Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

growthmindset

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

 

Guest Post by Andrew Easton, @EastonA1, Personalized Learning Collaborator and Consultant, Westside Community Schools in Omaha, Nebraska

*Future DBC Inc. author on Personalized Learning, Spring 2020

Now that we are into November, it’s likely that at some point this year you’ve been asked the question, “So, do you have a pretty good group this year?” In my time in education, I’ve heard a myriad of answers to this question – some that I don’t want to repeat. Whether it’s right or wrong or not even a thing worth discussing, I do find it interesting to hear what a teacher has to say. And actually, there is one word in particular hat comes up rather consistently when this question is asked. One that on its own doesn’t completely address the question. The word “challenging.”

This year, I am redesigning our high school’s English 4 course and am teaching that class for the first time. When the teacher who had previously taught that course retired, she politely used the word “challenging” when describing to me the group of students that she typically supported in that course. She quickly followed that up with a “Good luck!” that felt more like a warning than words of encouragement.

English 4 is an appealing option for students who are simply looking to pass an English class to graduate and pick up a few helpful life hacks along the way. Many of our students have had significant struggles with learning in the past for a variety of reasons. Those reasons have made it hard for them to find consistent academic success. For these students, senior year has brought both the liberating promise of change once they reach the end of May but along with it the stinging reality that they have navigated their K-12 education to the 12 end of that spectrum and the experience has left them feeling like they have not taken much from a system that has helped some of their peers to thrive. 

Planning over the summer was, well, challenging in its own right. I knew very little about this group that wasn’t second hand knowledge. But as I perused the gradebook and academic history for some of my students prior to the start of the year, I knew one thing: I had to give these learners the opportunity to feel what accomplishment feels like. There is a certain rhythm to success that has to be found and then felt before it starts to beat and almost swell from within. I guessed then and now know that many of these students have never heard, nor much less felt that beat, and I knew that I would be working against thirteen years of baggage if I tried to convince them, initially at least, to search for this experience in an academic setting. But I had an idea.

When I find myself feeling stagnant in my own motivation, I often start a #Five4Five Challenge. The #Five4Five challenge was created by Michael Matera, author of Explore Like a Pirate, in the spring of 2018. He posed this challenge through his Twitter and YouTube account, and I was immediately intrigued by the idea. The #Five4Five Challenge asks individuals to select one “thing to do” and do that thing each day for five days straight. What you decide to do is entirely up to you, but you have to do it once a day for each of the five days to succeed. I myself had done six #Five4Five Challenges before the school year began. I had created a vlog, done anonymous acts of kindness, set workout goals, even given up Starbucks for five days straight (that one was brutal). The goal itself doesn’t matter; it’s not about the goal. It’s about intentionality and filling your day with purpose and success. It seemed like the right fit for my learners, and so in the second week of school, I issued them all a challenge.

Now, if I’m being honest, I wasn’t exactly sure how they would respond to it. Would they laugh this off? Would they be into it for a week or two and then fade away as the grind of the semester progressed? Well, I’m happy to share that as I’m writing this, we just finished our fourth week of #Five4Fives (we go two weeks on, one week off), and the experience has not only gone well but it has exceeded all my expectations.

Our implementation has been pretty simple. We created a one-sided handout that has four boxes on it, one box for each of the first four weeks of the course. Each box contains a line for the learner to write out their goal for that week, the days of the week with a checkbox next to each day, and a place for the learner to sign their name if they complete the challenge by the end of the week. 

This is not for a grade and we try to keep our daily commitment to discussing these goals to five minutes or less each class period. We don’t always open class with our #Five4Fives, but when we do, I really enjoy it. It’s captivating and powerful for class to begin with students openly sharing their passions and accomplishments. It’s been such a positive culture piece. It’s also been encouraging to watch students fail for a day and then keep going for that week. I’ve noticed too a greater sense of resilience in the students; in the first week, most would hang their head if they had to share about missing their goal the previous day, but now they confidently share their failures too. In those moments, I try to ask, “So are you going to get back on track tomorrow?” Most answer yes and at least make that goal for another day or two that week.

One month in, I’m really glad that we don’t require that the #Five4Five goals be education related. It’s funny, despite having the freedom to set any goal they wish, several students each week still choose a goal that has something to do with school. The goals that they set often speak to their values, their challenges, and desires for change; by offering them the freedom to create the goal that they want they are more willing to follow through with it. The only stipulation we have set for the goals is that they must be measurable. 

Check out how we are doing! Here’s some of the data we have collected thus far…

 

#Five4Five Challenge: Number of Students Completing a Certain Number of Goals Per Week

Completed One Goal  Completed Two Goals Completed Three Goals  Completed Four Goals Completed All Five Goals 
Week One 4 Students 5 Students 4 Students 10 Students 25 Students
Week Two 5 Students 4 Students 4 Students 8 Students 27 Students
Week Three 1 Student 2 Students 7 Students 2 Students 36 Students

 

Though I’m not sure that I needed this data to have a sense that this practice was having a positive influence on our learners, I’m very happy with the story these numbers seem to tell. I’ll leave you to draw your own conclusions from it.

A final piece of evidence that I would like to share comes from our weekly Flipgrid video reflections that students have gotten into the habit of recording. Every two weeks, the students create a video in which they reflect on their efforts in the course and with their #Five4Five goals. This reflection comes from a student named Luis. In week two, Luis chose to set an academic goal for himself, and I’m proud to say that Luis met his goal that week. Afterward he reflected on his experience saying, “…my goal was to do my homework for every class, and I was surprisingly successful. I picked it because junior year I was not good with homework at all and I just had so many missing assignments. And for senior year I want to be able to do all my homework and get some good grades because my grades were terrible last year. I just want to be able to see what I can do, and this goal has really helped me this week.” 

