran into a couple of students in the hall, and they asked if they could create their own mascots and fan merchandise; one of the football coaches told me that he had a female student come up and ask about the number of NFL teams in each conference. These kids are actually excited about learning, and truthfully, shouldn't it always be like that for them?
I'm so excited about what my students will create in the next couple of weeks, and I know that this was one decision that I was glad I made at the start of the year. I can finally say that I've accomplished a single day where every single student wanted to take a hold of their education and learning process. It was sweet music to my ears, and I'm looking forward to the symphonies that await this school year!
-A
Monday, September 8, 2014
Day Eight - The Non-Existent Desk Drawer
Prompt: What's in your desk drawer, and what can you infer from those contents?
This question is really difficult because, simply put, I don't have a desk for myself. I removed my desk last year to facilitate more space for student desks and activities. I had to remove several pieces of furniture so I could move around the student desks, and my desk was included on the list of things to go. The first couple of weeks without a desk were difficult because it had been a sort of safety blanket for me, but I've grown to see that it's benefitted myself and students to not have in the classroom.
So, I guess the best way for me to answer this question would be to look at my electronic work station where I sort of keep all my necessary class materials. I took an old credenza that I bought for my first apartment and brought it into my classroom to use as an electronic workstation. This piece of furniture has a couple of drawers and shelves, so this should suffice for this particular post.
Inventory of my Workstation:
- iPad and MacBook Pro VGA connectors
- tardy slips
- Post-Its (what teacher doesn't have these?)
- index cards (for exit slips)
- travel-sized First Aid kit
- Febreeze Air Effects (bc the wall plug-ins cause allergy problems)
- highlighters
- Sharpies
- too many pens to count (in a variety of colors, of course)
- paper clips
- binder clips
- staples
- light bulbs
- masking tape
- pencil sharpeners
- White-Out
- Trix cereal bar (a gift from a student; keeping this handy for students who didn't get to eat breakfast)
And here come my inferences ...
- Clearly, it's the start of the school year because I still have school supplies! Somehow, of the course of the year things "walk off" or are never returned after being borrowed by students. As you can see by the random things thrown into the drawers, I'm not a very neat and orderly teacher all the time. I try so hard every year, but it never fails that I revert back to my old ways. But hey, I know where everything is at (most of the time).
- I have some pretty active students because the Air Effects is almost a necessary in my room every year. When my students enter the room after playing football or soccer during lunch, it can get a bit funky-smelling up in the room. It's better to be prepped with the spray than have that one student who thinks that spraying Axe body spray to mask the smell is the best solution. No it isn't because it just leads to a classroom that smells like a locker room, and no one likes that smell!
- I'm definitely accident prone ... I don't know how many paper cuts and bruises I've given myself. I'm constantly in need of a band-aid, and I just like to have my own stash so I don't have to bug the nurse. It never fails that I have a couple of kiddoes just like me, so it's just necessary to be prepared.
- The adapters show that I'm a bit biased about my electronics ... I just find it easier to work within the same system, and I feel more capable as a teacher if I don't have to question where a file is located and if it's compatible with a computer's software.
Well, there you have it ... A quick glimpse into my pseudo-desk.
- A
Sunday, September 7, 2014
Day Seven - The Inspirational Teacher
Prompt: Who was or is your most inspirational colleague, and why?
When I look for inspiration, I really don't have to look too far. That's because I work in an amazing school district that strives towards excellence every single day. The majority of my colleagues are amazing individuals who strive to provide their students with the best education. There are a couple of teachers at my particular school that were my freshmen teachers (and it's really hard to call them by their first name, no matter how many times they tell me to). Either way, I've been blessed with an amazing array of teachers to choose from, but at the same time, it makes this decision kind of difficult to make. However, sitting here thinking about a possible response, there is one person that actually stands out...
When I was first hired by the school I presently call my home, it was nerve-wracking thinking of how I was going to fit in at this school. I seriously felt like the new kid that was entering school in the middle of the school year. Most people had been working together for years, and I was a newbie. Anyways, at our first faculty meeting during the PD week, there were a couple of teachers who asked if they could sit with me (as I was sitting by myself hoping that someone would just casually sit in one of the empty chairs). I was more than happy to actually have someone to now talk to, and I as a talked to these women, I realized that they were the type of people that you can't help but be happy around.
