Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

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Guest Post By Dustin Pearson, @DustinPearson2

We Are One Team Blog

Opinions expressed are those of the guest blogger

 

Dear We Are One Team Family

A new year always brings a time of optimism, goal setting, and resolutions. Like millions of others I am no different, I am a goal setter. Not only am I a goal setter, I am a big one. I enjoy setting goals and putting together a plan to accomplish them. However big or small, they are fun and give me something to work for. One of the constant themes I have noticed is people making a goal to be more vulnerable.

Vulnerable is defined in the dictionary as, “susceptible to physical or emotional attack or harm.” There are other definitions, but this definition definitely does not align with this piece. Vulnerability for this piece is putting yourself out there and sharing personal information as a way to connect and grow. With 2020 less than 18 hours away this is a great time to share, connect, and grow as a person.

People that know me know I am a private person, and writing this piece is rather difficult.Those that know me know that kindness, love, compassion, and humility are greatly apart of my life. I share it as with as many people as I come across. It is a foundation of my classroom, and I have been rather successful with it. What very few people know about me is that. I have suffered from depression, at times deep, and severe anxiety for several years. It has taken me a while to accept and find coping practices that work, but I have found those and have accepted that it is perfectly ok to have depression and anxiety. Unfortunately millions of citizens including educators fight these battles. At times the most basic things seem insurmountable and having conversations with others feels like getting your teeth pulled.

I don’t know where my depression and anxiety came from. It could be a combination of losing a close family member to suicide last winter break, constant self doubt, shame of who I am, negative mindset, comparing myself to others, being a natural introspective person. The last one I believe is a major factor. I am a thinker and it is easy to get lost in your thoughts which can be a good and bad thing. It took until having a severe panic attack which I thought I was not capable of a 5 years ago to realize I needed help, and had to make some lifestyle changes.

Those that ask how I teach with depression and anxiety, well it is one of the easiest things I tackle. Understanding that our students battle these same things everyday. I have a deep compassion for what they go through and we are a team that grows and learns together. I also become self aware of what I go through, learn about depression and anxiety,  and adopt different changes things that work for me. For example, I stay busy, I go for walks in the building during my prep, I check on my colleagues, and say hello to every student I come across, and I love going to school. I love being with my students, teaching, growing, and achieving together.

Outside of school I see a therapist regularly to organize my thoughts, I take medication, I am an avid weightlifter. I am pretty darn strong. I also read and write, and look for ways to continue to grow. I have grown to love challenges and change. What used to literally make me shake and bring tears to my eyes is now one of my favorites, and is a great learning experience. The biggest impact on myself was the adoption of a mindfulness lifestyle. I meditate everyday, practice yoga 3-5 times per week. I am quite talented with my balance poses, and I am a firm believer in what citizens such as the Dalia Lama share with others.

One of the biggest challenges  was my shift in mindset, this change did not happen overnight. I was never a pessimistic person, but I needed to make changes for the benefit of my health. I have always wanted to help, guide, and love others. In years past anxiety crept up and made this area more difficult to achieve. I worried what others thought which held me back. Now, I couldn’t care less what others think about about me and what I believe in. I absolutely love helping others, spreading kindness, compassion, and love. These qualities are who I am as a person and who I want to surround myself with. I know the people who want to be a part of my life with gravitate in my direction.

Lastly, I have become a strong advocate for mental health, the stigma must stop. I suffer from mental health issues, and I am perfectly ok with it. I am in a great spot and have never felt better. Will it always be this way, no!  Does that worry me, absolutely! I will take on that challenge, grow, and we will do this together. I am far from a finished product, I will have to battle this for the rest of my life, I can do this, and so can you.

If we are entrusted with taking care of our students we must take care of ourselves and each other. How can our students learn and grow as individuals if they don’t have a person to guide them through challenges they face. Our students need us and we all need each other.When someone wants to talk, listen, and listen with intention. Check in with your students, colleagues, and most importantly yourself. Everyone who reads this and shares it with others has so much value to this world. I am grateful for each and everyone of you.

It’s okay not to be okay, and we are here for you. Mental health is just as important as physical health and our community of compassion, love, understanding, and growth will only help remove the stigma, and accept each other for the faults and challenges we face. My attempt at vulnerability was this piece, and I am proud to share it with you.

WE ARE ONE TEAM

-Dustin

 

 

 

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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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.