Ugh, I love that! 

So, the next time someone asks me, “Do you have a pretty good group this year?” I’m looking forward to shooting them a smirk and answering, “Yes, they are definitely… challenging.” Challenging themselves, challenging me to be a better teacher and a better person, and challenging the way I think about my responsibility to help them grow both as people and learners.

Andrew is the Host of the Westside Personalized Podcast (bit.ly/WPPodcast)

WestsidePersonalized.com

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**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 Deidre Roemer,  Director of Leadership and Learning West Allis, WI, @deidre_roemer

 

When I reflect on my skills as a teacher throughout my career, I can think of examples of what I did well and a million things I would have done differently.  I am teaching a class at a local university this semester and know confidently that I am a better teacher now than I was when I was in the classroom. The opportunity to see other teachers in action in my leadership role for the last several years is what has made me better.  I get to speak to educators and learners all the time about what is working well in their classrooms and what they would like to see grow. It includes spending time in many classrooms where we and others are getting it right and learners can articulate the process of their learning in order to create great things.

Professional development that is connected to a vision of our work with meaningful processing time to reflect is how we push teachers to move from single projects to true learner driven practice.  We take a lot of teachers and teams on site visits to schools in our area and across our country who are already doing the kind of work we are trying to do to see it in action. It is hard to find a large comprehensive system that is there yet, so we are often at small charters of specialty programs that are offshoots of schools.  The visits are always amazing as we are able to interact with teachers and learners and see learner driven practice, but often the most important part of the time is the meal after the visit or the long trip home where we can talk about what we saw, process, and plan for what parts we can implement within our system. The goal is not to replicate but to figure out how to ask the right reflective questions of ourselves and one another to tie what we saw to our personal passions and interests and figure out how to bring all of that together to shift the learner experience.

We also spend a lot of our time talking about how this is the kind of learning experience ALL learners should have.  It should not be reserved for some kids in special programs or special schools. The visits with the deep discussions are often the leverage point that takes an educator from trying a few things to a true shift of practice that is more inclusive.  It helps them to be more collaborative as they are often on these visits with other staff from across our district that they might not already know having a shared experience . The power in seeing some things we are already doing well and celebrating those helps us to not be overwhelmed when looking for ways to grow.  The key is to make the time, take the staff who are ready to take some bold steps, and then follow up with them multiple times throughout the year so they have support to keep going with the work.

On a recent site visit, I took a chance and messaged some of the teachers to join us off-site after the formal conference to continue our learning.  Fortunately, they were willing to take the opportunity to discuss their work with us over dinner. It was an impactful experience to listen to teachers that have been doing this work for some time engage in professional discourse about grading, telling their story and standards.  The teachers were open about their own growth over time and how our staff could take pieces of what they saw back to our schools to create a more equitable opportunities for all learners through empowerment. We went back to the site the next day with a new lens on what to look for in learner and teacher observations that we could do instead of being lost in the surface things like the physical set-up.  Things that may have looked idealistic the day before now looked possible. The modeling of professional discourse created space for our team to do the same and ask some great questions about how we can do this work and how it does not have to look the same across all our schools.  Encouraging staff to push boundaries and challenge one another’s thinking is how we look at someone else’s professional practice and find a way to make it our own.

A few things we discover each time we do a site visit became apparent:

  • This work is messy.  It takes deep dialogue on what is right for learners and how to give up control in a way that is not always natural for teachers.
  • Change is uncomfortable and unpredictable, but easier with the proper support.  People tend to say, “Change is hard.” There was a great article from the Harvard Business Review in January of 2008 that explained why that phrase becomes a self-fulfilling prophecy that permits us not to try.  We have to be able to think bigger than that.
  • We need to get more comfortable with professional discourse and open discussion about where we are now and where we can go that may push our thinking.
  • Teachers have to connect their own passion to their work in schools.  When it is authentic to the teachers, it becomes authentic with the learners.
  • Our teachers need to see the work in action often and learn how to get and give productive feedback.
  • The standards are always embedded in innovative, learner driven work.  They just aren’t always owned solely by the teacher.
  • Many times, the teacher in a learner driven classroom finds joy in their work.

We have evolved our district wide professional development to hopefully reflect all of these.  Our teachers will have time in small groups to learn their standards well enough to empower learners to take ownership of mastery of those standards within cross-curricular projects.  Staff will then have the opportunity to sign up to see another teacher modeling classroom practice that is learner driven. They will be our own internal site visits. We will use structured protocols to get and give feedback at each site to ensure we are using the time for genuine collaboration as we know that is what drives teacher practice.  We can’t make more time than we have, so we use the protocols from The School Reform Initiative as a way to restructure the time and make sure it is used for purposeful feedback and collaboration.

Our teachers hosting visits that day have been invited to participate for the first round as they are already trying new things, having success with learner empowerment and finding joy in their work.  It is not expected that anything that is “perfect” or a “show”.  It is meant for one teacher to share their experience and encourage others to try new things with an open dialogue about how and what supports they will need. Our goal is that our teachers engage with one another to see what’s possible, work together to get there for every learner and find joy in the work.

 

**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

Recently I had a colleague ask me for some ideas for dealing with challenges when it comes to classroom management, student behaviors and just keeping up with the responsibilities of teaching in general. I’m always happy to have time to talk with other educators, there is so much to learn by connecting. I think sometimes there is an assumption that because someone may have been teaching for 10 or more years, or worked in the same school district for a long period of time, that’s there is a higher level of knowledge and skill held by a teacher that fits into this description. While of course the more that you teach, it might seem like you would have a lot of ideas and answers to share with younger or new to the school teachers, but the longer you have taught also means, I think, that you have that much more to learn.

