Spider-web Teaching: Reach, adjust, step, adjust

We just completed our first month of school with the current occupants of room C-128 at the end of the C hall, River Valley Middle School. I am already learning my lesson for the year---adjust, adjust, change, adjust.

Don't get me wrong--anyone who knows me can tell you that I'm not one for sitting still, unless I'm sitting at a computer while getting something prepared for class, a meeting, etc. However I am surprised to find myself adjusting so thoroughly, and in every week, during my 12th year of teaching. One would think by this point, more than a decade into my career, that I would just have things down pat in that far away land of "this is what I teach every year at this time".

That's about as far from reality as one can get, and I hope that any new teachers/first-year teachers reading this post find some comfort in that---you may NEVER stop being a new teacher. Something will always change--your school, grade level, subject matter, textbooks, building administration, district administration, state standards, student needs, laws, the list is endless. If you are lucky, REALLY lucky, only one or two of these will change in a year, and you will be forewarned. 

If however, you have a perfect storm of giant changes like I do this year, you may feel overwhelmed. It's SO EASY to get jaded, negative, and frustrated by these changes. After all, why can't "they" just leave well-enough alone? (P.S. If you figure out who the "they" are, please let me know!).

We want, nay, covet the idea that teaching is something we figure out--that there is a master equation to arrive at "Master Teacher Mountain", and once we put all of the pieces in line, we can climb right on the Mountain Express, choo-chooing our way to greatness.  But the teaching profession is not a train chugging to an end destination--and teachers who work and think that way are often the negative players in our buildings. They wish their years away on "if only", and are missing the beautiful scenery along the way.

Teaching is not a train ride to retirement, 

but a spider web to greater heights. 

If you find yourself tired, frustrated, just worn down, and uninspired by your work right now, it's NOT necessarily because you need to leave teaching. It could be that you've been spending A LOT of time weaving your web, and you haven't even noticed it!  How exhausting it must be for our arachnid friends to spend all hours of the night working, while everyone else is sleeping, creating great art instinctually, only to have the winds of change tear it down the next day! (Sound familiar)? 

How do you know if you've been weaving?

• You find yourself inspired at times, but exhausted (mentally, physically, emotionally)
• You generally like your coworkers, but can't seem to spend time socializing because "there's so much to do".
• You find that you are seldom doing the same thing more than once--you are trying to get to every child through a variety of means, all the time!
• You look around and wonder how everyone else is not as tired as you!
• You feel like every change and request brought your way by leadership/administration is a tear in the productive web you've been weaving.
• You question whether teaching is really what you "are supposed to be doing", "your calling", or "worth it" any longer (especially if you are close to retirement).
• You seldom look your students in the eyes anymore. 
• Besides their school work, you cannot recall personal facts about more than 10 students, because you are so busy doing teaching that you've lost the desire/need/reality of bonding with students.
• You cannot remember the last time you reached out in a positive way to a student's family.
• You are not having fun at work. Ever.
• You cannot wait for the school day to be over...every, single day.

Sound familiar?

How do you fix it?

By adjusting your mindset, one student, one class, one day at at time.

Chances are you are a good teacher, if not a great one. All of that time that you've spent chatting with teachers in Twitter Chats, following Facebook teacher groups, pinning items on Pinterest, making anchor charts, pouring over learning data....etc...etc....etc...has made you BETTER. I mean, seriously, we are the Olympic athletes of education.  We spend hours every day honing our skills, trying new things, rewriting our playbooks. We are the Darwin's Bark Spider of the education word (look up these spiders--pretty awesome skill set!  They've certainly passed all of their Mother Nature summative assessments).

So what do we do, as teachers, when our webs are torn down by the winds of change, rains of assessment, or by wild forest-dwelling creatures we call "students"?

We find a way to have fun. 

Because teaching without joy is as dead to us as it is to our students.

I know what you are thinking...

"Katie, there is no CCSS standard that assesses for 'having fun' or 'citing elements of joy'."

"I'm afraid to go away from what's scripted, because if my admin walks in, he/she may think we are unfocused or that my kids are off-task."

"What I used to love isn't part of what we teach anymore".

Teacher friends, these are EXCUSES. Granted, if your VERY FAVORITE thing to do was to give lecture notes to 30 students who sat silently and wrote down everything you say, we may have to have a talk. But ALL of us can find a way to bring about our passions, to have fun with our students through introducing one element of creativity, new background knowledge, friendly competition, or inspired talk.  All it will take is one time--you will be caught in your own web, taking the first step again.  