One of the women was Marie Pechacek, and in the past couple of years, she's inspired me with the amount of devotion and passion that she has for teaching. Now, we don't teach the same subject - she teaches English I, and I teach World Geography - but I can't help but be in awe with the amount of poise and knowledge that she displays every day. The way she is able to connect with the students and get them so pumped about reading (which is pretty darn difficult), one can only hope that they can master the same skills within their classroom. Last year I spent a couple weeks observing her teaching technique in preparation for a tutoring period with students that were retaking a state English assessment, and I was able to see first hand how she interacted with her students. I left her classroom everyday wishing that I had had the chance to be in her class. Also, I'm pretty sure that if you asked any of her students (past and present) what they love about her and her class, they wouldn't stop talking ... yep, the list would be that long.
Seeing her excel with her students is amazing, and last year she was even selected as the Teacher of the Year for our campus. I'm not afraid to say that not only did I vote for her, but I also put down her name when the e-mail asked for nominations. It was nice to see that her strive for excellence and her ability to push her students to their maximum potential.
I see her as an inspiration because I would love to be able to reach just about every student that walks through that door, just as she does. And, with as much poise as she does. It's awe-inspiring watching a teacher do what they were born to do. I can't help remember one particular conversation that I had with her about how students were going to have to know exactly what they wanted to do with their lives in preparation of picking out classes in high school to fit those educational/career pathways. I told her that I had been completely in the dark about what I wanted to be when I was their age. I kid you not, she looked at me and said (and I'm paraphrasing here), "Seriously, I've known since I was a little girl that I wanted to be teacher." It all makes sense; when you know what your destiny is, you can't help but be the best version of yourself.
So, thanks Marie for be such an amazing inspiration (hopefully you get a chance to read this...).
-A
When I look for inspiration, I really don't have to look too far. That's because I work in an amazing school district that strives towards excellence every single day. The majority of my colleagues are amazing individuals who strive to provide their students with the best education. There are a couple of teachers at my particular school that were my freshmen teachers (and it's really hard to call them by their first name, no matter how many times they tell me to). Either way, I've been blessed with an amazing array of teachers to choose from, but at the same time, it makes this decision kind of difficult to make. However, sitting here thinking about a possible response, there is one person that actually stands out...
When I was first hired by the school I presently call my home, it was nerve-wracking thinking of how I was going to fit in at this school. I seriously felt like the new kid that was entering school in the middle of the school year. Most people had been working together for years, and I was a newbie. Anyways, at our first faculty meeting during the PD week, there were a couple of teachers who asked if they could sit with me (as I was sitting by myself hoping that someone would just casually sit in one of the empty chairs). I was more than happy to actually have someone to now talk to, and I as a talked to these women, I realized that they were the type of people that you can't help but be happy around.
One of the women was Marie Pechacek, and in the past couple of years, she's inspired me with the amount of devotion and passion that she has for teaching. Now, we don't teach the same subject - she teaches English I, and I teach World Geography - but I can't help but be in awe with the amount of poise and knowledge that she displays every day. The way she is able to connect with the students and get them so pumped about reading (which is pretty darn difficult), one can only hope that they can master the same skills within their classroom. Last year I spent a couple weeks observing her teaching technique in preparation for a tutoring period with students that were retaking a state English assessment, and I was able to see first hand how she interacted with her students. I left her classroom everyday wishing that I had had the chance to be in her class. Also, I'm pretty sure that if you asked any of her students (past and present) what they love about her and her class, they wouldn't stop talking ... yep, the list would be that long.
Seeing her excel with her students is amazing, and last year she was even selected as the Teacher of the Year for our campus. I'm not afraid to say that not only did I vote for her, but I also put down her name when the e-mail asked for nominations. It was nice to see that her strive for excellence and her ability to push her students to their maximum potential.
I see her as an inspiration because I would love to be able to reach just about every student that walks through that door, just as she does. And, with as much poise as she does. It's awe-inspiring watching a teacher do what they were born to do. I can't help remember one particular conversation that I had with her about how students were going to have to know exactly what they wanted to do with their lives in preparation of picking out classes in high school to fit those educational/career pathways. I told her that I had been completely in the dark about what I wanted to be when I was their age. I kid you not, she looked at me and said (and I'm paraphrasing here), "Seriously, I've known since I was a little girl that I wanted to be teacher." It all makes sense; when you know what your destiny is, you can't help but be the best version of yourself.