Having taught for about the last 25 years, I’ve had a lot of different experiences, some good, some bad, some in between and some just absolutely fantastic. I have been in the position where I needed to improve, and felt like no matter what I tried to do or could try to do, that I just would not succeed. That I would lose my job. I’ve also been at the opposite end where I felt like things were going well, I could feel more success and a change in how I had been teaching in the classroom and in my connections and relationships that I had built with the students and colleagues.

 

I think if you ask any educator, most can probably identify the best year they’ve had, and if they can’t, they just can’t yet. We always have room to grow and things take time. How do educators decide what makes it the best year? For some, is it a year without many challenges, the students are well-behaved, homework is complete, other clerical tasks and responsibilities held by the teacher are finished, observations went very well and teacher ratings are satisfactory or proficient or whatever the ranking may be? Maybe. But how do we truly define what would be the best year ever?

It takes time to build

I am fairly certain that last year was the best year I’ve had yet. I think because I changed a lot of things in my classroom, I stopped worrying so much about having every minute of every class accounted for and instead gave the students more possibilities to lead in the classroom and for me to have more opportunities to interact with them. Now it did not come without its challenges, some student behaviors that in some cases pushed me so far beyond frustration that I thought I reached my breaking point. I reacted in ways that I was not proud of, but I let the frustration get the best of me. I stopped seeing the student and only saw the behaviors. My “lens” had become clouded and it took some reflection and just not feeling very good about it for me to realize that I had to do something different.

 

The common feeling or response is when you feel like there is a lot to handle or come up with a plan for, can feel so isolating. you might feel lost or like others are judging you based on what you perceive to be your weak areas when it comes to instruction. And I’ve had a few people confide in me that they feel like they’re too different or too weird or they’re not normal enough to be teachers. Hearing those kinds of things breaks my heart because I don’t want to see teachers become disengaged or to lose their passion for doing the work that teachers do because of worrying about how others may or may not perceive them.

My response is always it’s good to be different, what does normal look like anyway? Does normal mean everybody gets and does the same thing? Does being normal mean you fit into some kind of mold, one that may or may not be who you truly are? I think the best that we can do for our students is to show them who we are because we want to know who they are.

We can’t hide behind some perceived idea or model of what a teacher should or should not look like. Nor should we compare ourselves to our colleagues or other teachers that we may have had in our own experience. When we do this we lose sight of something and I think it’s important for us to demonstrate and model for students. We need to worry about ourselves first and only compete with who we are today by judging it based on who we become tomorrow. Everyone has weaknesses, everybody struggles, everybody feels like they don’t belong at times, a friend once wrote about being in the land of misfits, I’m totally fine with that.

 

What can we do, regardless of what year we are in during our careers? New teachers have a lot to offer veteran teachers. There are better pre-service teacher programs and more information available to current students that are seeking to get into the profession, than what is available to us veteran teachers, who may not have access to or may not even know they exist. And for the new teachers, when you are assigned to have a mentor in your school, I really don’t think you should consider it to be that you are the learner and that you must follow and adhere to all of the advice of your mentor. You have to decide who you want to be, what is your purpose, your why, your spark, your passion for doing what you’re doing?

 

We can get lost and swept up in all of the activities that pull us every single day leaving us very little if anything at all to work with to build our own skills. As veteran teachers, we need to seek out mentors for ourselves as well, and that might mean connecting with a newer teacher to your building or a new teacher to the profession. How can we expect our students to interact and understand different perspectives, and to be accepted if we ourselves do not do the same thing and go beyond that?

It starts with us and it always starts with us to take that first step. We have to be okay with who we are and commit to doing whatever is best for our own personal and professional growth but being mindful of what that means and how it will impact those we lead and learn with.

 

So if at any time you feel down, lost or frustrated or like you’re becoming disengaged or that you don’t fit in, please send me a message. I’d love to talk to you and share some of my own experiences on my 25-year learning journey. Need to connect? Reach out to me on  Twitter @Rdene915!

 

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Thank you Kristi Daws for creating these images!!


The Edupreneur: A documentary by Dr. Will Deyamport

Dr. Will Deyamport, educator, podcaster, innovator. I am thankful to have gotten to know Dr. Will by becoming a more connected educator and joining Edumatch, created by Dr. Sarah Thomas. I joined Edumatch a few years ago and started to connect with educators from around the world, opening up many opportunities for learning and growing together. Through Edumatch and the power of social media, educators have joined together to share knowledge, to support one another and become part of a larger educator community, far beyond a typical PLN (Personal or Professional Learning Network), and instead became a PLF. A family of connected educators.

Looking back to when I first became involved with Edumatch, I never imagined how many positive experiences and how much of an impact on my life that my involvement with Edumatch would have. And more importantly, the impact on the lives of the students that I’m privileged to teach and the educators with whom I’m honored to be connected.

Enter Dr. Will

One of those educators is Dr. Will. Our first real conversation was two years ago when he invited me to be a guest on his podcast, the Dr. Will show. I didn’t think that I had a story to tell. What could I possibly share? But when you talk with Dr. Will, you know that your voice matters, that he hears you and is truly listening to what you are saying. Why? Because his motivation and passion are for sharing your story and your words with others who need to hear and can learn from them.

Flash forward to last summer, a hectic schedule at ISTE 2018 in Chicago, where I had a brief moment to get a picture with Dr. Will and some other Edumatch friends. I thought that might be the only time we would have to catch up, however, as luck would have it, we ended up attending the same social gathering that Tuesday night. I took a seat next to Dr. Will. We spent a few hours talking about podcasts, blogging, conferences, writing books, all things education and I remember telling him that I thought that he should write a chapter for “Snapshot in Education 2018.” I’m pretty sure I recall him saying he “didn’t know what he would write about.” I suggested podcasting. He was so passionate about podcasts and I admired the work that he did. I thought that his experience could really help a lot of people who were thinking of starting their own podcast or for setting one up for use with students.

