relationships

A few of my favorites

Two conferences and time spent with the greatest friends who inspire me every day.

I have learned so much over the past two weeks by attending these conferences and every time I return I cannot wait to share my learning with my students. A large part of my learning happens by spending time with my closest educator friends. There are so many things that I want to learn, and I am fortunate to know a lot of educators who are working with different tools and technologies every day. We always have something to learn, even if we have been teaching for a long time or using a tool or implementing a strategy for years. For me, some of my best experiences have been attending sessions led by my friends and co-presenting, or from the many ideas that attendees share within sessions.

Another favorite of these conferences is time together with faraway friends.

Sometimes conferences can become so busy that we are often all pulled in different directions. Because this happens, and we know ahead of time that it will, we truly cherish the time we have together even if only for a brief moment, a quick meal or just enough time to give hugs, take a picture and then head off to where our schedule requires us to be. And even if all of us can’t be together in the same physical space, technology allows us to share our experiences by connecting through Voxer, or sharing videos or going live on Facebook.

By knowing how busy our schedules can be, it has helped us to become more proactive and intentional about setting aside that precious time to spend together, time that matters more than anything. So we, the 53s, set aside time to have dinner, have some fun taking selfies and then to go find a space to play some games. Yes, games. Trying out a new game where you have to create a pitch for a random company and then try to “sell” the idea to an investor, or playing other games that are based on spontaneity too, led to all sorts of laughter and stories to be told. Thankful for the opportunities we had to set aside a specific time to just relax during a nice dinner at Fogo de Chao or Paesano’s and know that we have a couple of hours just to spend together, in and around the other chaos that often is our schedule.

fb_img_1549727124935

Jennifer, Mandy, Jaime, Marialice, Stew

I love the random moments of adventure that appear as you’re walking down the street and you see a larger-than-life swing, and it occurs that it might be a fun idea to just go and take a ride on it. Not letting on that you might be a little bit afraid because after all, the swing stands at about 385 feet and spins you around somewhere between 50 and 60 miles per hour, way up at the top, flying through the air, at night. It’s not your average swing and finding people to brave it with you under normal circumstances might be a challenge. But when you find that you are left standing there staring up at the swing with big eyes and a daring spirit, you are lucky to find an unsuspecting friend, thank you Rodney, and you just decide to give it a go, buy the tickets, cross your fingers and hope for the best.

What happens? You bond over a slightly scary but super fun experience to think back upon for a long time to come. Sharing the pictures, and the video with others which leads them to ask you “what in the world would make you want to ride that?” Or “you couldn’t pay me enough to go on that ride!” And knowing that you did it, you conquered some fears and even kept your eyes open, while singing at the top of your lungs and just enjoying the experience, got you through it. And you shared the awesomeness with a good friend sitting beside you.

But when the time comes and you have to go your separate ways again to head back to your homes, often states away or even in another country, a bit of sadness is there. We get so used to being in that same space and enjoying that time together. But the more often that happens, I have started to notice that the distance may separate us but it cannot diminish the closeness that we feel, it is quite the opposite actually. I feel that it strengthens our bond each time that we get to spend together.

There were many laughs and even some tears because we laughed so hard, funny stories sometimes awkward “only could happen to us” moments, but it’s always the best part of every conference.

img_20180123_155101356

Rodney Turner, Jaime Donally, Tisha  Richmond and I  presenting together  FETC

TCEA

My first time attending and presenting at TCEA, held in San Antonio this year and it is definitely one that I hope to make a part of my yearly conference plans. My only regret is not having more time to spend there learning and taking in all of the different professional development opportunities that were everywhere within and beyond that conference center. Whether in the sessions, the Keynotes, the learning stations, poster sessions, Innovator spotlights and mostly just in those times you have talking with members of your PLN and learning from each other. Fun time spent presenting together, and I’ve decided that I truly enjoy presenting with my friends like Jaime, Jennifer, Tisha, Evan, Mandy, Rodney, and Jarod. There is a dynamic between us and it just seems to really work. We have different backgrounds and roles in education and can learn a lot from each other. Presenting together was something we started at ISTE two years ago and has become part of each conference. And if not presenting together, we are there to support one another as tech support, food and drink delivery services, comedic relief or anything that might be needed. We somehow just know what we need to do and do it.

