The Power of a Conversation
Eric Schlosser states:
"Different people, in good faith, can look at the same fact and interpret it differently. But that's where an interesting conversation begins."
I find it very interesting how with all the technology that has made communication amongst people more efficient, it at the same time may be the go-to for communication as opposed to the traditional face-to-face gatherings that still have the power to spark electricity, identify common ground and insight movements in the forward direction. Such a conversation was had on Saturday, March 18, 2017 as a fellow educator and I traversed the lengthy alligator-filled pathways of the Lake Woodruff Wildlife Refuge in Deleon Springs, FL.
While I did not think quickly enough to document the entire conversation, I was able to capture much of the meat that was both relevant and affirming. I will do my best to transcribe that here today.
Male teachers in education are a rare breed and what power there is when male educators particularly in elementary education take the reins and are all in, in terms of impacting a generation.
Listening to students is so important.
We talked about blended learning and multi-modal learning. We all have different interests and if we approached teaching and learning from that angle, it carries over to the way in which our attention is grabbed in school. Can you give me a way to learn that interests me? I will be engaged if it interests me. Not, let's do this the same way because it's always worked. While that may be the way that is assumed because enough of the students are responding or due to it benefiting the school in terms of standardized assessment or school grade, what about the rest of the students? What about the students who fall through the cracks?
In the long run, this may create students that attach no value or meaning to learning and ask "Is this what school and learning is all about?" these students may resort to other avenues due to where they were no provided opportunity to explore what interested them. This could lead to increased amounts of students dropping out or not finishing because they felt they had no reason to. "If this is how things are going to be done, then I am going to check out" may be the thought that runs through many students' heads.
What would happen if we flipped that script? What if we started to actually pay attention to learning styles and student interests and tie that into the curriculum? In no way are we excusing curriculum needs and grade level expectations, however we should work to integrate them. I do believe it is possible to accomplish and in most cases exceed expectations if we tied in blended learning, multi-modal learning so that students are receiving knowledge in a variety of ways, not just sitting in a classroom listening to traditional lecturing all the time. They need to do, they need to get up, they need to move. Maybe with options and variety we empower students to be risk takers because there is variety, and that variety includes learning in ways that are not common to them, but learning nonetheless.
It encourages them to be more risky in their learning. It is not a one shot, all or nothing kind of deal, which is unfortunately a lot of what ends up happening due to standardized assessments. We must be held accountable yes as educators and the easiest way to do that is through test scores. However, if they really want to see excitement and kids learning and taking risks, it has got to go beyond that (Kim Howell-Martin). Schools that are under-performing are potential for extensive growth. If we gave kids opportunities and tried new things, even beyond flexible seating, we would see great results. Imagine how interests can even be developed when students are able to see things in a different way than traditional learning? We need to break out of the mold.
It gives new meaning to a PLN and lifelong learning. It is hard to get stuck in a place if you constantly learn. I need to continue to develop because I don't want to ever get to a point where I cannot reach the kids in my classroom. Making that bold declaration would imply by motivation alone that we WILL impact (REACH) 
the students in our classrooms because we desire to. It is a constant transforming mindset. It cannot become stuck in a certain way when you are constantly molding your skill-sets and mindsets. In most schools (and if students stay), many teachers will teach each of the students. It needs to become a corporate effort to reach them. If educators approach their REACH differently, imagine how the students' mind sets, motives and drive to come to school in the first place would change.
Kudos to the idea of when you can engage students in a variety of different ways, imagine how much more they will be motivated to come to your classroom and be independent learners and go beyond what you may set as the precedent in the classroom. They will want to go beyond that because you have empowered them with the tools. (Check out Chapter 9 of the Edumatch Snapshot in Education 2016 Published book) What can we do to stretch the kids to decide on what they want to do and then help them to open doors to opportunity?
"The only thing standing in the way of you and what you want to do is you."