So, thanks Marie for be such an amazing inspiration (hopefully you get a chance to read this...).
-A
Saturday, September 6, 2014
Day 6 - The Mentor
Prompt: What does a good mentor "do"?
The simple answer - a good mentor teaches.
The not so simple answer examines the multi-faceted world of an educator. Just as teachers try to learn and teach to the children they have in their classroom, so does a good mentor inspire and help address all the areas of those they are helping. Now, there are all sorts of mentors, and people who think of themselves as mentors; but to really boil down the leading characteristics that merge to form a "good mentor," you look back at all the people who have influenced you along your path to get you where you are at this moment as well as to where you see yourself in the future.
To continue with this post, I must say that the focus of my characteristics of a good mentor will mostly be drawn from two of my greatest mentors - my parents. Like I've mentioned in early postings, both of my parents are dedicated educators. My dad has been a teacher longer than I've been alive, and my mom is right up there with him. They've served as some of my earliest mentors during my educational career, and now that I'm a fellow teacher, they continually offer me their wisdom. So, it only makes sense to write about what good mentors "do" by actually writing about what I've had the privilege of experiencing so close to home (pun intended). So here it goes...
For me, these are the top actions of a good mentor:
They inspire you.
Each individual can pinpoint the exact moment when something made sense because another person put into words all the ideas that were muddled in their own brain. For many, it's probably a grade school teacher or a parent. These individuals served as some of our earliest mentors. You push yourself to be better because they have shown you that the sky is the limit. They don't tell you your dream is too big, or that you will never accomplish that goal. They are your cheerleader because they know that all it takes is a single moment of inspiration to set in motion some of the grandest plans.
The passion the greatest teachers offer their students can make all the difference. The amount of passion that a mentor can pass along to other individuals can change the world. When you see how driven and passionate someone is about their life's work, you can only hope to be half of what they are. When I look at the amount of knowledge and skill that my parents have, I'm in complete awe. Ever since I was little, I remembered people coming up to my parents and saying hi to their former teacher. Several times, they tell me I'm lucky to have them as parents (trust me - I know!). To have your former students come up to you 20-25 years after you taught them and tell you that you were one of their favorite teachers, geesh, that's amazing. I freak out if my former students even remember my name, and here my parents are getting bear hugs and praises (and sometimes, even discounts on dinner - ha!).
They listen to you, and then offer advice.
Most good mentors understand the value of failure and hard work. They themselves may have stumbled, and for teachers, the longer you are in the profession, the more things you see and experience. I don't know how many times I went to both my parents with my issues of classroom management, or grading, or dealing with reluctant students. Every single time, they've sat there and heard everything that I had to say and then offered their advice, if they felt it was warranted.
In my first year teaching, I hit a point where I thought that I was a massive failure. For some reason, my students were really not into the whole "studying at home" idea, and I was beginning to feel the pressure of the looming state assessment. I got home from tutoring, went straight to my bedroom (yes, I still lived with parents ... thanks, student debt!), and broke down in tears. It was my dad who gave me about five minutes to let it all out before he came in and asked me if I wanted to talk. And, it all came out ... the frustration, the uncertainty, the fear, everything. He just sat there and listened - he didn't interrupt, he just sat there and listened. When I finished speaking, he looked at me and said, "You are an amazing teacher, and these kids are lucky to be in your class. You will always give more than 100% because that's who you are; don't give up on them, and don't give up on yourself." We talked for a couple more minutes, and I realized that being a teacher was more than tests and grades; and, more so, that while I may want to help every single student that walks through my door, each student may not learn what I want them to learn. Now, my dad probably doesn't remember this particular event, but it will forever my etched in my mind.
They don't let you settle for mediocre.