 

Guest  Post by Kim Murphree, Educational Technology Trainer, Mansfield, Texas @murphree_kim

With the increase in accessible, affordable and abundant Augmented and Virtual Reality apps and programs, education can now provide these types of learning experiences for students. We see it with the popularity of the Merge Cube and Merge Goggles, and with free programs like Google Expeditions and Tour Creator. Teachers, and more importantly their students, have the opportunity to participate in these types of learning experiences with little monetary investment and not a super high level of technical knowledge.

And that’s what augmented and virtual reality provides in education- an experience. Learning through AR/VR raises a learning activity from a passive task to an immersive experience- connecting the user to the content in a way that has not been reasonably possible in the classroom before. Implementing Augmented or Virtual Reality raises your level of engagement through a multi-sensory experience. The experience itself is as close as you can get to having “special effects” in the classroom- and here is where teachers can take advantage of this magic. Teachers don’t have to work quite so hard for the “wow”. Countless PD sessions and books expound on how to “hook” students in or ways to increase engagement with the content- with AR/VR the cool is already there. Kids are already hooked and engaged. This leaves the content connection. Teachers can now concentrate on what they are the experts in- the content. However, It is important to connect the cool with the content in order to ensure that integrating AR/VR is meaningful and purposeful.

Below are some tips for “connecting the cool”:

  • Extend and Enhance your Curriculum– make sure your AR/VR integration doesn’t turn into a “movie day” situation. It should not be used as a filler but as a value-added addition.
  • Ensure Active Learning– Augmented and Virtual reality in the classroom has an inherent physicality to it, make sure you adapt your room and lesson to guarantee student interaction with the materials and with each other
  • Significance– As the content area expert, and with the built-in wow factor, use your lesson planning time to bring the content purpose to the forefront. The AR/VR experience should solidify the significance of the content you are covering.
  • Reflective Summary– AR/VR activities, while special, still require follow-up and feedback. Build opportunities for reflection in your lesson, just like you would for any good learning activity.

Augmented and Virtual Reality bring learning to a personal level and engages learning styles and modalities in such an easy way. This type of technology has far-reaching and limitless potential for use and has come so far that students and teachers are now able to move from simply being consumers of this type of technology to the creators. There are so many applications and programs that can bring your content to life- engagement and interaction are built into these applications. Students who are using a Merge Cube to look at the Solar System can immediately see its “cool”, therefore teachers can concentrate on the content and curriculum connection. Immersive technologies create genuine and unique learning opportunities that meet the needs of diverse learners of today.

 

 

**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  

 

Books available

Opinions Expressed are those of the Author

Guest Post By: Gerald G. Huesken Jr, Social Studies Teacher – Elizabethtown Area High School, Elizabethtown, Pennsylvania

@MrHuesken

As someone who has been teaching high school social studies, particularly government and economics, for the better part of the last decade, a study from the Annenberg Public Policy Center at the University of Pennsylvania was quick to catch my eye. In this study, researchers found that American’s basic civic knowledge, as well as their basic understanding of current events around the world was startlingly lacking – only 26% of respondents could name all three branches of government compared to 37% of respondents naming a freedom protected by the First Amendment. Furthermore, researchers found that with this lacking basis of knowledge, respondents were even less likely to look at, consume, or engage in discussions about national or world events or understand their key significance. Quite shocking, to say the least.

While some of my colleagues would be quick to point out fundamental flaws in how we as teachers engage our students in basic civic education, we as educators do an equally flawed job of encouraging our students to read about and discuss current events and relate it to the broader issues of the day. Long seen as a “filler” in social studies classes, current events, in my opinion, serve a valuable purpose in relating course content to the real world for our students. Finding engaging and unique ways to get students making such connections and engaging with news media of all kinds is the real challenge. That is why I have become a believer in FANSchool.org.

Popularly referred to as “fantasy football for social studies and literacy standards,” FANSchool.org is an easy-to-use new learning site that attempts to “game-ify” current events consumption for students. Developed by Minnesota-based social studies teacher and FANSchool.org co-founder Eric Nelson, who was looking for a new way to engage his students in current events and the study of cultures around the globe.FANSchool.org (and its flagship games of Fantasy Politics & Fantasy Geopolitics) engages students in the study of current events in a new and different way, by turning it into a fantasy football-style experience. Students draft teams of countries or US states, follow those countries or states in the news, and get points for every time their countries or states are mentioned in assigned media outlines like The New York Times. The points are then tableted and posted on the FANSchool.org site. Using this game friendly system, teachers then have the flexibility (along with the network support of other educators using the FANSchool.org platform) to develop engaging activities, challenges, awards, and programs to engage their students more fully in the current events experience. The site also runs “March Madness-style” competitions for Presidential elections and the Olympic Games, pitting students from across the nation and the world in a knock-down current affairs slugfest for bragging rights and prizes.