From there, it's just a jump to the left....and then a step to the right (sing with me! :)  ).  Take a step up the web toward a greater student understanding, or step sideways while they need new help. Find a new structure that works for you (often it's not the content that is losing our students, but the delivery...find a new way to get it to them that you both find engaging). If something breaks down, either fix it and try it again, or step over it and spin something new.

My greatest hope is that we find within ourselves withing a great renewal of mind and spirit.  So great, that as we once again climb up our glistening webs, a whole crop of new teachers comes behind us, marveling at the glory of our webs and beginning their own.

In conclusion, I will leave you with this image from a very smart, sassy archnid...

You are...

Until the next bell,

~K

Lead, Serve, Learn: The 3 Pillars of Principalship

Some academic writing, as required for my administration certification program...

What makes a school leader?

In order for an organization, a school, to grow and succeed, a leader must be put into place who can hold all sides of the school up to a high standard. The strength of a school sits on three pillars of character, and the school administrator must fulfill these three crucial roles in order to lead the school community toward success. The pillars of administrative success require an administrator to be a leader, a servant, and a continuous learner.

Principal as Leader

The importance of a principal as a leader cannot be overstated. One needs just to scan the internet for articles about the importance of this relationship to find study after study showing that no underperforming schools on record have been turned around without the leadership of a principal, and that many a good school has fallen apart under the direction of a poor leader. When viewed through the lens of student achievement and community, or plainly doing “what’s best for students”, a principal-leader has been shown to empirically improve school performance. In Leadership Matters, a joint publication by the NASSP and NAESP, a study by Louis, et. al, was quoted as saying, “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” (Louis, 2010).  From the student’s perspective, the school administration should be a concoction of cheerleader, counselor, parent, community leader and liaison.

 To lead a staff, the principal must be a visionary, a coach, and a manager. Leadership is killed when the administration focuses on micro-management, shows unpredictable or volatile behavior, or when (even unintentionally) the administrator seems part of a clique, such as a group of teachers or office staff that is seen as “favorites” by the rest of the staff. (In fact, a study by the Bill and Melinda Gates Foundation found administrative leadership as the primary factor in the retention of good teachers) (Bill & Melinda Gates Foundation, 2010). In the end, the powerful leadership of a talented, energetic, wise administrator can make or break a school or district.

Principal as Servant

In addition to being a dynamic leader, the best school administrators are focused servants to their communities. Schools are not isolated businesses where young people go to work each day. A school is a vital cog in the greater good of the community in which it exists, and it is there to serve that very community. As the leader of a school, the principal must be a servant-leader for the larger community as well. Opening school doors for community functions, inviting community and business leaders into the school on a regular basis, and touting the school’s students, alumni, staff, and attributes to the larger region are all roles of a servant leader. 

Principals must not only be congenial to the local area, but must lead through humility and service in their own buildings. In an article about principals as servant leaders in the country of Jordan, Kayed Salameh states, “Leaders know that people will be more impacted by the quality of relationships than they will be by the accomplishments of tasks. Therefore they intentionally work to build community that works together and learns to serve one another in the process” (Salameh, 2011). An administrator that is loved by his/her community is the one that willing does car rider/bus/cafeteria duty, can stand in for any absent staff (including the most challenging positions) without hesitation, and who knows the importance of the school in the larger community.

Principal as Learner

Perhaps the most intuitive role for a school leader is that of master learner. Within the vast expectations of the common vision of a principal, learner can often be lost completely, yet learning is what brings most principals into their own leadership positions. As a beginning administrator, it is vitally important that one seeks out an experienced mentor, someone who has been through the rigor and ringer of administration, and who can guide the new administrator through the challenges of the first few years in the office. Just as other occupations (law, business, engineering, even education in the roles of student-teachers) have mentoring opportunities, so must school building administration. This allows the new leader support while learning the role.

Education as a field encourages learning, and principals must seek their own continuous education in order to stay abreast of learning trends, legislation, and educational developments. Without continued learning, leaders will lose the focus of education.  In his article, “The Learning-Centered Principal”, Richard DuFour points to the school building administrator as the ultimate learner, for the good of the students. He states, “By concentrating on learning, today’s school leaders shift both their own focus and that of the school community from inputs to outcomes and from intentions to results”. (DuFour, 2002).  Leaders must seek intentional results in order to facilitate learning in schools, staffs, students, and themselves.

By creating and maintaining a professional learning network (PLN), leaders can discuss and try-out new ideas before presenting them to their staffs. This is made easier in our modern world of social media, and on any night of the week, leaders can attend “Twitter Chats” on a variety of educational topics. In addition, staying connected with local universities is another way to keep fresh ideas flowing through the administration office and into the school building, helping the cycle of learning to continue to all levels of the school.

