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
Monday, September 29, 2014
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
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