An In-Home Learning Strategy for Busy Quarantine Families

Guest post byAndrew Easton: teacher, edu-blogger, podcaster, and future author for Dave Burgess Consulting Inc. Follow him on Twitter @EastonA1, on Instagram @andrew.d.easton, or at andrewdeaston.com/

 

In our household there are two teachers and two primary-age students, and during our first week staying at home, we had a problem. As adults, we still have work responsibilities, and at ages 5 and 8, the kids need help navigating the five subjects of schoolwork they receive each day.

Our first thought was to set a schedule so that routines would be established. In that way, designated times would kick-start certain subjects and tasks. 

Fail. 

What we quickly realized was that sometimes the kids needed support with certain tasks, and if there happened to be a Zoom staff meeting or any other commitment that prevented us from supporting them in that immediate moment, the structure fell apart. The schedule needed more flexibility.

Then, we tried a checklist.

Fail.

Next, we tried using a checklist. I mean, who doesn’t love the feeling of crossing things off your to-do list?!? Well, the answer to that is my children. Even though a checklist does not have to be done in a specific order, don’t try telling that to them. The checklist was frustrating, and stopping a task to take a break routinely killed all their motivation to continue on with their work.

 

Finally, an answer.

Recognizing the shortcomings of our initial attempts, we felt optimistic about using a “To-Do, Doing, Done” board. The idea was that each day we would write down each item on their to-do list on a separate post-it note. Those post-its get placed in their “To-Do” column, and then as they start a task, the post-it moves to the “Doing” column. Once complete, it gets moved to “Done” and five completed tasks earns a sticker that is worth 30 minutes of free time.

Success.

Here’s what’s happened since we started. The kids now wake up each morning and run to their board to search through their list for the day. We intentionally scatter the post-its so that there is no implied order, and we like to put a fun, surprise activity on a post-it and hide it in the mix. 

Oh, and in case you are wondering, yes, chores also go on post-its.

The “Doing” column has also been a godsend. There are times throughout the day when our responsibilities as adults make us momentarily unavailable to lead them through a portion of their work. The kids now know that they can leave a task in the “Doing” column and start something else if an adult is busy.

The “Doing” column has also been great for motivation. When the kids choose to stop mid-activity, we ask them to reflect on how close they are to finishing and to move that post-it to the place between the start/finish lines in the “Doing” column that reflects just how close they are to completing that task. Last week, my daughter had stopped her writing earlier in the day, but she was bent on moving the post-it to done. Seeing just how close she was to finishing, she, unprompted, wrote for an additional 30 minutes later that night.

 

Overall, this board has made our household happier and more productive. It’s helped us to maintain a more positive learning dynamic during these stressful times, which is why I wanted to share our story. I hope this strategy can help you! 

 

So from our family to yours, please know that we are thinking about you all and are sending our best wishes your way.

 

 

**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  

The “A” Word

  @deidre_roemer 

The first time I heard the word Autism I was teaching Early Childhood Special Education at an elementary school in Kapolei, Hawaii. It was very early in my teaching career, and I moved from teaching students with significant Emotional and Behavioral Disabilities in a self-contained setting at a middle school to teaching three and four year olds with various special needs in an inclusive setting with a Head Start class. Some of you may be thinking, why in the world would anyone move from Hawaii back to Wisconsin? That is an excellent question that I have asked myself regularly from November through February each year since, but my family is in the midwest. Family is more important that constant sunshine and living a few blocks from Waikiki Beach (at least that is what I tell myself :)).

As I reviewed the records of the students I would serve that year, I read about a young girl who was diagnosed with Autism. This was 1996, so it was long before Autism was as well known as it is now. It was also my first encounter with a learner who had the diagnosis. On our first day of school, her mom explained that she had echolalia (a new term to me at the time) and was a runner (another new term to me at the time). I quickly learned that echolalia meant that she repeated everything that was said all day long. Now, if you can get a picture of how much talking you do to a room of three and four-year-olds, you can see where someone following you around all day and repeating every word that you say is problematic. I also quickly learned that being a runner meant she takes off without warning and runs to anywhere and everywhere in the school and even out into the street. I had done all of my student teaching and my first couple of years of teaching working with older children who had a lot of mental health issues and behavior challenges, so this experience was certainly going to be a challenge.