Leadership is a tricky pathway, and what works in one environment will never work in all environments. It is the responsibility of school leaders to act as servants, leaders, and learners in order to take students and teachers forward in the modern age of learning. 

Keeping Kids Connected: Using Video Conferencing as a Bridge for Homebound Students

This was originally published on the Indiana Department of Education's eLearning "Digital Learning Month" blog on February 5, 2016.
(It was exciting to be published on a state blog!)
http://indianadld.blogspot.com/ 

                                                                             Teachers are constantly working to find new, innovative ways to engage our students in the classroom. From total participation techniques (as discussed by Pérsida Himmele and William Himmele [Himmele, Pérsida, and William Himmele. Total Participation Techniques: Making Every Student an Active Learner. Alexandria, VA: ASCD, 2011. Print.]) to the use of video games or coding in the classroom, we want students to have fun, to be involved in the learning, and to acquire and assimilate each day’s lessons. Yet some students are unable to participate in the exciting, interactive lessons that we’ve created because they are absent from school. Approximately 64,000 U.S. students were homebound or hospital bound last year due to a medical condition classified under IDEA. If schools are tasked with providing education for every student and are focused on consistent involvement in the classroom, then they are responsible for the use of resources for this purpose. One way to bridge learning gaps for some homebound students is through the use of video conferencing in the classroom.

Classroom video conferencing, or distance learning, has been used for well over a decade at the college/university level to promote diversity in learning across the country and around the world. This technique, which allows students to participate in classroom learning from home or another setting, has a place in our upper elementary, middle, and high schools as well. It can be an effective tool that allows participation for students who are unable to be with us in the classroom. Classroom video conferencing works especially well for students who are unable to attend class because of anxiety, social disorders, or other medical conditions which would still allow for students to participate at a particular time each day.

Recently, I had an eighth grade student, “Rory”, who was a member of my 8th grade Honors English class. Rory had a medical condition which precluded him from participating in our class for a good portion of a 9-week quarter. Rory was under medical care for this condition, but was still able to complete school work from home. In order to keep him involved, I consulted with his parents, and we decided to try video conferencing with Rory during our class time, whenever possible. 

We set-up a video conference through Google Hangouts, since our school uses the Google Apps for education platform. Rory was able to log-in to the hangout from his home computer, and one of our district technology coaches set-up a web cam on my classroom desktop computer. Rory was ready and waiting to read along with us that day. He was able to interact with the other students, participate in our classroom discussion, and even get the homework for that night. We were able to keep him involved in our classroom without any kind of social awkwardness (in fact, the other students had been very concerned about Rory’s absences, and they were very excited to take turns sharing/working with him during class). 

What do you need to set-up classroom video conferencing for homebound students?

Classroom video conferencing can be set-up in a very short amount of time. After conferencing with the parents/guardians of your student for permission, you will need to have/do the following:

• Put a camera on both ends. 
• For the student: If your district has a 1:1 initiative in place, the student may already have a camera through their device. If not, your district may be able to provide the student with a loaned device, or the camera on a cell phone/iPod will also work. The student must have access to the internet for conferencing to happen. 
• For the teacher: If teachers have laptops or tablets, the device’s camera can be used, or a webcam can be attached to a desktop computer as well. We had our interactive board/projector on during the conferences, so the whole class could see Rory, and he was able to see all of them as well. 
• Choose a software system that works on both ends. 
• For Apple devices: Facetime, Messaging, and Skype are the best. 
• For Android/Windows devices: Google Hangouts and Skype work. 
• If you have a webcam installed, there may be a proprietary software program that you have to use. Check with your district tech team for help with this. 

Special Considerations  

1. Technology notoriously fails when we need it to work. Set-up a practice session with the student/family outside of class time, just to make sure everyone understands the hardware/software you are using. 
2. Engage the homebound student as much as possible. Assign certain students to partner with the student during class. This can be as simple as asking “turn-and-talk” questions, where all students are talking to someone else, and an assigned classroom student moves to the camera to speak with the homebound student. 
3. Give the homebound students whatever hard-copied materials the class will be using ahead of links/documents where these can be easily found. 
4. Allow for questions afterward. It is important to check-in to make sure nothing from class time was lost in the transmissions. 
5. Remember why the student is home in the first place. It is very likely that the student will have days when he/she is too ill to participate. Be mindful and patient with these, allowing alternatives for classroom participation. In these times, you could simply use the webcam to video the class discussions, sharing this with the student afterwards. 

In the end, classroom video conferencing should not make the situation more stressful for the student, the teacher, or the student’s family, but should offer a way to continue the student’s engaged learning in the classroom.