Like I've said earlier in this post, mentors are cheerleaders. They will always root for you, but unlike cheerleaders who can't really critique the team they are cheering for, mentors will tell you exactly like they see it. When you start to pull away from giving your best, they will be the first to tell you to reevaluate you current decision-making process because it's probably a little out of whack. They know your potential, and they want you to reach it, or more importantly, surpass all expectations. It seems like they know you better than you do sometimes because they will randomly drop little hints that you should push forward. Perseverance is the language of the mentor.
They want you to be the best you can be, even it means that you may become better than them.
If you were to look at many of the schools in my school district you would notice that the number of young teachers is slowly creeping up on the number of veteran teachers. The slow shift in the demographics of teachers in the district changes each year. These new teachers bring with them new skills and talents of a world that many veteran teachers were not as easily influenced by. The internet, social media, and technology are at the forefront of the education sphere, and my friends, many college graduates are fluent in the language of the 21st century. Many mentors would realize that the best thing for the students is the opportunity to learn in a format most conducive with growth of their skill set. So, while many individuals may shun the shift in education, many mentors realize that these skill sets brought by younger generations could positively shift the dynamics of education, so they are willing to learn new practices, or allow their successors to fully develop their own skill set.
Now, my parents will tell you that technology is not their forte. My mom has even decided that cell phones are just not her thing. If either of them have questions about the school's gradebook or lesson planner, they call me to help figure out what happened in the program. When I talked to them about setting up a Twitter and Instagram page for my classes, they looked at me as if I was speaking a foreign language and no context clues was going to help them figure it out. But, they have never discouraged me or said that I'm wasting my time. Instead, my dad has asked me to help him set up his own Twitter for PD, and my mom asked me to help her set up her iPad.
Just the other day, I was showing my mom a new on-line learning platform that now allows my students to actively hold discussions, and she looked at me and said, "I wish I had something like this when I was in high school." She didn't tell me that I was wasting time showing her something that she will never use with her second-graders. She's also mentioned several times that she loves listening to me talk about my classroom, and constantly asks me how the "Twitter thing" is going. Actually, she proofread one of my blog posts because, even to this day, my mom is the BEST proofreader I know. So while technology may be my thing, and I may better utilize it in my classroom, my parents (aka mentors) have never said anything to discourage the use of it.
So mentors serve the important role of providing the necessary traits of a master teacher. For us educators, having someone to turn to for guidance is of the utmost importance. A mentor keeps you sane, passionate, and always reaching for the stars. The funny thing is that we are constantly trying to do this for our students ... every single one!
-A
The simple answer - a good mentor teaches.
The not so simple answer examines the multi-faceted world of an educator. Just as teachers try to learn and teach to the children they have in their classroom, so does a good mentor inspire and help address all the areas of those they are helping. Now, there are all sorts of mentors, and people who think of themselves as mentors; but to really boil down the leading characteristics that merge to form a "good mentor," you look back at all the people who have influenced you along your path to get you where you are at this moment as well as to where you see yourself in the future.
To continue with this post, I must say that the focus of my characteristics of a good mentor will mostly be drawn from two of my greatest mentors - my parents. Like I've mentioned in early postings, both of my parents are dedicated educators. My dad has been a teacher longer than I've been alive, and my mom is right up there with him. They've served as some of my earliest mentors during my educational career, and now that I'm a fellow teacher, they continually offer me their wisdom. So, it only makes sense to write about what good mentors "do" by actually writing about what I've had the privilege of experiencing so close to home (pun intended). So here it goes...
For me, these are the top actions of a good mentor:
They inspire you.
Each individual can pinpoint the exact moment when something made sense because another person put into words all the ideas that were muddled in their own brain. For many, it's probably a grade school teacher or a parent. These individuals served as some of our earliest mentors. You push yourself to be better because they have shown you that the sky is the limit. They don't tell you your dream is too big, or that you will never accomplish that goal. They are your cheerleader because they know that all it takes is a single moment of inspiration to set in motion some of the grandest plans.
The passion the greatest teachers offer their students can make all the difference. The amount of passion that a mentor can pass along to other individuals can change the world. When you see how driven and passionate someone is about their life's work, you can only hope to be half of what they are. When I look at the amount of knowledge and skill that my parents have, I'm in complete awe. Ever since I was little, I remembered people coming up to my parents and saying hi to their former teacher. Several times, they tell me I'm lucky to have them as parents (trust me - I know!). To have your former students come up to you 20-25 years after you taught them and tell you that you were one of their favorite teachers, geesh, that's amazing. I freak out if my former students even remember my name, and here my parents are getting bear hugs and praises (and sometimes, even discounts on dinner - ha!).