What if our kids understood and embraced that thought? What if education at large actually validated that statement by not standing in the way? Motivation is huge. Do they believe they can? They need to SEE what is out there. They need exposure to things in order to develop and learn about what they may want. The whole real world aspect of things is a great way to expose kids. Applying meaning to learning essentially is looking at the real world. What is truly out there? Let's think organization for just a moment, why do we need it? Let the kids answer that question. This is a real-world expectation. We are learning the tool of organization today, why? Why would organization be important in LIFE? Can you think of situations where organization would make the difference between success or failure? Can you recall any personal experiences about how organization was helpful to you or your family? My point here is that connections to the real world are important and students begin to see how meaning is attached to things being taught due to their LIFE-connection. It goes far beyond my classroom. The light bulbs then come on, the habit is created, and then students have purpose for what they are doing.
I am challenging all of you that read this blog post to engage in conversations. You may never know the power inherent in something that is seemingly so simple if you don't start talking. Who knew that all of this would have come out of a simple walk in the wildlife refuge? Engage. Input. Listen. Learn. Spark. I can't wait to take this conversation piece further through student edcamps within the classroom where the students can also have conversations and they too can see the power! We've got the power!
“Good communication is as stimulating as black coffee and just as hard to sleep after.” ― Anne Morrow Lindbergh, Gift from the Sea
I Can't give you Success, but the Tools I Offer
Student empowerment is a big deal in classrooms of today. I believe it is safe to say that we (educators) want our students to not simply reproduce the knowledge that comes through the many varied lessons that we teach, but that we want them to construct knowledge, go after knowledge and even create new content. Is a dream worth going after without the tools by which one needs in order to ascertain it? As an educator, I have seen over my years of experience, the trickle down effect of increasing expectations for students. So as educators, we constantly evaluate and review expectations in an effort to have a firm grasp on the skill set(s) necessary for the students we serve. While we teach them in a certain grade or a certain class, I believe it is necessary to teach beyond that. It is limiting when we focus simply on what needs to be attained by the end of the year, as if to remove the opportunity for students to exceed those expectations. One of the things I have been excited to do this year was teach technology. Technology continues to advance, and quickly. I graduated with my bachelor's degree in the winter of 2003 and the iPad had not yet hit the market. How, 14 years later, the iPad is readily available, in many shapes, sizes, and versions. Having always had an interest in technology and gadgets, I always had something to play with and I remember well when I first purchased an iPad. Compared to the one I have now, it was much smaller in size as well as capability and storage space. I could only maximize it's function when connected to the wireless Internet. Oh but now, I have a larger device, capable of storing a huge amount of information, a Bluetooth keyboard that is attached to it, a case that is designed to convert to desktop computer style as well as the apple pencil that is connected to the iPad device via Bluetooth and can charge by plugging into the iPad itself. What I was not able to do in 2003, I am able to do in 2017 and in many cases, much faster or more efficiently. So consider the tools. Tools are necessary in order to accomplish a task. If I wanted to change the oil in my car, I would need tools in order to replace the oil filter as well as release the used oil from the bottom of the car. In order to build and compound knowledge, I need the tools that enable me to research, plan, execute and further my learning process. Tools are not simply hardware devices that provide some type of service to the learner, but may also include: organizational skills, encouragement, motivation, affirmation, space & opportunity, and perhaps even a model to follow after, albeit the educator himself or herself, or someone to whom the learner can look to for direction or guidance.
One of the phrases I use in class often is "prior planning prevents poor performance." I say it so often, that now all I have to do is start it and the students in the class will finish it for me. It has been ingrained into them as a practice and an understanding, or even a philosophy. It's a belief system. My goal is to aid in the development of good habits. Now even as adults, I am sure that we can all admit that we have procrastinated a time or two. However, it is my belief that we should teach students to be proactive consumers and producers of knowledge, rather than waiting until the last minute. Quality is always the desire over quantity. I further believe that you can tell someone something long enough that even if it was not believe at the onset, they will eventually begin to believe it and not only that, but see the change or the outcomes, or the reality of the thing they have been saying over time, out of routine or mere instruction even. "You are the best and the brightest," does wonders for motivation. It is amazing how many students feed off of the positive reinforcement and affirmation. Perhaps they don't receive such at home, or often enough, so I believe that it is important even in this way, to give students the tools we might call affirmation and motivation.