I went home the first day beyond exhausted and started doing my research. This was at the time of dial-up internet, so getting access to information was not as easy and quick as it is now. I read lots of books and went to conferences. I used everything I had learned about shaping and helping learners control and change their own behavior to apply whatever strategies I could. I did not realize what I was doing at the time as there was not as much research available then about the science of the brain, but since I have learned about brain mapping and how you can create new neural pathways that make sense with where we found challenges and successes that year.

After the first few weeks of school, I realized that one of us was not going to make it through the school year if something did not change, and the four-year-old was winning. I started working closely with her parents, her doctor, other staff, and anyone else I could ask about strategies to help. We made visuals for everything and eventually trained her to follow cues to tell us what she needed instead of running away. The key to success was being more consistent in my practice than I had ever been before and making sure as a team we all used the same language and the same cues whenever we worked with her.

We ended up having a great year. She learned how to respond to real questions instead of repeating others, she told her mom she loved her for the first time (That was a great day!), she was able to play with others at recess with laughter, and she taught me a ton. I learned new ways to problem solve and how to see behavior as communication in a different way. I always understood that behavior was communication, but I was used to a lot of angry, acting out behavior. This was new stuff for me and helped me to see learners from an asset-based lens. This little girl, who happened to have Autism, had so many incredible gifts to offer the world; she just needed us to look for them in really unexpected ways. Although I went back to the mainland at the end of that year and back to working with older students, I have never forgotten all that she taught me that year and still talk about it almost twenty- five years later in sessions about how to work with children with unexpected behaviors in the classroom.

Since then, I have worked with many students who are on the Autism spectrum and their families. I know even more now about the communication, academic, and behavioral needs of these learners and have continued to learn so that I can help our teachers and leaders have the best skills to include them in every setting. I’ve learned about the entire spectrum and how varying the needs are across it. I know that if you know one learner with Autism, you know one learner with Autism and that what works for one rarely works for all. When I served as the Coordinator of Special Education for our school district, we started one of the first Autism specific programs for high school students in our area. We worked with grants and research organizations to get additional training for all teachers in understanding how to connect to and include students on the spectrum in meaningful ways. I have been able to support amazing teams of teachers and speech pathologists to develop a high school course based on the work of Michelle Garcia Winner in Social Thinking. Since then, our speech pathologists have expanded the work to running groups at most of our schools for students with special needs. Over the last two years, they have also trained many regular education teachers and school counselors to work with ALL learners on lessons in Social Thinking combined with the Zones of Regulation strategies from a very early age. Our goal is always that ALL of our learners can see their own place in a group, learn how to identify their needs, and learn strategies to feel empowered. When they understand their own social interactions and emotions, they are more likely to find a sense of belonging within a group and therefore want to contribute and create.

With all that I know now, you might be surprised to find out that it took me almost three years to use the word Autism in reference to our son, Nick. Our Nick has Autism, ADHD, and Dyslexia, which has turned out to be an opportunity to learn everything that is important in the world. Although professionally I knew a lot when we realized he was on the spectrum, you forget everything you know as a mom. It took me a long time to accept his diagnosis and talk about it with others. In a class for pre-service teachers at a local university, one of my students recently shared that one of her learners has “no support from home. His mom didn’t even come to his Individualized Education Plan (IEP) meeting.” I have been really open about Nick, his diagnosis, and why school getting it right is so essential in our class. My response that it took me three years to say the “A” word when it came to my son shocked her, and it made me realized I should talk about that more.

I have been open about sharing many of our success stories and what we have learned in the last several years both at work and with my family and friends. I don’t always talk about the time when we lived in a world of grief for what he might not become or denial that others just didn’t know him well enough. If that is how I felt with years and years of professional experience, how does someone feel who is trying to navigate an impossible system of medical care with no background or connections to resources to find the right support within the system? If I find IEP meetings ridiculously intimidating when I ran them for many years, how does it feel to be a parent without that background knowledge in a room full of experts talking about what is wrong with their child and our plan to help? I have the support of family and friends who stick by me even when I am not in a place to receive that help. I have access to resources through my professional networks and the privilege of being able to get him to multiple therapies and services each week with the support of my husband and extended family that not everyone has. We recognize that and are thankful for it every day. We certainly don’t have it all figured out by any means, but we have found some alternative therapies that are game-changers and were able to move him to a school that we thought was a better fit for him where he is thriving.

