Words

June 8, 2020May 31, 2020Rachelle Dené Poth Leave a comment

Guest post by Dr. Kalum McKay (@DrKalumMcKay)

Opinions expressed are those of the guest contributor.

Words matter.

Words aren’t just words, they are building blocks or a wrecking ball. Many things in life are made or destroyed by what we say. Sticks and stones may break my bones, but words will never hurt me. This is straight-up false! Words are powerful. Broken bones heal, I’m not sure emotional wounds ever do. This isn’t just a message for kids, although it is an important one for them as well. This is a message for us all. The words we use determine so much of the successes or failures in our lives. When rolling out a new initiative, the words you use to present the idea can go a long way to determining buy-in. The way you handle a “growth” opportunity with a teacher or student determines how the information is processed. If you correct in a positive manner, you promote growth, if you correct punitively, you promote resentment and have taken a sledgehammer to the relationship. Our words verbally, in written format, and digitally have the ability to change the world. They can aid in growth or demoralization.

In today’s digital, social media-driven culture, our words can reach farther than previous generations could have imagined. This can be amazing and powerful. It can also be dangerous and harmful. Before you send that email, tweet that tweet, write that Facebook post, we must determine the consequences of our words. In Spiderman, there is what is widely known as the “Peter Parker Principle” that states, “with great power comes great responsibility”. Our words have great power, this comes with great responsibility. This is verbally, digitally, and everything in between. All of our words have power. Everyone. From the CEO of a company all the way to the intern. From the Principal to the PreK student. Our words matter. The tone, the context, the content, all matter. It is important to be purposeful in our choice of words. How many times have you seen a “leader” come in and completely demoralize an entire organization? On the flip side, how many times have you seen one energize and uplift an organization? This includes teachers in their classrooms. The words and the tone they use shape the entire atmosphere of learning in their classroom. Is it going to be an environment of love, connection, and growth? Or is it going to be one of compliance, fear, and resentment? It is our responsibility to use our words as building blocks, not as the proverbial wrecking ball.

The wisest thing we could learn to do is to watch our words. We can learn to speak when it’s helpful and needed and choose our words wisely. We must take seriously the impact of our words. The right words can mean the difference between misunderstanding and enlightenment. They can mean the difference between being hopeful and supportive or judgmental and condescending.

The words you use are a choice you make constantly, as always, Choose to be GREAT!

**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

What is YOUR Walk-Up Song?

December 22, 2019December 22, 2019Rachelle Dené Poth Leave a comment

Guest post by Robyn Harris, @whaleyschool

What is your walk-up song? You know the one, the one you hear on the radio and immediately turn it up and begin to belt out even off tune a little bit? The one that you begin dancing , or swaying to, when you hear it . . . ever? My walk-up song is Don’t Stop Believing, by Journey. I always thought it was because it came out my 9th grade year in high school and it just stuck with me. However, when I look deep into the lyrics, I realize that it was a song putting me on the path to where I am today.
Lonely World
The first line says a lot! “Just a small town girl, living in a lonely world.” I was a small town girl. I grew up in Twentynine Palms, California, a town of 5,000 people when you exclude the marine base population. We had a graduating class of about 100 students. Because we lived in a military town, students rotated through our high school each year; in with the newcomers, out with those that were transferring on so to speak. We were a close nit bunch, saying goodbye to some and welcoming the newbies. We clung to each other knowing that we were all we had.  “Just a small town girl.” Small town girl I relate to!
“Livin’ in a lonely world.”This was not me, but it is a place where my students live on a daily basis. My students come from dark places, lonely places, dirty places; places I can only imagine. I was not so surprisingly reminded of this just today when a student was in an escalated state, crying and yelling, “You don’t know how it feels not to see your brother or sisters. I’ve been in three foster homes in that last year! They shipped my sister out to another state to residential treatment. And my older brother and sister, I haven’t talked to in over a year. OCS (the Office of Children’s Services) has let me down over and over again and they want to send me out of state; I’m not crazy! I’m just going to do what I can to get out of this place.” He didn’t mean this in a good sense. He meant destroying every opportunity put in front of him. It broke my heart. He’s been stripped of all that he knows, his dad who’s health is failing, him mom who is an addict, and his nine brothers and sisters some adults, and some younger ones all in different foster homes.   But I keep trying to open up his world from being lonely to know that we care for him now, and we will care for him always; this is how I want all my students to feel!
Find Emotion
The line, “Streetlights, people, livin’ just to find emotion, hidin’ somewhere in the night,”says a lot about where I am day to day at Whaley School. Our students are trying to find emotions at our school. Some are escalated on a regular basis, some are escalated once in a while, and some are just trying to find their way, whether it’s cutting, stating they want to harm themselves, or trying to escape from life itself using drugs or alcohol. That same student I spoke about told me that the reason that he smokes weed and drinks is because he is trying to escape the real that is his life. I encourage him everyday to come to school so that we can get help for him; we have a therapeutic counselor here on site. I told him here he can get the care and love he needs while he’s working on himself to become strong and fight for what he needs and wants. He wants his family back together, he wants ‘normal’ again; he’s broken into a million pieces right now and I am just white space speaking at this point. Emotions, mostly negative, are seen everyday here at Whaley. Our staff tries to help our students to regulate their emotions in many ways. We have a calming room, a sensory room, enough staff to take a student for a walk, counting down, changing the scenery all together, and much, much, more. We are equipped to help. However, I’ve found that some students are not ready for that help, they’d rather be “hidin’ somewhere in the night.”
The Movie Never Ends
Each day we come to work we could sing, “Some will win, some will lose, some were born to sing the blues; oh the movie never ends it goes on and on, and on, and on.”  At Whaley, students who feel they will win are those that are getting their behaviors under control. But for me, the winners are every student in the building because they come to a caring and nurturing staff each day. Students have staff who help them to regulate behavior, make good decisions, and staff who just listen to them when they are in need of a ear that listens and understands.
Students who feel that they will lose are those still having major behaviors, not seeing the light at the end of the tunnel and/or not adapting to change. These are the students stuck in the movie thatnever ends. Or so they think. Actually, these are our students that may take a little longer to realize the caring staff that is there for them, or the behaviors that need to be changed are still interfering with their academic, social, and emotional learning.
Sometimes, staff, on the other hand, also feel like they are stuck in a “movie that never ends it goes on and on, and on and on.”  This is due to our groundhog day effect. We work hard with our students every day to see little successes at times, little bits of progress, then send them home to sometimes unravel that success. But, we pick ourselves up by the bootstraps and start all over again the next day. We make sure that we are giving all students what they need each day using the Maslow before Bloom theory. Our students are not going to show any signs of success or progression (or little) unless we give them all of their basic needs when they enter our building. It’s a hard job each day, but we come back strong!
Don’t Stop Believin’
I think that this is the best part of the song AND the best part of my job. I never stop believing in my students. . . ever. No matter the behavior, I’ll continue to work with students to find the best way to manage that behavior. In most all cases the behavior we see is the result of environmental or chemical reaction before, during or after the student was born. Kids do well if they can, right? We must always continue to believe, encourage, motivate and inspire our students each and every day toward progress and success; they deserve it! Don’t Stop Believin’ in your students- it’s why we’re here folks. . . and it’s my walk-up song!

