I attended the Mobilize conference yesterday with my amazing principal. In all that I absorbed last night, one idea that has continued to confound me is this: branding.
I admit, there were parts of the conference that left me way feeling way out of my depth. This was one of them.
This idea of branding came from a session that was speaking more to students just about to graduate, and the idea of leveraging mobile technology in order to start a business, land a job, or create something profitable. This idea of branding was suggested.
This led me to wonder what my brand is. This connected nicely to the conversation I had with my principal in reflecting on what I had done in the school over the last 4 years, enacting positive change.
Therefore, here is my manifesto on my brand.
Technology - this plays a key role in my teaching - and the role it plays is to enhance my teaching.
Literacy - This is my passion, and has been for quite some time. I love to teach students to read and write, speak, listen, view and represent.
Numeracy - though not my strongest, it is my drive to constantly improve.
Social Justice - it is how I teach my content, a lens to view the world.
My brand, my teaching.
M.
Tuesday, November 27, 2012
Me and my posse
I didn't mean to do this, but I sure am loving it!
I have 2 student teachers at the moment. Life is sweet - but not for the reasons that may seem obvious.
I am now able to muster enough man-power to accomplish all that I had wanted.
In literacy, I assigned each TC a certain skill to initially assess, plan, teach, check-in and monitor. We are seeing such great results now! I'll try my best to post the pictures of our tracking methods.
What I am noticing is that the kids have no spaces to hide, to do less than their best. It is pretty exhausting for some of them!
Others, I've noticed, are being pushed and challenged. I've noticed in my teaching that there are some kids that I let "go", as they are independent and can coast along doing good work. This has become necessary as I push along the lower kids. The time I needed to move them along, I am taking away from the quiet, independent kids that are doing well, demanding no attention.
Now that I have leveraged my posse, I can now spread out the attention to encompass all of the needs in the room, whether they demand it or not.
As hard as it is to convince others, this is not a time off for me. I am not putting my feet up and cruising along. I am engaging the class in ways I cannot normally do. I am giving my attention to that which normally doesn't demand it.
And it is awesome!
M.
I have 2 student teachers at the moment. Life is sweet - but not for the reasons that may seem obvious.
I am now able to muster enough man-power to accomplish all that I had wanted.
In literacy, I assigned each TC a certain skill to initially assess, plan, teach, check-in and monitor. We are seeing such great results now! I'll try my best to post the pictures of our tracking methods.
What I am noticing is that the kids have no spaces to hide, to do less than their best. It is pretty exhausting for some of them!
Others, I've noticed, are being pushed and challenged. I've noticed in my teaching that there are some kids that I let "go", as they are independent and can coast along doing good work. This has become necessary as I push along the lower kids. The time I needed to move them along, I am taking away from the quiet, independent kids that are doing well, demanding no attention.
Now that I have leveraged my posse, I can now spread out the attention to encompass all of the needs in the room, whether they demand it or not.
As hard as it is to convince others, this is not a time off for me. I am not putting my feet up and cruising along. I am engaging the class in ways I cannot normally do. I am giving my attention to that which normally doesn't demand it.
And it is awesome!
M.
Tuesday, November 20, 2012
We can write that?The blurry line between producing
photo courtesy of flickr: Technology part of our lifestyle
I have been struggling as of lately with the lines between speaking, writing and representing within my practice. In my writer's workshop, I have the students busy innovating and creating different pieces based on different purposes for literacy.
What I'm finding, though, and a case could be made for the digital native and immigrant argument, is that so many of my kids are blowing open the idea of writing. They wish to create, and since technology is so embedded in my practice, they are creating what they want - and aren't fettered by the old notions that are limited by a paper and pencil narrative.
With the ipod touch in hand, yesterday I had a student ask if he could video a memo. I faltered, then thought: why not - since you have the technology. My only constraint was that he needed to work on the feedback I had given him after the initial writing assessment. If he needed to work on further developing his ideas within his plan, to prepare him for more sophisticated paragraphs, then why not construct a video... construct being the most important word here.
When students are creating, they are no longer limited by the paper narrative. Revisions are happening in real time, with ease, without the cumbersome draft after draft, redundancy not-wth-standing, motif, masquerading as improving writing (when really it more frustrating). I'm finding that kids are no longer re-creating the paper and pencil products on the computer, but more intuitively using the tools to create - rather than being dictated by the tool. They are starting with the product. Yeah!
