The Success Initiative

David Brinkley was definitely onto something when he coined this eloquent phrase.

It makes me think about the following questions:

1. What is success?
2. What is the purpose of a foundation?
3. What are these bricks?

Is success a relative idea? Some may equate success to having lots of money in the bank, driving nice cars, living in a luxurious home, taking lucrative vacations or power & prestige. Is this truly what success is though? Does one have success when these items are achieved? What if you have some but not all of these? Does having one make you successful versus having all five? Is is safe to assume that if one does not have any of these great material things, that he or she is not a success? Perhaps it is important to reevaluate what success really means, for ourselves as well as for the students that look up to us.

It is important to strive, reach, push, pull, grind and do all that can be done in this tangled web we weave. As educators, we help our students to prepare or be prepared for life; we help them to help them to have a solid foundation, on which they can continue to build, expand and grow. The house may never be finished. Ask the lifelong learners, they will tell you that learning is perpetual and if learning were a house, you might as well come over anytime for a visit, because it will never be complete enough; there is always more than can be learned. A foundation then is the lowest part of a building on which the other parts rest.

What are these bricks, you say? Well in the literal sense, bricks are rectangular, 3-D objects that are often used to line the walls of houses or other buildings. You might recall the childhood story of The Three Little Pigs and the differences between the houses they built of straw, sticks and bricks. The wolf was no match for the house built with bricks, because they were solid, heavy and provided structure to the third pig's house. What can be learned from this? Well, perhaps something quite profound, such that it may totally transform your perspective on the challenges in life.

Physical bricks solidify the house. Metaphorically speaking, bricks might include: negativity or judgment. It may also be that constant struggle to be you. It might be the fault-finding brick that hits you, when no one truly is perfect. It may be that expectation for you to know everything without ever learning or being taught. So what am I getting at here? It's very possible that the brick has purpose. We've heard the thought many times, "what doesn't kill you makes you stronger." Perhaps the brick is absolutely necessary because while it may have been thrown to attack your credibility, worth or integrity, it is another brick that can be added to the house. 

So then, how does one use these "bricks" as a benefit? Certainly it requires a perspective shift. It is important to note that how you embrace these things in life is all based on perception. Our perception can either build us or defeat us. What would happen if we viewed every challenge, obstacle or hurdle as an opportunity to build, grow and change? Maybe that's a lofty goal. However, consider how you win, when you challenge yourself to see the bricks differently? 

So all things considered, we can't always avoid the bricks. But we can make the bricks work FOR us. Therefore, we can see success differently. We can see success as winning, going through it rather than around it, knowing there might be something in the brick that really pushes us harder towards what success really is. It's not simply what you have, but what you do, regardless of what you have.

Credit for this quote, in sharing that is, goes to Jeffry Prickett who again has challenged me to consider the power in a quote, if you can unpack it. 

We Have the Light

We have the light, because we are a light!

First, let me say a huge thanks to Jeffry Prickett, an awesome friend (who is also on Twitter Jeffry's Twitter) and fellow educator, who shared a powerful quote with me today, coined by the first president of Turkey, and it goes like this:

"A good teacher is like a candle- it consumes itself to light the way for others"

~ Mustafa Kemal Ataturk

So I had to read this quote a few times because it was just that packed with depth, I'd say. There are a few words that stand out to me here: candle, consumes, light, way, and others. Unpacking this quote serves as the foundation for this blog post. It is the very essence of being a teacher, an educator, a mentor, a guide.

A Candle

When you think of a candle, the first thought is probably a device or item that when lit by a spark, provides heat and light to a place (perhaps a room) or a person. Candles come in many different shapes and sizes as well as colors and fragrances. Right away this aspect of a candle is comparative to the different types of people in the world. One of the greatest "unifiers" in my mind the the idea that we are not all the same. As a candle has many different physical properties, they all provide heat and light. Metaphorically speaking, Heat might be comfort or warmth or the personable nature of an individual that makes he or she relatable. Light, which we will talk more about below, creates a way to see what would not be seen without it. Considering these candle properties, it is no wonder a teacher is compared to a candle; students we interact with may lack actual heat and light, but metaphorically could lack comfort, support and guidance.