In my classroom, I have used the Fantasy Geopolitics game as a way to further engage my Honors and on-level students in engaging with world events and international media, while promoting friendly academic competition. This November, FANSchool.org will roll out a new feature of their Fantasy Geopolitics game that includes the “drafting” of members of Congress along with US states, providing a new dimension of engagement for my Honors and on-level Government and Economics classes. Their Election Challenge game (provided every four years with the coming of a new Presidential election) also creates discussions of how the Electoral College will unfold and how Americans will vote for their next President, stimulating questions, discussion, and discovery of America’s political system. FANSchool.org’s devoted network of “Teacher-Commissioners” also provides a great opportunity for networking as well as a shared repository of activities, classroom ideas, and engaging projects. Have students write “Presidential briefs” of hot-current event topics to engage in civic or international action, or have them develop a podcast that discusses how the events of their game relates to the real world (like my students did with the Fantasy Geopolitics Podcast…)

With competition comes the quest for knowledge, and with knowledge comes true competency. That is the goal of FANSchool.org and this is why I would highly recommend fellow social studies educators check out this engaging and fun-filled current events tool for their social studies classroom.

 

**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  

 

Books available

The Impact
Guest Post by Megan Reinke, Student at Iowa State University, @MissMeganR

Last spring I took CI 245. It’s a class focusing on classroom management and lesson plans. That isn’t why I loved it though.

 I loved it because my teacher was one of the most supportive, knowledgeable, caring, fun teachers. People say, “You don’t get that in teachers at big universities,” but oh no, I definitely did. She is such a role model to me as I continue into the field of education. She didn’t just share her successes and high points of teaching, but she also shared her lowest points and failures. I loved this about her because it taught me that it is okay to mess up. Teaching and life is hard. We are all going to make mistakes.

 In her final thoughts on the last day, she had our class calculate the number of students we would touch the lives of throughout our teaching careers.

 There were 24 students in our class, and if we each thought for roughly 42 years, and had 20 students in our class then…

 (24 times 42 times 20)

 20,160.

 20,160 students. Wow.

 She started crying. I started crying. My class started crying. She went on to express how much she loved us, is proud of us, is excited for us, and going to miss this class.

 Point is, we all get the chance to make a big impact. HUGE in fact. I don’t mean this in regarding to the size of group or number of lives we get to impact. That number could have came out to be way smaller and it still would give me a reason to be purposeful in the ways I am impacting lives. Whether you get the chance to impact 20,000 lives or 2 lives, you get the opportunity to leave a HUGE impact on someone in this world. GET EXCITED FOR THIS! What are you doing now to prepare for this? How are you treating people everyday?

 Be that positive light, that positive influence, that supportive role model. Just how my teacher did to me.

Guest Post by Dan Haiem, @danclasscalcco1 

“But teacher, why do I need to learn this math stuff if I can just use my calculator app?”

Every teacher has heard this at some point. Most students have asked this at some point. Up until around 2007, teachers had a great answer that kinda-sorta worked, which went something like “You’re not going to always have a calculator everywhere you go, are you?”

The opposite of that, of course, became a reality when the iPhone became the most common tool found in any student’s pocket, and gave them access to powerful calculators like Desmos, Geogebra and our very own ClassCalc.

Here’s my opinion though – the old answer was never a good answer, and the ubiquity of iPhones has given us a golden opportunity to re-evaluate a very valid question. What’s the point of learning math if we have calculators that do math for us?

In the words of NYC’s (possibly) most high-energy math teacher, José Vilson, “Math shouldn’t be limited to a disconnected set of rules and jargon that doesn’t seem to mean much of anything.” If math really was about the rules and jargon, then a calculator could truly replace the need for learning it. Fortunately (for humans), it’s not.

For the sake of simplicity, and because this is my first blog post ever, here’s a short roadmap of this post’s approach to this topic:

  1. First, we’ll discuss how math helps students build tools and skills, and define the difference between the two:
    1. Tools: Spreadsheets, running an analysis, doing taxes.
    2. Skills: Good communication, emotional intelligence, problem-solving.
  2. Next, we’ll discuss how math has shifted from serving us as a tool, to helping us sharpen our skills – most important of which is problem-solving.
  3. Finally, we’ll take a look at an example of how a specific math problem helps us build a specific problem-solving skill called mental-triage, and how we might help students make that connection as well.

Onwards.

Math serves two primary purposes in education: it gives students the tools to play with numbers, and it serves as practice to sharpen certain mental skills that are important in life. To define the two:

  • Tools: Concrete things a person “knows.” Examples include: spreadsheets, coding, writing blog posts (a tool I clearly lack), social media advertisements, taxes, etc.

