When you feel like you’re not getting anywhere

Sometimes it’s difficult to figure out what the problem is or where to start when you feel like you’re not getting anywhere. What I mean is that as teachers, we may have days when we might feel like we’re just not connecting with the students. Sometimes when trying to create a lesson or some new experience for students, we are met with less enthusiasm than we had hoped for, and sometimes, it might even be nonexistent.

About two years ago, I really struggled with finding ways to engage my students in learning. I reached out to my PLN to ask for advice, I tried Twitter, pretty much anywhere that I could think of to gather ideas from other educators who might be experiencing the same thing. That’s probably the most important point if anything out of my thought process, is that had it not been for those connections and knowing where to look to find help that I greatly needed, I would have been working through it on my own in isolation, as I had been for many years of my teaching career.

It’s not easy to ask for help especially when as teachers, we feel like we are supposed to be the experts when it comes to students and learning and teaching. There may or may not be assumptions about our abilities to manage our classroom, deal with student behaviors, to be flexible in our instruction, and to balance so many different things every day. But without having a way of connecting with others, we would be stuck doing the same things we’ve always done. While in some cases that might be good if the experiences went well, often times it might not be that great. And that is how it was for me.

Last year is what I considered to be probably my best year in teaching and it came to be because of relationships I had formed over the years and also because I got away from doing some of the same traditional things I had always done and pushed the limits a little bit and tried some different things in my classroom. There were some things I just didn’t appreciate any more like standing in the front of the room and talking at my students. It was exhausting trying to think of ways to spend 42 minutes leading the class and keeping the students “busy.”

I had reached a breaking point early in September two years ago when I just decided to get rid of the rows in my classroom and see what would happen. The combination of these actions and everything in between is what I believe led me to have the best year yet. I felt connected with the students, I could see them learning and that they were more engaged. Students would come in throughout the day and say how much they liked class better than the prior-year. I just felt that there was a different vibe, I sensed a more of an excitement about being in the class and while at times it was uncomfortable worrying about if my class was too noisy or if students were off task on occasion, I really felt good about it

So I decided to keep the same kind of methods and habits in the new school year, making changes here and there, but I was not seeing the same results. I had different students than I had in the past and so it kind of led me to go back and rethink what I had been doing. What had worked so well last year was not working as well this year. I did not expect that because I was assuming that things would be the same as they were the year before. Thinking like this, the “way we’ve always done it” is what gave me some trouble in the first place. I taught the way I had been taught using methods that worked for me as a student and even as an adult, but these methods did not work for all of my students. So by doing that I was doing them a disservice. Flash forward to this school year, trying to use the same methods and strategies should not work because I had different students than the year before.

There have been days that I left school feeling frustrated and overwhelmed, a bit uneasy because like I said, last year I had a great year. And I had not experienced that type of struggle in several years. so trying to figure out what the problem was and how to work through it has been something I’ve been working ever since. I felt some moments of success and other times I thought I just couldn’t do it anymore. Sometimes I became so frustrated at the behaviors, whether it be lack of respect or lack of wanting to work or negative attitudes that instead of trying to better understand the students and focus on having conversations, I responded to their behaviors and the reactions. I lost my “cool,” I lost my composure, my eyes filled with tears of frustration and I didn’t like it. I even told them that it was something that would bother me the rest of the day and for days to come, because that was not like me but I had “had it.” I had been doing everything that I thought I could to help them and I was getting nothing or the bare minimum in return. I just wanted them to hear me and to understand that their behavior matters. Being respectful matters, and that it doesn’t matter how great your grades are or what you have in life if you are not a nice person. If you do not show respect and you don’t take time to listen to others and give them their attention when they ask for it or when they deserve it, that makes it very uncomfortable.

I thought it was just me, I had convinced myself that it was something that I was not doing. There was something wrong with me that I needed to fix within myself. But the more that I talked to people I was connected with locally, nationally and even around the world, I soon realized it was not just a problem that I was facing. Again, if I was still in isolation staying in my room and not connecting anywhere in my school building, I would feel exactly like I did. It’s just me, I’m the problem. Because I had those connections, I was able to recognize that it isn’t just me it’s a struggle other educators face and there are different ways that they deal with it that may or may not work for me.

I had lots of recommendations, great ideas, stories of how changes in different classrooms made a big difference for different friends of mine and for every suggestion they offered I felt terrible telling them that know it just would not work for me. While I may not have all the answers, I know my students well enough to be able to figure out what might and might not work for them. So while I did not come up with a magic solution to any of the challenges that I feel like I’m facing, which in the scheme of things in the rest of the world they’re not that big at all. But there are bumps in the road, a road which prior to this year had finally been mostly well paved with occasional potholes along the way.