When school is home...or better (Beau's Story).

Today, my family welcomed a new member. The girls and I climbed into our van this afternoon and drove 2 hours to Evansville, Indiana to meet a yellow lab named "Beau" who needed a home. We've been looking for another "big" dog for a while because something about that big bark makes me feel safe.

When we arrived at the home where Beau was staying, the girls stayed in the car while I went in, just to be safe. Upon sight, Beau was a beautiful, seemingly healthy dog with a big bark and a very nervous demeanor. Beau's backstory includes being abandoned in the farm country of Southern Indiana during a very cold streak of days. When found, he wouldn't allow his rescuers to approach him for a week. He continued to roam, ice hanging from his body, for days. Finally, his rescuers were able to earn enough of his trust to get him into a car and back to their house, where he has been for the past two weeks. When I met him, he was living with quite a few (at least 3) large, energetic dogs.

I couldn't approach Beau at first, as he barked at me, not quite aggressively but certainly with apprehension. Eventually, I was able to give him a treat, and he allowed me to pet his back--but not with an open hand. I had to close my hand and avoid Beau's head when I tried to pet him. He clearly had been hit with an open hand upon his head before and was very cautious of any movement that resembled this.

Once we got into the car, Beau was significantly less nervous. He decided to ride shotgun, and watched the scenery pass for a while...

..

...before he settled in for a deep sleep.

So what does this story have to do with teaching?

Everything.

Because everyone needs love and safety...human and dog alike. 

And when we find it, we know instantly. Our souls are at rest immediately. We find our "safe places".

Like Beau, some of our students are wandering in fields of cold and loneliness...some of them are literally homeless, and others find school to be their safe place, their "home".  I was certainly one of those students--school was always the place I wanted to be. School activities kept me there as much as possible. As young as 6th grade, I was able to find early morning basketball practices, after school softball games, and weekend speech tournaments to keep me at school. Just like me, many of our students feel most purposeful, most successful, most knowledgeable while at school.

As teachers, we often KNOW that some students love school, but we are often unaware of the number of students who wouldn't mind staying there for as long as possible each day. For those of us who teach older students, this is even less obvious, because students can mask it in extracurricular activities, just like I did.

In the end, however, school is home for many of our students. It is where they are fed, physically, mentally, and spiritually. For many of our students, school offers safety, security, and a fresh start. It is important to never stop giving students a chance to be made new. 

I have lost 4 students so far this year to alternate settings, whether alternate schools or juvenile detention. Each of these students saw school as their safe place, and it was their returns home each day, weekend or school break that caught them up into the danger of their environments. Some might say that it is better that they are gone, for the "good" of the other students, but I don't necessarily believe so. If these students were able to stay in their "safe place" all the time, I wonder if they could finally put their environmental difficulties behind them?  

In the end, I hope you take from this post a desire to reach out to those students who never talk to you, to reach out anew to the "difficult" kids who give you lots of attitudes, to smile and greet the students who say they "hate" your class. 

Our kids are master roleplayers, but underneath, they are looking for a place to rest, to be surrounded with warmth, and to finally be home.

Just like Beau...

The Clacking Sound of Success

I find that I have a penchant for using the physical objects of my childhood as metaphors for my thoughts on education, society, and social change. When it comes down to it, both are about finding joy in small things.

Do you remember when children of the 70s and 80s would add beads to the spokes of their bicycle tires? These beads would employ gravity and centrifugal force and fall alternately toward the axle then toward the wheel rim as the tire rotated, making a series of loud, clacking sounds. A similar effect could be created by sticking a playing card or baseball card in the tire.  

http://img.banggood.com/thumb/view/upload/2014/04-1/SKU083510%20(1).jpg

Why would these simple yet noisy items have been used by kids? The noise announced to others, “Here I am!”, “Here I come!”, and especially when a group of kids came down the street, “Hey, look at us!” These were never dangerous items, nor did they imply any kind of social structure (unlike basketball shoes, electronics, etc.). Any kid, from any family, on any bike, could have this simple joy.

How does this relate to education, you might ask?

Competition in the realm of education is unavoidable.

Competition is acknowledged and indeed encouraged at every, single level. Building-level decisions, district mandates, state monitoring, and international rankings try to get us to look at the competitive picture.  Consider each of the following data fields, which encourage competition:

• High school graduation rates, retention rates, ACT/SAT average scores, higher-ed acceptance percentages, drop-out rates, yearly scholarship offer totals, athletics records
• Middle school advanced program populations, state test scores, success numbers by demographics, discipline rates
• Elementary faculty-to-student ratios, reading scores, gifted/talented programs, PTO fundraising totals

Every piece of data can be (and is) used to divide our educational communities. State legislation which allows student/family choice has given parents the opportunity to pit schools against one another, for competition of state dollars. In Indiana, the per-student funding to schools follows the student to whatever public (and, in the case of vouchers, private) school they like.