When I think about why I was so afraid of the “A” word, it comes down to not wanting him to be seen as his disability before someone gets to know him as a person. I had accepted that he has special needs for years, but I was really fearful of the “A” word because many people want you to know everything they know about Autism before they ask you or him one question about Nick as a person. He has this amazing, gentle spirit and sees the world in a really beautiful way. He just doesn’t show that side of himself to many people, which also took me a long time to realize as I have always been one of “his people” and made some assumptions that others were having a similar relationship with him to the one that I have.

My fear that his relationships would be defined by his label impacted me and kept me from teaching him to own who he is and express how he thinks differently about the world, why, and what he needs from others for a long time. I feared that others who have sympathy for him instead of empathy and therefore not hold him to the highest standard or simply ignore him if they didn’t understand the disability and that he is more than his label. He has made me a better educator and leader, as I am much quicker to try to see everyone and every situation from an empathetic lens. I don’t always need to be able to understand why someone feels a particular way to recognize that those feelings are real and take that into consideration with a response or some support. In the role I get to serve in now, our experience in supporting him helps me to know why every classroom needs to be a place where every learner feels embraced as part of the community, appreciated for the gifts they bring, and given opportunities to create in ways that connect to who they are even if who they are is different than what we would typically expect.

At the end of the day, we all have to remember that we are each doing the best we can. We each have different levels of education and life experience that contribute to who we are and how we respond to the next challenge life throws at us. People expected my acceptance to be different based on my experience, but it was not. I love my children as much as my parents loved me and as much as the parents we serve love their children. Those without the skills to navigate the system or the background to know what to do to support their child who learns differently in school love them just as much and really do want the best. They may just have a harder time showing it and being vulnerable enough to share their story with us. Given how long it took me to share mine, I get it.

Pushing Ourselves Professionally: 5 Ways to Share Our Educator Talent

Previously posted on Getting Smart

As educators, we need to actively take part in the reflection of what we do in our classrooms and schools, our interactions, and make sure we are intentional about setting aside time to think about each day as we plan for the next. As humans, we need to reflect on who we are, our growth, our goals, and be mindful of what we are doing to make a difference in the world and how we can support others each day.  Here are five ways to reflect on our practice, push ourselves personally and professionally, and also highlight the work that we are doing. We each have special talents and need to share them with other educators so that we can continue to grow.

Blogging

One way to reflect more closely, beyond simply processing our thoughts is by starting a blog. Finding the time to sit and write a blog, can present a slight challenge, however, a blog can take whatever form that we want it to. Getting started might simply mean having a stack of post-it notes, where each day you write down one thought on the post-it notes and then at the end of the week or over the weekend, reflect on the questions or comments you made. Compile your thoughts into a document, use voice to text to save time, and share with your PLN.

Another option would be to create your own blog site and start a draft to gather your thoughts in a short or long post. Whether you just keep a draft for your own personal review and growth or choose to publish it and share it with your PLN and the larger educator community, it will still benefit your growth. Sharing our thoughts like this makes us vulnerable, which can be uncomfortable, but if we truly want to grow, we need to put ourselves out there. It is important not only for our own growth but also serves as a good model for our students and our colleagues.

Podcasting

There are a lot of podcasts available to educators today. Some choose to launch a podcast focused on a specific topic or theme, or to create a podcast for the purpose of highlighting other educators and the work being done in our schools. Podcasts can be another beneficial addition to our practice not only for reflecting, but to share the ideas of what we are doing in our classroom. One might ask, what would I talk about? What would I have to contribute? We all have our own unique ideas, skills and perspectives. Even if we reach just one person with a word of advice or a new idea, that still makes an impact. It might be exactly what that one person needed to hear. Again time can be an issue but there are many tools out there that make it easy to create a short podcast. It might be just 5 minutes sharing what happened in your classroom, or 10 to 15 minutes spent talking about a specific topic that was part of a conversation within your PLN or brought up in class. Other options include inviting other educators to be guests on your podcast to share what they are doing. Podcasting is another option for pushing ourselves to continue to grow personally and professionally. I recently started my own podcast after thinking about it for a few years, and it has been a good way for me to think about different topics and reflect on my practice.