Dr. Will has found his niche

Our conversation was one of the highlights of the conference. Time to slow down and just enjoy that time to connect. Did he take my advice? I’d like to say that he did, but I know he had others guiding him and sharing their ideas as well. When he was added to the Edumatch authors group on Voxer, I thought he took my advice to write about podcasting. But what he has done instead is absolutely a groundbreaking and phenomenal work of genius. Having seen the trailer for “The Edupreneur” a few weeks back, I was immediately drawn in and eager to see the full documentary.

The stories

Dr. Will has produced a documentary, focused on the lives and transformation of eight educators into “Edupreneurs.” With the help of Sarah Thomas, he has produced something very unique, unlike anything else that I have seen. We are taken on a journey as we learn about the lives of eight educators with different roles, experiences, backgrounds, and viewpoints on what it means to be an Edupreneur. Each educator openly shares their story, the good and the bad, and what it took for them to get them to where they are today: making an impact in the lives of educators around the world.

We only see who they are now, what they are doing in education and don’t often know their stories, their struggles, challenges, or frustrations. All the things that we experience in our everyday lives and probably don’t talk about it. When we see educators like these, we might think or assume that success came easily for them and aspire to achieve the same success for ourselves. However, as you will hear from their stories and see as they tell them, it wasn’t and isn’t always an easy road to follow. Get it here.

The Edupreneurs

Jeff Bradbury
Abbey Futrell
Dr. Robyn Jackson
Angela Maiers
Tom Murray
Eric Sheninger
Catlin Tucker
Dr. Ai Zhang

The documentary is broken into sections where each Edupreneur shares their backgrounds, offers advice, and more about who they are and what they believe in. These are just a few of my takeaways, which have led me to reflect, to plan and to aspire to do more, because our students deserve it.


Edupreneurs: Words of impact, the secret sauce, and some other advice

Angela: When teaching preschool students, she told them they have a moral obligation to share knowledge. “Can’t hold in what we have been gifted with.” Be prepared, ALWAYS bring your A game! Self-awareness is not self-esteem, it is the simultaneous ability to exist within and outside of yourself. PURSUE SIGNIFICANCE, not SUCCESS.

“For a passionate person, the idea of quitting does not exist.”

Robyn: We need to create a business in the education space. Articulate the transformation you are going to provide. Be relevant, develop a model. Let people know they can trust you.

Eric: Twitter was a catalyst to becoming an Edupreneur, access to ideas that made a change. Always be reflective on how can you get better, how can we evolve in a way that aligns with realities.

“Don’t chase Perfection, chase Growth.” 

We don’t set out to make a profit, we set out to make a difference.”


Catlin: “People were hungry for resources.” There was a demand in the edtech space. Students needed support to engage in academic conversation. Be intentional about what you do. If you are passionate about it, stick with it!

Abbey: Keep it real. Reputation is very important. There is something to learn every day. Keep it real, share experiences. Invest in yourself and don’t be afraid to know your worth.

“Relationships are good for anything.”


Ai Zhang: You have to invest in yourself, keep learning and never stop. Learn with and from people on the journey, especially those who are more successful, because it can be a shortcut to learn from their mistakes and experiences. Education is a service industry. Be vulnerable, show your struggles. Embrace authenticity and storytelling to build community. Be HUMAN.

Jeff Bradbury: It is collaborative, not competitive. Understanding the WHY, build those relationships, take it to the next level. Work in your passion, because if you are not, there is no sustainability. Don’t let people push you around, keep at it, know your passion, “keep your head down, eyes up.”

Tom Murray: Build relationships. It’s not about being liked, you’ve got to bring your A game. Tell stories that people can relate to, show humility, people don’t want the “know it all.”


On Keeping Balance

Ai: If you want to be EduPreneur, there is not a linear work/life balance, it is work/life INTEGRATION.

Robyn: Find ways to optimize life. Protect your life, be INTENTIONAL.

Jeff: You need a system to do what you want.

Tom: Sustainability is bringing your best every day to your day job

Angela: Get ahead by never COMPROMISING what your core is.


On Personal Branding

Ai: Storyteller and disruptor, teach others to embrace Social Media to enhance teaching and learning.

Catlin: Find a platform to push ideas, find your voice online and be consistent.

Eric: Branding is about TELLING not SELLING. Don’t forget WHY you went into education, HOW you make a difference, Have confidence.

Tom: Be relatable, never forget where you came from.

Angela: Litmus test, “If I made an impact on ONE, helped them understand their value, that is FAR more important to me than any outside measure of success.” Living FIERCELY and FULLY, committed to WHO I AM and PROUDLY PRESENT for people in her life.


Additional Advice

Angela: Don’t compare yourself to other people. What do you deliver that NO ONE ELSE can and how do you show up for that role every day?

Ai: Be patient, there is no overnight success, a journey can take time, experience it before offer it, transform internally.

Tom: The grind takes time, give back and mentor.

Robyn: “People don’t buy stuff, they buy transformations.”

Jeff: Find that niche, that you do better than anyone else, be known for one little thing.


So What Makes this Different? What will you learn from hearing their stories?

As educators, we constantly need to be learning and exploring, but we are often short on time or resources. Being able to read books, listen to podcasts or watch webinars, provide us with so much information and of course being connected through social media especially Twitter, enables us to connect and reach out with other educators around the world more than we were ever able to before. It takes us away from the isolation that we can sometimes feel in our space.