Although created with good intention, the ability to pick-up and move students at-will/at-whim is damaging our schools, public and private alike. Uncomfortable situations are seldom worked through when a family can just transfer to another local school. Student mobility has caused socio-economic segregation to run rampant in our public schools, giving struggling districts and schools very few options for great improvement, and alternately creating elite schools and struggling schools within the same district.  (More on this next time…)

Competition is innate in humans and nature, and can have some good effects (positive self-esteem, student empowerment, and community pride). Some might argue that without competition, our schools would be less.

What would happen if the competition for tax dollars was removed from education?  How would our school systems, at every level, change, if data was used for informational and guiding purposes, rather than punitive ones? How would the guiding practices of administrators and the teaching practices of educators change if they were afforded enough trust (through long-term contracts or tenure) to try new things, fail, and have enough time to adjust and grow into success?  What would children DO, BE, or LEARN, if they took a test once a year, or (GASP) once every 2-3 years to mark progress?

These are bold ideas, indeed. Yet if you listen closely, you can almost hear the “clacking” of bike wheels, and the long-distance shouts of children yelling, “Hey! Look at US!”.

Until the next bell…

~K

Stop telling me that it's ok to fail

In my world, failure is not an option.

Within the educational realm, the currently hyped idea is "to allow yourself to fail." Proponents of this mindset tout the idea that failure as a professional is fantastic. By failing, teachers will be more successful. We will be better teachers, because we can show students shining examples of people who once failed, or who failed over and over again, but succeeded. Edison and his lightbulb, Graham Bell's telephone, and the oft repeated lore that Einstein was a failure at school before he was a recognized genius come to mind. By allowing ourselves to fail, according to this philosophy, we are bettering ourselves as educators.

I am here to take a stand. In my world, failure is not the option. 

Stop telling me to fail because it's good for me and for my students. Why? Because many of my students ALREADY FAIL. They don't need to be taught this or to see teachers fail to know that they can succeed out of it. My students do not know who invented the light bulb, and know very little about Einstein. Why? Those geniuses are dead, white men, far removed from today's reality, and thus from the mind of my students.

If you want to be successful, FOCUS ON SUCCEEDING. 

One of my favorite Ted talks is entitled, "Every child needs a champion" and was given by Rita Pierson. Pierson gave an example of a student who got 3/20 questions on a test correct. She wrote "+3" and a smily face on the paper. When the student asked why she wrote these things on a failing test, Pierson replied, "+3 says you aren't all bad. You are on the road." That is celebrating student success.

Look around your room. Celebrate the successes that are occurring, even with just a word. Leave the sarcasm at home, be upfront, honest and sincere. Students learn from the teachers they care about, and who care about them, regardless of the content. Look for the students who:

--did nearly nothing yesterday, and has a couple of items answered today.
--has been down/depressed all week, but is smiling today.
-- never turns in his/her homework but did so today.
--has been in ISS for 2 days for poor behavior, but who brought all of the work you assigned yesterday to class today.

Be tenaciously successful in your school.

Teaching is a profession of fluid success and fluid disappointment. Every, single day we lose and win. Don't be satisfied with losing. Is there a great lesson in failure? Of course. But until students get consistent, heaping helpings of supported success, they won't begin to win. Do not allow failure to be the norm. I am here to say, take back the championing of classrooms and schools. Stand up for yourself, your students, and your school.

Focus on winning.

Digital Bathwater: A Plan for Bridging Tradition and Technology

"Don't throw the baby out with the bathwater". 

It was Christmas, 1990, and my brothers, sister and I received our first digital gaming console from Santa Claus—an original Nintendo gaming system. Although we were several years behind the original release of NES, we were ridiculously excited to have one of our own, and many hours were spent mastering the flying tail feature in Super Mario Bros. 3 and learning the ins and outs of digital football (back when the Buffalo Bills were led by Jim Kelly).

We were a family that spent far more hours outside than indoors, yet this addition to our family sparked an interest in digital systems that was far reaching into the future, and at some level, is likely responsible for my continued interest in computing/digital work, now through the focused lens of digital education.

Every new teaching technique results in both praise and criticism, and technology integration is no different. As in every facet of education, there is a whole set of technology acronyms to be learned and mastered, or at least defined, in order for one to seem knowledgeable at the next leadership meeting! And yet the speed of novelty in educational technology is so rapid, that teachers and administrators might be willing to throw GAFE, SAMR, and even IT out the window, ASAP!