Photo courtesy of Flickr: Interconnected Chain with One Odd Link
This causes me problems when addressing the Interconnected expectation in the language document. I have to get my students to think about their skills in the different literacy areas, and the connections between them. However, I can no longer draw a simple line for my students. I cannot clearly distinguish for them the work that we do in the writer's workshop is writing, and not speaking or representing (a media message - media literacy, the production part). For them, they are quickly becoming one and the same. In a video that was produced, the students used speaking skills to deliver a message. They used their writing skills to develop the plan and write the script. They used their representation skills by filming the video, thinking about lighting, backgrounds, music, etc.
In theory (having not attempted this yet), this should be a bit easier for them to see how the skills are transferrable to the other literacy areas. The trouble I forsee is that they won't be able to see the different literacy areas as truly different.
Truly, with the lines blurring, producing content is becoming very exciting!
M.
Saturday, October 27, 2012
Take 2!
With the time line drawing to a close, I have yet again tried to publish my writing. This time I have listened to others! Let's see how this goes!!
One another note, I'm publishing this from my phone!
One another note, I'm publishing this from my phone!
Wednesday, August 1, 2012
Computer Labs Were Once a Good Idea
Computer Labs Were Once a Good Idea
What a fantastic idea - how to move forward, rather than being stuck in an antiquated structure that doesn't work.
Who sold us the dream of a 1:1 ratio of student to technology? Isn't there a better way to build in accountability?
M.
What a fantastic idea - how to move forward, rather than being stuck in an antiquated structure that doesn't work.
Who sold us the dream of a 1:1 ratio of student to technology? Isn't there a better way to build in accountability?
M.
Monday, May 21, 2012
My Lit Block Roxs!
Well, not really, but it is a provocative title, isn't it?
I'm inspired daily by the conversations I overhear from my students. I have a group of boys this year - 21 to be precise - that daily challenge me. They crave structure and freedom - and thrive or rebel within this balance.
The other day, I had to intervene in one particularly intense conversation - before it escalated into a full-blown argument. These two boys were arguing about a writing piece they were collaborating on. They couldn't agree on the voice. One insisted that since it was a formal, professional report, the word "I" didn't belong in it. The other argued that since they were writing as a professional engineer, giving an environmental assessment, they could use the word "I" since this person was giving the report.
There are instances daily where I'm re-affirmed that boys can learn in a literacy environment. This environment needs to make sense to them. It is a tough balance to maintain. I am known for giving my students a lot of freedoms and independence. We create daily, because I give them the space to do so. There are high expectations within our space, and all can achieve these.
As the year winds down - and as EQAO looms in my very near future - I'm amazed by how far we've come. On paper, my class is "That Class". We shouldn't be successful, yet we are. I believe it is because we have the space to create.
M.
I'm inspired daily by the conversations I overhear from my students. I have a group of boys this year - 21 to be precise - that daily challenge me. They crave structure and freedom - and thrive or rebel within this balance.
The other day, I had to intervene in one particularly intense conversation - before it escalated into a full-blown argument. These two boys were arguing about a writing piece they were collaborating on. They couldn't agree on the voice. One insisted that since it was a formal, professional report, the word "I" didn't belong in it. The other argued that since they were writing as a professional engineer, giving an environmental assessment, they could use the word "I" since this person was giving the report.
There are instances daily where I'm re-affirmed that boys can learn in a literacy environment. This environment needs to make sense to them. It is a tough balance to maintain. I am known for giving my students a lot of freedoms and independence. We create daily, because I give them the space to do so. There are high expectations within our space, and all can achieve these.
As the year winds down - and as EQAO looms in my very near future - I'm amazed by how far we've come. On paper, my class is "That Class". We shouldn't be successful, yet we are. I believe it is because we have the space to create.
M.
Thursday, March 22, 2012
I love my job!
I love my job!
I had a meeting tonight with my local unit about upcoming negotiations regarding our Collective Agreement. This made me realize: I love my job!
Every morning I awake, eager to begin my day. I almost immediately begin to think about what I am going to experience that day. From the moment I open my eyes, to my morning run, to my half-distracted lunch making (both mine and my girls'), to my short commute to school, my mind in on my day.
I get to work early, on most days at least an hour before the bell goes. In this time I am getting my morning ready. I am updating my agenda board with the day's activities, adding today's date to the board, getting myself a coffee, checking in with colleagues, gathering materials from the work rooms (math manipulatives, book packs), scavenging for desired picture books (from the library, other classroom libraries), planning out the day's DPA activity, gathering the necessary materials, checking my email for the daily update from my administration and any notes from parents. I also get all my programs ready to go - my planning for my ESL students, my day plan for my autistic student, my modified activities for my students on IEPs.
