Weekly Recap - Weeks 2 & 3

So, I'm going to combine my recaps for the second and third weeks of school into one post.  Week Two was doozy, only because it all ended with me spending the day in bed sick as a dog.  One would think that after seven years in education my immune system would be built up to withstand the back-to-school colds, but that was not the case for me this year.

Week Two was spent reinforcing the procedures of the course and teaching students that they are the masters of their education; they know what they are capable of doing, yet many have found themselves questioning their ability.  As we working on their first PBL unit of the year, many students wanted to double-check everything with me before moving on ... and I mean EVERYTHING!

It took me a moment to think back to when I was a freshmen in high school, and how I strove to reach the expectations of my Pre-AP teachers.  I was scared of somehow failing to achieve the grades that I had been accustomed to in middle school, and asking my teachers for guidance was tough.  I spent most of the past two weeks reassuring students that they were capable of creating amazing products, and that part of learning was failing at creating the perfect product the first go-around.  You should have seen their faces!  (It was a mixture of "how dare you!" looks with a touch a petrified expressions at the mere mention of "failure" ... in other words, PRICELESS!)

Week Three pushed back at me because the students were very straight-forward with their concerns regarding their groups ... several students were very blunt in stating that they were having a hard time working with their groups.  I allowed the students to pick their group members for this project because I wanted them to realize that sometimes working with friends requires you to be more straightforward with each other.  The honesty that many students showed their friends really stood out the most this week.

I'm truly beginning to see students taking ownership of their learning.  They are beginning to see that I'm here to guide them through the process, not to dictate every specific detail.  These freshmen are beginning to see the role that I will play in their education this year - one that includes many faces they may be reluctant to accept at times.

What amazes me is the honesty that students have regarding my teaching methods.  Many students felt that they could take advantage of my approach to classroom dynamics.  While my class may not feel as structured as many of my colleagues, I guarantee you that I have placed procedures and expectations within the minds of my students.  

By week three, I was experiencing situations where students began to realize that this course was much more demanding then they had expected because I was counting on them to take the time to figure out how they were going to accomplish various tasks.  Some students took this as a challenge and are slowly rising above it; unfortunately, there are others that are truly struggling.  

It's now come to the point in the year where I have to visit with students to discuss their commitment to their success and their future in the course.  While I dread having to discuss such difficult topics with students, I ultimately want them to succeed.  Therefore, I'm certain that I'll be providing with students with multiple options - from schedule changes, to structured success plans, to commitment contracts that will include A LOT of tutoring - because there is more than one path to success!

Setting the Bar High

Given that we've started a new school year, I find it fitting to share the goals that I have set for myself.  It is said that once you write down a task, you are more likely to complete that task.  So, here we go ...

Goal #1 - Make geography fun for my students!

When I think back to my first year of teaching, I cringe.  Due to state-mandated tests, my insecurities, and a plethora of additional factors, my classes really didn't get to enjoy the field of geography.  The fundamental workings of the class were so robotic - lecture, notes, quiz and assessment.  Occasionally, I found ways to embed materials that I acquired in my grad courses within the curriculum, but it was far and few between.

Each year that I've taught, I made changes to the way I approached the field of geography.  I began to love all the sub-fields as well as the connections of real-life examples to the classroom.  I was able to take more risks, and ultimately I found my rhythm.  I've been dancing to this uptempo beat since.  However, I feel that I need to make more of an effort to share this enthusiasm with my students.  So this year, I'm going to push myself to find new approaches to teaching geography and setting up my classroom...

I've taken my classroom design to another level by merely borrowing from the classrooms where students have the most fun - an elementary class!  I've set up zones in the classroom so students can focus on a specific goal - writing, creating, teaching, and personal reflection.  I look forward to sharing more in a couple of days (pics will be included).  I'm also looking forward to using an EdCamp style of learning with my students, creating tests that have students moving around, and ultimately developing a Community Outreach program for my students.

Goal #2 - Create a PBL-based geography curriculum model.

I sort of had a head start on this goal for the past of couple of years.  I've been creating various plans that would allow for this format, but I'm finally going to attempt it!  I love the way students eyes light up when they finally see that geography is all around them ... there is no way a student can leave my class asking, "When are we going to use geography in the future?"