But what’s different with this documentary, is by seeing these educators, hearing them tell their story in their own words, feeling their passion, allows you to connect with each one of them. What they share will resonate with you in some way. They openly share so much of who they are, why they are so passionate about education and offer advice and words of impact to inspire other educators to begin the transformation from educator to Edupreneur. It is not always easy to be an educator, to know all the answers, and we’re not experts and we make mistakes. Knowing that everybody experiences this and that it’s a pretty normal thing, definitely helps.

If you want to know the story behind the educators you see on social media and on the conference circuit, and you’ve often wondered how they got to be where they are today, The Edupreneur is exactly what you are looking for. It is brilliantly done, absolutely engaging and will inspire you to begin your own transformation.

Rachelle Dene Poth

ISTE 2018

**this is a work in progress

Things on my mind: Self-awareness, Competition,  Failure, Focus

During the last couple of weeks as the school year was winding down, the demands on my time were increasing exponentially. While this may seem a bit exaggerated,  there really is no other way to describe it. Granted, I take a lot of extra things on personally and professionally, when most people meet me, they ask if I sleep. I do, some. So why do I, or educators take on so much? For me, the reason is because I truly am a lifelong learner. I don’t want to miss opportunities, especially when that might mean I miss out on creating opportunities for others.  I don’t want to say no to someone that needs my help, because I realize that for some people, asking for help required that they be vulnerable and step out of their comfort zone. So I will always try to help someone else, even if it means delaying my own goals or veering from some path that I am on. And I am good with that, but I also realize that there is only so much that I can do. 

 

Self-awareness

Being self-aware means you recognize your strengths and weaknesses, emotions, thoughts, and have a deeper understanding of what motivates you, at least this is my way of defining it. I can somewhat identify my strengths, but it is uncomfortable to openly admit my weaknesses.  I have no problem admitting mistakes and failures in front of my students. The more that I can do this with them, will help to dispel that misconception that failure is final. Personally or among friends, for me, admitting weakness is tough, but the first step in trying to improve is acknowledging that there is a something to improve upon.  I’m well aware that I have certain areas that I need to devote some time to in order to become more effective and consistent and possibly attain some level of balance. If balance is really a thing. Maybe it is because I set demands on myself that are too high or overly ambitious, but I have reached a point in my career and my life, where I feel I need to engage in activities that I am passionate about being involved in. Even while I was in law school,  my friends would often laugh at my ability to multitask and my methods of over-preparation for class. I did then what I try to discourage my own students from doing now. I would take notes on the computer, write notes on paper, listen to the lecture and grade papers all while sending text messages throughout the class. And somehow while doing all of that I still managed to answer a question when called upon. I survived the four years of teaching full-time and four nights a week of law school. When I think back and compare schedules of then and now I feel so much more out of balance now than I did back then. It just does not make sense. 

 

While this post has started off as random thoughts,  they do have a point, which will present itself sooner or later. (perhaps not even in this post, as I am between a few projects).  These random thoughts are my reflections, and how I become more self-aware. As some of my friends know, I tend to not sit and type but rather speak my thoughts into a document and then go back and revise and reflect in the process. It simply works for me and it makes me more productive, at least I think that it does.  We don’t need to make big gains each day, it is in the small wins, ongoing progress that we achieve more. Reading this post yesterday, reminded me of this fact.  I got away from reading the posts by Thomas Oppong, and this quote helped me through some of my reflections. “It’s so easy to overestimate the importance of one defining moment and underestimate the value of making small gains on a daily basis.” 

But lately, I have not felt as productive as I would want to be. Yes I’ve made lists, checked items off as I completed them, kept up with email only to have two or three emails pop in as soon as one is sent. I have opened Voxer to find four or five hundred messages waiting and many other notifications from other forms of social media. So how does one find balance? How does one keep focus when surrounded by and consumed by so much “connectedness.” In the pursuit of learning, how much is enough and how much is too much?

What I mean is I think as educators we need to involve ourselves in a variety of learning possibilities. We no longer need to leave our homes to go out for professional development, nor be limited to that which we have at our schools. There are so many options available that meet our needs as far as goals and time and passions. But it seems that more and more time is consumed by social media like Voxer or Twitter, just for a few examples. Don’t get me wrong, these are tremendous tools for becoming a connected educator, for breaking away from the isolation that can happen. But how do we keep up with everything and everyone?  If you know, please share.

 

Competition

It is tough “keeping up” lately. I read a lot of blogs, books and stay active through Twitter and Voxer, and have a pretty good routine for keeping up-to-date with information. Reading has never been a problem for me. The area in which I need to improve is with my own writing. Some days I feel like I just can’t keep up. I feel like I’m falling behind, that I’m not meeting the goal, not pushing myself enough to accomplish things. But today I had a moment to pause and think, and it came after reading  some of the The Path to Serendipity , by Allyson Apsey and also “What School Could Be,” by Ted Dintersmith.  After reading these, it occurred to me that I am doing the exact same thing that I try to stop my students from doing which is push myself so hard, judge myself so critically, to the point where my desire to work and to get things done becomes consumed as soon as my eyes focus on that ever-growing list of goals. I put up a wall and that inner voice tells me that I will never get things done. The inner voice convinces me that I can’t, so I don’t even try.  And then I remember the quote  “the only thing standing in your way is you,” so I need to get out of my own way. 

My list is full of things which are not part of my daily work as a teacher, but rather tasks that I have voluntarily pushed myself into becoming a part of. Maybe it’s my fear of missing out, maybe it’s my drive to keep doing better, to keep pushing myself to do one more thing, take one more step, to see how much I can handle and how much I can learn. But in recognizing this, I realize that my students do this as well. I’ve seen them push themselves and worry that they won’t finish something in time, that they won’t get into the college that their parents want them to, that they won’t get the highest grade, that they won’t be as smart, as quick or as good as somebody else in the class.  Pressure.