**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

3 books.png

Buncee Holiday Hugs

December 19, 2019December 19, 2019Rachelle Dené Poth Leave a comment

Have you heard about the Buncee Holiday Hugs? This is an absolutely amazing project that has taken place during the months of November and December. Through this project, students from around the world have created Buncees and shared their work on a Buncee Board for everyone to see. There are now 957 Buncees added to this Board!

So what are these Buncees being used for?

Buncee is partnering with children’s hospitals from around the world to share the Buncees that have been created for Holiday Hugs. These amazing Buncees will be shared with children who will be spending their time in the hospital during the holidays.

The Holiday Hugs project was started by Amy Storer with inspiration from Michael Drezek. The idea evolved from Amy’s own experience as she was spending time with her mother in the hospital over the holidays. The idea for Buncee Holiday Hugs then came to life through the connections with Amy and Marie Arturi, Creator of Buncee. Holiday Hugs is another wonderful project that follows past projects such as the Buncee Buddies (a penpal project that connects students globally to collaborate on different themes) and Miles of Smiles with Michael Drezek.

To learn more, watch this interview with Amy Storer and Brian Romero Smith in which they discuss this amazing Holiday Hugs project and their hopes for it during this holiday season.

Here are a few of the wonderful messages shared with the children. What I love the most is that the messages written on each of these Buncees can be enjoyed by everyone through the use of Immersive Reader. A fifth grade class created this Buncee story for their Holiday Hug and with Immersive Reader, not only can the language be translated, but the story can then be read to the children as well. Beyond simply sharing a wish for the holidays, students can tell stories, send messages, tell jokes, express themselves and it is accessible and can be enjoyed by everyone.

Each Buncee is uniquely different, adding in winter themes, specific holiday traditions and celebrations, animations and even video messages for the children.

Seeing each student share a story, a joke, offer encouragement, record videos, or share their picture to lift others up, truly is inspiring.

Each Holiday Hug is heartfelt from student to student.

With Buncee’s integration with Immersive Reader, students can write a message and share it with any child around the world for them to enjoy. The use of Immersive Reader in Buncee enables students to create multimedia content, improve language skills and build global awareness in authentic and meaningful ways.

Please take time to explore the Buncee Holiday Hugs and read more about this project and its incredible impact on the lives of so many children and on everyone who has participated.

Look at the different creations! I hope you will take some time to explore the Buncee Holiday Hugs and read more about this wonderful project and its incredible impact on the lives of so many children and on everyone who has participated.

Reaching All Learners

September 2, 2019August 31, 2019Rachelle Dené Poth Leave a comment

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.

bit.ly/Pothbooks

Preparing for FETC, or any edtech conference

January 24, 2019January 22, 2019Rachelle Dené Poth Leave a comment

Updated from a prior post written after my first experience at FETC.

In January of 2017 I attended the Future of Education Technology Conference (FETC) for the first time in Orlando, Florida. Having attended many edtech conferences over the past few years, including ISTE, iNACOL, ShiftinEDU Summer Spark, ACTFL and several at the state level, I had a decent idea of what to expect—and I wasn’t disappointed.

The ideas shared by the panelists and speakers were fascinating, and I found myself surprised by the amount of food for thought I received from the conference.

There are a lot of things to consider when planning your schedule, thinking about what to attend, where to go after the sessions end, and what to do when you get back home. I like to reflect after each conference and these are some of my takeaways each time. My number one takeaway is the relationships! And this year is going to be even better because I will be meeting with members of the #4OCFPLN for the first time.

Tisha, Jen, Dene, Mia

1. Relationships matter. One of the key takeaways for me after each conference is that it’s important to develop and maintain a robust group of teacher-friends who will inspire and learn with me. Having these relationships can help me stay creative, stay engaged in my teaching and keep me from the isolation that can happen at times when our lives as educators become so busy.

Plan your time around connecting with your “edufriends” or the members of your personal learning network (PLN), some of whom you may not have ever met face-to-face. Share ideas, have fun learning from each and having the time to be in the same space to learn. There is so much excitement at FETC and all conferences because it gives you the opportunity to reconnect with friends or meet PLN face-to-face for the first time.

2. Think big, try new things and keep at it. Educators need to be encouraged to do things that are different, and we should be “thinking big.” I hear these words often, and usually they are followed by encouragement to take some risks, and not to be afraid of failures. It seems to be one of the recurring themes in the conversations I hear during each conference.

Find an area to focus on. What are your interests? What are some things you have wanted to try but haven’t because of lack of time or just fear of trying? Conferences are a great way to give it a go.

3. We haven’t seen the last of EdTech innovations, and seeing new developments in person can be a great way to stretch your thinking about your own classroom. Taking time to explore the expo hall and talk with edtech representatives, see and try some of the innovative tools and ask for insight on how these tools can help to engage and empower students.

Stop by the booth presentations, see educators sharing their experiences, take a short workshop and gather a lot of ideas in a short period of time. My favorite is always sharing at the Buncee booth and attending presentations by other educators who demonstrate how Buncee provides many possibilities for creating multimedia presentations and creates diverse learning opportunities, regardless of content area or level taught.
Nearpod is always a favorite of the crowd—always a line at their booth, with many people eager to learn more about virtual reality field trips and see VR headsets in action. Perhaps this was to be expected, as bringing learning experiences to life and immersing students in their learning environment is a goal of almost every educator.
Don’t miss out on the opportunity to visit the “Poster Session” areas to learn about topics such as Augmented and Virtual Reality, Coding, Artificial Intelligence, Project Based Learning and see some of the digital tools and apps in action (and how they could benefit students).
The makerspaces and 3D printing areas are always a hit, with each presenter offering samples of cool, student-created work, QR codes with resources available for attendees, and great opportunities to make new connections and bring the learning back to the classroom.
Stop by the author tables and “Meet the Authors” of some of the books you may be reading. Great opportunity to connect!

4. Keep things student-focused. I really enjoy the variety of workshops offered during the conference, especially having the opportunity to attend workshops presented by friends and co-present a few on Augmented and Virtual Reality and Creative Classrooms. Engage in conversations with educators about some of the strategies and tools you use, share ideas, walk away with a lot of new things to try in your classroom and school.

5. Special events and meetups can be great ways to engage teachers in community-building. As educators, we know that students can’t (and shouldn’t) spend all of their time in the classroom. Similarly, teachers can’t spend all of their time in convention halls. In addition to the events held at the Convention Center, there were a number of other events I really enjoyed, such as the #coffeeedu meetups and dinner receptions hosted by different edtech companies, PLN groups and special interest groups.

These events really provided a nice environment in which attendees could continue to build their personal learning networks and keep the conversations going. So much learning goes on during the day, that the evening can be a great chance to share experiences with a group.

This slideshow requires JavaScript.

My Overall Impression of FETC

Conferences like FETC are fantastic experiences that provide diverse, personalized learning opportunities. Once a conference ends and you settle back into your regular routine, you will have an opportunity to really let the things you learned sink in.