Critics of educational gaming and digital learning often fall back on their own ability to learn without “those things,” claiming that the use of technology hinders the hard work of learning and thinking that were required of students 20-40 years ago.

As teacher-leaders, it is our responsibility to validate the tried-and-true teaching methods of the past. After all, the “traditional” ways many of us were taught were once novel as well. The seasoned teachers among us who struggle with technology are no less teachers than the tech-savvy, who are coming to their own in this digital civilization. As one former principal I worked for stated to me, “I don’t think we need to throw the ‘baby out with the bathwater’.” There is room for progression and tradition in teaching.

There is room for progression and tradition in teaching.

In a recent district committee meeting which I attended, the needs for validation of traditional teaching as well as bridge-building into technology were both discussed. The constant creation of new technologies must go hand-in-hand with tradition, not simply replace it, for in doing that, the wealth of educational pedagogy is cheapened.

In the end, schools and districts need to talk with teacher-leaders, and develop progression plans for professional development in technology. At each level (elementary, middle, high, and even post-secondary), leaders should develop a table of applications or programs that they would like teachers to explore or learn for a finite amount of time. Keeping this limited to something like 3-5 would be manageable. At the semester or year break, reflect upon these, keeping what works, letting go of the rest, and giving a new set to teachers at that time. Using the teachers as the source for these suggestions will allow every content and need area to be addressed as well.

Time and manageability are the keys to continuing to bridge tradition and technology.

This kind of scaffolding technology development would allow for sharing in buildings or districts, keeping teachers on similar pages, while offering a concise and manageable amount of technology immersion to already busy teachers. By giving several months for teachers to learn each set, there is no rush and teachers are able to try one or two at a time, finding what works for their classrooms. Consequently, time and manageability are the keys to continuing to bridge tradition and technology.

There's Education....and Then There's Learning

     This week, our school is finishing state-mandated testing in grades 3-8. For students, this amounts to approximately two hours of computer-based assessment for three or four days (depending upon the grade level). Despite the fact that proctoring this testing elicits a feeling akin to mowing my half-acre yard with a reel mower, I do get moderate satisfaction out of watching middle school students choose the correct spelling of diagnose and choose the author's purpose for a piece of writing.

     During my recess from testing, I returned to my classroom to open the latest package sent by the fine people at the ASCD office. The book inside was Suzy Pepper Rollins' Learning in the Fast Lane: 8 Ways to Put ALL  Students on the Road to Academic Success.  The everydayness of teaching always puts me up for a fresh perspective on education, and I got it right in chapter one.

     Pepper Rollins quotes a 2004 study which stated, "What students already know when they enter the classroom—before we [educators] have even met them—is the strongest predictor of how well they will learn the new curriculum." (Marzano, 2004). 

     As an ELA teacher, I struggle every year with the idea of assigning summer homework. There is a delicate balance to be found between keeping up with academic rigor and allowing students time to step away from the very grind that teachers experience. Many of my peers have concrete beliefs in assigning summer novels or other work, and research backs the idea up. Students are said to lose anywhere from 20-40% of their previous year's education over the course of the summer. (I would argue that in the balanced schedule system found in our area of the country, in which summer is now less than 8 weeks long, this percentage might be slightly lower).  Regardless, loss is loss, and only requires review again in the fall.

    In light of this loss and the research mentioned previously about life experience, I would like to offer this assignment to my students, for the summer:

Go out and add to your life.

Become better at something for the next 10 weeks.

Try to make it something that doesn't require internet access for more than 10 minutes at a time.

     I read an article today about a local brother and sister who have rejuvenated their grandmother's for-profit fishing lakes. I would rather my students use the summer to fish, kayak, play neighborhood kickball, learn to knit, take-up playing the guitar, woodwork, build a treehouse, or participate in a hundred other "old school" activities than simply reading a novel because I told them it was required. Learn a skill that was important when your parents, grandparents, or great-grandparents were young. Become good at it, good enough that you would be proud to demonstrate it for a grade next fall. Choose something that is interesting, nay cool, because of its novelty in antiquity and tradition. 

    Come back to school in the fall (or in our case, July), with something to write about (other than the thirty-nine different skills needed to play volleyball, how to bake a cake from a boxed mix, or how to succeed at "Clash of Clans"--these subjects alone made-up 80% of this year's procedural essays in my classes).  Be ready to share your findings, your failures, your successes. 