My goal is to have students work on everything from designing/creating storm preparedness plans (including tested shelters), to an interactive retrospective of media and social movements, to green designed homes, to even creating food trucks.  All these inclusive projects have students collaborating in teams, critically thinking about various geographic themes, and ultimately presenting to adults aside from their teacher.

Goal #3 - Learn to listen ...

This is going to be one of the hardest goals to achieve this year.  I'm going to admit it right now, I'm the type of person that is listening solely for the purpose of being able to respond to someone.  I have difficulty "just listening."  It may be due to my inclination of wanting to help everyone, or maybe it's because I just love to talk.  However, I think that it's necessary for me to sit back and just listen to what people have to say.

Goal #4 - Take care of myself and enjoy the little things!

The demands of the teaching field can take a large toll on the well-being of any individual who makes the decisions to step in front of students and teach.  We become so immersed in planning, meetings, grades, and so much more, that we often feel overwhelmed.  I know that I've felt broken down several times because of the demanding nature of my path.

I'll admit it right now, I'm a workaholic ... I'm usually one of the first ones to arrive at school and one of the last ones to leave, but even when I leave, I find myself still thinking about my class.  I've annoyed my parents (who are both veteran teachers) with my continuous discussion of daily happenings to questions.  They've instituted "no talking about work" rules for when we eat or go out as a family.

It's about time that I learn to balance my work-life relationship.  I realize that I want to spend more time blogging/writing about various topics (education included, ha!), reading through the huge pile of books sitting beside my bed, volunteering more at my church, and just spending time with those that I love.  I really don't want to miss out all the things life has to offer outside of the four walls of a classroom/school.  Now, it's just a matter of being able to let go when I leave school.

Well ... here's to a new school year and the start of a new journey!

-A

Weekly Recap #1

The first week of classes is officially in the books!  This year's group of students have such an eclectic mix of personalities and skills (more so than ever) ... I can't wait until we get to uncover all of them throughout the term.  These students and I spent the first couple of days building up our classroom culture.  The students were able to share with me what they want out of the class and me (as their teacher) before I told discussed my expectations for them.  They were so honest with their responses - which ranged from fun to engaging, to someone who was willing to relate to them.  

My students' ability to be so frank the first day of school before they even knew me told me a lot about them.  Truthfully though, I had to tell them that it was okay to be honest with what they needed (even if it meant writing down something that went against their classmates).  The trust that we have begun this year's journey with means that I feel comfortable taking the several risks that I had hoped to try out this year ... I mean, you should have seen the Tech Academy's students' eyes light up when I told them that they were going to design scaled models of green-designed homes.  They are bright-eyed and full of wonder, and I intend to keep that sense of awe and wonder alive in our class!

Getting Back to the Basics ...

Inspiration has struck ...

For the past two nights, I've participated in some amazing Twitter chats - #falconedchat & #worldgeochat (not that I'm plugging them or anything), and I've decided that I really need to start sharing more about the happenings in the classroom.  There have been several changes in the past couple of months, and I've been meaning to share.  However, (insert excuse here), I did not.  Well, not anymore ... I'm going to get right back on it.  I figure that if I'm going to push my students to reflect on their work, then I must be willing to do the same thing because teachers are professional students after all.
Here's a quick update:

• I've moved into a new learning space.  I don't feel that calling the space a classroom because it's not.  There is much more room for my students to flex their brains and muscles.  My first period students have a love/hate relationship with the space because they are constantly comparing it to the "cozy" atmosphere of the old room.  They say "cozy" and I say "crowded."  My other classes, which were never located in the old room, absolutely love the space.  It's not uncommon to walk in and find students on the floor collaborating or moving furniture to better suit their educational needs.  It's awesome!

• My section of World Geography has gone paperless!  It's so amazing not having to run copies and possibly run out of extras.  There were some issues with having students feel comfortable with the format, but for the most part, we're finally getting into the groove of things.  I'm already thinking of how to modify the format to best fit the class set-up, and the students are quite forward in offering their opinions of what works best for them.

• My students and I are trying to fully implement the PBL model in class.  We actually completed the first PBL unit of the semester with presentations today.  The amount of passion shown by the students in their presentations was awe-inspiring.  One of the groups created a short film that brought me to tears because they really captured the raw emotion of those they interviewed.  I truly see how this format of learning allows for students to connect to the outside world while still finding relevance in their own lives.  Now to move onto the reflection portion, and figure out how we can all do better the next time around.