Consume

 

The term consume has many meanings. A definition we will work with today is to "engage fully" or "to enjoy avidly," as provided by Merriam Webster. And as you can see above, the orange peel remains after being engaged fully. I have to say that there is a huge difference between collecting a pay check as a teacher in a classroom and doing all you can and being all you can, while you can. What greater reward is there than to know that  you have worked tirelessly to shape (and instead of future, I will say) "today." If I am not going to give something 100% of me while I am doing it, then I'd rather not do it. There is much to be said about dedication and passion. So then, the candle burns once lit and as it burns, it consumes itself. So with every new opportunity to disseminate knowledge or facilitate learning, we put our all into it, we fully embrace teaching and learning because the reward is immense. Will it be monetary? You never know. But money is of no value when compared to knowing you have lit someone else's path.

Light

Light is necessary in order to see your way through dark situations. Dark situations may be literal or figuratively speaking. When you walk into a dark room, it is necessary to flip the switch in most cases, in order to clearly map the path in which you will travel, to arrive at the destination, or object within the destination without incident. When there is no light, we may stumble, become injured, collide with others or things and essentially lose focus for where we were headed initially. We need the light because the light illuminates the path and clarifies the way in which we are to reach our destination(s). Students, particularly in the developmental years, need to know where to go and guidance along the way. For potentially a myriad of reasons, the light isn't always there and if it is there for them, it is not always on, which is why as educators, we must be a light, or the light.

Way

When you think about the word "way," you might envision a sidewalk, a street, a highway, or maybe even a path in the water or sky. Have you ever been in the car and realized that you were going the wrong "way?" We, the educators of our students, have to show them the way, the right way, to keep them from going the wrong way. The wrong way could lead to devastation and turmoil. In their worlds, we may be the only positive, so much so they do not want to leave our classrooms or school, because they can see and feel that someone cares about their way. Another perspective would be the "way" in which students act, work, or present themselves. We do not want our students to act in a "way" that is not appropriate, therefore we work hard to build their character such that they will take it with them as they matriculate through their educational paths.

Others

Others. Others. When you consider others, you are practicing selflessness rather than selfishness. I am in no way saying that you should not consider yourself, because there are times when you have to take care of you, because if you don't, it is possible that no one will even notice. However, the selfless teacher knows that students have needs and regards his or her actions for the purpose and benefit of his or her students. They are the major stakeholder in our schools today, because it is the student that serves to benefit from all that we do. When our focus is on the students, or on others, we are driven to see that the students excel and learn. When we focus on others, we succeed when they succeed.

Driven.

One who accepts the call of teacher and truly feels it is his or her role in life accepts more than just the act of passing on knowledge; it is more than a 40-hour a week job. It is not just some whiting an individual gets involved in, but really it becomes life. It is life and breath of the individual who takes on this task, insomuch as teaching is but one of the jobs that teachers really have. From counselor to nurse, from uncle to dad, and from teacher to mentor, a true teacher who cares about the students in his or her direct environment digs deeper, goes further, stretches wider and does what is necessary to meet the clear and present needs of the students in their care. You may ask why this is the case. You may wonder why a true teacher pushes forward despite the many challenges that plague education today. You may ask yourself, where the drive comes from that encourages the teacher to persist, against all odds.The Perception

One of the biggest challenges as an educator has been perception. How do you "view" the challenges, limitations and setbacks experienced as an educator? How do you maintain a student-centered view, regardless of the potential barriers that often attempt to limit your scope of influence? With the student in mind, the diligent and driven educator finds ways to meet required educational objectives as well as student-driven needs. The students are stakeholders and it is this understanding that educators must have in order to prepare them for their paths in life. I must say that there have been times, for me, that I have questioned why I go to such lengths to be there, in whatever capacity for students. There is undoubtedly a greater synergy within me that compels me to pursue, which requires that my perception is right. Wayne Dyer so eloquently stated "Change the way you look at things and the things you look at change." The Action