They listen to you, and then offer advice.
Most good mentors understand the value of failure and hard work. They themselves may have stumbled, and for teachers, the longer you are in the profession, the more things you see and experience. I don't know how many times I went to both my parents with my issues of classroom management, or grading, or dealing with reluctant students. Every single time, they've sat there and heard everything that I had to say and then offered their advice, if they felt it was warranted.
In my first year teaching, I hit a point where I thought that I was a massive failure. For some reason, my students were really not into the whole "studying at home" idea, and I was beginning to feel the pressure of the looming state assessment. I got home from tutoring, went straight to my bedroom (yes, I still lived with parents ... thanks, student debt!), and broke down in tears. It was my dad who gave me about five minutes to let it all out before he came in and asked me if I wanted to talk. And, it all came out ... the frustration, the uncertainty, the fear, everything. He just sat there and listened - he didn't interrupt, he just sat there and listened. When I finished speaking, he looked at me and said, "You are an amazing teacher, and these kids are lucky to be in your class. You will always give more than 100% because that's who you are; don't give up on them, and don't give up on yourself." We talked for a couple more minutes, and I realized that being a teacher was more than tests and grades; and, more so, that while I may want to help every single student that walks through my door, each student may not learn what I want them to learn. Now, my dad probably doesn't remember this particular event, but it will forever my etched in my mind.
They don't let you settle for mediocre.
Like I've said earlier in this post, mentors are cheerleaders. They will always root for you, but unlike cheerleaders who can't really critique the team they are cheering for, mentors will tell you exactly like they see it. When you start to pull away from giving your best, they will be the first to tell you to reevaluate you current decision-making process because it's probably a little out of whack. They know your potential, and they want you to reach it, or more importantly, surpass all expectations. It seems like they know you better than you do sometimes because they will randomly drop little hints that you should push forward. Perseverance is the language of the mentor.
They want you to be the best you can be, even it means that you may become better than them.
If you were to look at many of the schools in my school district you would notice that the number of young teachers is slowly creeping up on the number of veteran teachers. The slow shift in the demographics of teachers in the district changes each year. These new teachers bring with them new skills and talents of a world that many veteran teachers were not as easily influenced by. The internet, social media, and technology are at the forefront of the education sphere, and my friends, many college graduates are fluent in the language of the 21st century. Many mentors would realize that the best thing for the students is the opportunity to learn in a format most conducive with growth of their skill set. So, while many individuals may shun the shift in education, many mentors realize that these skill sets brought by younger generations could positively shift the dynamics of education, so they are willing to learn new practices, or allow their successors to fully develop their own skill set.
Now, my parents will tell you that technology is not their forte. My mom has even decided that cell phones are just not her thing. If either of them have questions about the school's gradebook or lesson planner, they call me to help figure out what happened in the program. When I talked to them about setting up a Twitter and Instagram page for my classes, they looked at me as if I was speaking a foreign language and no context clues was going to help them figure it out. But, they have never discouraged me or said that I'm wasting my time. Instead, my dad has asked me to help him set up his own Twitter for PD, and my mom asked me to help her set up her iPad.
Just the other day, I was showing my mom a new on-line learning platform that now allows my students to actively hold discussions, and she looked at me and said, "I wish I had something like this when I was in high school." She didn't tell me that I was wasting time showing her something that she will never use with her second-graders. She's also mentioned several times that she loves listening to me talk about my classroom, and constantly asks me how the "Twitter thing" is going. Actually, she proofread one of my blog posts because, even to this day, my mom is the BEST proofreader I know. So while technology may be my thing, and I may better utilize it in my classroom, my parents (aka mentors) have never said anything to discourage the use of it.
So mentors serve the important role of providing the necessary traits of a master teacher. For us educators, having someone to turn to for guidance is of the utmost importance. A mentor keeps you sane, passionate, and always reaching for the stars. The funny thing is that we are constantly trying to do this for our students ... every single one!
-A
Subscribe to:
Posts (Atom)