The other benefit is getting more time with people who you’ve known on Twitter or some other form of social media or even by interacting in a webinar and you just haven’t had the time to spend together in the “real world.” That is until you’re in the same space of the conference and you truly get to connect with these other people who you feel like you already know anyway.

There are a lot of words that I could use to highlight the experiences but I think at least for this post, I’d rather share some of the photos, and let the photos tell the story.

Fun  at MERGE HQ, Jaime, Joy, Jen, Marialice

The big cat pillow!

The “professional taste-tester” at Haagen Dazs

Mandy Froehich

On the Riverwalk with Jennifer Casa-Todd TCEA

Jaime, jon, Amy, Andi and Claudio – FETC

Tisha and I presenting on Infographics  FETC

Jaime and  Evan, arriving late to the presentation!

Mandy Froehlich session – thanks for the shout-outs!

Taking some risks with Rodney  Turner

This slideshow requires JavaScript.

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

 

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

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

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

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

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

 

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

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

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

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

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

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

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

This slideshow requires JavaScript.

My Overall Impression of FETC

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

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

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

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

One of the most important ways that we can start a new school year is by setting aside time to get to know our students. Not only should we have time to interact with them, but we need to give them time to interact with one another. Relationships are the foundation for so many positives in the classroom. Before all content and getting to the rules and classroom procedures, we have to find a way to start on day one by making this a priority. I truly believe that it needs to be a priority every day after that, because even the slightest interactions matter.

relationships

When: Some educators may disagree about holding off on the content or putting off the discussion about classroom procedures until another day. We all need to do what works best for our students and for ourselves. So you may choose to start the first day with something different, by focusing on the content and including some of the expectations or responsibilities for the classroom. Even starting with this, I’m sure that most everyone includes time to work on getting to know one another. By being at the door to greet the students as they arrive or making an effort to learn student names, and start to associate who the students are and engage in minor interactions will go a long way.

Why: I am very passionate about this now but I wish I could say that I always thought this way. I didn’t.  I don’t know how much I valued the power of relationships over the first ten years of my teaching career. Of course I cared about my students and I wanted what was best for them, but I recognize that how I was then and the way I am now are completely different.  And I really didn’t start every year the way that I’m suggesting that the year should be started by educators today. I was that teacher who welcomed students into the classroom and then started every class period on the first day, by talking about my classroom expectations and even adding in a little bit about the content material. I would even have students who were entering their second or higher level of the foreign language, write a short paragraph about topics like the summer, a movie they saw, a vacation or really anything they wanted to, so I could use it as a way to assess their skills before starting into the new material.  It’s just the way that I had been taught and I thought I needed to start like this, with no learning time lost.

Something that bothers me now about myself when I think about this, is that I remember students trying to talk to their classmates about their summers and just being excited to come back to school. I remember trying to get them to just stop and focus on the writing that I wanted them to do. The writing was more important, at least that is the message that I was sending. Thankfully I am no longer that teacher. I just wish I would have changed sooner.

No wonder I never really worried about the first day of school, even though I might not sleep too well the night before. Lack of sleep was partially because I was excited and the thought of going back after being on a break, somehow prevented me from sleeping. Why didn’t I worry? Because for me, day one was for going through some of the normal routine activities, those clerical or housekeeping tasks, that I had done every year prior. I never worried about Day One, but I always said I worried more about Day Two because that’s when I really had to start teaching.

I’ve changed my mind over the years because I’ve had some challenges, due to questioning my own methods of instruction and why something was not working for a specific class. I also questioned the ways that I handled challenges in terms of classroom management over the years, and finding ways to connect with students.  I am continuing to learn and there are days where it can feel like I’m not making any progress in building those relationships. I have to remind myself that I’m trying. That sometimes things don’t happen as fast as we want, it might take days, weeks, months or even longer to notice the impact or to see some kind of a transformation, but we just have to keep moving forward. And we may never really know what it was that made the difference, we just might feel a change one day.