What are the actions of an educator that are connected to perception? How does perception lead to action? What are the actions of an educator that is driven by a passion that is bigger than the issues and challenges faced? I have ten years of classroom teaching experience and one thing I have come to know is that sometimes my plan does not align with what needs to happen at a given moment. If the goal is to foster a student-centered environment, where the student is the complete focus, and I mean the whole student, then the decisions made about what happened in the classroom should reflect this activity. You have heard the phrase many times I am sure, that actions speak louder than words. Indeed it is still true. We think therefore we act. We are beings of action as educators. We are shaping the next generation; we are the catalysts by which students become leaders. Without the cultivation, leadership, inspiration, motivation, building and enriching of students, then we cannot see them "CLIMBE." "The future depends on what you do today." ~ Mahatma Gandhi. The Will A well-known proverb states "where there's a will, there's a way." In other words, if there is a desire to do something, there is a way in which to get it done. One of the greatest facets of an individual is the will, or the option to choose what one will do or how one will perceive and act. When you are challenged by administration because you have a totally different perspective or perception of what students need in the classroom, what choice do you make? Do you decide on what YOU as the skilled educator knows is best for the current-year students, or do you act based on administrator pushback? Or, do you attempt to demonstrate the effectiveness of your instructional practices and allow it to speak for you? When you have parents that do not agree with your teaching style, do you continue to go down the path that you are driven or do you side with parents and provide alternatives in order to satisfy them? When you have fellow educators that are unwilling to grow and change, but would rather stay stuck in yesterday, do you allow yourself to adopt a similar lackadaisical attitude, or do you realize the growing need for innovation and change and act on it? These can often be tough decisions for educators. It is the will of an individual that embraces the opportunity to be driven. Above all, and considering all of these possibilities, perhaps you are the spark that it will take to start the engine. Perhaps you are the one who will drive the car. Perhaps by stepping out into unfamiliar territory, having the courage to take the step, may cause others around you to start to question what you are doing, how you are doing it and how they may jump on board and do it with you, becoming driven themselves.

The Resolve When the day ends, will the educator be pleased with the strides he or she has made to prepare students to achieve greatness? The student-centered classroom is based on constructivism of knowledge and student empowerment in order to maximize learning experiences. In a student-centered approach to learning, the teacher intentionally acts as facilitator, offering feedback, guidance and challenge to students. The end result is that students own their learning and become empowered to actively engage, construct, define, extend and challenge themselves and others. These are simply a few of the active verbs associated with student learning. When students are the ultimate and driving focus, they tend to determine what is taken away from an experience, or what experiences are necessary even. In this way, educators, like you and I can move away from typical ways of teaching, learning and assessment, to more authentic and meaningful forms. Steven Redhead said "The world you acquire and partake in is purely driven by the choices taken." A future post will follow this one and will be titled "The Case for Empowerment."

As a Teacher Thinketh

Does it matter what a teacher thinks about himself or herself? Life? Desire? Education? Students? Change? Technology? Does how a teacher thinks have any impact on the way that his or her students think? Is there an opportunity to challenge the status quo that can be capitalized on? Well if you said yes to any one of these, then you are already thinking about the way you think and considering the relevance that we are who we are based on what and how we think. You can tell a student "You are the best and the brightest," long enough that even though he or she may not have believed in at the onset, it stirs the thinking out the child, whether consciously or subconsciously, and it becomes a belief system. Not only does it become a belief system, identification as such, is due to the associated action. As the phrase goes, actions do speak louder than words. What would change if we considered the following, given credit to several well-known thinkers (including: Ralph Waldo Emerson, Chinese philosopher Lao Tzu, Frank Outlaw, teacher Gautama Buddha, and the father of Margaret Thatcher):

“Watch your thoughts, they become words; watch your words, they become actions; watch your actions, they become habits; watch your habits, they become character; watch your character, for it becomes your destiny.”

Or in a more reformed structure by Bishop Beckwaith in 1885,

"Plant a thought and reap a word; plant a word and reap an action; plant an action and reap a habit; plant a habit and reap a character; plant a character and reap a destiny."