Take a look at your conference materials, review the #FETC Twitter feed, find one thing to focus on and try something new. Rely on your PLN and connect with your friends—just because a conference ends, doesn’t mean the conversation and learning have to.

It’s all about connecting and working toward personal and professional growth, taking some risks and using new knowledge and experiences to empower our students, our educators, our community and ourselves.

I would highly recommend educators make a note on their calendar to attend FETC next year! That is if you won’t be there next week! Headed to TCEA? See you there!

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

December 12, 2018December 10, 2018Rachelle Dené Poth Leave a comment

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Jaime Donally’s book “Learning Transported” is the resource to go to to learn how immersive technology can be used in education. For anyone looking to get started with bringing augmented, mixed or virtual reality and different learning experiences into the classroom but not sure of where to begin, Jaime provides a well laid out format which provides the reader with the all of the information and resources they need to feel comfortable in using AR and VR in the classroom.
For some readers, knowing the differences between augmented and virtual reality or knowing the different apps available for each of these may not be clear. However, the structure of the Learning Transported book enables the reader to progress from understanding how it is used, and even more importantly “why” it should be used education, to reminders of some things to consider before getting started and then how to have a successful implementation into the classroom.

Beyond just having students as consumers of the content, Jaime offers ways for students to become the creators and design their own stories through augmented and virtual reality experiences.
Jamie is constantly looking for more tools and new ways to bring immersive learning experiences to educators and students, and has done nothing but share her wealth of knowledge and fully invest herself in making sure that educators feel comfortable with using the technology and knowing that she is available to help them in the process.
Learning Transported is a book that can be enjoyed by anyone, as the resources and experiences that she shares within this book definitely have application to other settings besides education.

Before Jaime even dives into the content of the book, she engages the reader with her message of “why” for using AR and VR. She shares the reasons why educators need to understand the possibilities of using immersive technology and the benefits that will happen as a result. She explains how to use the book, and guides the reader on how to navigate each of the chapters, explaining the process involved when starting to implement some of these augmented virtual and mixed reality tools, and encourages the reader to join in with other educators through social media using the #ARVRinEDU chat.

Learning Transported is geared toward anyone looking to try immersive technologies in the classroom and Donally provides all of the resources and many examples, especially through the lesson plans written by Jaime and how they were facilitated in different classrooms.

Another key features of Learning Transported is in Jaime’s message about why educators should use AR, VR and MR in education. The largest benefit is for students being able to engage and explore in the content in a different and more authentic way. It also facilitates building skills of communication and collaboration as well as social-emotional learning, when students connect with their peers and learn more about places and life outside of their own community. Jaime also explains exactly how the use of these tools can meet the ISTE Standards for Students, and encourages the reader to think about how these tools can benefit the students in their own classrooms.

Each chapter provides a wealth of examples and images for reference, explanations of each tool shared and ways that it can be used, and ends with a “Learning Transported” challenge for the reader. Jaime provides clears definitions and more detailed explanations throughout each chapter, and continues to encourage educators to challenge themselves to implement some of these different tools into their classroom and to share their experiences using the #ARVRinedu hashtag.

Some of the best features of the book are the way that Jaime conveys the information, reassuring educators that it is okay to take some chances with trying these in the classroom and involve students in the process. Chapters 5 through 8 include so many different examples of augmented and virtual reality tools, including ideas for creating with the tools, brief descriptions of how the tool works and for using it, as well as including some sample lesson plans that educators can try within their own classrooms.

The last chapter focuses on preparing for the future of mixed reality and Donally reminds us to keep moving forward as these tools are constantly evolving, and having an impact on the learning environment and educational market. In the conclusion, Jaime ends by stating “Teachers will facilitate a class of explorers, developers and designers as they experience, build and present their own immersive technology resources.”
Donally reminds us that “authentic learning experiences and opportunities that have never been accessible in the classroom are now possible with virtual field trips, interactive stories, and tools that can allow students to explore the world, the solar system and beyond.”

The book concludes with an appendix listing all of the apps shared within the book as well as the websites to find the apps and a brief description of what the after does. The standards for students are also included

She encourages the reader to share whatever they create after completing some of the learning transported challenges

Learning Transported makes a topic that can be overwhelming to anyone just starting with augmented and virtual reality, become something that is digestible and helps the reader to build confidence in learning more throughout the book. Donally provides answers to the questions that educators all have to consider when starting to implement these tools, and gathered everything into one well laid out guide for learning.

Thankful for All the Things #4OCFPLN

November 7, 2018November 7, 2018Rachelle Dené Poth Leave a comment

Thankful for All the Things

A Blog Written by the #4OCFPLN

null

Rachelle Dene Poth, Spanish and STEAM Teacher, Pittsburgh, PA @Rdene915

www.Rdene915.com

I am thankful for all of the opportunities that each new day brings. Time to continue to build relationships, to connect with students and educators from around the world. For so many years, I was teaching in isolation and did not truly understand the value of being a connected educator and the importance of relationships. A tremendous mentor in law school helped me to see what it truly means to be an educator and the need to focus on the relationships first. His guidance has made such a difference in my personal life as well as my professional life and I will always be thankful for his ongoing support. There are often challenges that come each day, and sometimes it is the challenges we face as educators or it is something that our students are struggling with. We need to connect. As much as our students rely on us to care for and support them, we count on them to lift us up at times as well. Knowing that together we are creating a welcoming and supportive classroom, where students are comfortable asking for help and where they are willing to reach out and help others, is something that I am thankful for each day.

Amy Storer, Instructional Coach, Montgomery, TX

“I am thankful for every moment.” Al Green

Every single moment that has occurred in my life so far has led me to where I am today. Some of those moments were filled with love and laughter and some were blanketed in sadness and fear. But each turn taken and road followed has helped to mold me into the person that I have become today and who I will be in the future. I am thankful for a mother that fought for her daughters to have everything that the world could give them and more. She sacrificed so much for us, and everything we do as educators today is because of her and for her. I am thankful for a dad, who found his way back to us. We are so glad that you did. I am thankful for grandparents and their love and endless amounts of cookies and candy! I am thankful for a sister who is truly my best friend. Thank you for giving me one of my greatest gifts, Nancy and Finn. They crawled right into my heart and filled in the hole that momma left when she passed away. I am so incredibly thankful for them. I am thankful for the love of my love, Tony. Thank you for picking up the phone when I bravely called you in the fall of 1997. Thank you for being my biggest supporter and for loving me for over 20 years. Thank you to my campus family for loving and supporting me in everything that I do. I am so lucky to get to work alongside each of you! Thanks to all of my former students. You truly schooled me on school. I learned all I needed to know from each of you, and I am a better educator and human being because of you.
null

Louie Soper, 5th Grade Teacher, Philadelphia, PA

I am so thankful for the opportunity to teach in the city of Philadelphia this school year. Albeit some challenges, each day is an opportunity to learn and grow. Learning blocks can be challenging. Days can be challenging. Weeks can be tough, but I am so so thankful for the relationships I have been able to build with many of my students. From Fortnite dances to slime, the fun doesn’t end. I am so grateful for this group of students I have this year. We are all walking side by side daily in our journeys together in becoming the best versions of ourselves we can be. Lastly, I am so thankful for the regular reminders from the #4ocfpln for pointing out these daily opportunities for growth.