But a new year, new challenges changes just to show why we can’t teach every year the same way that we were taught. You can’t do things the way you’ve always done them and as Don Wettrick’s dad said: “Don’t teach the same year 20 times.”

I guess I felt that because my methods worked so well last year, that I should just do the same thing again this year. I was wrong. New year, new beginnings, some changes, a bit of discomfort, challenges, through all of it. Yes, please. That’s what keeps us moving, what keeps us active and engaged and although sometimes you feel like you’re becoming disengaged from the profession when you sit back at the end of the day or in the middle of the day or whenever it is that you reflect, you must stay focused on your why. The why is your purpose, your passion for what you do and why you’ve gotten up early every morning and worked through weekends, holidays and even summer vacations. It is when you come full circle and realize that you’re there to make it work to find an answer and a solution because it might be that you are the problem

And sometimes you might be the problem creator, it’s never the same. It’s always changing, it’s uncomfortable but it’s how we grow. And if you don’t share your experiences with others then you are going to be limited to only growing in your own space. To put yourself out there, be vulnerable and ask for help when you need it, that is not a sign of weakness it’s a sign of tremendous strength. When you can identify that you have a need, a weakness, an area of struggle, you show that you are vulnerable and that is more than okay. Because as many times as I’ve said it, I will continue to say it twice as much:

I’m not an expert.

I don’t know everything.

I make tons of mistakes every single day.

I’m willing to try and I’m willing to grow.

I’m willing to get up no matter how many times I’m knocked down and go for it again.

I am a work in progress and I am learning as I go. 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Reflection

Guest Post by April McKnight (@rilmcknight)

Reflection is concerned with consciously looking at and thinking about our experiences, actions, feelings, and responses, and then interpreting or analyzing them in order to learn from them. That is a big statement and a hard topic for our students. So how are we as educators supposed to work towards helping our students reflect on their thinking / learning and that of others.

So first I ask, as teachers and educators do we spend time on self reflection. Do we have the time to look back at our day of learning and “reflect on the information we receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues.” Yes that quote is straight out of our core competencies for critical and reflective thinking.

Yes I know every teacher is doing their self reflection in some way whenever they can but ho do we help students learn this process and see the benefits of reflection.

As a high school STEM educator, I always had reflection as part of my labs. We use our three go to questions for every lab:

What worked the best?

What needs to be tweaked?

What could we do to make it better?

This became common place in my classes and extended to all our work. Students would reflect on their own learning and ask each other to assess their work based on these questions.

As the new BC curriculum came around, I started to look at the self reflection during our projects. We have always looked at the process as more important. Photo journals or design changed diagrams or written reports were used to show their journey. But now we wanted to add in more self reflection along the way. After classroom discussions, it was decided that we would do weekly self reflection on large projects as a journal, blog or vlog. Students used the 3 questions to show their progress. The learning became very evident and assessment of their learning process was easier too.

I feel we need to all use reflection as part of our classroom routines and it wont feel so daunting in the end. It will make our assessment for, of and as learning much easier.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

A Powerful Learning Community and So Much More!

A Powerful Learning Community and So Much More!

By Rachelle Dene Poth @Rdene915

Being an educator requires a lot. It requires a huge investment in time to make sure that we are providing everything that our students need and that we are making time for ourselves to grow professionally. Finding a way to balance the numerous responsibilities can be difficult sometimes and trying to do so can result in a lack of balance and a loss in time for personal and professional development. So what can educators do? Do we have to choose only one thing? How can we when it is all important to our students’ growth as well as our own?

We don’t have to choose. We have access to the support we need and more importantly, that our students need, through the ability to connect in the Buncee community. For several years I have been proud to be a part of this growing educator community and have learned so much from the connections that I have made and from the relationships that have formed with the Buncee team and Buncee Ambassadors. I am so proud to be a part of this Buncee family.

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Finding what we need

People often ask how to find resources and new ideas for their classes, how to become more connected, and where to find a supportive network of educators. Over the years I have been fortunate to become connected with a lot of different educators in various communities ranging from state and national educational organizations, to ambassador programs and a growing PLN from leveraging social media networks that enable me to learn and gather new ideas that will benefit my students and my practice.

There are a lot of communities out there to choose from, but one in particular has continued to make an impact in my life and for my students over the years, and in the lives of many students, educators and people from around the world. And that is Buncee.