Here is my point in all of this: I believe that as educators we are the change-drivers and in order to turn that into action, we must first believe that we have what it takes to make change happen. Can change happen when we are unwilling to change? Will our students experience a change when we continue to do things the way that they have always been done? If we continue to think like we have always thought, will action and change erupt? I believe that it through experiences, learning and reflection that we are challenged to think and therefore act differently. We create the existence we live in by the way we think. I'll end this with a quite by Steve Jobs, "Here’s to the crazy ones — the misfits, the rebels, the troublemakers, the round pegs in the square holes. The ones who see things differently — they’re not fond of rules. You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things. They push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do." It all starts with a thought.

The Whole Student...the Whole Teacher.

I am sure that as educators, we can first agree, that our role entails more than just curriculum. Certainly, we must continue to better ourselves "academically" in order to be relevant to our students. However, I submit to you that our role really extends far beyond the core content that we facilitate within the walls of the classroom. I posed the thought in the #FLedchat Educator Voxer group as a result of conversation with @TG_Neil (Twitter) "What does the idea of the whole teacher mean, in relationship to the whole student?" Interesting conversation was sparked, insomuch that as educators, we are constantly concerned with what we bring to the classroom and how, with little to no regard to ourselves as the whole teacher. Clearly, students have needs, particularly in the developmental years of their education, needs that are physiological, psychological, physical and social. As educators, we are committed to meeting these needs, bridging gaps and providing the support that students need in order to learn effectively and develop into model citizens and contributors to life as we know it. As I mentioned in a personal and recent Twitter post "When your purpose is pulling at you, proceed with passion." I have always believed that the role of an educator was a calling, not simply an occupation. Thus, it is a limitation to the call, when we view what do as just the passing on and cultivation of academic knowledge. If all the stories were to be told, perhaps our students have benefited more from the small acts of care and concern than the huge academic feats. We do all we can to meet the "other" needs that our students have, outside of academic learning, life lessons, life needs.

So the question I have is this: "How can we benefit our students if we never consider ourselves?" The point I am trying to make is that just as we know students have needs that must be met, teachers also have the academic (professional development/book study), physiological, and social needs. I am grateful to the interaction and connection had with educators around the world through Voxer and Twitter, because in that space, there is opportunity to develop personally as an educator as well as opportunities to socialize with other educators. It had come up that some of us put our individual passions and loves to the side for our profession. Notably so, it is these things that make us who we are. Educator to educator, is there a role that we have to ensure that fellow educators in our PLN are true to themselves?

What is the balance between educator passionate pursuit and the facets of our individuality that make us who we are? How do you maintain those hobbies and activities that you enjoy personally as an educator, while leading students to do great things? We are no good to our students when we forget ourselves. It is not a bad thing at all to passionately pursue within our educator role, and I believe further that the ones who are doing so are desperately needed today in order to revolutionize the field. Therefore in no way am I suggesting that we step away from that, but rather identifying how we balance all aspects of the teacher, the whole teacher. I personally like to sing and write, as two personal activities. I would not be who I am if I did not do those things. Not to mention that these are things I bring WITH me into the classroom on a daily basis.

Consider what it means to be the "whole teacher" as we strive to meet the needs of the "whole student." After all, to not look at a student as a whole, we be limiting the educational experience the student has. One aspect influences another. And all aspects make up the total.

Turning the Page

You might be wondering why I have titled this post as such. I have to say that I feel that life is a collection of experiences. I believe that the experiences that make up life, both good and bad, are necessary to mold, shape, develop and stabilize us, in a life that continues to change. I have hard many people speak to the idea that the only consistent thing in life is change. Tragedy is never a welcomed event, but one thing is certain, it is in the challenges of life that we become better, stronger, better equipped and more vigilant. As educators I believe that we have a great task on our hands. Being a doctoral student, one thing I have become very familiar with is turning the page, due to the great amount of reading that is necessary to learn and grow. We might then compare life to a book. We might say that the pages of the book reflect days in our lives, or perhaps the experiences that shape us continually to not become complacent, or satisfied. Sometimes it is a difficult thing to turn the page. It takes strength. It takes courage. It takes forward thinking. It takes a certain drive to persist amidst the vicissitude of recent days. Our hearts hurt, yes, because we are human beings, full of emotion, trying to piece things together to see the complete picture. Does it all make sense to me? Certainly I do not have all of the answers, but one thing I do know; it is important that we turn the page. Let's not stay here.