  • Skills: More abstract, broad abilities that are not particularly associated with executing a specific task – the kinds you always see in leadership charts. Examples include: Hard working, communicative, optimistic, honesty with self, problem-solving, etc.

*Credits to Business Simulations

In this sense, math falls into an interesting crossroads as both 1) part of the abstract skillset a person has, (ie: “problem-solving”) and 2) a tool that can be put to work (ie: part of your “toolkit” – like running a statistical analysis on two data sets).

It’s important to keep in mind though that:

Math will play a fundamentally different role for different students, and we need to bring that understanding into the classroom.

An engineer will likely benefit from math as both 1) an exercise in problem-solving (skill) and 2) a tool to accomplish certain tasks.

An artist might use the abstract side of problem-solving (skill) but – and this is especially applicable today, with all the calculators in our pockets – they probably will not have much use for math as a tool

Here’s a screenshot I grabbed off the might internet that summarizes the point (albeit, aggressively):

*drops mic*

I believe it’s important and ok to tell our students that not all of them will be using math as a tool. At this point, most people don’t need math to do taxes (here’s a calculator for that), split a tab (here’s a calculator for that) or accomplish any of the other tasks that might have required math as a “tool” before calculators were built.

To recap:

  • Math confers two types of skills: Abstract problem solving (skill) and an actual tool in your toolkit (tool)
  • Everyone can (probably) benefit from the problem-solving (skill) aspect. While some people (engineers, some scientists) benefit from having math in their toolkit (tool), most can get by with their super powerful pocket calculator.
  • So, for students not interested in pursuing a career that would require a math toolkit, we must focus on the abstract problem-solving (skill) aspect of math.

As brilliantly stated by Baltimore Ravens lineman and MIT mathematician John Urschel, we need “students to see that math extends far past the confines of the classroom and into everyday life.” What’s more “everyday life” in the 21st century than problem-solving?

Now the questions shifts to: How do we show students the relationship between learning math and developing this abstract ability to “problem-solve”?

I have two thoughts on this:

  1. One thing to consider is that skills and tools are actually mutually conducive. Google is a tool you learn to use. Being able to learn stuff on your own is a very important skill in today’s workforce. Knowing how to use the Google tool will help you build the learn-stuff-on-you-own skill. I think the same applies to math.

Although students may never use calculus directly, the mental exercises they go through in solving calculus problems might help improve the mental muscles required for peripherally related skills.

  1. We need to find good examples to demonstrate the above. I mean good examples. Not the “Well, don’t you want to know how to do this without your calculator?” type of answer and not the “Being able to do your taxes is very important” type of answer and not the “here’s an example of Timmy calculating the volume of the Earth by standing on a ladder and looking at the horizon (although that’s super cool)” type of example. These examples all focus on the tool aspect of math, which we know won’t be as relevant to all students. We need to focus on the skill aspect of mathematics.

So now the challenge becomes being able to demonstrate to students a link between learning math and learning how to problem-solve. A good approach might be to 1) Have your students break down what sub-skills are required to succeed in math 2) Have your students break down what sub-skills are required to problem-solve 3) Discuss the cross-overs.

One of my favorite examples is mental triage: the abstract skill of quickly finding the most efficient path through a challenge given a limited toolkit.

Here’s an example of a math problem that helps sharpen the sub-skill of mental triage:

  1. Math itself is a limited toolkit. You learn how to move numbers around. How to draw graphs etc. Each time you learn one of these new tools, you’re essentially learning a new way to play with numbers. When we approach a math problem, we subconsciously run an analysis that goes something like this: What do I want to make these numbers do? What tools do I have to move these numbers around? What tools am I not allowed to use? What is the most efficient tool path to an answer?
  2. As an example, let’s take the following problem, a favorite of the SAT:

  1. Here’s how my brain runs through my math toolkit.
    1. I gotta solve for x.
    2. Problem: x is in the exponent.
    3. Do I have any tools to get rid of an exponent?
    4. I can raise both sides to ^(1/4x) which would lead to:
      1. No good. Back to step c.
    5. How else can I get rid of the exponent? Logarithms, let’s try that:
      1. which simplifies to:
    6. Great, we got rid of x in the exponent. Onwards! Divide both sides by 4log(2):
    7. Plug into by handy dandy ClassCalc Calculator to get:
      1. x=1

There we have it: mental triage in math.

Finally, we’ll bring it full circle with a real-world example of mental-triage as a sub-skill of problem solving.