Where to Begin

Whether you’re on Twitter or not, I would recommend checking out what educators have been sharing when it comes to Buncee. During the week there are many Twitter chats happening and discussion in online forums such as Facebook.

These are a few of the most common topics that educators have been exploring:

  • Finding resources and authentic ideas for assessment
  • Providing different types of learning experiences that are more student-driven and full of choices like project-based learning.
  • Building social emotional learning (SEL) or digital citizenship skills
  • Promoting global and cultural awareness
  • Engaging students in more authentic and meaningful work.
  • Differentiated instruction and how we can make sure that we are providing what each student needs in our classrooms.

For many years I kept myself kind of isolated and relied on my own experiences as a student and used only the materials that I had in my own classroom. Truthfully, I didn’t really know where to look to find support or other resources and didn’t feel like I had the time to do so. But today, all of that is so greatly changed, and it just takes looking outward to see what is happening in classrooms around the world. Finding the right connection and taking that first step.

Finding New ideas

Just in the last few weeks, I have learned how teachers are using Buncee for more than just creating a presentation. Educators are leveraging technology to help students to build confidence, facilitate global connections, foster social-emotional learning skills, and even for helping students to overcoming anxiety when it comes to doing presentations in class.

Recently a friend asked me if I had ideas for a different way to teach mythology. I posted my question in the Buncee community and it didn’t take long for someone to share a few project ideas and for many educators to offer more support.

There are so many unique ways to use Buncee and beyond just being a versatile tool for students and educators and anybody to use to create. Buncee has really brought people together in a welcoming community. A community that is focused on supporting one another so it can support all students.

If you are looking for a new idea, a different way to present information to your students, to have students create, to be engaged in learning, then I definitely recommend you check out Buncee.

If you are looking to become part of a supportive educator network, then I encourage you to become part of the Buncee Community. Engage in the conversations that happen each day, join in the monthly Twitter chats, take advantage of all the resources that they are so willing to give and to share. Explore some of the recent Twitter conversation and tremendous support in this community here.

Here are some of the most recent ideas shared that are definitely worth checking out:

Holiday Hugs Marie Arturi and Amy Storer Read about it here.

Tutorial Shared with Anyone Looking to Get Started: Dan Spada

Link to Video

Culturally Responsive Teaching: Submitted by Bonnie Foster to Buncee, this amazing board designed by Mary Gaynor & Colleen Corrigan.

Daily Reflective Thoughts by Don Sturm

Book recommendations: Rachelle Dene Poth

Hopes and Dreams: Laurie Guyon

Law Enforcement Appreciation Day: Barbie Monty

Welcome Back messages: Laura Steinbrink

Student Reminders: Barbie Monty

Student Focus for the year: Heather Preston

Barbie Monty

Student Business Cards and Goals: Loni Stein

Task Cards: Amy Nichols

Teacher PD: Barbie Monty

Student Projects: Todd Flory

Test Prep and Motivation: Amy Nichols

Video and Buncee with Greenscreen: Jennifer Conti

My first book: Why I wrote In Other Words

All books available at  bit.ly/Pothbooks

It has  been quite a year. Three books  published this year, looking back to one year ago as I was writing all three, very different books at the same time. But  the book In Other Words came to me as I was preparing to work  on The Future is Now.  It stemmed from a quote:

Teddy Roosevelt once said, “I am a part of everything I have read.” When I read his quote, it greatly resonated with me because of my love of quotes and the impact they can have in our lives. In Other Words is a book full of inspirational and thought-provoking quotes that have pushed my thinking, inspired me and given me strength when I needed it. The book shares stories around the importance of growing ourselves as educators, knowing our why, as well as learning from and embracing failures and taking risks with learning so we can become our best selves for those we lead and learn with.

Get your signed copy here: bit.ly/Inotherwordsbook

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There are stories shared by educators with different backgrounds and different perspectives. My own experiences and interpretations and the educator vignettes shared by my PLN (Personal or Professional Learning Network) will hopefully push your thinking, inspire you, and provide whatever it is that you need. My hope is that by sharing our stories, it will inspire you to share yours.

 

There were many people involved throughout this journey. I reached out to members of my PLN and friends to include as many educators and students as possible. I  wanted to share more than just my story, but rather many stories and experiences.   This book is one that can be read by anyone, not just people in education. There are many quotes, unique personal experiences, beautiful graphics and more.