• My students and I are trying out a new format for approaching the course content.  We are no longer looking at World Geography through a regional analysis but a thematic analysis.  The students and I take a more in-depth look at various topics which allows us to get into the meat of it all.  I'm really loving it, and the students are able to draw conclusions and make the global connections.  It also lends itself to the PBL units that we are trying out this semester.  So far it's working for us.

There are other changes occurring daily in the classroom, but I feel like they're all challenging my students and I to the best versions of ourselves.  Sometimes we are just not having it, but most days, it's magical (and I love it!).  I can only look forward to finishing out the year stronger than ever!

-A

Authenticity is Key

I'm really enjoying this year's Connected Educator Month, and I must say that I wish as educators we could focus more on developing our skills through each other.  I'm finding that connecting with others in my department and school has really opened up my classroom to innovative ideas, and the students are really enjoying school.  

This past week our campus hosted the first ever Twitter chat for our school district.  We had over 30 educators participate in the inaugural chat, and some lively discussions were held under the "Student Engagement" theme.  It was awesome to hear the thoughts of elementary and middle school teachers, and see the camaraderie amongst the employees of the district.  A group of us even met up with the principal at school to make an event of it, and we left that night with goals that we hope to achieve this school year.  Even better, other schools were asking to host the chat at their campus.  It's so amazing to see everyone working to help each other out!  It's moments like this that I truly appreciate the district that I am lucky to call my home.

So, why even mention this event this week?  It's obvious ... I want to show off a bit, but more importantly, I think that it feeds perfectly into the question for this week's Connected Educator prompt:

How/when does a connection become authentic?

I believe that authenticity relies on the level of commitment a person chooses to display in regards to the issue at hand.  In the case of connectivity, it becomes authentic when an individual decides to make a conscious effort to maintain their level of communication.  It's both the simplest and most difficult thing to do because as teachers, we find it quite difficult to find enough time to keep the juggling act going every single day.  I find that at times I have to remind myself that if I hope to become the best teacher that I know I can be, then I must take the time to reflect on my teaching process and ask for assistance.  

The past couple of months have been somewhat stressful because I have chosen to teach in a completely new format.   By connecting with other teachers around the country, I have made a decision that I think is for the best of my students.  Despite the stress that comes with these changes, I also have a community of people that I can both vent to and to develop solutions.  So, while the stress is always present, it's the type of stress that let's me know that I'm making positive changes.

-A

Making the Connection

This past month has flown by so fast, and I can't believe that it's already October.  It just seemed that yesterday was the start of the Reflective Teacher Blog Challenge ... I've become so used to reflecting on various topics that last night I felt that I was missing out on something.  The great thing is that with the month of October we get to move into Connected Educators Month.  I'm sort of stoked about the ability to develop my PLN and brush up on my communication skills.

So as it turns out, blogging continues this month, but it may not be on a daily basis.  There will be at least one blog per week, because for Connected Educators Month, Thursdays have been designated for a blog reflection.  Yay!  This week's post topic was the following:

What does connected education look like?

When I think of the responses that could be used to address this question, I begin to realize that education is composed of multiple facets that are so interconnected.  The field of education relies on teachers and students connecting on a level that allows both groups to develop their kills and knowledge.  Connected education is based on COMMUNICATION.  Without the ability to communicate with others, we can never truly develop into the individuals we see ourselves as or aspire to be in the future.  Simply put, connected education is understanding that we can all learn from each other: teachers, students, administrators, and all those out in the world.

An education system that is connected with a community and parents allows for students to develop a stronger relationship outside of the classroom, but is still foster a learning community in the school.  Relevance is key in having students "buy into" the idea that their education is valuable and necessary.  I don't know how many times teachers have heard students say, "So, when am I actually going to need this?"  I think that when educators and students can make connections with the outside world, they are showing the value of an education as well as "keeping it real."

Ultimately, connected teaching relies on the teacher being open to the idea that there are others out in the world that may be of some assistance.  For too long have teachers relied solely on their skills as educators to determine the course of the classroom development, and it's about time that we look outside our classroom door for additional resources.  The amount of knowledge that is out there is up for grabs, and it's necessary that teachers begin to take advantage of making valuable connections with their colleagues, students, parents, and community.

-A

Shedding a Layer of Fear

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