     Students will not appreciate Tom and Huck sneaking away to a swimming hole if they themselves don't know what a swimming hole is (hint: it doesn't generally involve chlorine, and there are probably frogs everywhere). How can I expect students to love and appreciate Karana's loneliness and strife for survival on a desolate island if the only islands they know lie between city streets? Can one cry for joy when Albert and Joey are reunited, if one has never actually known a horse, or the love of another wounded animal? 

So students, your summer work has been assigned thusly. I will await your stories with wonder and excitement.


Until the next bell,

~K.

Inspiration from mediocrity-- finding joy in the invisible students

Have you ever had a class that came with a, "warning label"? My current 8th grade class came with just such a label. They were presented to me as a lazy, uninspired, middling-talented group of students, who would never match up to the class before them, and who were already being passed-up by their 7th grade peers. What is one to do with such an overture?

I did what every good teacher I have ever known does for such a group...

From the beginning of this year, I told them exactly how talented and special they are. I loved them all, not despite their flaws, but because of them. I have looked for, and found, the artists, writers, athletes, and super-heroes in each of them. Why? Because teachers are called to find those who are invisible.

My class last year was full to the brim with talent-- athletes, would-be scholars, school council politicians, you name it. Every possible type of potentially-successful personality was part of that class. It's easy to teach a class like that, where 90% of the students are already successful.

Yet within that class came some of the most memorable stories of my 9-year teaching career. There was a young man in that grade who didn't seem to particularly like school. He was a slight, cautious boy, who had generally avoided coming to class as much as possible the previous year. I found him intriguing, and began asking his opinions in class. Almost immediately, he began showing up more often. Suddenly, the other students in his grade realized the intellectual maturity belonging to this young man, when they'd never seen it before. He was involved in class, spending hours on literature and writing projects that he never had in previous years. At the end of the year, he received the, "Most Improved Student" award at eighth grade graduation. He had been invisible, and was no more.

One of the girls in this same grade was a sweet young lady with an incredible talent for drawing (a skill I envy). She was beautiful and talented, yet she looked upon this as a curse. I will never forget reading one of her compositions, in which she privately screamed at her classmates that the utopian world they believed they had created at our school was a sham-- that her classmates were mean, vicious, unforgiving people, and how she couldn't wait to get away from their school and their judgements.

I was given the honor of calling the names at 8th grade graduation, and watched as each student came forward to receive their certificate and hug their 8th grade teachers. There was no lack of enthusiasm, excitement, joy, and a few tears. I didn't feel particularly drawn to emotion until the afore-mentioned young lady stepped forward, sobbing uncontrollably. Her lament at leaving this place, her "friends", her youth, suddenly came pouring out as though a well-built dam in her soul was giving way. Her emotions, so raw, came flooding into my voice, and my own tears appeared as I called her name-- another invisible brought into the light.

May we always see those students who are overshadowed by the radiance of their peers.

Until the next bell,

~K

Teaching Logic

There seems to be a lot of "Teacher Lounge" Discussions these days that reference the inability of students to think or reason.  Most tests, as a matter of fact, seem to focus little on problem-solving or logic, and place the most emphasis on what I refer to as "vomitous learning".  This kind of learning is what makes parents expect every student to be an "A" student--it is the kind of fact-remembering (not problem-solving) education that continues to encourage our students to just memorize everything, then effectively "vomit" it onto a test.  Recently, I found myself grading a bunch of blackline master Science tests (which I use seldom, because I feel that the multiple-choice questions are writtent to "trick" students), and saw very interesting trends in my classes.  In the first two sections of the test, students were getting very high scores (85-95 percent correct), while those same students were scoring only 60-80 percent in the final two sections.  How could this be?  The first two sections were multiple-choice or vocabulary/definition with matching opportunities.  The last two pages were short-answer/essay questions, which required deductive reasoning and attention to details. 

I cannot say I was very surprised by these results, but it did make me want to do two things.  First of all, I make a point to only give credit in essays for the points that are adequately addressed.  If students do not answer all parts of the question, they will receive only the credit they deserve (rather than no credit at all, which would really throw the parents for a loop!). I am also explaining which parts of the questions they missed, to try and build their essay-writing abilities.  I don't know who taught me to address all of the parts of an essay question, but I am grateful to those teachers who did.

I have also ordered a logic book to begin working with my 5th grade students (maybe a logic club in the morning, 2 days per week?).  I ordered "Logic Links", and will blog about how that logic training goes.

Until the next bell....