About the book #Quotes4EDU

In this book, I share some of my experiences and reflections based on quotes. I have included the stories of different educators in the form of vignettes or guest chapters. One chapter was written by two of my students and my book cover was drawn by one of my 9th-grade students. The story behind the book cover is included at the beginning of the book.  The book is available on Kindle or in paperback: bit.ly/Inotherwords  A few of the stories are available for listening on Synth. gosynth.com/p/s/pyzbnm  

Chapter Authors
Dennis Griffin
Maureen Hayes
Holly King
Elizabeth Merce
Melissa Pilakowski
Laura Steinbrink
Amy Storer
Donald Sturm
Cassy DeBacco
Celaine Hornsby
Vignettes
Marialice B.F.X. Curran
Jon Craig

Kristi  Daws

Sarah Fromhold
Jeff Kubiak
Matthew Larson
Jennifer Ledford
Kristen Nan
Toutoule Ntoya
Paul O’Neill
Zee Ann Poerio
Rodney Turner
Heather Young
Graphics 
Michael Mordechai Cohen
Dene Gainey
Manuel Herrera
Shelby  Krevokuch
Amber McCormick
Dana Ladenburger
Heather Lippert
Scott Nunes
Chris Spalton
Tisha Richmond
Monica Spillman
Laura Steinbrink
Kitty Tripp
Julie Woodard
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Thank you Kristi Daws for creating these images!!

 

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Why Connections Matter

Guest Post by Sean Scanlon, @polonerd

Republished from his blog site, a great message about why we need to connect, and how to do so at conferences. 

 

On Tuesday night I returned from Summer Spark in Milwaukee. My head was still spinning and full from all of the great presentations and new ideas I heard, my heart was still racing from Joe Sanfelippo’s keynote, but most of all my heart was full from all of the love shared between friends at an Edtech conference.

This was the 4th year I’ve been to Spark (sorry to say I missed year 1) and every year my PLN grows but in different ways than just connecting with someone on Twitter or Facebook groups. At a mid-sized conference like Summer Spark you make awesome personal connections with people who have been in your PLN for months (maybe even years). You get to have dinner with people you haven’t seen in a year or more, or maybe people you’ve never even met before.

game night

It’s pretty clear when we go to dinner for game night on the first evening of the conference, and we turn 10 tables into one giant table so we can all sit together (until the table literally can’t grow anymore), this group is close and wants to learn more about what we’re doing in our classrooms, our schools, and even more about our future plans.

As far as game night goes, Jon Spike walks in with his bag of games, along with others who bring their favorite board games and let the fun begin. The fun and connections at this point are amazing and there are even some grudge matches from two years ago when it comes to CodeNames. Right Kristin?

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The conference is wonderful because Pam NosbuschChuck TaftMichael Matera, and so many others put their heart and soul into making it great. However, the true “Spark” we get in June is an uplifting of spirits and excitement from connecting with other inspiring educators, learning from them, and most importantly sharing with them what we do, what we want to do, and how they can help us get there.

All of this fun and all of these close relationships really go back to where it all started for many of us – Twitter. When we connect on Twitter, or any Social Media platform, we share what’s we’ve accomplished, we look to others for advice or ideas, and we ‘talk’ with each other about different topics in chats.

Who to Follow –When you find that first person you want to follow, click on their name and then click on where it says “Following”. Look at who those people follow because that is a choice they made to follow those people. You can glance at their profile and even see who those people follow – welcome to the most awesome rabbit hole.

Twitter Chats – If you haven’t done any Twitter chats, I’ve listed a few below but feel free to try ones that more closely tie into your content area or grade level. The chats are usually 30 or 60 minutes long and you’ll be connecting with educators from all over the country and possibly people from other parts of the world. Make sure you don’t pull a @GameBoyDrew and forget the #. If you don’t use the #, nobody else in the chat will know you’re saying anything.

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Use Tweetdeck – Tweetdeck allows you to created columns based on a # or a particular user – plus other choices.  This makes it easier to track what people are talking about in that chat. You also have a notifications column so it makes it easier to see who ‘liked’ your post, replied to your post, or even just mentions you in possibly a different chat.

Simply put, get on Twitter and follow other educators. It’s polite and good practice to follow the people who follow you; except for the bots and the inappropriate accounts – check who they are and what they’ve posted before you follow someone. Check your feed occasionally and search some hashtags (#) to see what people are talking about.

Most of all, have fun connecting with other educators and don’t forget to introduce yourself when you meet them in person at awesome conferences like Summer Spark @usmspark #usmspark

 

Sign up for  Summer Spark, happening in June 2020!