How: I wish I had an answer for the question of “how.” What works for one student will often not work for another and it might take you a while to find a way to connect with some students and for them to connect with you. Have you ever tried so hard to connect with that one student, and no matter what you did it just felt like you would never get there? I have.  Many times. One time last year I tried everything that I could, and no matter what I tried, it just seemed like I could not find a way to connect. But then I saw a book, one that I had read and enjoyed, and that amazingly just so happened to be a book being read by that student. Had I not seen that book, I might still be thinking about how to bridge some type of connection.

So that’s why those slight interactions matter, why we need to be present, visible, leaning in and listening more. We need to really see our students, who they are, and show that we really care.

I could offer a few suggestions but they might not be the ones that will work the best for you, your students or even that one student that you’ve been trying to connect with. Over the years I’ve taught, there have been some days where I felt like giving up. Truly, just felt exhausted because no matter what I did, it just did not work. I don’t think I’m alone in feeling this way but I hope that the more that we share our stories, we can help other educators who might be experiencing this same thing.

The greatest success I’ve had in making connections, after struggling to find ways to do so, have come about because I stopped trying to think so hard about how to connect. Instead, I just sat down, made time to lean in and listen, and to really talk with a student. That’s not something that I probably would have done 10 years ago. I can only keep moving forward with what I know now.

“When we know better, we do better,” as Maya Angelou said, and I definitely know better now.

Recently published on DefinedSTEM

The start of each new school year is such an exciting time for educators and students. After the summer break, educators head back into their classrooms and schools, hopefully feeling recharged, excited for the new school year, and ready with a list of new teaching ideas. Planning for the first day and first week back to school are so important, we want to set up our classrooms but also need to focus on the environment and culture we are creating. Of course, there are classroom expectations and class details that we need to share with our students, but we need to do something first. In starting to plan instruction and methods, we first should focus on learning about our students and showing that we are invested in their success. By starting here, we begin to develop our classroom culture and set up a welcoming environment for learning.

Welcoming students in and learning together

At the start of the school year, and every day thereafter, we should be intentional about being present. We need to spend time greeting all students and welcoming them back to school. Beyond the students on our rosters, It is important to acknowledge all students as we see them in the halls and throughout the building.  The power behind creating a positive and supportive climate in the building and in each classroom starts with teachers. When we are visible and show students that we are excited about school, we will start making connections that will help in fostering a positive classroom culture.

It can be challenging to start a daily routine of school after a summer break, or any extended break during the year. We must set a good example by engaging our students in conversations, showing an interest in who they are, encouraging and providing opportunities for peer connections. These intentional strategies to get to know our students will positively impact the learning environment

There are many ways to learn about our students. There are icebreakers and other games that can be used as a way to learn about one another. As educators, this is our opportunity to take time to encourage students to share their thoughts and interests with peers, and also what and how they hope to learn in your class.

Making those connections

There are many tools available to set up methods of communication and collaboration and to help students develop these critical skills for their future. For learning, we have to determine how to make ourselves available to students when they have questions or need additional support or resources. The questions do not stop when the school day ends, or over the weekend break. Without a way to ask questions during these times, students can become frustrated and the potential for learning diminishes. In our increasingly digital world, we have access to so many resources, but we also need to know how to find the right tools. First, I recommend that educators find a tool that enables students to connect, to ask questions, and to access classroom resources. Among the digital options available today, it still can be challenging to select the right one. A few examples are setting up a classroom website, a messaging app or using an LMS.

A classroom website is great for having a centralized location for students to access resources, post questions, review content and more. Websites and using LMS platforms can easily be set up using EdmodoSchoologyGoogle ClassroomWeebly a Google Site, or even Padlet.  Communication is also easier with a messaging tool that enables the sending of reminders, links to resources, or that integrates with other digital tools for learning. A few options are Bloomz (for parent-teacher communication) and Remind. There are several other options available, depending on your needs and the level you teach. I have used Voxer with several of my classes, especially for talking about Project Based Learning and sharing ideas and reflections.  One thing to keep in mind is to find out about the kind of technology and internet access available to the students.

Learning about each student

Even the slightest interactions can provide so much information about a student. It happens through those quick conversations as students enter the room, or by including fun activities in the lesson, and creating a supportive, welcoming environment where students feel valued. Engaging in some of these practices will help to build and foster positive relationships. The beginning of the year is the perfect time to start creating connections with one other.