I further believe that when students are engaging in the learning process that meaning is attached when you can makes connections to their lives. Why does this matter to me? Why should I learn this? Well, "student one, when you read with feeling and expression it helps to captivate an audience, gain their full attention and ultimately deliver to them the information you have defined as important." In life, this equates to being able to deliver messages, having good listening and speaking skills. It may even include empathy and caring about those to whom you speak. This is a life skill. All of a sudden the electric current running to the light bulbs in students' heads is at an all time high. No longer am I learning something because "it's what we do" for 6.5 hours at school." It has new meaning and I know that what I am doing now (or not doing) is going to matter to me as I continue to learn, grow and develop.
App-Smashing
So this is something I have been focused on this year to get students motivated about "tools" that are available that support the teaching and learning that is already happening in the classroom. This technology class is set apart from the rest of the day, however, students are being introduced to so many different tools, available in the iPad that can be used to plan in the ELA content area, take notes, document learning or create based on learning that has taken place, which is the largest component (the application of knowledge).
Fresh Grade
This is an e-portfolio tool designed to connect teachers, parents and students in a Facebook-style electronic portfolio that individualizes learning and captures ongoing successes as well as areas to improve upon and reflect on. Not only can this be accessed via an Internet browser, but it is also available as an iPad app. We make use of the iPad app frequently during classes.
Popplet
Popplet has become a hit with students because it provides them the opportunity to document their learning and even plan using a popple-organization format, where they can visually organize information using text and pictures.
iMovie
Students love the ability to create using iMovie and are currently working on a year-long project titled the "Year-Long Reading Review" which will be completed documentary style, hopefully.
[wpvideo okgIfSm8]
ShowMe
The white board app called "ShowMe" is used to draw and create freehand, with integrated pictures and recording ability. Many have integrated their "ShowMe" creations into other applications, such as iMovie.
Buncee
Buncee is another great tool that students use to create for many different purposes. It has a variety of components that when pieced together, can result in a comprehensive student presentation that contains pictures, text, and even animation.
Tellagami
Tellagami is another great app used to animate oneself. Students take a character and tweak it to look like themselves. From that they can record voice and add to the animation, or use voices that come with the app. It is a fun way to create using voice as well as appropriate background scenery and character costuming.
Emoji Me
I love Emoji Me, simply because students can form visual representations of themselves as well as characters from a text, for example, based on author description. I love providing students will tools to bridge the visual learning with what they are hearing.
Telestory
Telestory is the newest app introduced to Students because of its versatility in telling a story. From creating a news show, to featuring a band or even the Eye Spy scenario, this app allows students to experiment with augmented reality, adding overlaying costumes, sound effects and other features into a seamless video format which can then be exported as complete video and shared.
Inspiration
Inspiration is an app that allows students to organize information visually using an assortment of graphic organizers as well as pictures that can be associated with topics in every subject area. This is great for visual learners.
Chatter Pix
Chatter Pix Allows students to create characters and animate them as well, by adding in their voices. Example below.
[wpvideo DHxGljWJ]
To recap, I have shared these apps because they are tools that have been employed in the classroom. Students are able to use them at any time to accomplish tasks and demonstrate and/or showcase learning. The likelihood of learning becoming a chore or boring is lessened when we are able to approach learning from a variety of different ways. Tools. We need tools in order to accomplish tasks successfully. Without the appropriate tools:
- We are stiffened.
- We are limited to one way.
- We are boxed in.
- We lack motivation.
- We are stuck.
But being provided access to the tools opens the doors to success. Success for one may not be success for another, which is another reason why offering variety is important. I am grateful for the tools that lead to success, whatever that success may be.