Live Streaming

Technology has really enabled educators to do so much more and engage in learning that far extends the reach of classrooms and schools.  Being able to talk about an activity that we did in our classrooms, or describing projects that students presented, of course does not provide a clear picture of what that actually looks like in practice.  We can be as descriptive as possible, we can even share photos and talk about it, but to be able to live stream and invite other classrooms, students and educators into our learning space to see it firsthand is far more powerful. As educators, we can also use these different tools to give a quick update, to talk about topics that are important to us, to share new ideas, to ask for help, and sometimes, to escape the isolation that can happen in our profession. Selecting from options like PeriscopeInstagram, or Facebook Live, we can leverage the platform that makes the most sense for us. Each month, a group of educators hold #PassTheScopeEDU and throughout the day, educators from around the world stream using Periscope to share their experiences and thoughts based on a monthly theme. Look at the different platforms and how educators are using these tools to make connections, and give one of them a try. It can definitely stretch us beyond our comfort zone, but the personal and professional benefits that can result are worth it!

Educators at ISTE presentation. Image courtesy of Rachelle Dene Poth.

Presentations

There are many ways for teachers to share the work they are doing and make new connections. For years, professional development in schools often involved sessions that were presented by outside organizations who sent trainers into the schools for the PD days.  However, more recently, teachers are taking the lead on professional development days within their own schools, traveling to local schools to share the work that they are doing, or even planning special learning events at their own school as my friend Zee Poerio does with a “Taste of Technology”. Opportunities like these foster a more authentic learning experience for educators, just as we want for our students, and also provides the opportunity to receive peer feedback and build our knowledge base. There are many in-person and virtual learning events that seek presenters. Find a conference to submit a proposal for or create your own meet-up with educators and stretch yourself a bit. Taking advantage of these opportunities is important as it pushes us to take some risks, enables us to expand our own learning network, and fosters our professional growth.

Video Tutorials

Something else that not only benefits our own practice but helps to create a resource that we can use in our classrooms, is to create video tutorials or screencasts. For times when we may not be in our classroom and need to have lessons available to share with our students or our colleagues, having video lessons or tutorials available can make a difference. It is something that can take as little as a few minutes to create. Using tools like Screencastify, you can record your screen and navigate a website, explain a project, discuss a concept, work through a problem, teach a lesson, or anything else on your screen. Taking advantage of this technology makes this fairly easy and quick to do. You can also create screencasts and other helpful videos to share with other educators which can explain how to use a certain digital tool or showcase some examples of student projects or other work that you have done. Creating these can be more comfortable because we control the recording and can redo as often as needed. However, the benefit is that we are continuing to build our skills and share our expertise with others; creating more learning opportunities that will benefit educators and students.

Each of these ideas offer many benefits for educators and students. If our students engage in these learning activities or create presentations for our classes, we should also engage in them ourselves. Modeling this for our students, being willing to take some risks, to put ourselves out there, and stretch beyond our comfort zone, is important for our growth as well as theirs.

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

 

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

Find these available at bit.ly/Pothbooks  

 

3  books.png

How to Read (in) Music

Guest Post by:

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

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

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

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

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

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

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

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

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

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

 

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

 

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

Enjoying Every Mile

Chase the Impossible.

Meredith Akers

Grow, Reflect, Share

Moments with Mike

A journey through double-duty teaching.

T.R.U.E. G.R.I.T.

Call me stubborn, but I refuse to quit! T.R.U.E. G.R.I.T. is the foundation to success in learning and life! Exploring the dynamics of a successful classroom and how grit is a vital characteristic for student achievement

Katie Martin

Informed by research, refined by practice

#RocknTheBoat

Rocking today's classrooms, one teacher, student, and class at a time.

User Generated Education

Education as it should be - passion-based.

#slowchatPE

A question a day for Teachers with an emphasis on Health/PE

BookCampPD

PD Books

Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

Serendipity in Education

Join me, Allyson Apsey, as I stumble upon the fortunes of learning, laughing, and celebrating alongside incredible people.

Brian Aspinall - Blog

Teacher, Speaker, Coder, Maker

The Effortful Educator

Applying Cognitive Psychology to the Classroom

Divergent EDU

Leadership, Innovation and Divergent Teaching | Mandy Froehlich

The Principal's Desk

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