I think that times like these remind me as an educator, several things:

1. Be better.
2. Be genuine.
3. Be an example.
4. Be a light.

One of the lessons I use in the classroom on a daily basis challenges my students to be better. Though there is nothing wrong with being average, I challenge their mindsets to not settle for average or status quo. I ask "What stands out about you?" or "What will people notice when they look at you?" It's easy to blend in with the crowd, but why not take that extra step and be authentic? For a student, that might mean instead of asking me certain questions, he or she seeks after that knowledge using available resources. I think the same applies for me as the educator. Once I stop learning, then I am limited in the knowledge I am able to pass on to my students. So as an educator, I am always reading or involving myself in some sort of development, to continue to be better.

Genuine to means that I really care when I say that I do. Or perhaps, I demonstrate what I say with my mouth. I know we have all experienced a let down or two in life, perhaps even more than that, however, imagine how you would felt if you knew, by word and deed, that the person acting on your behalf, was genuine. Would you invest more, trust more, engage more, when you know that the individual truly cares about you? Educators just might be the bridge that takes a student from one side of the water to the other. An educator might be the reason that a student decides to care more about what and how they do. An educator might be the reason why gaps are filled and support is felt by not only students, but families.

I am all about setting a positive example.An example is a visual representation of the possibilities. As a visual model, we provide the hope that students can learn and grow and develop to do whatever they are interested in. There is no limit to the learning that can occur, when we are the example. Does that mean that every educator needs to hold advanced degrees? In my opinion, not necessarily, however it does mean that teachers can demonstrate what it means to seize opportunities and show kids that things can be attained. I am grateful for the creative and artistic talents that I have as well as my time as a uniformed service member of the US Air Force. These strong skills come into the classroom with me every day. In addition, the idea that I am a doctoral student provides an example to students that you can do anything and the greatest limits are ourselves.

What is light? Light is the absence of darkness. Light and darkness cannot exist in the same place, in its natural sense. Darkness may be described as any place where there is no hope, concern, care or love. It may just mean that someone needs another to care. As educators, I believe that we are the catalysts for change. I believe that we can bring light into dark places. Considering recent events and things that happen in all of our lives, what a immense opportunity lies before us. We can be the reason that our students pursue the proper path with persistence. We can be the reason why students keep trying when things may not always go as planned. We, the educators can be light to paths that are dimly lit or dark. We potentially can be the reason why someone turns the page.

#NotatISTE Karaoke

Well you might be wondering what this #notatiste karaoke party thing is all about? I too was in the same boat before I had a chance to learn about it and take part in it! I have always been musically inclined it seems, as I have been singing since I was a kid. It's just in me, what can I say! Since it was also my first time learning about ISTE, and all of the conversations that were surrounding the international conference in Denver, the #notatiste karaoke party on voxer was a great way to interact and share with those not able to go this year. Tracy Brady took the lead on organizing this safe zone for educators to express themselves through song, wrap, and lip syncing. The Karaokites that took part in the party this time included but was not limited to: Tracy Brady, Toutoule Ntoya bought the "Poison" to the house, Makisha Rogers, Dan Kreiness, Jacqueline Rose, Barbara Cotter, Cynthia Day chimed in with several snapchat renditions as part of our #notatiste karaoke party. Kate Zakrzewski. Of course I had to do a little Mariah Carey (Hero), because as educators we are heroes to some student somewhere, or maybe multiple students.  I couldn't leave out John Legend because "All of Me" loves all of you. I also had to include a throw back "Lean on Me" to remind us all that when challenges arise, we have a PLN to lean on. This great group of people together make up a climate where we can free our minds through the power of music and learning. Karaoke was the draw but truly we learned from each other and continue to do so. Quick shout out to #edumatch and all of the great people that I have met through the group, that operates out of #Voxer. Side note, if you are not on voxer, you do need to create an account, because simply put, you meet phenomenal educators that become part of your professional learning network and essential your lifeline. You plug in and you get charged up! I am grateful to have had the chance to join the #notatiste karaoke party this month of July and I look forward to continued interaction with these phenomenal educators and more. Join us next time if you dare share that musical talent and partake in the great fun and learning!! Signing off.