Telestory
I have recently learned about an iPad app called "Telestory" which essentially allows those who use it to "tell a story" in several different ways. So far, my students and I have played around with the News Broadcast idea, which includes options for news anchors reporting from the desk, an "eye in the sky", the beat, the sports roundup, a critic section, a weather report feature and an empty slot which can be filled with a creative student choice. Students are able to add multiple anchor stories, augmented reality attire, such as police hats, goggles and even wigs. Telestory is free at this time and is a great way for students to "create" their own show. Below is an example of a practice Telestory video that the students and I created in the classroom as an introduction to the app. They are absolutely thrilled to continue to work with it to create and tell stories. This was a practice for us, so the kids randomly discussed things; don't take this one too seriously. [wpvideo l04tImBe]
Creating Audio with Garage Band
Students are absolutely thrilled to be able to work with garage band to create audio. Now I am able to give Garage Band a purpose, not that they couldn't continue to use it just to create. I have intertwined Garage Band use with podcasting. We are now in the process voting on our third podcast title of the year and students may be able to have their audio featured as background music. [audio src="https://denegainey.files.wordpress.com/2017/03/zeke-podcast-track.m4a"][/audio]
One Example of Audio Track for Submission (Above)
[audio src="https://denegainey.files.wordpress.com/2017/03/hannahs-best-podcast-song-ever.m4a"][/audio]
Example Two of Audio Track for Submission (Above)
[audio src="https://denegainey.files.wordpress.com/2017/03/reids-song-for-podcast.m4a"][/audio]
Example Three of Audio Track for Submission (Above)
[audio src="https://denegainey.files.wordpress.com/2017/03/e191adoe197aae19195e197a9e19495t-e197b0e1918ce19495ie19195-e196b4ee197b7-2017-e19687ie190afee19687.m4a"][/audio]
Audio Track (We used it for Black History Moments)
Students will vote on the best audio track once all have been submitted and that is the track that will be used for that month's podcast. They are stoked about the idea, completely motivated and so am I!
I cannot wait to move forward. This was a quick share, but certainly there will be more to come!
What About the Children?
Education is such that there are many stakeholders involved in the teaching and learning (from the students themselves to the powers that be who make decisions that may or may not be in the interest of the students) that transforms minds, encourages hearts and open the doors to opportunity. Education is the light that transcends and illuminates the dark places. Education is the fundamental idea that continues to be important to life...the knowledge and pursuit of happiness. We need to know, have experiences and grow. Students are the primary stakeholders, out of all that we do, we must consider them, because they are the sole beneficiaries of the tremendous work, professional development, and constant growth that we experience as educators. All too often however, students do not drive our decision-making practices.
If students are not considered when educational decisions are made, are we headed in the forward direction or have we taken steps backwards? That is the focal point of today's post. I believe that all too often, we make decisions that center on ourselves, the educators and the administrators and we think about the students as an afterthought. Our students should be our motivation to persist in accomplishing the task set before us.
People often say that motivation doesn’t last. Well, neither does bathing – that’s why we recommend it daily. ~Zig Ziglar
We have to consistently assess whether what we are doing is effective for the purposes of the children (students). I have asked several education professionals to indulge me by responding to the following statement,
"If decisions are not made with the students in mind..."
You will see several perspectives included in this post and I am grateful to all who responded/participated because I believe your professional opinions and viewpoints are integral to change and valuable to the educational community at large.
Kristin Harrington shares her professional opinions about educational decisions:
"If decisions are not made with students in mind, then schools will not continue to grow. Students essentially are our clients. They "test" our procedures, lessons, and help determine whether the decisions we make are effective. If we are not considering them, then why would we need to make changes, or reflect on our teaching or how our schools are managed. We should be considering what keeps students engaged, how they learn, their interests, their feelings. This what builds a cohesive school staff, and a successful school."
Justin Schleider answers this question:
"If decisions are not made with the students in mind..., there are other factors that are more important. School districts value test scores, funding, parent opinion, and ease all over what is best for students. For example, clear research is ignored showing how movement and free play is more important than math and science for the development of children. Research should not be 'cherry-picked' to suit needs. "
Tammy Neil is standing on the following words:
"If decisions are not made with the students in mind... then we shouldn't be surprised when the students do not MIND the decisions. If we don't keep them in mind, how do we expect them to follow through on those decisions that were made without them? Students should be in the forefront."
Makisha Rogers states:
"A lot of teachers at her school do make decisions with the student in mind. From providing worksheets, to creative ways of student assessment on multiplication for example. Lesson delivery and instruction still bears in mind student needs, however tends to reflect teacher comforts. She further says that:
If decisions are not made with the students in mind... you are resistant to change and you are being selfish and not thinking about what students need TODAY."