~K

Teaching Divisibility Rules

So we are finishing up our unit on multiplication and division (remainders as fractions & decimals, division by multi-digit numbers, etc.), and will complete the unit with divisibilty rules.  I don't know about you, but I cannot remember a single teacher ever teaching me these rules.  To be honest, I didn't even know they existed (as a set of rules) until I began teaching math.  If you don't have to teach divisibility rules, or you just want a quick refresher, here they are:

2:  If the last digit is even
3: If the sum of the digits is divisible by 3
4: If the last two digits form a number divisible by 4
5. If the last digit is 5 or 0
6: If the number is divisible by both 2 and 3
7: Take the last digit, double it, and subtract it from the rest of the number; if the answer is divisible by 7
8: If the last three digits form a number divisible by 8
9: If the sum of the digits is divisible by 9


I don't know about you, but some of my students have difficulty even dividing 3-digits by 1, so to ask them to do the mental math for 7 or 8 is a huge challenge. Even if they get an answer, the possibility of making an error along the way is so great, that it is almost easier for them to just do the long division.  Regardless, the curriculum demands it, so I wanted to pass something along.  While searching through Smart Exchange (the website for Smart users, but can be for anyone--no sign-up fees), I found an AMAZING presentation on these rules.  Whoever put this together gets my respect medal of the day.  I hope this helps you, if you are teaching these rules!

http://exchange.smarttech.com/details.html?id=db76013b-040a-4fa5-8703-8af6942c4793

Until the next bell...
K.

As 2012 begins...teaching the value of setting goals

As this new year begins, our televisions, newspapers, and digital media are flooded with encouragement/advertisements to begin anew.  Taking this into consideration, I wonder if the value of setting and achieving long-term and short-term goals is being taught in intermediate classrooms across our country, in a manner that will instil these values for life-long purposes in our students?

Classrooms at all levels are no strangers to goal-setting, usually in the form of  token economies or other classroom-management techniques.  Even in my own classroom, we have a class "compliment" chart, that the students "earn" free time or other incentives for excellent behavior that is noticed by myself or other teachers.  There are many positives and negatives to this idea, and I would be interested to hear how other teachers use positive-reinforcement techniques with older students.  Although this does have value in building community in the classroom, it does not have any real value to each individual student.

It has become increasingly clear that the United States culture of adults also has, for the most part, little understanding of long-term goals.  Very few people are saving for houses or other large purchases anymore, choosing instead to make larger payments on large interest rates, in order to get what they want immediately.  

Even the government seems to have lost the idea of long-term thinking, as it struggles every few months with paying its bills or facing a shut-down.

With so few examples for students to draw from, what can we do to show them the value of goal-setting? The first step with students of this age (who are working out their understanding of the concrete vs. abstract) is to give them some reasons to make goals.  Intermediate students still have a desire to prove their worth and goodness, especially those students who feel undervalued in their home environments. By providing some ideas for achievable academic goals, then relating these goals to long-term and life-long goals, the teacher begins to create a classroom of distant gratification.  It is important for teachers to really be a guide in this journey--a student may be able to come up with a goal, but the difficulty becomes figuring out the path to completion.  Helping students to create a practical calendar with very specific check-in points (and sending a copy of this calendar to both the parents/guardians and the resource teachers) will help the students stay on track for success.

The next step is to get the parents involved.  Conferences are the obvious time to get parents on board, but the initial set-up is always the easy part--parents are always on board for improving their child's education.  The hard part becomes staying with it, especially for the teacher who is trying to keep up with 30 or so students. Creating a goal-file for each student to keep in their desks (or for those students who have organizational problems, in their classroom mailbox), and making a point to check-in with students regularly (no less than weekly) will go a long way in keeping students on track and motivated.

Finally, and perhaps, most importantly, is the celebration of reaching the goal.  This is a big deal!  If many students reached a goal all at once, celebrate that achievement together.  Invite administrators, special area teachers, and parents when possible (I have found that many times, they love just as much to have a reason to celebrate the students as I do!). If successes are individual, celebrate each student in a big way.  You want them to desire success and feel valued in the class, what better way then to let every child be an example of success, whenever they have completed the goal.  Remember, not all students learn or complete work at the same pace, so it is important to give as much attention to the last student as to the first-- it is possible that those students need the accolades even more. 

I would be very interested to hear how you help your students to be goal-achievers, what kinds of impact this has in your classroom, and how you keep everything organized and together.

There is an abundance of research articles that relate goal-setting to academic achievement.  Just a few include:

Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting (Zimmerman, Bandura & Martinez-Pons, 1992)

Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.

Locke, Edwin A.;Latham, Gary P.  American Psychologist, Vol 57(9), Sep 2002, 705-717. 

Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.  (Graham, MacArthur, Scawartz & Page-Voth) 1992.

Until the next bell...

K.