 

 

Reaching All Learners

Guest Post by  Laurie Guyon, @smilelearning

If you have met me at a conference, a workshop, or in a school, you would consider me an extrovert. I’m friendly, always smiling, and comfortable talking to anyone.  Even as a self-proclaimed chatterbox, I get anxious in certain social situations. One on one conversations makes me nervous. My mind reels with thoughts like “will I talk too much” or “will I overshare” or “will I say something stupid” or “what if there is a lapse in the conversation’.  These thoughts have caused me to avoid what might have been a wonderful conversation. I try to step outside my comfort zone and engage in these moments more often. I know that these thoughts and ‘what ifs’ are part of being human.

“I restore myself when I am alone.” – Marilyn Monroe

While reflecting on these moments, I thought about my teenage daughter.  She is a self-proclaimed introvert. Her anxiety in social settings is completely the opposite of mine.  She is fine one on one, but crowds get her inner thinkings reeling. She hates public speaking and will avoid group situations whenever possible.  She once told me that my teaching style would give her hives because I like a loud and active classroom. She prefers quiet and independent work. In our classrooms, we have students with all different communication abilities and fears.  How do we foster an environment that can support all learners and communicators?

 

In the TED talk about introverts by Susan Cain, she defines shyness as fear of social judgment.  She states that introversion is more about how you respond to stimulation.  In the classroom, there is a multitude of stimulation. These can be visual noise, people, and expectations.  How each of our students responds to this stimulation tells us if they are comfortable or not. We may even discipline students based on their behaviors.  But, what if we are pushing students outside of their social norms?

 

Bob Dillon and Rebecca Louise Hare ask educators to make sure that there are spaces for all learners in their book, “The Space: A Guide for Educators”.  They mention creating areas that give students a chance to learn and work so they can thrive. When I taught 6th grade, I created a variety of learning spaces.  I then asked my students to choose the spots in the room where they feel they could learn best. I learned so much about my students by giving them the agency to choose.  I utilized choice boards to give students autonomy. Students were more likely to create quality work when given a choice on how they would showcase what they learned.

Have you ever gone to a presentation or a workshop and the presenter asks you to do something you don’t want to do?  For example, I was in one recently where they asked us to do charades. I am not a fan of playing that game for a variety of reasons, but we had to.  I did everything I could to be the guesser and never have to act it out. Then, at ISTE I lead a mini engagement session with the amazing MCE Melody McAllister and Nearpod.  In the session, we had to lead the participants in a rousing game of charades. Once again, I was outside of my comfort zone. The energy of Melody, the Nearpod team, and engaged educators allowed me to participate in the activity.  It was the support and encouragement that allowed me to be successful.

“The greatest art is to sit, wait and let it come.” – Yogi Bhajan

To reach all learners, we need to think about our learning spaces.  We need to think about the amount of agency we give our students and give them a chance to be inside their own heads.  We also need to encourage them to try and do what may not be in their wheelhouse. We can support them with encouragement and time to build on their comfort level.

We want to maximize talent and success for all our students.  This does not need to always be group work and active activities.  Sometimes, the best activity is in speaking softly or to work alone in silence.  But sometimes, it’s using our talents as part of a community that can make us successful.  Finding this balance is what will help us reach all learners.  

 

Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Books available

bit.ly/Pothbooks

 

Teachers matter more

Guest post by Dave Schmittou, @daveschmittou #LastingLearning

via Teachers matter more

I am all about improvement. At the end of every year, I spend some time reflecting on what my strengths and struggles are so that I can make a plan for progress. At work, I spend time evaluating programs, processes, and people. One thing I have noticed recently in schools is that far too many of us say teachers matter more,  that the people make the difference, yet we spend so much of our time focusing our improvement efforts on programs and processes. We think of ways to circumvent those who matter more instead of diving deep to develop the real difference makers. We know teachers are the drivers of learning, but we pour money and time into software, classes, textbooks, and schedules instead of into the people who make it all happen.

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As a sports fan, I often use athletics to try and illustrate my points, so I may as well do so again. Lebron James is considered by many people as one of the greatest basketball players of this era. He is dominant, he can shoot, dribble, pass, rebound, and play defense (when he chooses to). Pretend for a moment that you are a general manager of a team Lebron plays on and you have the task of making the team better. Your goal is to get wins and championships. You can do this by upgrading the concession stands at the arena. You can do this by bringing in new players to circumvent Lebron, players who will not pass him the ball or expect him to be great, or you can do this by bringing in players that complement his game and allow him to dominate. Each of these strategies has been tried on his teams. Some owners and GMs have attempted to distract the fans from what is happening on the court by upgrading the arena. Some have attempted to save Lebron by bringing in others to take the pressure off, and some have brought in players to complement him and make him even better. Only the latter has resulted in championships, however.