Dr. Dorian Roberts shares the following:
"If decisions are not made with the students in mind..., it leads to chaos and debacle. It also leads to a decrease in student achievement and student engagement."
Shervette Miller-Payton states the following:
"If decisions are not made with the students in mind... the school will probably suffer and not be productive or successful."
Dan Koch offers the following:
"If decisions are not made with the students in mind..., we basically condemn kids to being silent partners in this educational process." If we are going to make decisions at our educational institutions and we don't think about what kids need, how they will react to policies that we enact at school sites and how we assess them, and how they their day-do-day happens, it is this big round-table of adults that says we know best. In large part, these are adults that haven't been in a classroom or are so far-removed from being a kid that those decisions are not based on any kind of reality. It's this weird nebulous place that looks good on paper. It has to be put into practice so what is best for students is kept in mind."
Sarah Thomas contends that:
"If decisions are not made with the students in mind...then what are we really doing?"
Toutoule Ntoya says that:
"If decisions are not made with the students in mind..., then the decision doesn't matter." It doesn't matter and the decision has no impact. At the end of the day, it is all about the kids, whether its interaction with parents, the community or interaction with other teachers.
Clearly what we do in the education realm and how we do it is integral to achieving the right outcomes. I will end here with my own thoughts and that If decisions are made without the students in mind, we are in essence robbing them of their futures. We should definitely evaluate as educators, as schools, as administrators and as educational bodies whether what we are doing is in the students' best interest or ours. Much to think about. Until next time.
"True teachers use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own." --- Nikos Kazantzakis
It's Worth It!
Now you might say what I have said many times, or asked myself...Is it really worth it? We think of our duty as educators to shape, mold and educate the young breed as a calling. I couldn't agree more about the nature of the role an educator plays. It's about something bigger than ourselves. It's a larger than life kind of niche, so much so that the educator plays a central role in the lives of students, dedicating his or her life to instilling in a child the tools and skills necessary to take on a world that continues to grow and change. That's a tall order.
The truth is that the integral seat that educators sit in is not always easy to occupy. In fact, some may say that it is never easy to occupy. Teachers touch tomorrow. Teachers touch today. Teachers made tomorrows easier today. In the words of Dr. Dorian Roberts, we make it look easy. But it is certainly far from that!
If the truth was to really be told, there are days where I wished I could have slept in on a Monday morning (and maybe not just Monday), whether the weekend was short or long, but the alarm went off (5:15 early), I got up and made my way to work. After my routine Starbucks run, I end up at work, first one there, dragging as I sip every ounce of my Venti hot caramel macchiato, extra shot. Like the flick of a light switch and once I get into the classroom, something happens! I am reminded of the job set before me, not the one I get paid for, but the one I am called to and happen to be compensated for in the process. The creative, enthusiastic facilitator of learning comes alive in me (not to say that it ever sleeps). The espresso just brings him back. Ha!
The lesson plans, the committee meetings, the staff meetings, the parent conferences, the grading, the paperwork, the after school clubs, the tutoring, the school even nights, is it really worth it? How do you measure success? Is success the educator who stops learning? Is the successful educator the one who thinks that there is nothing more to learn or do? It is a lot to juggle all of these tasks associated with the the educational seat we sometimes so comfortably sit in. Is it worth going to that compelling conference, establishing that powerful PLN, or attending that engaging EdCamp? Well, when you consider the potential outcomes, I think the answer is clear. There is ALWAYS room for growth.
Consider the student that is always eager to get to your class because there is always wonder involved in the learning process. Think about that kid that only you are able to reach. Don't forget about the student who may have some behavioral concerns, but respects you so much and listens to you. Maybe it's that student that you have become an advocate for. The student who only has one parent (or two) and you easily become the other, or the third. Consider the long-term impact of you taking the time to make a difference in the life of child, when you can develop REALationships with them! A REALationship is a teacher-to-student connection that is REAL, authentic, intentional and impactful.