null

Kristi Daws, @kristi_daws, Technology Integration Specialist, Region 9 ESC

I am thankful for my journey. So thankful for the support of Bob Johnson who offered me an amazing opportunity to practice my love of music. I left for college a music major switching to math after two wonderful years thanks to Dr. Linda Fausnaugh. She awakened a Math Teacher inside me I did not know existed. After twenty, YES 20!!!, amazing years loving my career I stepped into the unknown and became a Digital Coach under the leadership of Brett Thomas. I was so fortunate to work alongside a leader who pushed, encouraged, challenged, and supported me daily. I followed this leader into my current position as the Region 9 ESC Technology Integration Specialist. I have learned so much in my first few months at R9 and I could not be happier. I don’t know where my journey will take me next, but I have faith that it will be an adventure. #Thankful

KathiSue Summers, Educational Mentor for 1st and 2nd year Teachers, Medford, OR

Do You Believe Relationships Are Important?

When I started teaching in 1986 in public education, I was a Lone Ranger. I was the only female teacher out of seven teachers in the small high school where I taught Business and Computers. I didn’t think that being alone in the classroom was uncommon in my educational career. Before coming to public education, I taught for several years in the private sector; there you were on an island.

What I learned quickly was that relationships with other educators and students were very important to me as a person; as well as a professional. It was easy for me to develop relationships with students, but it was difficult when I was the only female on the high school staff. It was hard for me to relate to the male teachers on staff.

I made it a point to become part of the community during my first year. I developed many positive relationships and eventually, dear friendships that I still cherish after thirty-three years. There have been many times that a message, a visit or call have made my day. I am thankful that these individuals are in my life.

As the years have passed, I have developed different relationships. I have relationships with professional people I never thought would be in my circle. I think about my Voxer group (#4OCFPLN), my Twitter #PLN and my local face-to-face PLN. These people have helped me to grow professionally.

Do I think relationships are important? Yes, Yes, Yes! And, I am thankful for all the relationships I have made along my journal.
Jennifer Ledford

My one word focus for 2018 has been “SHINE” and when I chose that word, I could never imagine the journey that this year would take me on. I learned through these last 11 months what it truly takes for me to shine. There are some days that my light is easy to find and I simply project it at others and I am good to go. Yet there are other days that my light is underneath a thick layer of grime and muck, which is caused by stress and negativity. This is not the dirt you can simply wipe away but the kind that takes back-breaking scrubbing.

This year has had its share of muck that has attempted to cloud the light I have to shine, yet I am so thankful that in January, I met an incredible group of people that continually help me clean the grime away. They do this by helping me find the courage within myself to combat all the dirt and muck that may come against me in life.

Many who know me know that I am a HUGE Wizard of Oz fan and the way that the 4OCFPLN has helped me through this year can compare to that of the Lion. The Lion lacked the courage to do much of anything and was even losing sleep because of his irrational fears. He then meets a group that soon become his friends and along their journey, he is given opportunities to show the strength and courage inside of him. When they finally reach the Wizard, the Lion realizes he does not need the courage from the Wizard, for his friends have helped him find it in himself.

While I may have not been afraid of everything, I would simply stand back and let some things go even if I knew in my heart they were not what was best. I would let negative words seep in and not do anything to redirect them. I was managing yet not thriving until I found my group, my tribe, my edu-family. They helped me discover the power within me to roar at the negative words (in the politest way possible) and to stand up for what I know is best.

As we enter this month of thanks and the last 2 months of 2018, I am very thankful for my 4OCFPLN and for all my additional support on Twitter and Voxer. These people have truly shaped me in the last year and helped me become a better educator and a better person. I am also very thankful for this new found courage. It allows me to do what I know should be done in all aspects of my life. While it is not accepted 100% of the time, others have said they have noticed a change for the better in me. As I look forward to 2019, I am excited for the opportunities that this courage can open for me.

I also want to encourage all of you to find your group. Find those people that will allow you to uncover things within that you never knew were possible. If you are open, these changes can impact your life in the most amazing way.

null

Heather Young, Kindergarten teacher, Seattle, WA

@msyoung114

I’m thankful for my students, who come to school with wide eyes every day, willing to dive into whatever we are going to learn.

I’m thankful for the families, who trust every day to grow their children as learners and humans.

I’m thankful for my in-building colleagues, always willing to give perspective when my thoughts might be off track.

Lastly, I’m so thankful for my PLN, a crew of professionals from across the US. In close to a year, they have pushed my practice to new heights I never imagined reaching.

This list is full of people who believe in me, they are the foundation, the motivation and the joy in my life. I am so incredibly lucky.

Sarah Fromhold

Sarah Fromhold, Digital Learning Coach McKinney, TX @sew1080

fromholdsblog@wordpress.com

“If you want to go fast, go alone. If you want to go far, go together.” ~African proverb

This quote sums up both my journey and my struggle, and I am grateful for both! My personality is one that I prefer to work alone most of the time. Going through school, I preferred finishing projects on my own rather than working in a group. Because of this, I usually turned in assignments early and had plenty of free time. However, looking back, I realize I was doing the bare minimum to satisfy the requirements of the assignment. There was no motivation to dig deeper into a topic. I was good to simply get it done. It was hard for me to find people I trusted to work with because I honestly thought it was better for me to do it alone.

My family, friends, coworkers, and the #4OCFpln have changed my view on the importance of relying on others. With two young daughters, a husband with odd work hours, and everything I aspire to do personally and professionally, I recognize I cannot do everything by myself (and that’s perfectly fine!). My coworkers and my PLN are constantly available for my questions and to bounce ideas around. Without my tribe, I would still be moving along in life, but with them, I’m learning, growing, changing, and truly living my best life.
Don Sturm

Don Sturm

Technology Integration Specialist, Morton, IL @sturmdon

Thankfulness is something that is easy to take for granted. I am guilty of looking at situations and only focusing on those annoyances that get under my skin. This blog post idea came at a perfect time for me because I was getting stuck in the rut of not looking at the positives as much as I should. Honestly, I am thankful for those who are willing to make changes. I have learned that many teachers have a genuine fear of change and trying new things. It takes real bravery for some individuals to step out of their comfort zone and, as Tara Martin says, “Cannonball in!” My goal is to be more outwardly thankful to those who decide to throw caution to the wind and try something new for the sake of their students. These teachers and administrators need to realize that their willingness to conquer their fears sends a message to their students and staff that risk-taking is ok and necessary. Think about the domino effect of this risk-taking. Relationships will be built, growth mindset thinking will become the norm, and an overall positive culture will emerge. All of this is needed for schools to be places of learning and inquiry.
Laura Steinbrink.jpg

Laura Steinbrink, HS English, Tech Integration, District Communications Director/Webmaster, Plato, MO @SteinbrinkLaura

My life is busy. It seems like my family and I are always on the go, sometimes in separate directions, for at least two of the three sporting seasons during the school year. Yes, you read that correctly. I said sporting seasons because that is how my school year is divided in my mind. Besides the titles of my job that I listed above, I am also the assistant coach for our volleyball and softball teams, and this year my husband, the tech director for our district, became the head cross country coach. So for the beginning of the school year through this first weekend of November, we have juggled schedules for my volleyball practices and games, my husband’s cross country practices and meets, and our son’s junior high basketball practices and games. This alone is enough to overwhelm a family, but me? I’m thankful. I spent a lot of time with my volleyball team, making connections with those students, watching them struggle, succeed, persevere, break down, and get back up again. Did I miss my son’s games because of my coaching duties? Just one. My district honored my desire to be a mom first and a coach second. Did my husband regret his choice to coach this year? He developed close relationships with his team as they struggled and pushed themselves to get up and down the hills around our school and in their personal lives. At our son’s games, we connected with families and students too. His teammates will be in my classroom in a few years, and when they walk through the door and become officially mine, I will already have a solid foundation for a relationship with them.