But before I do, I must mention these educator #notatiste karaoke party blogs for your reading pleasure! :)

Makisha Rogers

Tracy Brady

Cynthia Day

Barbara Cotter

Happy Reading. We are a connected group of educators and we support each other. There is power in connection. It's electric!

The Thirst for Integration

The society in which we live continues to grow and expand technologically and it is the world in which we live and the students we teach will need to be prepared for once they exit our classrooms and enter the "real world" as we know it. As such, many students today are being introduced to electronic devices, such as MP-3 players, iPod, iPad, smart phones and other technological devices through which we communicate and interact. Though the knowledge they possess regarding how to use the devices responsibly may be limited, there is nonetheless a great excitement that integrating technology into the classroom brings. Even as educators, no longer can we be complacent and stuck in routine. We must understand that students need relevant knowledge. While certain strategies and tools of yesterday may still have relevance today, there must now be integration of the former and the now. Having started teaching ten years ago, many things have changed in those ten years. In fact, there are methods I used last school year that I have already reformatted, changing my approach. The one thing that will always be consistent is change. Our students change every year and what worked for one group is not going to necessarily work for the next one. So, forward thinking says that "I will not stay the same, I will keep learning and growing, so that the students that I teach will learn and grow." I truly believe that if I ever stop learning, the students I teach become limited in their learning, simply based on what I CANNOT offer. And once the new students enter the classroom for the year, change cannot stop. Sensitivity to the classroom environment, including the students taught can dictate a need for a method change on the spot and a student-centered classroom is designed to meet student needs. Therefore, flexibility is key. My dad always said, "It's better to have it and not need it, than to need it and not have it." Suffice it to say, learning about the latest and current advances in technology and how they can become a part of our practice is necessary. Though one may not be appropriate at a given moment, another may. Therefore, being a learner and exposing ourselves to new knowledge, is important. This can come in the form of conferences, workshops, Ed Camps and even building your professional learning network through Twitter and Voxer.

Kristin (@kristincharr) has worked with several applications in the classroom. Dot Storming and TriCider are new tools used by Kristin, as Socratic seminar type writing. TriCider, which is similar to Dot Storming allows students to post an idea and other students can then add pros and cons to it, discussing whether they agree or disagree. The online tool allows text and images and currently there is no cost associated with it. Tellagami, an iOS application I have played around with, gives students an opportunity to animate themselves and present content using background templates as well as a character that he or she creates. The character can have a prescribed voice from within the application or the student can record his or her own voice. The free version offers thirty seconds of talk time, while the paid version offers 1.5 minutes, or 90 seconds of recording time. The student can either talk into the app or use the text to voice feature, which is available for an additional fee. Creations can be exported and shared as well. Book Creator as well as My Storybook Creator are available as iOS apps (and online) and are creative ways in which students can present their writing products. Popplet, similar to Inspiration maps on the iOS device, is a great way to help students visually organize their thinking. Write About offers ideas for writing prompts for classroom use. Graphite Common Core Explorer has a common core search for grade level and lists of reviews of any apps and web sites that could be utilized to meet standards.

Celeste(@Celeste_Clemons) works with Edmodo and Screen-cast-o-matic. Edmodo offers her the opportunity to provide a student interface that is easy to use and set up. This online tool also provides a medium for rich discussion. There is an app available as well for mobile access. Screen cast-o-matic is another recommended tools for technology integration offered by Celeste, in that it offers the educator a way to record lessons, introduce and teach lessons, as well as review these lessons. The set-up process is easy and offers a free version.