What you do on a daily basis will carry on beyond you. I will be the first to say IT IS NOT EASY to walk in the large shoes of an educator who never sits down, but constantly seeks to learn and grow so that the students can continue to learn and grow. I will say though that IT'S WORTH IT.
“Follow your dreams. I am not saying it’s going to be easy, but I am saying it’s going to be worth it. – Moffat Machingura”
Responsibility: To Know it & To Teach It
I have to say that I grew up in a home that was big on responsibility and making good choices. I didn't always make them, however that was the general expectation as I grew and developed into the independent individual I am today. Today I look back and realize that I am a product of my upbringing and without the lessons learned, I would still be learning them today as an adult, or worse.
This brings me to the point of this blog post. I will be slightly vague in this post, however I had an experience recently where I understood that instructions were given from home to school that were inconsistent with my expectations of students and the structure of the classroom. I couldn't help but ask myself in the moment "Are we cultivating a society that is irresponsible and without care?" The reason for the question is simply that I never teach with respect to a school year, or a term. I teach with respect to life, integrity and character. I choose to never excuse my students from responsibility, but rather encourage them to embrace responsibility head on. If they do something wrong, be truthful about and take responsibility for it. In my mind, this is the only way that growth can occur. In order to become better, I must first realize where I need work or help.
Winston Churchill said "The price of greatness is responsibility." Do we want our students to be great?
The same goes for when students are expected to come to school ready to dive into learning. Now of course I would never ignore Maslow's hierarchy of needs, acknowledging the fact that there are physiological needs that must be met before learning can take place. To go further, you might even say that taking the time to have teachable moments in the classroom, out-of-the-classroom and at every available opportunity is still meeting a need. So again, my point is that I feel that students need to have experiences, they form the impetus for learning and teachable moments.
If you want children to keep their feet on the ground, put some responsibility on their shoulders.
~Abigail Van Buren
If I had never been allowed to fail, I would not truly understand what it meant to succeed. If I was never given the opportunity to learn responsibility, then I might be irresponsible today. I believe it is important to note that school, at least for me as a teacher, is not simply six and a half hours of rhetoric and academia. What good is all that anyway without a focus on character, integrity, honesty and responsibility?
Ninety-nine percent of all failures come from people who have a habit of making excuses."
I often tell my students that intelligence is great, in fact it pays to "know," but what good is all of that knowledge when you are not able to pass it on to others? Character goes a LONG way. I tend to paint that picture that when it comes to that grand job, or that ivy league school of choice, what is it about you that would make you stand out from the crowd? Consider someone who is at the top of his or her class academically, but lacks the wherewithal to socially relate to his or her peers, colleagues or higher ups. Hence, as an educator, I believe in teaching students those elements of character, that along with academic success, paint a much cleaner and clearer painting on the wall for all to see.
Responsibility is a life skill. Why not start today in school with parents joining in with teachers in order to wet the student's appetite with responsibility? Instead of excusing behaviors, what would happen if we turned them into teachable moments. Yes you did this, but let's talk about how we want and need you to learn to engage responsibly. After all, the ultimate goal is for them to become an upstanding member of society, a leader, a servant, an individual. A little bit of responsibility can go a long way, as it continues to develop over time. I believe we (educators and parents) must be intentional with our interactions and support of students because after all, these individuals will one day need to pass on these values to others.
"Success on any major scale requires you to accept responsibility . . . . In the final analysis, the one quality that all successful people have is the ability to take on responsibility."
— Michael Korda Editor-in-Chief, Simon & Schuster
In My Own Skin.
In My Own Skin. I have the same skin today as I did back then (maybe a little darker thanks to the sun), but of course I am not speaking literally, per say. I often think back to all of the times where I underestimated myself, didn't see where I had value and basically doubted that I had anything to offer anyone. Do I have what it takes? Can I accomplish the purpose hidden within my existence? Can I act on that drive that so often bubbles up inside of me? I have often asked myself if I had it in me. Isn't it ironic that the guy who doubted what he had to offer came in contact with an amazing first grade teacher who CARED? She cared about the way I learned. She CARED about the way I wrote things on paper. She CARED about who I grew up to me, my character if you will. She CARED about the days ahead that I didn't know anything about. You might even say that she CARED about me more than I did at the time. I had AMAZING parents, and along with this teacher, my life was shaped. I wonder if I would have turned out the way that I did without this teacher's influence in my life. You might say she saw what I was too young or naive to see, but had she not had the eyes to see it, just maybe my entire path would have been altered.