How many times this year I have said to them “You don’t need to worry about anybody else. You only need to worry about yourself because you aren’t in competition with anyone else but yourself.”  I came across an anonymous quote a while ago that said “I’m in competition with no one but myself.” The power of this quote really hit me. These are the reminders that I give to my students, but yet are ones that I have failed to be cognizant of within myself.

In reading “Path to Serendipity”, so much of what Allyson says resonated with me, especially when thinking back to when I first started teaching. And in reading “What School Could Be,” I am thinking about the structure of school, the “game” of school and all of the pressure that exists. Pressure which is placed on students whether by the school system itself, the testing, parents, teachers or the students themselves. How do we break this cycle? Wanting the best for someone should be more about supporting them with whatever decision they make, and being there if they find out that it was not the best decision to be made. That’s the risk we take when we step out of our comfort zone, when we go against the grain and do something that is different, that may not be the traditional way to do something but it’s the way that we want, it’s personal to us, it’s our passion.

 

And I know I have derailed a bit in this, maybe more than a bit, but sometimes it’s good for me to just sit with my computer, and thanks to the voice to text, I can close my eyes and talk through what has been going through my mind, and then edit the writing. Lately it’s been that I just can’t get enough things completed. Countless presentations, proposals, webinars you name it, I am doing and experiencing the same thing that many other educators are experiencing as well. However the difference is that my perception of others is that there are no struggles. Blogs are being published, podcasts are being recorded, books are being written, speeches are being given, and my question is where do you find the time? How can I find a time? And I am so impressed and inspired by the work of my friends and my colleagues who share their stories and seem to have a lot of balance, but then again how do I really know? My perception is not necessarily their reality.

A good friend of mine Mandy Froehlich has written a book which just came out today, called “The Fire Within”, in which she shares personal stories as well as stories of educators who talk about the different struggles that they’ve gone through. We don’t often hear of the struggles and the negative experiences that we as educators may have, but there are a few things that I’m sure of. We need to start with relationships. We need to be open and vulnerable. We have to tell our stories. It is from these stories, whether they are stories of great innovations or epic failures, where we can connect and provide the inspirational redirection that someone else may greatly need. And while telling our story makes us vulnerable, there is great power in vulnerability. Vulnerability does not mean weakness, as defined by Brene Brown in her book “Daring Greatly”. It is “uncertainty,risk and emotional exposure.” My favorite quote from Brown is that vulnerability is “the courage to  show up and be seen even when you have no control over the outcome.” This quote is one I read last summer, and I kept in the back of my mind while preparing for different events in which I felt completely out of control. I didn’t think I had the courage and was ready to back down, but this served as a reminder to me that it was better to try and fail, than to never try at all. The interesting part about this book is that she came up with the title after reading a quote by Teddy Roosevelt from 1910, where he spoke about the man who enters into battle valiantly, and at best he has success and at worst he errs while daring greatly.

 

Focus

So there is nobody pushing me to get things done but me. Nobody adding more items to the list but myself. And there is nobody that I’m in competition with. I have to accept that I will accomplish the things that I need to accomplish in my own time and in my own way. Pushing the publish button on this was definitely out of my comfort zone, but I’ve been thinking a lot and decided to put my thoughts out there. 

comfort

ocean under blue sky

Photo by Artem Bali on Pexels.com

Being a teacher is easy.

It must be nice to have your summers off.

You’re so lucky, you don’t have to work on the weekends.

You have such long holiday breaks!

If you are a teacher, you likely have heard at least one of these statements before, perhaps from friends and family, or from people you just meet, that respond with similar statements when they find out that you are a teacher. Are these statements accurate? Well, I guess to an extent, but there are some ways to counter these comments.

 

It can be easy to be a teacher, if you love what you do, it does not feel like” work.” I enjoy  working with students, learning with and from them, and having the opportunity to start fresh each day and create experiences to engage students in learning. Having the summer off is nice too, but most teachers I know either work in the summer, attend conferences, or pursue some professional development. The “summer off” is nice for providing a more flexible schedule, and a time to reflect, explore new things and prepare for the new school year.

And as for weekends, I am fairly certain that most teachers look forward to the weekend for many reasons. Of course, time with family and time to relax are important. But it is also a time to catch up on some grading, emails, or exploring new methods to bring into the classroom. So weekends without work, I don’t think they happen too much.

And the extended holiday breaks are nice as well. But again, many teachers use this time to reflect, recharge and prepare for the return to school.

So, What is the reality?

The reality of being a teacher is that teaching today can be quite challenging. Maybe in the past, the life of the teacher was perceived to be a pretty comfortable and easy profession. The typical school day of 7:00 to 3:00 or some variation, with weekends and holidays off and of course, that summer break. With those hours and that schedule who wouldn’t want to be a teacher? From the outside looking in, it might seem like each day is the same, right? Each passing year the same as the year prior. How could it be that difficult? Once you make a worksheet or a test you have them to use forever, right?  Lesson plans are the same, projects are the same, and folders full of worksheets and activities pulled from the file cabinet, simply copy it, teach it and then move on to the next day. Same. (hopefully not).

There may be some truth to this, as I’m sure there are some teachers who are teaching the same way that they were taught and/or are using the same materials each day with each class and then doing it all over again the next year. No judgments made.

To an extent, I myself was this type of teacher for a long time. Not because I was trying to take the easy way out or save time. Rather I was using some of the methods that worked for me when I was a student. I thought this was the right way to prepare. And sometimes I used some of the same materials each year because I thought there was value to them for student learning. I know that when I was a student, some of the same issues that exist today existed then (copying homework, cheating on tests), but we didn’t have the technology, which creates tremendous learning opportunities but it also takes away some opportunities as well.