Often times in schools we get ourselves distracted by things that don’t matter at the expense of those that do. As a leader who has had the opportunity to help lead turn around efforts in a few schools and districts, I have learned that no program, no paint job, no software will ever impact a child like an amazing teacher. If you are a leader, all of your focus should be on making teachers better, not working around them.

If you have struggling students in your school (we all do), do not go on the hunt of the newest tech gadget to give to the kids. Look for ways to help a teacher work with those students more. If you have accelerated students in your school (we all do) do not look for activities and classes to fill a schedule. Look for ways to have teachers inspire and motivate innovation. Stop looking for ways to work around teachers and begin looking for ways to support teachers.

Support does not simply mean increasing pay. Support means, if you have the option between a new textbook or staff professional development, invest in the teachers. If you have a choice between painting a hallway or developing a teacher, choose the teacher. Always, choose the teacher/

Every research study available describes the effects that matter most for student learning point to teachers as the difference makers. Teachers matter more. Teachers provide feedback, establish the culture, set the expectations, develop the assessments, and plan for progress.  If you are a leader, spend your time building capacity in teachers and you will be amazed at the learning that results from your students.

Check out the podcast on this topic at https://anchor.fm/david-schmittou/episodes/Episode-12-Teachers-Matter-More-e2n3c4

Feel free to also check out Dave’s book:

It’s Like Riding a Bike: How to make learning last a lifetime

 

Want to write a guest blog for my website? Submit an idea here!

Promoting Healthy Self-Esteem in Schools

Guest Post 

Katy Garvey, @Katy_Garvey, Social Learning Manager, The Source for Learning Inc., Former MS Principal, Reston, VA

Promoting Healthy Self-Esteem in Schools

Adolescent mental health and the social-emotional well-being of our students is something educators face daily. More frequently (thank goodness!), this topic is being brought to the forefront of many school districts. In my near 15 years in the public school system, I witnessed a transition to more mental health awareness practices as well as preventative and proactive care. The “middle years” can often be the most challenging, as our children are trying to figure out who they are, establish independence, all the while amidst changes in their bodies and minds. Oh, and we still expect them to demonstrate academic and social competencies in school! That is A LOT!

 

As educators, we know that when students feel good about themselves; in turn, they are much more likely to be more successful in the classroom. But, how do we set up our teen students for success? It takes a continuously committed focus on daily routines and practices that help build self-esteem. I will share some basic ideas and teaching strategies to consider when working to promote a healthy sense of worth and belonging in our students.

 

  1. Ask a “question of the day.”

We know that building and maintaining relationships are key and creating connections with students can go a long way in promoting their self-confidence. Try starting each class period with an open-ended question. Students can use an e-journal or blog (see some ideas HERE for blogs or e-journals) to record their thoughts. You could even move toward “circling up” and having students share their responses. Remember if you do this, always give the “pass” option. Read more about circle practice in the classroom HERE. In my time as a high school classroom teacher, I had the unique opportunity to teach a section of a class called Peer Helping, where the focus was to create meaningful relationships and mentorships between secondary and elementary school students. The first quarter of the year, the students were with me in the classroom, and we began each day in this way. As the year progressed, it was amazing to see how the students opened up, sharing beliefs and feelings. Additionally, an uncanny sense of community was established in my classroom as a result- it was something I’ll never forget! 

  1. Have students set goals, monitor progress toward them, and celebrate successes.

These could be behavioral goals, academic goals, extracurricular goals, or all of these. Ensure that the goals are attainable and always find something to celebrate…no matter how big or small. Also, make sure to work with students to create opportunities for them to succeed based on their strengths and interests. Lastly, remember, this will also vary student to student- we are striving for equity, not equality.

  1. Provide ongoing, genuine praise and feedback.

Talk to students frequently and provide consistent, specific feedback on learning and goals. It is important for students to know not only that you care, but that you are an active participant in their academic and social success. Written feedback is also impactful, but strive to be specific—instead of saying (or writing) “great job,” how about something like “I love the way you analyzed that text with such specific details”! This way, students know what the desired outcomes are and also when they meet expectations for success.