I became a teacher in 2004, immediately after I graduated with my baccalaureate degree from the University of Central Florida in Orlando. I was completely motivated by the idea of being able to enter a world where I could help others, perhaps like my eloquent and CARING first grade teacher. I started out with so much enthusiasm and excitement and that enthusiasm and excitement was contagious. My students saw it, my students felt it, my fellow educators and principals saw and felt it too. While that excitement and enthusiasm has stayed with me over the course of the eleven years of being a classroom teacher, there have been many challenges along the way that could have easily encumbered me, if I allowed it. It's not a gender thing, though in some cases it has become that. It's not a color thing, though sometimes it seems to be that.. It's a human thing.
It is impossible to "C.L.I.M.B.E." when the pressures and weights are allowed to weigh you down. Pressures and weights are vast and can take on many shapes and forms. As an educator, I feel it is my role to help my students C.L.I.M.B.E. I can't very well succeed in that endeavor when I am not comfortable in my own skin. What do I mean by that? Well I absolutely believe that educators have to have a tenacity and a desire to not just teach students, but reach them. The reach is not always comfortable. You may not always feel the support you think you need. You maybe be the only one in a space that thinks like you do, but the students must be reason. The students must be the focus. And so if they are the reason and the focus, then I, the educator must be comfortable in my own skin. I must be comfortable enough to pursue, to go after learning, to keep learning, so that I can keep impacting.
I don't know where I'd be or who I'd be without the challenges and obstacles. They couldn't be taught to me in the four walls of the brick and mortar college. Learning came in the challenges. I took away some things from the obstacles. I quickly learned that the obstacle is the way. So when challenges rise in the world of education, I have to remember the purpose for which I entered it. It was for the students. It was to make an impact. It was to give selflessly to someone else such that we can all be better. So if I am to be comfortable in my own skin, I have to be willing to be the first one to try something. I have to be the one that is willing to go out on a limb for students. I have to be the one that acts intentionally with purpose and mission. Sometimes that purpose and mission makes you feel alone, even when you are in a room full of people. It is important to embrace the difference and be comfortable with that difference and its uniqueness and authenticity. Maybe that difference is the difference necessary to be a catalyst for change. One of the greatest things in life is understanding and appreciating the differences in people, so that we can use those differences to bring us together. I have to okay with what may be eccentric thoughts and innovative ideas when they don't line up with another's thinking, or a cookie cutter approach. I have to okay with the desire to fully embrace being compelled to reach, teach and be, In My Own Skin.
EdCamp Ocala
EdCamp Ocala
EdCamp Ocala was another exciting adventure, bringing together teachers, librarians, technologists and administrators to learn and grow together. I honestly do not think it is possible to gather on an off day (Saturday), not getting paid, on your own free will and not learn something from someone else. While some ideas shared were like a review of learning, others were ideas shared that were motivating for me, so much so that I could not wait to become immersed in it with my students. So I am sharing just two of the big ideas taken away from today's EdCamp experience.
STEAM
Why is STEAM so important in education today? The arts seem to be getting lost in translation more and more. Yet we wonder why the ability to be social and interact with others is lost? The arts is a great way to put students in social situations causing them to have to work together to solve problems and even build tolerance, celebration and teamwork.
One idea conveyed in the session on STEAM was the use of visual representation, whether through artwork or video for students to convey their understanding of learned content. This type of activity definitely goes a lot farther than a simple worksheet, not to mention that it may be wasted paper. Even allowing students to record audio as a means of solidifying their knowledge (podcasting is an example, shared in next session).
Another idea (shared by Kristin Harrington) in the session was the EPALS Smithsonian “Invent It Challenge.” This opportunity is for students from ages five through 21, and is less contest driven, but more in line with allowing students the space to create. They walk through the engineering process of:
1) Think it
2) Explore It
3) Sketch it
4) Create it
5) Try it
6) Tweak It
7) Sell It
and can gain a patent for their creation. What a great way to engage students in the arts as well as make learning fun.