It was great to hear Kim-Michelle Martin (@kmhmartin) discussing the power of Twitter and Voxer at Edcamp Putnam, as well as Buncee at EdcampVolusia . Here, she is pictured discussing an app during "App Smash." I am grateful to have met her and since then, we have found ourselves attending several edcamps, and becoming edcamp addicts. There is such power in going, teaching, sharing and learning. Buncee is a great app that offers the educator or student an opportunity to visually represent their thinking. Available as an iOS application, it offers various background images, clip art, ability to record audio, as well as type and write within the application. Finished designs can then be exported to other applications for viewing, grading and presenting.

Tammy Neil (@TG_Neil), one of the moderators for #FLedchat is pictured here as she goes into detail about not only the relevance of Twitter and Voxer, but the power of it. She discussed much about the building of the professional learning network and the power that comes with connection. Very passionate she is, she stresses the emphasis for why educators need to be involved with Twitter at the least, but Voxer offers further development opportunity for educators to continue to learn and grow.

Valerie Lewis (@iamvlewis): I'd like to refer to Valerie as the PasstheScopeEdu guru. Because of her fore-running efforts, I have learned about "periscope" and an ambitious, driven group of educators interacting and collaborating through #passthescopeedu. Her ideas about Bridging the world and removing the walls that may keep learning about other places from occuring, educators from around the world have come together on every third Thursday, to pass the scope. I jumped in on the second round and we shared one big idea as well as thoughts on global connections. It was such a breath of fresh air to be able to learn from educators around the US and world that were excited and passionate about the teaching and learning they are doing in their respective areas.

Sarah Thomas (@sarahdateechur) first introduced me to Google Hangouts live on air, with the weekly Tweet and Talk Episodes she so expertly coined, to discuss relevant issues surrounding education as an enterprise. Having had the opportunity to participate with her, on topics like Learning Management Systems, equity and diversity in education, I understand that this tool is useful in being able to globally connect educators to collaborate and offer input on a variety of ideas to foster growth and development. How would this idea be useful for the classroom? I could certainly see the teacher benefit, as it can be used as a means of professional development or distance learning. Students can also make use of this tool in order to collaborate on student projects and discuss ideas.

Integrating technology into education not only motivates students to learn, it prepares them for the world that already exists, in which they will need to be able to function. While technology can never be a substitute for the human touch, it is important to know that it can provide a way to experience new things and learn in new and creative ways. It can provide experiences that some might not have, if not used in the classroom. Jump on the integration train, because it is our way of life.

“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” - David Warlick

Recent Events - Where Do we go from here?

By this point, the world knows about the recent hit that the city beautiful has taken. It has been a challenging few days to hold back the emotion and the tears, as we  hurt together. Why? That is the question in the minds of many at this time because things like this seem to always happen to innocent, good people. As I began to really think about this whole thing, and read about it on news headlines and media web sites, I wondered what is at the heart of an incident like this. The conclusion I was able to draw is simply that life is fragile and that there is truly no way to knowing when events like this would occur and moreover, to prepare for them. With the life we have, every day must be lived on purpose, and we simply must be there for others, love on purpose, live on purpose and be intentional. Don't wait to demonstrate compassion. As an educator, I know that events such as these would weigh heavily on the minds of students and naturally they will ask questions about these horrific events, perhaps out of curiousity or even fear. It is our duty to embrace, advocate for and protect those we have been charged with. I cannot help but be moved to teach harder, to try even harder to make a difference in the lives I am honored to influence. I think this is a reminder to all who deal with kids that we must be vigilant as well as good listeners. Let them express themselves, interact with them and show them what it means to know love and compassion, as well as acceptance and diversity. It is our duty as educators to not only focus on curriculum but bridge gaps. In fact, we must focus on the character of the students we teach, not just the curriculum. Orlando is still the city beautiful.