Did we still attend other school events during our whirlwind fall season? Yes. We supported as many students and staff as we possibly could. Did we make it to everything? No. But I am thankful for all the things we were able to do, relationships we forged or broadened, the impact we may have had on students, and the impact those same students most definitely have had on us. We may not always be able to do all of the things we want to do, but I am very grateful for all of the things we can do.
John Martinez.png

John Martinez, elementary school principal, Rowland Hts, CA @jmartinez727

http://betweenthejohns.com/

In 1963, my father Eduardo left his homeland to make a new life in America. At 31 years of age, he arrived in New York leaving behind his wife Maria, four children, and all the people he knew. When he arrived in New York he began the journey of finding work and earning enough to bring his family together. He didn’t speak English and did not have a trade. So he took whichever job he could find: work in kitchens, factories, and more. He worked two to three jobs at a time and left one job for another if it meant he could earn more or learn a marketable skill. In the meantime, my mom was caring for her children not knowing how the venture would unfold. In six months my dad had earned enough to bring the family from Colombia to the United States. Seemingly overnight, my family’s fortunes had changed. Opportunities and life trajectories for my siblings, for my parents, and for myself were transformed. My dad’s journey continued – finding different jobs, taking classes at night to learn English, and connecting with other immigrants for support. Then he did it all again. He packed his bags and traveled across the country to Los Angeles because he believed there were more opportunities out west. My mom continued to be the rock of our family in the way she supported my dad and nurtured her children. My dad found more jobs, continued learning English and made new connections with others. Not long after, my mom and siblings made the cross-country trip by railroad and began their new lives in Los Angeles. All of this happened before I came along in 1968. By then, the tireless of efforts of my mom and dad had set the foundation for my family’s success. For the next twenty years, they continued building on that foundation. My dad worked as many jobs as needed. My mom got jobs as us kids grew a bit older and more comfortable in our surroundings. Throughout my childhood, I saw countless examples of my parents’ dedication to their family. The way they faced and overcame adversity taught me to persevere. The way they modeled the values of family, faith, and country taught me to be loyal and sustain my beliefs. I learned about teamwork, integrity, and courage from my parents. I am thankful to my parents for emigrating to the USA. Who I am, where I am, what I am, and why I am would not be had my parents not had their vision and their courage. I am thankful to America, the fertile soil where my family could boom.

Matt Larson

Matthew Larson, PE teacher, Trenton, NJ, @mlarson_nj

I am thankful for one, all-encompassing thing…my support network. This network includes personal, professional, and pseudo-family supporters.

My professional support comes from my place of work. I am entering my fourth year teaching in an urban charter school and it has been quite the growing experience since day one. Since beginning there I have started and finished a degree in Ed Leadership and been on the hunt to move into administration to pursue and accomplish my vision of education. My colleagues and supervisors know of my search and aspirations and have been in my corner supporting my attempts every step of the way from writing references to covering my class when I have to miss time at school in order to interview. For them I am thankful!

My pseudo-family of support comes from my PLF, professional learning family. This group came together as strangers around a book study in January of 2018 and has since stayed together, met in real life, presented at conferences together, and truly become a support network both personally and professionally. Every day we continuously push each other to explain and rationalize thinking, challenge long-held beliefs, and grow beyond what we thought we could accomplish. They have truly helped my journey through daily conversations as I have to constantly verbalize my beliefs, values, and transformations regarding education, children, and working with adults. I can honestly attribute the nearness to my professional goals to this collective group. They are the individuals writing this blog collectively. For them I am thankful!

My personal family is a group I am indebted to and thankful for beyond words. I have twin 11-month old girls, a four-year-old son, my partner Jackie, two dogs, and three cats. Four years ago I left North Carolina to be with Jackie and Hayden as they moved back to New Jersey to be nearer Jackie’s family. Since then Jackie’s family and friends have been the safety net for us, young parents, as we tried to build careers and roots of our own in The Garden State. Without Jackie’s family and friends neither of us could be doing what we are doing. Without Jackie, I could not do what I do. Every day I am out of the house by 6am and don’t return until 6pm. During that time she is either at home with 2-3 kids by herself or she has childcare taken care–something she personally puts together because I have no connections within 400 miles to help with our children. Jackie knows and understands my professional goals and supports me through every interview and through every let-down. For her I am thankful.

I am also thankful for you, the reader, for taking time to read our collective work of #thankful thoughts.

Jennifer Ledford

Jennifer Ledford, 6th grade ELA teacher, Hammond IN

@MrsLedford6Eng

(https://theclassroomstage.blogspot.com)

My one-word focus for 2018 has been “SHINE” and when I chose that word, I could never imagine the journey that this year would take me on. I learned through these last 11 months what it truly takes for me to shine. There are some days that my light is easy to find and I simply project it at others and I am good to go. Yet there are other days that my light is underneath a thick layer of grime and muck, which is caused by stress and negativity. This is not the dirt you can simply wipe away but the kind that takes back-breaking scrubbing.

Maureen Hayes, K-6 Humanities Supervisor in Lawrence Township, NJ @mhayes611

As we enter the month of reflection and gratitude, I am thankful for those who encourage and push me every day to be my best….teachers & staff, administrators, students & my PLN.

The teachers and staff members I have the privilege to work with each day continually expect my best as an instructional leader. My job is to support them as they plan for instruction and work to meet the needs of all students in our district. They hold me accountable for being a researcher and reader and sharing my knowledge with them.

I am fortunate to be a part of a district administrative them that is continually pushing the limits and asking “why not” when it comes to serving our students. Each of the building principals on our team is true PIRATE Principals, and my fellow instructional supervisor team is a supportive group of instructional rock stars, especially my elementary counterpart Kristin Burke (kburke4242) who is the peanut butter to my jelly, the carrots to my peas, the macaroni to my cheese…

I am continually reminded of my purpose as an educator, and that is the students I serve. Every decision I make needs to be in the best interest of the students in my district.

Finally, my PLN/PLF, the #4OCFpln has by far been the greatest influence on me as an educator and leader, thanks to the daily talks, monthly book studies, and ongoing push-back and support they provide me. Each day spent in conversation with them is the best PD I have ever had.