Teaching my high school students how to pick a college

It was the last day of my physics class last year, and my students were just about done with school. They had already taken the AP test and were ready for summer. Instead of squeezing in another physics lesson, I decided to tackle a more pressing concern of theirs – choosing a university.

In retrospect, my method for picking a university was suboptimal – I just asked my good friends where they were going and what they thought a good college was, and ended up at UCLA. Lucky for me, I met good people there and had an awesome experience, but many others who take the same approach are not. I wanted to teach my students how to be proactive and problem-solving-oriented in making life choices.

Rather than start with “I want to go to college” I wanted to help each one of them hear their inner voice, and begin a dialogue with it. Start for the bottom. Here was my approach:

Student: *Says something*

Me:

And this is what the conversation ended up sounding like:

  • Student: What college should I go to?
  • Me: Why do you want to go to college?
  • Student: I need to get an edu-
  • Me: Yes, but why do you need an education? What’s your goal?
  • Student: I want to make money. Goal number 1: Make money!
  • Me: Honest, but fair. What else? A lot of jobs will make you money.
  • Student: I want to become a doctor.
  • Me: Do you for sure 100% want to become a doctor? Have you had real exposure to medicine? Or is it alluring to you for other reasons?
  • Student: I’m not sure. I want to figure out what I want to become. Goal number 2: Explore career options!
  • Me: Ok, what else?
  • Student: I want to make good friends and party. Goal number 3: Have fun
  • And so on..

By the end, we put together a list of priorities for each student. I could see their perspective change drastically. Rather than listen to a parent’s friend’s suggestion, they were determined to go online and research.

Now, I am not necessarily saying that a better mathematician is going to be better at selecting a college, but certainly, the tools we learn in math can inform our decision-making process for the important choices we must all make in life, especially if we are aware that there is a problem-solving oriented approach to making these decisions. Our jobs, as teachers, is to help students form that awareness.

A good method for cultivating that awareness is with Miyagi Moment every so often. What’s a Miyagi Moment moment, you ask?

It’s a metaphor for when a teacher (or sensei) helps a student develop a crucial skill by practicing adjacently related skills that at first do not seem connected.

In the first gif below, we see the legendary Mr. Miyagi teaching Daniel San how to…wax a car. Not really relevant to fighting karate.

In a later scene, Daniel san gets angry, accusing Mr. Miyagi of wasting his time with chores, when he should be learning super cool action moves to take down the big bully Johnny. Right then and there, Mr. Miyagi throws a couple of HYAH punches and BAM. Daniel san blocks them – all the while shocked in disbelief that he had developed the skills to do so. That moment of disbelief in the newly developed skill is the Miyagi Moment!

In math, students will often be practicing skills that seem almost irrelevant to them in life. It is up to us teachers to remind our students every so often that that is not the case. The best way to show them that is with a Miyagi Moment. It is time away from teaching the next chapter or lesson, but it is time well-spent.

I think blogger and math teacher John Trout McCrann put it beautifully in writing “Deep understanding about the process of solving an equation helps everyone understand how to create systems to solve problems at work, in their families, in our world. The kinds of problem-solving strategies you might use to tackle a big project, develop a more efficient engine, or address an issue that’s arisen between you and your partner. Deep understandings about shapes help everyone understand how to reason spatially, a skill that you may one day apply as a designer or as you lay out the furniture in your first house or apartment.”

About Me (Daniel Haiem):

  • I love math and education.
  • I’m an ex-physics teacher
  • I founded and lead a company called ClassCalc – the lockdown calculator app that lets teachers lock students out of all outside distractions such as instagram, calls and texts, keeping students focused in class, and preventing cheating on tests. Our goal is 100% access to calculators for students across the planet by 2025.

**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  

 

Books available

Guest Post by Kimberly Tumambing Executive Assistant at Gorman Learning Charter Network

Digital Citizenship

Recently, I was visiting with my nine year old niece, when she proceeded to pull out her iPad and log into her Youtube account. She showed me the amazing little videos she is creating, editing and publishing. In the same evening, my twenty-six year old niece told me she just learned that she can open a .pdf on her phone. I laughed. The difference in digital presence and understanding is huge when you think about the fact that there is only a seventeen year gap between the two girls.

Today’s youth are faced with so many opportunities for success and achievement, but also with so many possibilities for failure and regret.

How can we help them to become better Digital Citizens, when so much of what they are experiencing is still new to us?

This is the question that has inspired me to help parents learn more about what it means to be a Digital Citizen and how you can help equip your children with the tools they need to navigate this new world.

Digital Citizenship is when a person utilizes Information Technology in order to engage in society, politics and government. Information Technology consists of computers, laptops, tablets, phones, and other devices.