When the bell goes, I go to my door to eagerly await all 28 of my students - 21 boys, 7 girls. I greet each one by name. I can quickly assess what each child needs from me that day: they are tired and grumpy, probably haven't eaten - I need to be extra patient; they are ridiculously wound up after an amazing game last night - I need to be excited, but tempered; they are anxious because they didn't finish (whatever) last night - I need to be firm, yet kind and understanding.
On some mornings, we have (provincial mandated) DPA - 20 minutes of Daily Physical Activity. With my schedule, I often have DPA right away. Therefore, part of my greeting is directions about where to go - in the class, downstairs in a large hallway, various staircases (for cardio!) or - the most preferred - outside. I also ensure that all student digital devices are safely locked in the closet before beginning the class. I run my 2 to 3 different activities for DPA. I try to start with a quick warm up activity to get them moving, then a cooperative game, then a game that has a cardio component or fitness - something that gets their heart rates up. During this time I complete the morning attendance.
We then transition inside for the next 30 minute period of the day. On most mornings I have scheduled in Word Work. This is much more than a traditional spelling program - it is time that we spend working on words. I have the kids playing scrabble, Making Big Words, Boggle, Word Twist, or any other variety of games or activities that focus on spelling. During this time, I am also collecting any forms, money, notes. I am also checking in with my students, following up on: outstanding homework, assignments, parent communications, student emails, etc.
In the next 30 minute period, normally, the students have French. This is my 30 minute PREP of the day. During this time, I continue to prepare for the day. Most days I am getting the math lesson ready for the day. I scan the day's lesson to put on the MOODLE (including the homework and the homework answers), adding the journal prompt, getting the necessary math manipulatives ready to do. This 30 minutes goes by fast. If I am really efficient, I try to complete some marking - including grading and giving rich descriptive feedback, with specific and attainable goals that each student can work on.
Next is recess - I usually have duty. I supervise the Junior and Intermediate yard. I solve friendship issues, give out passes to students wishing to use the bathroom and/or get a drink, tie shoelaces, fix zippers, monitor roving groups of students, lock and unlock doors and monitor for the presence of strangers in our space.
After recess I teach math. I begin the lesson right away, while the students are eating their snacks. While teaching I monitor what they are eating, strongly encouraging healthy eating choices. I start the lesson with a "Mind's On" activity - something that will encourage them to start thinking about the day's expectations. I then introduce the Problem - something that will need to be solved in their math packs - strategically structured groups that are either homogeneous - similar ability - or heterogeneous - different ability. During this time I am visiting each group, gathering information about what is going on, the thinking that all the kids have, the errors that they are making, and what I need to teach them next. I am also re-directing kids, offering advice, getting kids back on track, solving behaviour issues.
Then I teach the needed lesson. During this time, one of my three math groups goes on the computers to work on their math journal prompt. This group is expected to complete the journal and pay attention to the lesson. These are my multi-taskers! The other 2/3 of my class sits for the lesson, then completes some structured or scaffolded activities that reinforce the lesson. This is a fluid conversation, based both on the information gathered during the problem solving that just occurred, as well as during the conversation that is going on. This is teaching in real-time. I am also re-directing kids, offering advice, getting kids back on track and solving behaviour issues.
During lunch I ensure all student digital devices are locked in the closet before heading down for my own lunch. I eat my lunch, socialize with my colleagues. When the bell goes (15 minutes later) I go upstairs to my room to supervise some of my kids who want to stay in to work. I am also getting my afternoon ready, including getting my literacy materials ready as well as the independent work for the last math periods. Again, if I am efficient, I am able to get some marking done. I can also input some data into the board mandated entry systems, file paper work, organize OSR's, add to IEPs, etc.
When the bell goes again, I again greet all my students at the door and by name. I complete attendance (again) while my students transition into one of the rotations for literacy. One group meets me at the front for a specific literacy lesson (either science or social studies focused) while the other groups are on a computer - either in my room, on their own devices, or in another classroom. During this time, I am inspiring students in their writing, challenging them in their reading, managing behaviour, monitoring my ESL and IEP students. I have many separate programs functioning at the same time to fully meet the diverse needs of all my students. I am part cheer-leader, motivational speaker, boot-camp instructor, therapist, coach and judge. I inter-change all these hats seamlessly in order to match the motivational needs of all my students. My literacy block has 3 different transitions, ensuring that I see each student for an intensive half hour of instruction, but also time for others to get off-track, requiring reminders and prompts. I also have an Education Assistant who comes to me for a period and a half, right in the middle of the block. I find time to touch base with her, quickly give her today's high impact lesson for my targeted students, and then return to my focus group. During this time I also witness scenes of brilliance, and take every opportunity to highlight and celebrate these.