Kimberly Isham

Kimberly Isham, K-5 Reading Specialist, Greenville TX @Isham_Literacy

https://kimberlyisham.blogspot.com

This past spring, my mother spent 2 weeks in a Critical Care unit about an hour away from my home. I am so grateful that we did not lose her. My parents have been some of my strongest supporters and most important critics. They have modeled hospitality and generosity throughout their lives. Their example and encouragement have been a big part of making me the person I am today.

My husband is my biggest supporter, whether it be acting as my cheerleader when I take on a project I am not sure about or letting me vent when I am frustrated with something at school. He makes me laugh and lets me know in a million ways how much he loves me and our boys.

My children (biological and school) have challenged my thinking as I strive to give them the best of myself in helping them to be the best version of themselves.

My co-workers have caused me to question what I know as I work within the box we know as the public school system.

My #4OCFpln has been a serendipitous group that not only gets me, but also pushes me to do more, learn more, and be more.

I am thankful that God has brought all these forces into my life to help me continue on this path of growth to be the person He created me to be.

Cathy Hink.PNG

Cathy Hink, Kindergarten Teacher & Technology Resource Teacher

Washington @mshinksclass Website: cathyhink.com

I am thankful for relationships with…

the Trinity that gives all of life deep meaning and purpose empowers me with a strong faith, sense of hope and teaches me everyday what it means to love and be loved.

a daughter who has taught me the meaning of true love, courage and joy beyond measure.

Boo my loyal fur baby, who provides soft cuddles, smiles and giggles everyday.

Family that has nurtured and shaped my character. For a mom that taught me unconditional love. For a father who taught me to work hard and be a problem solver. For siblings that have taught me acceptance and taught me the fine art of negotiation and compromise. ; )

friends who have added laughter, compassion, support as they accept me as I am and encourage, support and hold me accountable to be the best me I can be.

young students who remind me of the power and wisdom found in wonder and play and who daily model what it means to be resilient and trusting.

My #40CFPLN (a.k.a. My Tribe) who live out the honorable task of educating, loving and advocating for the children of this great nation. Their courage, intelligence, dedication, and passion consistently inspire, strengthen and motivate me.

Elizabeth Merce- Kindergarten Teacher Virginia Beach, VA @EMercedLearning EMercedLearning.com

As I reflect on all the things I am thankful for I keep coming back to the people. Each person I meet has changed me in some way, they have left a part of themselves with me.

I am thankful for my amazing husband and daughter who have given me the strength to try all the things. The unconditional love they give me allows me to dream big dreams and chase them. I have been blessed with an amazing support at home.

I am thankful for all the educators that have touched my life as a child and as an adult. I have learned so much from them. Sometimes it was just as an example of what not to do, but more often than not it was what teaching can be.

This year I also get to be thankful for my #4OCFpln. I have found my people in this group. I have had more support and growth in the past year than in any time period in my life. There are no words to adequately describe how this group of strangers have become my second family, my teaching home.

Mike Messner — High School Teacher, Los Altos, CA

https://momentswithmike257577506.wordpress.com/

This year, my thanks goes out in many, many directions…

To my wife Nancy, who sustains and accompanies me on my life journey and my teaching journey, and who always reminds me what those journeys are really all about.

To my son Stephen, who calls me to reflect on the job I do as an educator, and who has unflagging faith in his old man. Breakfast at Black Bear Diner this weekend, bucko.

To Snoopy, who is the single most loving creature with more than two legs that I have ever met or am ever likely to.

To my closest companions at Los Altos High School, Seth Donnelly, Chris Phipps, and Katherine Orozco, who have seen me at my most distraught and exhausted, and still take the time to fellowship and collaborate with me.

To the teachers who touched me most deeply and influenced my practice most profoundly: Dave Squellati, Mark Shaull, Wynne Satterwhite, and Jerry Messner (save me a seat in heaven next to you, Dad).

To my students at Los Altos and at Skyline College for allowing me to try out new ways of teaching and who forgive me when they go awry — and especially the members of Future Business Leaders of America for letting me take a fun and exciting ride as your adviser!

To the members of #4OCFPLN for their support, their exhortations, and their relentless drive to make our education system better; I cannot imagine where I would be as a teacher without this group of voices, and I can’t wait to see you all in person.

And to my Father in Heaven: Thank You for allowing me to shed burdens that might have destroyed me, for giving me a future that I think I understand, and the promise of an eternity in Your presence.

God bless us, every one. Happy Turkey.

Debbie Holman, Science 8, AVID, Wellington, CO.

I have so much to be thankful for. I truly feel as if I am blessed by all those who support, encourage me and help me learn.

I’m thankful for my family including my awesome sister my amazing parents my nieces and nephew and all of my extended family, that support me day in and day out and make sure that I am at my best. I would not be who I am without these people who have supported throughout my life.

I’m thankful for my husband who deals with the frustrations that come with being the husband of an educator. He constantly supports all of my Endeavors and all of the things that I use our hard-earned money to bring things into my classroom to support the Science Education of all my students.

I’m thankful for my colleagues who understand the way I work and work with me as I am always challenging myself to try new things to make the instruction in my classroom new and better.

I’m also thankful for my tribe, my professional learning network, or my professional learning family, The #4OCFPLN They encourage, inspire, and challenge my thinking on a daily basis. I am so thankful to be part of such an amazing, brilliant group of educators.

I’m also thankful for my two fluffy amazing Great Pyrenees dogs, Bear and Taos. No matter the day I have, they always listen and are available for a good snuggle if necessary!

Debbie Holman, Science 8, AVID, Wellington, CO.

I have so much to be thankful for. I truly feel as if I am blessed by all those who support, encourage, and inspire me. I am thankful for my family that support me day in and day out and make sure that I am at my best. I am thankful for my husband who deals with the frustrations that come with being the husband of an educator. He constantly supports all of my Endeavors and all of the things that I use our hard-earned money for to bring things into my classroom to support the Science Education of all my students. I am thankful to the young people that I am privileged to work with every day. They push me to be better than I was the day before because they deserve the very best I have to give. I am thankful for my colleagues who understand the way I work and work with me as I am always challenging myself to try new things to make the instruction in my classroom new and better. I am thankful for my tribe, my professional learning network, or my professional learning family, The #4OCFPLN. They encourage, inspire, and challenge my thinking on a daily basis. I am so empowered and inspired to be part of such an amazing, brilliant group of educators. I’m also thankful for my two fluffy Great Pyrenees dogs, Bear and Taos. No matter the day I have, they always listen and are available for a good snuggle!

4OCFPLN

Why we all need mentors and how to make it happen

August 27, 2018August 25, 2018Rachelle Dené Poth Leave a comment

Published originally on Getting Smart

One of the most important roles for educators today is that of being a mentor. As educators, we are often called upon to mentor the students in our classroom, as well as colleagues in our school. Throughout our lives, we have all had at one time or another a person who has served as a mentor, whether they have been selected for us or it is a relationship that simply formed on its own. Take a moment and think about the different mentors that you have had in your life. How many of them were teachers? How many of them were other adults, such as family friends or perhaps even coaches? How many of your own mentors have been the colleagues in your building or members of your PLN (Personal or Professional Learning Network)?