Some quick ways to get started are by having students create a collaborative Google Slides Presentation, or use another digital tool, like Buncee or even Padlet perhaps,  for students to create one slide or add some information. Encourage each student to contribute by adding in fun facts, share how they spent the summer, or the weekend,  to help each member of the class to learn about one another. I did this with my Spanish III and IV students and it was fun to learn more about each student and their summer experiences and we had some fun in the process.

A personal goal at the start of each school year is to learn about my students and help everyone start to feel comfortable in our classroom. We used some icebreaker games, a great game of Bingo, shared stories, and it definitely helps students to learn about each other and for me to learn about them.  Our classroom culture continues to develop each and with it brings new learning opportunities.

Another great way that I have found to learn about each student is through the use of project-based learning. When students have the choice to determine what it is that they want to study and can drive their own learning, we can connect more with each student and understand who they are and what their passions are for learning.  The students can learn about their peers as well as become more globally aware of what it is like to be a student in different parts of the world and to just really explore whatever it is that they want. For us as educators, it creates a way to extend our own learning and we can continue to improve and learn and grow with and from our students,  starting from the beginning of the year.

 

Published originally on Getting Smart 

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

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

Getting Started with Mentoring

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

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

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

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

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

Resources on Mentoring

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

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

How you can get started

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

 

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

DSC00538

DSC00515

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

It’s back to school time! Depending on who you are, your feelings about heading back to school might differ dramatically. And I don’t just mean whether you are a parent versus a teacher, I mean even within these two groups. Among those of us in the classroom, the realization that we are headed back to school brings about a lot of different reactions. Of course there is still that perception that teachers have the best, easiest job, because we have summers off and all those holiday vacations as well, and don’t forget about the weekends. And there may even be a perception that teachers are happy when the school year ends. I have been asked many times, “How many days left until you’re off for the summer?”

I have never been one to count down the days till the end of the school year. While I am cognizant of the end of the year, I don’t, nor have I ever posted a countdown of how many days until summer vacation begins. A few years back there was a countdown board posted, but it was just for a student’s birthday. (Fun fact, she had written using a sharpie, so it kind of became a permanent birthday countdown board).

For me, I consider school to be year-round. Even though I don’t have to report to my classroom during the summer months, I am still involved in professional learning and trying to grow and learn as much as I can during that period of “free” time. I love being able to set my own schedule, in my own space, definitely perks of having the summer off. But I know that there are educators who do count the days until the end of the year, not because of excitement for a family event or vacation, or any special occasion, simply because they are done “working” for the summer.  I think that to be in education today, you really have to love what you do. You have to know your “why” behind it and you need to stay focused on what your purpose is for having chosen to be in this amazing profession.

Just like any other job, teaching has its challenging moments as well. And who hasn’t been excited about the weekend or an extended holiday break coming around? That’s natural regardless of what profession you are in. But if you are in education and you are counting down the days, you end up conveying the message to students that you cannot wait for the year to end. Why would they want to be in your class, or even be positive about being a student your class whenever you’re sending the message that you can’t wait to have a break over the summer? That may be blunt, but that’s exactly what I think of when I hear of “countdowns” in classrooms. 

I know that students may count down the days, especially seniors, until summer vacation starts. This is understandable because they have spent so much time in classrooms, sitting in uncomfortable desks for nearly eight hours a day and then going home to do even more work. And I know there’s a big controversy regarding the benefits of whether or not homework should even be given, especially when we think about the real world and the jobs that are out there, like teaching, where work does not end at the end of the “work day”. But at this point in time, I think that we need to focus on preparing students to make decisions about their future. To do this, I changed my practice of nightly homework and instead, created more ways for them to work in class and for me to work with them individually and in small groups. It is also important to stay positive about the learning experience and to do that means not counting down until the end of the school year.

Now the flip side is the back to school. Some parents are thrilled to have their children head back to school after a busy summer of family activities and hectic schedules. Some teachers are not as excited to head back to school because for them it means giving up that flexibility in the schedule where they can spend time doing what they want, learning, or just simply relaxing with family and friends.  But there are some educators who are excited about heading back to the classroom, so much in fact that they go in over the summer to prepare their classroom, to buy school supplies for their students and to really work on making it a welcoming place starting with Day one.