Foreign Language Teacher vs. Online Translators

I thought that being a foreign language teacher meant that I was a member of a group that had a distinct battle not experienced by any other content area.  It took some time for me to notice some bothersome trends in student work. The copying of assignments, the use of online language translators, and even copying information directly from websites. So the struggle was to find a way for students to have authentic practice that would not encourage student copying or trying to take a shortcut with learning. But each year it becomes more and more challenging to stay ahead of technology in this sense. I don’t know the answer as to how to get students to stop copying homework other than to not assign homework. And this has been a very strong discussion as to the value of homework, the type of homework, and whether or not homework should even be given at all. #ditchthehomework (follow the hashtag)

 

I will not make a decision either way, other than to say that for me, I do assign some “practice” tasks for the students to do, but they typically don’t come in the form of a worksheet. And sometimes when we are working in stations in class, if students do not finish something, I do ask that they work on it until complete. But I do add, “at their pace.”  Instead, I encourage students to practice the content by playing a game of review using the Quizlet cards, sharing a Quizizz game or provide prompts for writing a blog post. And these are ongoing practice tasks that are due on a weekly basis or that I have students create to use in the class. Why? Because in doing this rather than assigning the same worksheet to each student to complete,  I know that it is more authentic, will provide students with personalized practice and it is not something that can readily be copied.

But recently I was rather surprised when I saw some students switching between screens on their computer while working in their practice workbook. (As a side note, I stopped assigning practice from the workbook for homework because of copying).

I thought that by having students work on the pages in class, during stations, that I could interact more and provide more one on one feedback and  give time for students to collaborate with their peers. I did not anticipate this “new” form of copying, until one day a few weeks ago, I caught a glimpse of a student switching screens on his laptop and then writing in the workbook. The process repeated and continued for a few minutes. From across the room I had an idea of what they were doing, but I gave it some time before I walked over. Hoping that I was wrong, and that it was not the website that provides answers to so many books and workbooks. (Still cannot believe what is available).

 

It was exactly as I had thought, one of the students was using that website, to look up and copy the answers for the workbook. While I understand that there can be comfort in having a resource to look at, especially when a student may be struggling with a concept, it is helpful to learn that you were on the right track. But I do have a problem when the answers to all questions in every book are so easily accessible and available to students. I know when I was in school, often our math teachers would assign questions opposite to the answers that were available in the back of the book. It was nice to have an option to look at some answers to do practice problems and see if we were working on them correctly, and there were times when I did wish that all of the answers were available. But it forced us to push through the challenges and solve the problems. There were struggles in the learning but that’s how we improved and kept going forward.

Simple lesson learned. In these experiences, and on a personal basis, you cannot or should not assign students the exact same thing if you can avoid it. Especially when teaching a higher level course or one in which students have the possibility to create, rather than simply consume. We need to give them more authentic opportunities to practice what they are learning. They need to create, not consume, be active, not passive, and have the opportunity to set their learning path and be curious in their pursuit of knowledge. This is how we prepare them for the future.

DEWEY

 

I have really enjoyed getting to know the creators of Quizizz and being able to try some of the new features and learn about how they got started with this great learning tool. I am impressed with their dedication to creating a learning tool that will engage students in learning and offer more ways for students to engage in more authentic experiences. There is more to come from them, stay tuned!

Quizizz has continued to improve and add new features over the past two years,  especially with the option to assign games for practice, which students can do wherever they are, at any time. There is so much discussion and debate about the value of homework, and the “value” in having students complete the exact same assignment. Quizizz offers a better way to engage students in more authentic practice and be able to receive feedback available instantly. It is of great benefit for students to then be able to review their responses after completing the game. Learning opportunities like this are much more authentic than having students complete a traditional worksheet.

Joining a game of Quizizz simply requires sharing a join code with students, whether it be during a live session or assigned as a practice game. Teachers can set up a practice game for students and extend the time period that the game is open, for up to 15 days, and if students start the game, they can resume at a later time by using the same login information.

In addition to these ways of sharing the game, I was absolutely thrilled to find that I can assign the games directly to my students through Edmodo which is our base for our class.  I had been sharing games by posting the join code on our class pages in Edmodo, and I had no idea that this option existed until I created the game for practice, and it showed up as an option. Let me just say that my students in the room wondered what happened because I jumped up and yelled “YES!”  I really was excited to see this available. 

How does it work? When assigning a game for practice, you now have the option for sharing to Edmodo. When this is done, it creates an assignment where you can choose which class to assign it to, and you can also provide additional instructions. Once completed,  it posts the game directly to Edmodo for students to access. This addition makes it a lot easier to share games rather than having to remember the join code or going back to search through the reports to find it. Quizizz also integrates with Google Classroom.

Earlier this fall, Quizizz also launched their app, ZipQuiz, full of games to challenge friends in different content areas. Read about it in my prior post here.

 

Stay tuned for some new things coming from Quizizz, not going to give any details yet, but let’s just say, they’ve got some really great updates and features coming out very soon. Stay tuned!!

 

These are just a few of the newer updates to some very popular digital tools. If you have not tried them, choose one and start there. See what your students think, and see how adding just one of these in can increase student engagement and provide more meaningful practice for students.

Next up, taking a lot at the AR and VR tools available! Metaverse, Merge VR, CoSpaces, ARKit

IMG_20170628_111914745.jpg

Reading the words of John Dewey: “We do not learn from experience…We learn from reflecting on experience.”, I give myself constant reminders to be reflective in my practice. Reflecting led me to really evaluate some things in my classroom.