When the Call & the Passion Collide

Some may say that being an educator is a profession of choice. Others might say that one becomes a teacher because his or her parents or grandparents were teachers. I propose that neither of the two are accurate enough to describe the integral role that educators play in the lives of everyone. Growing up as a child, there were behaviors I was born with, like crying for example. On the other hand, there were many things that were only grasped because someone taught me. Whether the individual doing the teaching had an official title or not, he or she was instrumental in guiding me along to learn the concept, principle or idea. We might say that the teacher(s) made a decision to act, because there was something that I needed to learn, and that they were able to teach me. Naturally, I learned from them. As a kid, I grew up in a very strict household, where my parents expected me to do as I was instructed and that I was responsible for handling my school work. I had the great privilege of connecting with my first grade teacher, who I still admire and respect today. She has a way about her, demonstrating care and concern, yet holding me accountable for anything I did wrong. What's more, is that she had such a great personality and I found much of my interaction with her to be fun and enjoyable. It was her tender-yet-strict-and-caring nature that inspired me. It is inspired me so much so, that I would go back to her classroom every day while I was a student at Hallandale Elementary School, to help her with any items that she needed. Continuing on through middle school and high school, I would always go back and visit and offer my help to her in the classroom. I graduated from high school with the second highest amount of community service hours as a result of what I would call, my passion to do what she did. This passion might be said to be acting on the call I felt to, like her, be part of the educator community. So yes, I knew somewhere deep down since I was a first grader, that I would teach in a classroom. You might say "that's not possible" or "that's crazy, you are too young to know what you want to do." Well here I am today and I have just completed my 10th year as a classroom teacher. Perhaps the call to teach was always there and my first grade teacher cultivated it, or watered the seed such that I am able to walk in that role today. Nonetheless, I am an educator today, because of her.

So you might be wondering. What is the call? A call is a cry made as a summons or to attract someone's attention. It can also be defined as an appeal or demand for something to happen or be done. It is a powerful force of attraction. So the educator feels a strong pull to interact with students and to see them learn and grow. The educator answers that call by following the path to earn the necessary schooling and ultimately walking into the classroom ready to meet the needs of students he or she will teach. What does the call sound like? Well I propose that there is no sound, but rather there is an inward longing to act, to pass on knowledge, to allow knowledge to be created, to cultivate minds, to empower, to build, to enrich.

What is passion? Passion also has multiple definitions: an intense desire or enthusiasm for something, a strong and barely uncontrollable emotion, and a state or outburst of strong emotion. I place great value in deciding to give something my all. Why do anything half way? If you go into a forest half way, you might as well go all the way, because you'll have to back track that half in order to get out of the forest. Being passionate is not only noticeable but it is contagious. If you are passionate about what you do, consider the passion "electric" and you can't even be near the next person without transference of some electric charge. What would happen if passion became electrically transferred because you decided that you were going in 100%? How would this new passionate attitude transform the mindsets and wills to learn of those you work with? How challenged would others feel to be better based on your decision to be better? The call and the passion can collide into an explosion of robust proportions.

What happens when the call collides with one's passion? There is a huge difference between just being "present" and one who is passionate about what he or she does. The passionate are excited and motivated to embrace challenges, be the counselors, nurses if needed, and get down in the trenches with the students. The passionate understand the value of learning so much so that he or she will continue to learn and grow to become better at his or her job. The passionate does not allow complacency to set in because he or she knows that students are the ultimate recipients of all of the hard work put into education. The passionate engages and interacts with other educators to develop and collaborate through professional learning networks. The passionate develop their craft or skill through professional development avenues such as conferences, workshops and social media designed to learn. I would say about a month ago, I really begin to learn a lot about the amount of opportunities there are to learn that was not previous privy to. I happened to jump on Twitter to create an account and hopefully connect with other educators. From that decision to develop myself by connecting with others, that led to Voxer educator groups and most recently my first EdCamp (EdCampMagic) on June 4, 2016. I learned so much through this initial interaction with other educators who all shared similar passions and stories for why they do what they do. I will attend my second camp, EdCampVolusia on June 11, 2016 and another on October 8th, EdCampTampaBay.

When you think about an outlet used to transfer power through a cord, we the educators are extension cords that are plugged into the source, whether directly or as an extension of someone else's cord. The power of connection is just that, power! We have the power to change the world when we answer the call and are passionately in pursuit of continued development.