So when I started this campaign, I asked myself, what would I tell my younger self, if I could send her a Facebook message. And what I came up with is this: once you put it on the internet, it is forever on the internet. Photos you wish had never existed, conversations you wish you hadn’t had, personal information, and so much more. So, younger me, how do you participate in this digital world without risking college scholarships, potential jobs, and possible legal ramifications? How do you keep yourself safe from predators, while engaging in social activities?

And I came up with this answer: by being well informed. We can’t shelter children from the dangers of being a Digital Citizen. But we can teach them what to share, and how to share, responsibly. But where can parents go for help? If I were to try and teach you everything I have learned, you would be reading this blog for the next three to four hours.

So instead, I’m going to share with you two of my greatest resources. My school has a go to website that we recommend for our families when parents call and ask about the dangers of certain websites or applications. The organization is called Common Sense Media. I recommend you start with the privacy and internet safety section for Parents. Did you know many of the applications your child is downloading will come with locations settings turned on? So everyone will know where your child is just by checking the background location indicator. But there is a way to turn this setting off and protect your child’s location. My hope is that this website will help you keep your students safe.

But what about their online etiquette? Everyone looks at a student’s online profile these days. Colleges and Universities are looking at possible athletic candidates and the photos they posted during their middle school and high school days. Future employers are looking to see what kind of language a person uses online, or what articles they favor, or if they fight over social media or maintain some kind of respectful dialogue. And they aren’t just looking at Facebook either. Twitter, LinkedIn, Twitch, Youtube, and personal blogs are great places for someone to learn everything they may want to know about your child.

To be a good digital citizen, your child also needs to realize they are not protected just because it wasn’t “said” in person. A student can be prosecuted in a court of law for digital threats, accusations, and “jokes.” Students who threaten to kill others, even if it is a “joke” on Twitter, can be prosecuted and face possible charges.

I also recommend the National Online Safety website. The resource section of this website has some great infographics describing websites and applications that students tend to favor. They even cover video games and chat rooms. They also have some helpful information about Social Media sites and the effect on your child’s mental health. And their infographics are updated regularly depending on what is trending amongst kids.

Parents, you don’t have it easy these days. You have to teach your children to be safe and polite in both the physical world and the digital one. You have to teach your children how to interact with people they are talking to face-to-face and people they are conversing with via instant messenger. My hope is that the websites I have provided to you will give you the information you need to train up strong, well informed, world changers who can travel between both worlds with ease.

Guest Post by:

 Peg Grafwallner, Instructional Coach/Reading Specialist, Ronald Reagan IB High School, Erica Breitbarth, Music Teacher, Ronald Reagan IB High School

One of my favorite ways to spend the first block is to observe a music class. I am an
Instructional Coach and Reading Specialist at a large, urban high school. I collaborate with dozens of teachers by supporting them in embedding literacy into their classroom teaching with disrupting their learning objectives. This particular morning I observed Ms. B’s Beginning Chorus class. As students practiced their scales, Ms. B played the piano and offered instructions. She encouraged students to use Curwen hand signals to align to the notes. These hand signals offer a kinesthetic connection to the notes giving students the chance to, according to Ms. B, “visually and spatially represent the sound they are producing.”

As students were practicing their scales, I noticed explicit similarities between reading and music; and most notably, reading in music. Ms. B. prefaced the lesson’s song by offering background on the composer and the arranger. Frequently, the background of an artist can be directly related to the piece they create. Therefore, that background is often analyzed to make meaning from the piece. Likewise, when I introduce a short story, I always share with students the background of the author. Often, the author’s interesting life experiences is a hook to get students interested. As an example, the life of Edgar Allan Poe is as emotionally complex as his poem, “Annabelle Lee.” Therefore, it is beneficial to spend time on the connections between author and text and in this case, between the composer and the music.

6E56F311-72C8-4FAC-83B5-79D1E9CCAF0ANext, Ms. B asked her students to listen to the introduction of the song and try to predict
what it was about. What mood did the piece evoke? How did it make them feel? These questions encouraged students to imagine what the composer or musician is saying within the music. What do they want us to know, to feel, to understand? In addition, students were encouraged to apply music terminology to their explanations. Utilizing that terminology supports their practice of music language and inspires them to communicate as a musician. In a similar way, when I teach a new piece of text, I often “tease” students with the first couple of lines from the story (“It was the best of times; it was the worst of times,” A Tale of Two Cities) or the name of the main character (“Bigger Thomas,” Native Son) or the location of the setting (“Starkfield,” Ethan Frome). I ask them to predict what they think the story is about, or to anticipate the attitude of the character or to foresee the importance of the place. That conversation helps students to imagine the theme, the characters and the setting.