There may be a few that come to mind immediately, both because you remember having a specific time that was set aside to work with your mentor, maybe during your first-year of teaching or as a teacher who needed some guidance while working through some of the challenges of teaching. There is probably a mentor that comes to mind because you credit them with some aspect of personal and or professional growth. For myself, I have been fortunate to have some supportive mentors that have helped me to grow professionally and taught me what it means to be a mentor. These relationships are so important because it is through mentorships that we continue to learn and grow and become a better version of ourselves. In the process, we also develop our skills to serve as a mentor to someone else and continue the practice promoting growth.

Getting Started with Mentoring

Take a moment and think about your classroom or your school and the types of programs which may be already in place in your building. Are there specific times set aside for teachers to act as mentors for students? To their colleagues? In my school district, Riverview, we implemented a homeroom mentoring program a few years ago, as part of our RCEP (Riverview Customized Educational Plan) which we were making available for our students. A few years prior to that, we began with the Olweus Bullying Prevention Program, and our school was among the first schools in the United States to achieve national/state recognition for bully prevention. Through the program, we implemented a variety of learning activities, with the goal of engaging students in learning and collaboration, to promote a positive school climate and to create opportunities for students to build positive and supportive peer relationships.

For our Homeroom Mentoring Program, small groups of students in grades 9 through 12, are assigned to a homeroom, with a mentor. By having these smaller groups, the teachers are able to serve as a mentor for each student, working with them closely, to not only support them during their high school experience but also to prepare them for their future after graduation. It is a way to provide a more personalized learning approach for each student and for each student to know they have support available to them. These mentoring homerooms meet on a regular basis, providing ongoing opportunities for the teacher and students to interact in team-building and work on fostering peer relationships. During these homeroom meetings, some of the activities include pride lessons, goal-setting discussions, career exploration surveys and job shadowing, community service experiences and other topics which come up throughout the year. It is a good opportunity for the students to have a small group to work with and to develop critical skills for their future, such as communicating, collaborating, problem-solving, and developing social and emotional learning skills as well.

In addition to the planned activities, a key part of our mentoring program is the creation of a “portfolio” which includes samples of student work, a job shadow reflection, resume, list of volunteer experiences and additional artifacts that students can curate in their portfolio. The past few years, students have organized these materials into a binder, which has been kept in the mentoring homeroom. The materials become a part of their required senior graduation project. This year, we have started creating an e-portfolio, using Naviance, a program that promotes college and career readiness. Students begin by creating their online profile and sharing their activities and interests. Using the program, students can take surveys to learn more about their own skill areas and interests, learn about colleges which might match their interests, and also continue to build their digital citizenship skills. According to one of our guidance counselors, Mrs. Roberta Gross, the mentoring program was implemented to help students make transitions toward post-secondary goals and plans, and moving to the e-portfolio is creating more opportunities for students to explore their own interests and create their online presence.

There are many benefits of having students create an e-portfolio. Moving to an e-portfolio makes it easier to access the information for each student, it can be shared with parents and it opens up more conversations between the students and the mentor teacher. It is important to prepare our students for whatever the future holds for them beyond high school graduation, and working with them as they grow, in these small groups, really promotes more personalized learning experiences and authentic connections.

As a final part of this program, our seniors take part in a senior “exit interview”, a simulated job interview with a panel of three teachers, a mix of elementary teachers and high school teachers. It truly is a great experience to have time to see the growth of each student, learn about their future plans and to provide feedback which will help them continue to grow and be better prepared for their next steps after graduation. And for students, being able to look through their portfolios, reflect on their experiences, self-assess and set new goals, knowing they have support available, is the purpose of the mentoring program.

Resources on Mentoring

There are many resources available that can provide some direction for getting started with an official mentoring program.

The “Adopt a class” program, founded by Patty Alper, who also wrote a book on mentoring called “Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America.” Alper talks about the impact of mentoring and how her view of it is towards an “entrepreneurial” mindset, preparing students for the future, with the skills they need. Alper breaks down the process into practical steps, with examples and encouragement for those new to the mentoring experience.
The national mentoring partnership “MENTOR”, offers a website full of resources and ways to connect with other mentoring programs. MENTOR even held a Mentoring Summit in Washington, D.C., this January, where professionals and researchers gathered to share ideas and best practices for starting a mentoring program. Be sure to check out their monthly themes and presence on Twitter.
The National Mentoring Resource Center offers a collection of different resources for mentoring include manuals, handouts and a long list of additional guidelines for different content areas, grade levels, culturally responsive materials, toolkits and more. The website has most of the resources available as downloads.

How you can get started

I would recommend that you think about mentors that you may have had at some point during your life. What are some of the qualities that they had which made them a good mentor and why? For me, I felt comfortable talking with my mentor, being open to the feedback that I would receive, and I knew that my mentor was available to support me when I needed. Another benefit is that we learn how to become a mentor for others, and when we have these programs in place, our students will become mentors for one another. I have seen the positive effects in my own classroom, and many times, these new mentorships have formed on their own.

A phenomenal mentor that taught me what it means to be an educator.

Thrilled to have an awesome mentor and professor, thank you Bruce Antkowiak

No-tech, Low-Tech or All Tech: 5 new ideas to try

May 16, 2018May 22, 2018Rachelle Dené Poth Leave a comment

**Slightly updated from an earlier post, but some ideas to get that energy back up

Ending the year with 5 random ideas: Going back to basics

The end of the school year is a great time to try some new ideas. With summer approaching, we have time to reflect on methods used this year and to seek out new ideas and tools, to come up with creative and innovative methods and ways to welcome to students back in the fall. Hopefully these new activities will help to keep students more engaged in learning.

Here are 5 ways to have students connect, collaborate and create. These are also helpful for building peer relationships and for reviewing content or assessing skills at the end of the year. These ideas can be no-tech or using something suggested by the students.

1) Random games or icebreaker style: There are tons of ways to create icebreakers, whether by using paper and pencil or even with digital tools. For example, with Buncee, Piktochart or Canva students can come up with four statements about themselves to share with classmates. These can be in the form of three truths and a lie, as a way to help students learn about their peers and for the teacher to learn about the students. It is beneficial for making connections with one another, finding things in common, but also to appreciate the different perspectives and backgrounds students bring into the classroom. It will be a great way to enhance communication and comfort in the classroom and also, if tech is used, to start teaching students alternative ways to present information.

Screen Shot 2017-12-07 at 8.37.18 PM.png

2) Categories: Create a template with 4 or 5 different categories related to the content area and grade level being taught. After deciding on categories, select 5 or 6 letters of the alphabet, or use numbers, that students must use to come up with a word, topic or date, that ties into each category. Students can randomly be assigned to small groups and can then share what their group came up with. This activity will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas even. It will provide time for teachers to assess student needs and decide the next steps in the lesson, as we keep moving toward the summer break.

3) Word art: Students need different ways to practice the content and one way that helps some learners is through visual learning. Students can use vocabulary, verbs or any content material to generate word art. Students can create a word cloud using paper and marker or try using a digital tool like WordCloud, or WordItOut, or other similar word cloud generators available. After the word clouds are created, teachers can build on the learning potential by having students post their work in the classroom, having a gallery walk where other groups can discuss the terms, brainstorm new ideas, define or translate them (if a foreign language) and increase the authentic learning materials in the classroom.