A few weeks ago, I had a challenging week. Probably the most challenging week as far as behaviors, in several years. It came in the form of disrespectful behaviors, classroom disruptions whether it was students talking out loudly, exchanging words, or other similar interruptions.  I really tried to work through these, with the students, patiently and with every possibly method I could think of. I wanted to push forward and in another post, I explain what happened, but for now, these are the lessons that I have learned. And this is how I reflected and did what I needed to do, to restore balance in my classroom.

I am not one to yell in class, in fact, over the 21 years teaching in my current school, maybe there have been 7 or 8 times that I have really yelled. Whether that is good or bad, not going to decide, but I can say these were not the best reactions  in my years of teaching. However they have led me to take time to really reflect and remember a couple of things.

1) I am the adult and my role is to provide a supportive, engaging place for students to learn, to feel welcome and to thrive.

2) I don’t always know what’s going on in the lives of the students beyond my classroom and so their behaviors may be a result of something happening throughout the day or in their home or social life.

3) I cannot know everything but if I don’t take the time to get to know something about them, that is doing them a disservice.

 

So I did yell. It felt awful.  I myself further disrupted the learning environment, and for this, I also apologized. I shared this experience with some friends and was asked several times, “why” and “to whom?”


I apologized to my class and to each of the students to whom I yelled, because I did not handle it well. I myself further disrupted the learning and had an effect or impact on not just that student, but on everyone in the classroom. So it was a trying week because I had to really take a hard look at myself and my responses to some situations that I could have handled differently. I could have handled them better. I should have. But I am very open about the fact that I am a work in progress, that I make mistakes and I will own my mistakes and grow from them.

It took a few days for me to really shake off that negative energy and that is an awful feeling. But I did that myself, it was my choice to act, how to handle it and I definitely could have handled it better. I should have handled it better. A lesson learned, a new focus and a new reminder to think before acting and speaking.

Practice patience, use kind words and show empathy.


Teaching is hard sometimes. We can have lesson plans ready, very detailed objectives on the board, every material and activity ready for the students for the day, but one slight ripple ,one small interruption, can completely change the course of even the most perfect plans.

Rita Pierson said “Every kid needs a champion” and even in her math class, when one of her students had missed 18 out of 20 questions on a test, she wrote a plus two. Why? She said because that looks better than a -18 and it tells the student “you got two right and are on your way”.  It sends a positive message. We need to be the positive for the students. We may be the only positive they have each day. 

CHAMPIONSYLVIA

So avoid the negative, focus on relationships, reflection and constant growth. It starts with us and we make an impact, and we may never know how large of an impact we make,  from the smallest interaction.

So make every moment matter, because the students matter, and we need to be their champion. Even when they push back, push back harder with kindness.

 

Thanks to Sylvia Duckworth for this amazing image.

 

This is the second part of my posts sharing how I was wrong about the value of Social Media for professional learning

So enter Twitter, the “twitterverse”. I was really wrong about this one and as a very reflective person, if I am mistaken, I will readily admit when I am wrong. And I will also take a step back and think about why I was wrong. For Twitter, I had no idea what was out there in the Twitterverse. I really knew nothing about anything related to Twitter.

I have had a Twitter account for probably 10 years, an account that was created only because a family member sent me a link, which required a Twitter account in order to see the post. I used my regular email address (original AOL by the way) and joined Twitter. I think I looked at it a few times for a week and then 5 years went by, never again looking at Twitter.

It wasn’t until the summer of 2014, when I was leading a session at a technology Summit, when someone tweeted about my session, to what they thought was my Twitter account. So I decided to create an account in that username and I have been actively involved in Twitter more or less ever since.

I had the misconception that it was only for celebrities. But I decided to look into it a bit more. I really didn’t know how it worked but I came across a Twitter chat one night and I started to connect with a few people from North Carolina and Tennessee. That was my start toward becoming a more connected educator and seeing the true value in Twitter. I added additional Twitter chats to my weekly activities and looked forward to the interactions with the new friends that I had made.

Shortly before ISTE 2015, I learned about “tweetdeck”. I had no idea what that meant, and I did not ask because I figured that it was something that I should know if I was using Twitter. I think I googled it. Before Tweetdeck, I used one window, with 1 chat and flipped back and forth between each chat window. To say it was a bit difficult at times is an understatement. I decided to try Tweetdeck, during my train ride to ISTE, multitasking by reading my Teach like a Pirate, involved in a Saturday chat with Tweetdeck and amazed at what was happening. It hit me. The power of communication and technology. In and of itself the fact of sitting on a train, reading a book with Wi-Fi access to enable me to use my computer, engage in multiple tasks, communicating with people around the country and world, at any point in the day during the travels. When you stop and think about it, it’s so amazing what we are capable of today. And with these two social media platforms alone, (ones which I adamantly avoided), the possibilities for learning, connecting, and so much more happen instantly anytime and anywhere. But that’s just my view of it and people may not see the value in having accounts with these or may prefer to stay away from social media. And it may not be for everyone, but I’ve learned that you can’t really say that you don’t like something or that you hate something, until you at least give it a try. And you certainly can’t go based on what somebody else says. While I greatly value the opinion of others, and can and have in the past been swayed because of someone else’s opinion, I really try to think about what is best for me. As an educator, I think about what is best for my students. I might love a certain digital tool but if it’s not going to benefit my students,  I won’t just throw it out there and say have fun with it. And that’s what I’m saying about Facebook and Twitter. As a start, either of these would be something that might surprise you in terms of the benefits personally and/or professionally. And again, I admit that I was wrong.  Lessons learned about Facebook and Twitter: Educational value is huge and learning to write concisely is an acquired skill.

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Educational leadership, reform, and consulting resources

Teaching & Learning with Technology

"Classrooms don't need tech geeks who can teach; we need teaching geeks who can use tech."

Dene Gainey

Educator. Author. Singer/Songwriter.

SimonBaddeley64

Minecraft in the Classroom