Next, Ms. B distributed the sheet music and asked students to take a few minutes to
“read” it over. She asked them to sing the rhythms on counts and encouraged them to keep reading the music even if they mixed up a rhythm, but to continue working on it both visually and aurally. As a reading specialist, I encourage students to keep reading if they get stuck on a word. I remind them of various “fix it” strategies to make meaning. As an example, can the student determine meaning from the prefix, the root word or the suffix? Is the student able to understand the gist of the reading without the word?
When students finished reading, Ms. B asked them to highlight their individual line so
that it would “stick out of the musical texture as you read.” This type of close reading, or
“musical annotation” is a valuable skill in all content areas. When students begin a new piece of text, even a brief close reading supports their annotation skills. By doing a close reading, students are asking questions, making comments and deciphering unknown vocabulary. This engagement with the text helps students for the challenge of reading and making meaning of what could be an unfamiliar topic.

2F7ECCC0-891D-4DF0-AE40-86521386832BAs students read and highlighted, Ms. B prepared a video of the song being performed by
an authentic ensemble, so students could “feel” the style and the spirit of the piece. This visual is critical in making an auditory connection. By listening to the music and watching the singers’ body language, the student is hearing and seeing the relationship between the singers and the music. Similarly, I often show a video or play a recording of an author reading a portion of their short story, poem or novel. I want students to see the author’s demeanor when reading and hear the tone and inflection of the author’s voice.
Finally, after a visual and spatial warm-up, an introduction of the artist, a prediction of
the piece, a detailed close-reading with annotation, and lastly, a visual and auditory opportunity to hear the music, Ms. B’s students were ready to practice the piece themselves.

In closing, it is essential to create scaffolded reading opportunities in all classes, not just
the four “core” where one would most expect them. To support students in reading, explicit and useful strategies are necessary to make meaningful reading connections, which in turn, highlights the value of reading in every single subject. Applying those specific reading strategies in music and all classes demonstrates the value of that discipline and the ability to transfer those strategies from one content area to the next.

References
Dickens, C. (1859). A tale of two cities. London: Chapman Hall.
Wharton, E. (1860). Ethan Frome. New York, Charles Scribner’s Sons.
Wright, R. (1911). Native son. New York, Harper.

Peg Grafwallner is the author of Ready to Learn: The FRAME Model for Optimizing Student Success, available now through Solution Tree.

EB9E4BE1-B0CE-4383-9A1D-316C6DF1DB91  Ready to Learn

 

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

 

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Originally published on Getting Smart
As an educator, summer is a time for me to focus on a lot of things that tend to slip by throughout the school year. One of the most important is self-care. In order to bring our best selves to our classrooms and our schools, we must make time for our needs each day. Making time to do some normal things like catching up with family and friends, go on a vacation or a staycation even, and sleep in late, are good ways to recharge over the summer break.

When summer arrives, it is easy to get into a new daily routine, finding time for all of the things that we wanted to do but couldn’t fit into our schedules throughout the year. It may take a few weeks to adjust, but I find that once the end of June arrives, I am well into my summer routine of learning and enjoying the extra time with family and friends. The days are still filled but with more than work, although many educators seek professional development during the summer, it is on a more relaxed schedule. Many take advantage of the extra time and lack of a set schedule to engage in personal and professional development. Whether it is a time to travel with family and friends or something more professional like attending conferences or taking a class, we all find ways to fill all of that extra time. We get used to a new routine, and likely feel pretty good about our improvement and feel some balance until August arrives and educators return to their classrooms, hopefully, recharged and excited for the new school year.

But it’s also the time when educators can quickly become burnt out trying to prepare everything and implement new ideas and strategies for the school year. For those who had the “summer off,” making the shift back into the daily school routine can be a challenge. Even though we stay busy, we can still struggle with finding balance and making time to keep up our personal and professional growth once the school year starts back up. So how can we still do ‘all the things’ and stay balanced and find enough time for ourselves?