Recess quickly comes, giving me 15 minutes to chase kids out the door, supervise those wishing to stay inside, visit the bathroom, gather any remaining materials, photocopy tonight's homework, add to the MOODLE and catch my breath and plan for tomorrow's day.
My last two periods, generally, are math again - this devoted to independent work. I am able to intensively work with one group, with another is engaged in computer work (an on-line math journal), while the third is working independently. This period goes by quickly as I am helping many at once, as well as supervising the computer group, inspiring the independent workers, handing out and managing materials and keeping all 28 of them on track. With the last period comes the final rotation: this time I work intensively with one group, final group on the computer, and my previously independent workers are engaged in an extension activity - solidifying and extending the concepts discussed today. I am also ensuring my IEP students are engaged in tasks that best meet their needs, as well as my ESL students are getting materials that best meet their limited language skills.
With 10 minutes left of my day, I muster together 28 exhausted students to tidy up the class, discuss homework expectations, share any last thoughts of the day, before sending them home.
I then begin my after-school routine. I see everyone out for the night, visit the washroom, and get my desk organized. I send out a lengthy email to all my parents informing them, period by period, of what we did today - complete with prompts to engage in conversations (ask your child about...), as well as sharing of the night's homework expectations.
I then plan for the next day's activities, and any longer tasks that will occur in the near future - end of unit projects, art lessons on Fridays, organizing field trips, etc. Some nights I leave "early", 45 minutes after the bell has gone, to collect my own children from their school. On two nights of the week, I stay for an extra hour (on top of my time spent planning) tutoring students who are struggling in math.
I arrive home exhausted but thrilled. I spend as much quality time with my family as I possibly can. On some nights, I multi-task - drive and attend dance classes, I also mark and prepare. Other nights I do this when my family has gone to bed.
I go to bed each night utterly satisfied: I have accomplished something today - I have taught!
I love my job!
M.
I had a meeting tonight with my local unit about upcoming negotiations regarding our Collective Agreement. This made me realize: I love my job!
Every morning I awake, eager to begin my day. I almost immediately begin to think about what I am going to experience that day. From the moment I open my eyes, to my morning run, to my half-distracted lunch making (both mine and my girls'), to my short commute to school, my mind in on my day.
I get to work early, on most days at least an hour before the bell goes. In this time I am getting my morning ready. I am updating my agenda board with the day's activities, adding today's date to the board, getting myself a coffee, checking in with colleagues, gathering materials from the work rooms (math manipulatives, book packs), scavenging for desired picture books (from the library, other classroom libraries), planning out the day's DPA activity, gathering the necessary materials, checking my email for the daily update from my administration and any notes from parents. I also get all my programs ready to go - my planning for my ESL students, my day plan for my autistic student, my modified activities for my students on IEPs.
When the bell goes, I go to my door to eagerly await all 28 of my students - 21 boys, 7 girls. I greet each one by name. I can quickly assess what each child needs from me that day: they are tired and grumpy, probably haven't eaten - I need to be extra patient; they are ridiculously wound up after an amazing game last night - I need to be excited, but tempered; they are anxious because they didn't finish (whatever) last night - I need to be firm, yet kind and understanding.
On some mornings, we have (provincial mandated) DPA - 20 minutes of Daily Physical Activity. With my schedule, I often have DPA right away. Therefore, part of my greeting is directions about where to go - in the class, downstairs in a large hallway, various staircases (for cardio!) or - the most preferred - outside. I also ensure that all student digital devices are safely locked in the closet before beginning the class. I run my 2 to 3 different activities for DPA. I try to start with a quick warm up activity to get them moving, then a cooperative game, then a game that has a cardio component or fitness - something that gets their heart rates up. During this time I complete the morning attendance.
We then transition inside for the next 30 minute period of the day. On most mornings I have scheduled in Word Work. This is much more than a traditional spelling program - it is time that we spend working on words. I have the kids playing scrabble, Making Big Words, Boggle, Word Twist, or any other variety of games or activities that focus on spelling. During this time, I am also collecting any forms, money, notes. I am also checking in with my students, following up on: outstanding homework, assignments, parent communications, student emails, etc.