Problem-based learning within STEAM is also another way to get students engage in the creation process (whether visual arts, fine arts or performing arts) as well as promote teamwork, cooperation, problem-solving, critical thinking and even resourcefulness. For example, I mentioned a problem-based learning exercise of my own creation that easily connects to a unit of learning about Native Americans, called “Build it or Bedlam.”
I have also used tableaus where students are tasked to use themselves to visually represent ideas from a lesson or literature. I have shared some pictures here. Students work to form a house using only their bodies. For additional challenge, students all had to be at different levels, which was another piece of the learning process, as we talked about how a level 1 was different from a level 5 and a level 10.
Podcasting
Podcasting is an idea that I have recently gotten into and of course my students are very excited about. We started our first one, with an idea from Sean Farnum aka MagicPantsJones titled "One Word for 2017," which may have been something the student wanted to focus on, or otherwise a word that the student found relevant for 2017. Students wrote a paragraph at most to express their word and reason for choosing it, and perhaps an anecdote that they wanted to share. I am excited to say that students are just so honest at times. I cannot wait to finalize the podcast and share it. I learned more from the educators in the room at EdCamp Ocala, including topic ideas and how each of them might approach podcasting in the classroom and its various uses. We talked about Audacity and Podomatic as platforms that are useful as well.
This information was passed along to me by a theater teacher within the session. He talked a lot about improvisation and getting the students up and moving, as well as understanding how to visually represent ideas and even better understanding characters, for example, when you have to put yourself in another's shoes. All in all, for Ocala's first Edcamp, it was a great opportunity to connect with other educators and spend time with many educators already known, as well as meet in person those that you have interacted with on Twitter.
A Little Bit of Service Goes a Long Way
Second Harvest Food Bank
This word, that students chose to take a photo in front of, epitomizes the reason why we chose to serve today, to bring hope. Second Harvest Food Bank is all about hope, spreading hope too those in need, putting smiles on faces and food in the bellies of the community. We made our journey to the food bank on Tuesday, January 31, 2017. Our charge was about 4 hours of donation sorting. Students dived right in, along with me and the parent volunteer that accompanied us.
Students listened attentively as Ms. G. delivered instructions regarding the task of the day and the specifics about what needed to be accomplished.
As you can see above, students work to relabel these cans and box them up to be given to families in need. These students did such an incredible job and honestly for me, it was listening to the conversations had by them while working, from music to the ability to give back to the community. We completed a short periscope video where students highlighted their feelings about what was happening in here. They really understood the value of serving and asked several times about staying longer, not wanting to return to school. Students were lifting boxes, sorting donations to determine what was good and what needed to be tossed and really learning what it means to work together. After a while, students learned how to streamline the process all on their own. They identified a role for themselves, even if that role was bouncing between the tasks in order to accomplish the ultimate goal. They had great takeaways from this experience and genuinely each expressed their excitement about returning in February and March. When I reported back to school, I communicated to my administration how impactful the experience was and how each student internalized it. I encouraged parents to talk to their students about this when they arrived home, so that the parent understood the relevance of the permission they each gave for their students to attend. These students will NEVER be the same. I will NEVER be the same.
The students were proud of their accomplishments. Here (above), students posed by the 54 boxes they so efficiently packed, each box containing 24 cans. Each box weighed about 25 pounds.
These students rode with me in my car and why were they competing for the front seat, not to mention how they wanted to ride to and from the food bank with me, not extending the opportunity of students in the other car to ride back with me. The conversations had by these students though were interesting as I drove, had a navigator and one to control the radio to make it suitable for all passengers. What is interesting, as I reflect on this experience, is the effect of taking the time to demonstrate service and what that means is a learning experience. Students can glean so much from an educator who sets the example for what it means to be a good citizen honing in on the benefits of service. My life has been dedicated to service, as an educator for eleven years and as a veteran of the US Air Force for eight years. Leading by example is powerful. Yes, many will hear what you say, but they will respect you for what you do.
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