4) Music: Music can really liven up the classroom and be useful for helping students remember the material. One idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. For presentation purposes, students can then have the choice of sharing live in class or perhaps trying a tool like Flipgrid or Recap to record and share with classmates. It can even be followed up by posting the video on a Padlet and encouraging students to comment in writing, or leave a reply on Flipgrid. These student creations will add to the authentic classroom resources and engage students more in learning.

Screen Shot 2017-10-28 at 9.04.12 PM.png

5) Creating games: Students can create a game as a way to help themselves and their peers practice the material. It can be a game made up using paper or any materials the students decide on or created using one of the digital tools available like Kahoot, Quizlet or Quizizz. Students will have a more authentic learning experience when they select the specific vocabulary they need to practice, which will will give more personalized learning opportunities.

In trying one or all of these activities, it presents an opportunity for the students to work together, to build their relationships, to collaborate and to engage in more authentic learning experiences. And it provides the teacher with an opportunity to step aside and become a facilitator, and to use the time as an opportunity to not only assess student learning but to interact more and provide feedback for students.

There are many ways to practice the content material and engage students more in learning, these are just a few of the ideas that I have tried in my classroom this school year, and they are a work in progress. Knowing that something works takes reflection and student input, and one thing I have noticed in the few short weeks we have been in school, is that students are asking more questions and thinking of new ways to extend their learning. I have more time to move around and work with every student and provide more individualized instruction and really understand each student’s progress.

They are asking, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. They are also suggesting improvements, “Maybe we could…, It might be better if you…, and This has helped me to remember…can we keep doing these activities?” And my answer to all of these has been “Yes, I think we should try it.” If it works, then great. And if not, we will try again!”

Globally Connecting Learners through Project Based Learning

March 29, 2018March 18, 2018Rachelle Dené Poth Leave a comment

Published on Getting Smart, November 15, 2017

In honor of International Education Week, we’re bringing you a series of blogs that celebrate the benefits of global competencies, international education and cultural exchanges. Stay tuned for more like this throughout the week!

Project-Based Learning (PBL) offers tremendous benefits for students to become engaged in more authentic and purposeful learning. Providing opportunities in which students have choices in what to explore, where to seek information, and ultimately how to share their learning, will lead to higher student engagement and more meaningful learning experiences. By giving students the chance to be curious in exploring a concept which is of personal interest, or working together to tackle a problem or engage in some challenge-based learning, we foster more student-driven classrooms and promote curiosity in learning.

As educators, we need to strive to open up opportunities for students to broaden their perspectives, to engage in collaboration with their peers, and more importantly, to become globally connected learners. PBL is a way to connect our students globally and it also addresses the 4 C’s: critical thinking, collaboration, communication, and creativity. Opportunities like this, in which students can become more independent and have choices for where their search leads them will amplify the learning potential of all students in the classroom as well as for the new connections made.

Entering my second year of project-based learning I wanted to take it to another level with my Spanish classes, after attending and presenting at EdmodoCon . I was amazed at the power of technology to unite educators from around the world and I wanted to do more in my classroom. Learning from such diverse perspectives, and fascinated by the ability to communicate with my new colleagues, at any time from around the world further solidified my belief that this was something that must be done in my classroom. I wanted my students to have as many diverse, authentic opportunities to explore the world as they could.

Setting up a process to connect students with the world can take some time to plan as you must decide what is the best method and structure to use, but getting the connections started is really quite simple. There are many different learning communities available depending on what is used for a classroom website. I use Edmodo, but there are also professional learning communities available through ISTE or Google+. Getting started simply takes posting a message in the community and awaiting responses from other educators interested in making new connections.

Here is the process I followed to get started with my class:

Screen Shot 2017-10-28 at 9.48.24 PM.png 1. Shared the idea: I told students the idea for making global connections and the “why” behind this newexperience. While doing PBL, it is essential to have the students connect with real-world experiences in authentic ways. Once I explained to my students how I had planned to do this, I then posted a message in a few of the Edmodo communities. In my message, I explained what my students would be doing, the types of topics they would be learning about and how we could collaborate.

2. Collected responses: I received several responses to my message and replied to each to gather more details about the age group of the students, the location of the classroom and options for connecting our classes.

3. Created groups on Edmodo: Once several educators were interested, I created a separate group on Edmodo and shared the join code with my students as well as the students from the other classrooms. Edmodo provides a safe place to interact to not only help students become globally connected and share their perspective, but is also an opportunity to learn and connect with other educators.

4. Got started: We started by simply making introductions and then the students started to ask questions related to their project-based learning and essential questions. The students were amazed and excited about how quickly responses were received and how willing the other students were to share information, provide resources and interact with one another. It has been tremendous to see how much the students have learned in such a short amount of time. This type of learning could not occur without technology, it provides authentic and personalized learning because the students are connecting globally and broadening their perspectives in a more engaging and personalized way.

5. Expanded the project: In order to take it even further, once the conversations and connections had been established, we wanted to interact through audio and video. Due to the difference in time zones and schedules, we needed to find a more convenient way to interact. Flipgrid presented the perfect solution for setting up an online space for students to introduce themselves, show their schools, and have some fun interacting in a moderated and safe environment. It was very exciting to receive the notifications that a new Flipgrid response had been posted, and watching it immediately in class was fantastic for the students. Students can learn by looking at pictures, reading books and watching videos but to be able to interact in this way and this quickly is truly an amazing experience. The best part was when the students were finally able to see the students they had been interacting with. We also used Padlet as another virtual space to interact through photos and conversations.

Screen Shot 2017-10-28 at 9.45.12 PM.png

Being an educator does not mean that you are an expert. We are constantly learning and should be seeking new ways to bring knowledge and different learning experiences into our classrooms. In just a few short weeks of working with these global connections and setting aside the time to open up and increase the learning potential for my students, I have learned so much. For the four teachers in our group, this is the first time that any of us are doing anything like this and we are learning and growing together. We are enjoying the experience with our students and the best part for me, is learning more about my own students through their interactions online and I believe that the students are learning more about themselves as well.

Learning as I go: Experiences, reflections, lessons learned

Rachelle Dené Poth @Rdene915 #THRIVEinEDU #QUOTES4EDU

Tag connections

Words

**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

What is YOUR Walk-Up Song?

**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

Buncee Holiday Hugs

Reaching All Learners

Preparing for FETC, or any edtech conference

Updated from a prior post written after my first experience at FETC.

My Overall Impression of FETC

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Thankful for All the Things #4OCFPLN

Thankful for All the Things

Why we all need mentors and how to make it happen

Getting Started with Mentoring

Resources on Mentoring

How you can get started

No-tech, Low-Tech or All Tech: 5 new ideas to try

Globally Connecting Learners through Project Based Learning

**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

************ Also check out my THRIVEinEDU Podcast Here!

**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

My Overall Impression of FETC

Thankful for All the Things

Getting Started with Mentoring

Resources on Mentoring

How you can get started