In the next 30 minute period, normally, the students have French. This is my 30 minute PREP of the day. During this time, I continue to prepare for the day. Most days I am getting the math lesson ready for the day. I scan the day's lesson to put on the MOODLE (including the homework and the homework answers), adding the journal prompt, getting the necessary math manipulatives ready to do. This 30 minutes goes by fast. If I am really efficient, I try to complete some marking - including grading and giving rich descriptive feedback, with specific and attainable goals that each student can work on.
Next is recess - I usually have duty. I supervise the Junior and Intermediate yard. I solve friendship issues, give out passes to students wishing to use the bathroom and/or get a drink, tie shoelaces, fix zippers, monitor roving groups of students, lock and unlock doors and monitor for the presence of strangers in our space.
After recess I teach math. I begin the lesson right away, while the students are eating their snacks. While teaching I monitor what they are eating, strongly encouraging healthy eating choices. I start the lesson with a "Mind's On" activity - something that will encourage them to start thinking about the day's expectations. I then introduce the Problem - something that will need to be solved in their math packs - strategically structured groups that are either homogeneous - similar ability - or heterogeneous - different ability. During this time I am visiting each group, gathering information about what is going on, the thinking that all the kids have, the errors that they are making, and what I need to teach them next. I am also re-directing kids, offering advice, getting kids back on track, solving behaviour issues.
Then I teach the needed lesson. During this time, one of my three math groups goes on the computers to work on their math journal prompt. This group is expected to complete the journal and pay attention to the lesson. These are my multi-taskers! The other 2/3 of my class sits for the lesson, then completes some structured or scaffolded activities that reinforce the lesson. This is a fluid conversation, based both on the information gathered during the problem solving that just occurred, as well as during the conversation that is going on. This is teaching in real-time. I am also re-directing kids, offering advice, getting kids back on track and solving behaviour issues.
During lunch I ensure all student digital devices are locked in the closet before heading down for my own lunch. I eat my lunch, socialize with my colleagues. When the bell goes (15 minutes later) I go upstairs to my room to supervise some of my kids who want to stay in to work. I am also getting my afternoon ready, including getting my literacy materials ready as well as the independent work for the last math periods. Again, if I am efficient, I am able to get some marking done. I can also input some data into the board mandated entry systems, file paper work, organize OSR's, add to IEPs, etc.
When the bell goes again, I again greet all my students at the door and by name. I complete attendance (again) while my students transition into one of the rotations for literacy. One group meets me at the front for a specific literacy lesson (either science or social studies focused) while the other groups are on a computer - either in my room, on their own devices, or in another classroom. During this time, I am inspiring students in their writing, challenging them in their reading, managing behaviour, monitoring my ESL and IEP students. I have many separate programs functioning at the same time to fully meet the diverse needs of all my students. I am part cheer-leader, motivational speaker, boot-camp instructor, therapist, coach and judge. I inter-change all these hats seamlessly in order to match the motivational needs of all my students. My literacy block has 3 different transitions, ensuring that I see each student for an intensive half hour of instruction, but also time for others to get off-track, requiring reminders and prompts. I also have an Education Assistant who comes to me for a period and a half, right in the middle of the block. I find time to touch base with her, quickly give her today's high impact lesson for my targeted students, and then return to my focus group. During this time I also witness scenes of brilliance, and take every opportunity to highlight and celebrate these.
Recess quickly comes, giving me 15 minutes to chase kids out the door, supervise those wishing to stay inside, visit the bathroom, gather any remaining materials, photocopy tonight's homework, add to the MOODLE and catch my breath and plan for tomorrow's day.
My last two periods, generally, are math again - this devoted to independent work. I am able to intensively work with one group, with another is engaged in computer work (an on-line math journal), while the third is working independently. This period goes by quickly as I am helping many at once, as well as supervising the computer group, inspiring the independent workers, handing out and managing materials and keeping all 28 of them on track. With the last period comes the final rotation: this time I work intensively with one group, final group on the computer, and my previously independent workers are engaged in an extension activity - solidifying and extending the concepts discussed today. I am also ensuring my IEP students are engaged in tasks that best meet their needs, as well as my ESL students are getting materials that best meet their limited language skills.
With 10 minutes left of my day, I muster together 28 exhausted students to tidy up the class, discuss homework expectations, share any last thoughts of the day, before sending them home.