Now don’t get me wrong, I have enjoyed this summer, and I am somewhat sad that there are two weeks remaining before I head back to school for the year. However, once I get there, I’m happy to be there. The opportunity to work with students and my colleagues and to just have something new and exciting to learn and explore every single day inspires and motivates me. And I think if you are in the business of counting down the days until the school year ends and openly sharing how upset you are that the school year is beginning again, you might want to consider a career change.  Again, apologies for being slightly blunt.

 

A few weeks ago my #4OCFPLN noticed that there were tons of negative memes being placed on Twitter and social media by educators about heading back to school. So to make a difference, they began to create their own memes with positive messages and excitement for heading back into the classroom. Think about it. As an educator you have the opportunity to do something different every single day. You make the decisions, it’s your classroom, you interact with the students and your colleagues and you have the power to make it something wonderful and unique and fun. It is YOUR choice to make it amazing. If you don’t enjoy heading back into the classroom, then maybe you should think about the way that you are doing things and ask the students for some input. Don’t be afraid to mix things up a little bit. Especially if you find that teaching can be overwhelming at times or if you have been counting down at the end of the year.

Each summer I spend a lot of time traveling to conferences, reading a lot of books and trying to take care of things that I can’t get done during the school year. I do stay connected with my students over the summer, as they have some ongoing reading to do to keep up their language skills. As much as I love teaching, I definitely get used to my routine of sleeping in later or staying up late and reading, and not really having any set schedule to follow. But a lot of the time I find that I’m thinking about what I’m going to do once I get back into the classroom, how can I be better than I was last year, and what can I do differently to really make it an exciting learning experience for my students.

So if you are thrilled to be heading back to school, I think that’s awesome. Please share your positive outlook with others who may not be as excited as you. And if you are thinking about how sad you are that school is starting so quickly, think back to your previous year and some of your best interactions, or your best lessons or even your worst lessons. What made them go so well and why do you think some of them didn’t go as well? Invest some of your remaining summer “break” rethinking the lessons that didn’t go as well and make those the point that you start the new year with. Challenge yourself to do something different and something better than the year before. Maybe that will be the motivation and the catalyst that you need to build some excitement for heading back and greeting your students for the upcoming school year.

2fn33h

Welcome back to school!

 

Here are a few from the #4OCFPLN –

1534006495342_0994470725_6570db251534006495356_0901452263_6570db251534006495357_0184287231_6570db25

 

I wrote this about a month ago…time flies when you’re spending it with your PLN! #iste18 #RealEDU #USMSpark #ST4T #tlap #FETC Connecting is everything!

135692

 

 

unset

ISTE

 

img_20180611_2006221

Live tweeting for #tlap at Summer Spark

unset

Women in EDTech Ignites

Why you need a PLN

One of the many benefits of being part of a PLN (Personal or Professional Learning Network) is having a constant system of support. Because of my PLN, I have access to new ideas, tools, methods at any time. Being “connected” means having a personal and professional support system, whenever you need it and wherever you are. We can connect in person with colleagues at our schools or during conferences, but at times this can be difficult because of the availability of time or based on location. The solution? Technology. We can connect virtually through the numerous forms of social media and web tools that promote anytime collaborating, communicating and conferencing. We become “connected” by connecting.

Gone are the days where educators have to scour the Internet for resources, search through books, or even travel for professional learning. We don’t even have to leave our homes to participate in professional development.  (Although it is nice to get out and meet our PLN F2F). And when it comes to our teaching practice, we don’t necessarily need to create all of our own materials or wait in line at the copier. (if we are in the habit of making packets, but that is another conversation entirely #paperless).

 

We have access to support and thousands of resources instantly, simply by connecting through our devices and reaching out into our “network.” The power of connecting and collaborating. Sharing our own ideas and gathering new ones, building on our strengths and honing in on areas in which we need to grow. Through our PLN, we have these opportunities and whatever we need, available to us at any time. It just takes one tweet, one post, one Vox, and the connecting begins and the support is available.

This slideshow requires JavaScript.