Well, that’s certainly a whole lot, but hopefully, it gets you started on the road to shaping our students’ self-esteem and creating those classroom routines and practices that foster a positive learning environment. I would love to know what you do in your daily practice to promote teen self-esteem. Drop a comment and let us all know!

 

ParentSquare for Teachers

Communication is Key

One of the things that I enjoy the most about the summer is having more time to reflect on the different tools and resources that I am using in my classroom and to explore new ones. Summer is also the perfect time to participate in professional learning, whether by attending conferences, taking classes, or meeting with other educators. This summer, I have been involved in several presentations and conversations that are focused on finding a way to enhance better communication between home and school. It is critical for classrooms today that we find a way to increase family engagement in the learning experiences of their children and make sure that everyone has access to the school information and resources, especially those that are time-sensitive.

Finding the right tools

There is no shortage of tools that we can use to form a connection between home and school, whether we want simply to send messages and class updates to students, or we want to focus more on including parents. Because teachers have so many different responsibilities, finding the time to explore tools can be a little challenging at times. This is why it’s beneficial to share what we are doing in our classrooms to help other teachers get started and to make those connections that we know are so important for student success today.

Several years ago I noticed a disconnect and I resolved that by finding a digital tool (Celly, then Remind) to connect with my students so I could share resources and class updates with them. But I soon realized that I needed to go beyond simply connecting my students with the class, I needed to include parents. That’s when I moved to using an LMS, Edmodo, which enabled students to get the materials that they needed, and also keep parents informed about our class.

The benefits of one platform

Although these tools worked just fine, the concern was that teachers were using multiple tools. This meant that parents had to keep up with multiple apps, some of which may not have been accessible on their devices. When I was using the messaging app and the LMS, I had to keep a good routine of posting on both platforms and keep reminding myself that I needed to do so for each class that I was teaching. After a short period of time, I realized that there were too many being used. Being able to effectively communicate and collaborate is easier when everyone uses the same platform. There is consistency and parents won’t have to worry about which teacher uses which app, or whether or not their device is compatible with the apps being used.

Making the shift

Thinking about the different communication tools available to teachers, moving to something that offers more than two-way communication and the sharing of photos, videos, and files, makes sense. We have many responsibilities that could require multiple apps or forms of communication. However, notifying parents about student attendance, scheduling conferences, asking for volunteer sign-ups, or coordinating class fundraisers, are a few added benefits when teachers use a platform that provides all of these options housed within one.

Enter ParentSquare

As teachers adopt free communication tools, districts are looking at alternatives. One such tool is ParentSquare. What does it have to offer for teachers and how does it compare to Remind and other teacher-adopted tools?

Teachers use ParentSquare for:

  • Communicating with families and students
  • sharing pictures
  • scheduling conferences
  • sharing class calendar
  • asking for class and project supplies/class party items and food
  • requesting chaperones and volunteers
  • collecting payments for field trips
  • Providing/Collecting forms and permission slips

In addition to the teacher uses, there are many other benefits for school- and district-based usage such as attendance and lunch balance notifications, bus delays, sharing grades and assignments, delivering progress reports securely, and emergency notifications. Having these capabilities makes ParentSquare a single hub for all school-home related communication for parents.

I have had the opportunity to explore ParentSquare over the last six months, to get feedback from other educators and to compare the ways that I used other messaging tools and apps in my own classroom. Besides the time factor, sometimes educators get pushback because there is just too much technology. Too many things to worry about, too big of a learning curve, and too much to figure out to get started, so it’s easier to stay with the tools that have been used for years and that are more comfortable.

Easy to join

When using a platform like ParentSquare, teachers have a lot less to worry about when it comes to sending messages and inviting parents to become part of the group. ParentSquare automatically integrates with the SIS, making it easy for parents to join because it’s done automatically for them, without the need for a join code like with Remind. Parents who don’t register will still receive messages because their information is pulled from within the school rostering system.

Comprehensive and consolidated

Parents will feel more connected to the school by having one consolidated platform, which resolves the problem of knowing where to find information or keeping up with multiple apps for different classes and yet more apps and tools used by the school and the PTA. ParentSquare combines all into one. With tools like Remind, the options are limited as to the types of information that can be shared.

Privacy

It is important to first guarantee that any tool or platform used is in compliance with COPPA and FERPA. Compliant with both, ParentSquare takes all precautions when it comes to the safety and security of students and their families. ParentSquare is a signatory of the Student Privacy Pledge and the company signs a contract with the district to ensure student privacy. While Remind is also compliant with COPPA and FERPA, it has not signed contracts with the district or school in most cases.