Here are ten ways to add in more time for you and to be more productive each day:

  1. Connect. We are surrounded by so many people each day in the midst of thousands of interactions. But how many of those interactions are truly meaningful and give us the needed time to pause, lean in and really listen? Are we able to connect with family, friends, students, and Professional Learning Networks (PLN)? Find a way to connect every day. Make time for family first. Share a meal together, go for ice cream, take a walk, watch TV, or play a game. Family time is critical; remember to make time for your ‘school family,’ too. Whether it’s by greeting students at the door, spending time in the hallways or the teachers’ lounge, or using social media to connect through messaging, make time for those moments. Find at least one person to connect with each day. It helps to keep us grounded and gives us access to a constant support system.
  2. Have a routine. Sometimes it comes down to just having a little bit of consistency in each day. Maybe this means setting aside a specific time to read in the morning, listen to music, respond to emails, or simply reviewing your schedule for the day. Personally, I find that having these activities during the day is one way to keep myself in balance. Knowing what my day holds or starting each day with a certain task like reading a blog keeps me accountable for taking time for myself.
  3. Choose one. There are so many choices we have for activities that are worthwhile for our mental and physical well-being. Our days become quite full, and the worst thing we can do is overwhelm ourselves by trying to do everything. Some good advice I received from a friend is to simply choose one thing. Get outside and walk, meet up with family and friends, whether once a week or as often as your schedule allows. Try to pick one activity per day that will be good for your well being.
  4. Disconnect. We all stay connected by a variety of devices. Technology is amazing because it enables us to communicate, collaborate and access information whenever we need to. However, it disconnects us from personal connections, takes away a lot of our time, and can decrease our productivity. It’s beneficial for us to make time to truly disconnect. Whether you leave your device at home during a vacation or simply mute notifications for a period of time during the day, it’s important to take a break. Pause to reflect, and be fully present with family and friends. Personally, I struggle in this area but have been more intentional about taking a break from technology.
  5. Exercise and movement. Think about the students in our classrooms and the learning experiences we create for them. Do we have them stay seated in rows each day or are there opportunities to move and be active? Finding time for exercise and movement is important to our well-being. Go for a walk, have a dance party, or use an on-demand or online exercise program. Get up and moving with your students, and take learning outside whenever you can. Exercise has so many benefits that even setting aside 10 minutes a day is a great way to boost energy and mental wellness. Invite a friend or colleague to join you and hold each other accountable.
  6. Time to rest. Just like exercise, it’s also important to get enough rest. How many times do educators stay up late grading papers or writing lesson plans, and get up extra early to prepare for the day?  We can’t bring our best selves to our classroom if we are tired. Lack of sleep and quality rest will negatively impact our mental and physical health. Our students and colleagues will notice our lack of energy and possibly even mental clarity, so we need to ensure time for sleep to receive the positive benefits!
  7. Reflection. It is important that we model lifelong learning and the development of self-awareness and metacognition for our students. This involves setting aside a period of time where we reflect on our day, the progress we made, the challenges we faced, and even epic fails that we might have experienced.  Finding a way to capture these reflections whether in a blog or journal or using an audio recording to listen to later, are all great ways to track our progress. Then we can revisit our reflections and ask ourselves, “Am I a little bit better today than I was yesterday?”
  8. Learning. Education is changing every day. There are new topics, trends, and tools that make keeping up with everything tough. There are so many ways that we can learn today that don’t take up too much time, however. While traditional professional development training and in-person sessions are useful—especially for the opportunity to connect with other people—the reality is that carving out availability to do this on a regular basis is a challenge. Instead, find something that meets your schedule. Whether it’s listening to a podcast or participating in a Twitter chat once or twice a week, watching a webinar, reading a few blog posts, or joining a group on Voxer to discuss what’s on your mind and ask questions about education. There are many ways to learn on the go!
  9. Celebrate. Make time every day to celebrate something. Whether it’s a positive event in one of your classes, something one of your students did, recognizing a colleague, validating your own efforts or just a random celebration, focusing on the positives will impact your well-being in the long run. No matter how big or small, the steps toward success and achieving goals and even some mistakes should be embraced and even celebrated. Modeling a celebration of the learning process, especially from failures, sends a positive message and is a good model for students.
  10.  The power of no. It’s amazing how difficult it can be to say no. Educators are often asked or volunteer to assume additional responsibilities like sponsoring a club, joining a committee, chaperoning an event, or participating in other school events. There are so many things that comprise our role as educators and with our passion for teaching, it can be difficult to say no, especially when it comes to education and our students. But as hard as it is, sometimes it’s the best choice. Think about what is most important to you and the limited time that you have. I focus on why and how my participation or acceptance of whatever it is can benefit my students and the school community. Saying no is tough, but it is more than reasonable to say no sometimes. We have to do what is best for ourselves, so we can do what is best for our students.

These are just a few ways I’ve tried to maintain more balance and be more effective and productive in my work. We have to start each day with a focus on self-care, because that is how we can make sure that we are bringing our best selves into our classrooms, into our schools, and home to our families each day.

**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  

 

Books available

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