Unexpected PLN

Sometimes we just happen to become part of a PLN, or a PLF (Personal or Professional Learning Family). The same can be said for mentoring. Sometimes we make these connections, develop relationships that grow into something powerful and life-changing, without even realizing it as it is happening. When I first heard about the “power of a PLN”, I really didn’t get it. I thought it was the same as being a “colleague” or having “work friends” as they are often called. But I have learned that I was way off about this, and I am glad to know that I was wrong (again). I have become “connected” through several PLNs, that have also somehow interconnected with one another.  It has become a super PLN, or mega PLN. And it evolved through Social Media, which I was so wrong about the value for education.

 

My first true PLN is referred to as the “53s”. A group that grew from a Facebook group of ISTE goers, created by Rodney Turner, that then evolved into a Voxer group. Rodney’s message was to make connections, see someone sitting alone, ask them to join in. As a group, we met face to face at ISTE 2016 in Denver. There are also a few members of this group that I met through Twitter chats and then met in person at other conferences, and had time to spend with them learning in the same physical space. We welcomed our friends into the group and continued to build a core PLN. We have come together to be the 53s, a name significant to us. A name which evolved after our initial core group grew. A group based on trust, transparency, empathy, kindness, pushback, fun and passion for education and the power of learning. And most importantly, true friendship.

These people, my friends, are my source of inspiration and the ones that I rely on heavily each day. We are a unique group that spans the United States and Canada.  I am so fortunate to be a part of a core PLN that I know will be there for me no matter what. The only thing I wish I could change is our geographical locations. We are from different states and a different country, and so time together does not happen that often. But when it does, it truly is the best time ever. #singoff #booksnaps #carpoolkaraoke.  LOVE our times at FETC, Summer Spark, ShiftinEDU and ISTE and more to come!

I am not sure where I would be without my 53s. The times we have shared are so special, and I am so thankful for this group and wish for everyone to have a core PLN like this: Evan Abramson, Jarod Bormann, Jennifer Casa-Todd, Jaime Donally, Mandy Froehlich, Tisha Richmond and Rodney Turner. Add to that our awesome Snapchat singing group which also includes Tara Martin, Andrew Easton and Mandy Taylor. They are an amazing group of educators, who would drop everything to be there to support you. I am proud and honored to call them my friends.

Another PLN: adding to the PLF

I am also fortunate to be connected with two other tremendous groups (my PLF) and cannot wait to meet more of them in person.  The #4OCFPLN and Edugladiators! Loved the adventures trying to meet up in Chicago!

 I had read the book “Four O’Clock Faculty” by Rich Czyz  and was part of a Voxer group doing a book study. Once the book study ended, many members of the group stayed connected and kept the conversation going. A group that stayed together and continued to connect and grow long after the book study had ended. We have become a real PLF and I enjoy learning new things from this group every day and knowing that they are there when I need them. “We” have had our picture taken with many authors and we have stickers and our own hashtag even #4OCFPLN. And stickers too! Shirts on the way.

4OCFPLN

There are so many great conversations, a lot of laughs and fun that happens within this group every day.  I love knowing that I can reach out to this group at any time. It is a very supportive and fun group with a lot of diverse perspectives and a bond that continues to grow and get better. Laughs, inside jokes, challenges, pushback, inspiration and amazing connections. REAL connections. We know more about each other and learn and push boundaries of learning every day.

Everybody needs to be part of a PLN. Depending on your time and what you’re looking for, there are lots of options available for making these connections fit with your schedule and based on your interests. It might be formed through Twitter and it might be through a book study or other focus group using Voxer,  or one of the other social media tools out there. It doesn’t really matter what you use, as long as you make connections that will help you to continue to grow and have the support you need when you need it. Whether it is a group you join, a chat you follow, or a mix, get out there and connect. The best is when we get to spend time together, learn from each other, share the same nervousness before giving an ignite, and knowing that there is always someone there to help you whenever you need. (ST4T Tech Fail, thank you David Lockhart and Nik!)

We are better together!

Love meeting up with my #4OCFPLN, Fellow #Edugladiators Core Warriors, Edumatch PLF, Buncee Family, Future Ready PLN, the Women in EdTech and of course, the 53s.

And a tremendous surprise having one of my students be in Chicago during ISTE. That may have been the best part! Sharing some of the awesomeness of ISTE and the people there.

 

 

**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

 

 

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

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

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

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

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

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

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

 

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

 

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

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

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

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

 

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

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