Delivery of messages

At times I also heard that some parents were not receiving my messages. When I used Remind, I could see that messages were delivered, however, the students or parents were not necessarily reading them, which presented another problem. Perhaps because of the use of multiple tools, which is why it makes more sense to have one comprehensive platform. ParentSquare automatically delivers messages using the right modality – email, text or app notification and the right language as is in the school records. Reports show reach and deliverability of messages, making it easy to identify who has or has not been contacted.

Consistency is important

Personally, I have used anywhere between four and six different apps and websites to complete these tasks. However, with ParentSquare, you can facilitate faster and better communication and collaboration between home and school. ParentSquare enables schools and families to engage more in conversations by providing multiple options for communicating in less time through direct messages, polls, and the option to post comments all in one platform. It offers a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement.

In many schools, administrators are potentially asking teachers to use platforms that are a paid platform rather than selecting the tools that they feel most comfortable with or prefer to use based on their role or content area. Making the transition from a tool like Remind to that of ParentSquare does not require any extra time, in fact, it is very user-friendly and easy to navigate. And if there are any questions there are many resources available including online self-paced training modules, extensive knowledge base, 24*7 support for teachers and parents.

Sign up for a demo today

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Key features: Also check out the video here.

Key Features  
Privacy Available, updated 2018
District Level Oversight
Messaging to and between parents
Messaging between teachers and staff
Individual/Group Messaging
Notifications as text, email, app
Send/Schedule reminders
Language Translation 100+ with Real-time translation
Class/School Calendar 2-way Sync with Google and iCal
File and Photo Sharing
Conference & Volunteer Signups
Single Sign-on
Unlimited Message Length
Coordinate Events/RSVP
Permission Slips
Devices: iOs, Android, Web
Attendance Notifications
Grades and Assignments
Report Card Delivery
Attendance Delivery and Excuse Notes
Truancy Letters
Cafeteria Balance
Payments and Invoices Recurring & one time
Polls and Surveys

In Other Words: Quotes that Push Our Thinking

Teddy Roosevelt once said, “I am a part of everything I have read.” When I read his quote, it greatly resonated with me because of my love of quotes and the impact they can have in our lives. In Other Words is a book full of inspirational and thought-provoking quotes that have pushed my thinking, inspired me and given me strength when I needed it. The book shares stories around the importance of growing ourselves as educators, knowing our why, as well as learning from and embracing failures and taking risks with learning so we can become our best selves for those we lead and learn with.

Get your signed copy here: bit.ly/Inotherwordsbook

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There are stories shared by educators with different backgrounds and different perspectives. My own experiences and interpretations and the educator vignettes shared by my PLN (Personal or Professional Learning Network) will hopefully push your thinking, inspire you, and provide whatever it is that you need. My hope is that by sharing our stories, it will inspire you to share yours.

 

There were many people involved throughout this journey. I reached out to members of my PLN and friends to include as many educators and students as possible. I  wanted to share more than just my story, but rather many stories and experiences.   This book is one that can be read by anyone, not just people in education. There are many quotes, unique personal experiences, beautiful graphics and more.

About the book #Quotes4EDU

In this book, I share some of my experiences and reflections based on quotes. I have included the stories of different educators in the form of vignettes or guest chapters. One chapter was written by two of my students and my book cover was drawn by one of my 9th-grade students. The story behind the book cover is included at the beginning of the book.  The book is available on Kindle or in paperback: bit.ly/Inotherwords  A few of the stories are available for listening on Synth. gosynth.com/p/s/pyzbnm  

Chapter Authors
Dennis Griffin
Maureen Hayes
Holly King
Elizabeth Merce
Melissa Pilakowski
Laura Steinbrink
Amy Storer
Donald Sturm
Cassy DeBacco
Celaine Hornsby
Vignettes
Marialice B.F.X. Curran
Jon Craig

Kristi  Daws

Sarah Fromhold
Jeff Kubiak
Matthew Larson
Jennifer Ledford
Kristen Nan
Toutoule Ntoya
Paul O’Neill
Zee Ann Poerio
Rodney Turner
Heather Young
Graphics 
Michael Mordechai Cohen
Dene Gainey
Manuel Herrera
Shelby  Krevokuch
Amber McCormick
Dana Ladenburger
Heather Lippert
Scott Nunes
Chris Spalton
Tisha Richmond
Monica Spillman
Laura Steinbrink
Kitty Tripp
Julie Woodard
Animated GIF-downsized_large (5)

Thank you Kristi Daws for creating these images!!

 

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