I then begin my after-school routine. I see everyone out for the night, visit the washroom, and get my desk organized. I send out a lengthy email to all my parents informing them, period by period, of what we did today - complete with prompts to engage in conversations (ask your child about...), as well as sharing of the night's homework expectations.
I then plan for the next day's activities, and any longer tasks that will occur in the near future - end of unit projects, art lessons on Fridays, organizing field trips, etc. Some nights I leave "early", 45 minutes after the bell has gone, to collect my own children from their school. On two nights of the week, I stay for an extra hour (on top of my time spent planning) tutoring students who are struggling in math.
I arrive home exhausted but thrilled. I spend as much quality time with my family as I possibly can. On some nights, I multi-task - drive and attend dance classes, I also mark and prepare. Other nights I do this when my family has gone to bed.
I go to bed each night utterly satisfied: I have accomplished something today - I have taught!
I love my job!
M.
Wednesday, March 14, 2012
Why do I do what I do?
This post is inspired by the following video by Simon Sinek.
It got me thinking about my vision in teaching. Why do I do? What drives me to go to work everyday?? What is my vision of teaching????
Let's run through them, should we?
I believe that my students need to be creative and innovative. Therefore my students need to create and innovate.
My students need to be able to pull knowledge (off the Internet) and construct their own knowledge, be critical and be aware.
My students need to be problem solvers.
I am only a guide. Often, in learning, I am not always necessary. I am merely providing the structure.
I am responsible for creating 21st century students, ready for a 21st century world.
I am a teacher.
Constantly exploring the WHYs continually challenges me to teach in a more effective way. I now need to listen more to myself when I am asking these WHYs!!
M.
It got me thinking about my vision in teaching. Why do I do? What drives me to go to work everyday?? What is my vision of teaching????
Let's run through them, should we?
I believe that my students need to be creative and innovative. Therefore my students need to create and innovate.
My students need to be able to pull knowledge (off the Internet) and construct their own knowledge, be critical and be aware.
My students need to be problem solvers.
I am only a guide. Often, in learning, I am not always necessary. I am merely providing the structure.
I am responsible for creating 21st century students, ready for a 21st century world.
I am a teacher.
Constantly exploring the WHYs continually challenges me to teach in a more effective way. I now need to listen more to myself when I am asking these WHYs!!
M.
Balancing Superman and SuperTeacher
This post has been inspired by the post found here.
Too often I can get overwhelmed by the myth of the SuperTeacher. See epic examples given to us by Mr. Holland's Opus, The Freedom Writers, ad naseum... I too aspire to be that amazing teacher which movies are made, books are written, Oprah appearances are booked: Why? Because I too believe in making a huge difference in the world (and thus celebrated).
I need to go further in explaining myself. I don't teach for the movie offers. I teach because I love to teach. I teach because I get to celebrate daily how amazing my students are. The Oprah Show would simply be a cool perk.
However, what these movies and legends fail to share with the rest of us is how much of yourself you need to sacrifice to attain this greatness.
I am a whole person - not just a teacher. I am a husband, father, friend, cat-owner, runner, reader, writer, tech-enthusiast,... If I am to give all that I am to teaching, what is left for me?
Balance is always a tricky notion in teaching. We need to spend more time in making links among educators. We need to share the load. I need to spend more time on my whole self.
Perhaps this is why, day 4 into my break, I have yet to do any school work!
M.
Too often I can get overwhelmed by the myth of the SuperTeacher. See epic examples given to us by Mr. Holland's Opus, The Freedom Writers, ad naseum... I too aspire to be that amazing teacher which movies are made, books are written, Oprah appearances are booked: Why? Because I too believe in making a huge difference in the world (and thus celebrated).
I need to go further in explaining myself. I don't teach for the movie offers. I teach because I love to teach. I teach because I get to celebrate daily how amazing my students are. The Oprah Show would simply be a cool perk.
However, what these movies and legends fail to share with the rest of us is how much of yourself you need to sacrifice to attain this greatness.
I am a whole person - not just a teacher. I am a husband, father, friend, cat-owner, runner, reader, writer, tech-enthusiast,... If I am to give all that I am to teaching, what is left for me?
Balance is always a tricky notion in teaching. We need to spend more time in making links among educators. We need to share the load. I need to spend more time on my whole self.
Perhaps this is why, day 4 into my break, I have yet to do any school work!
M.
Monday, March 12, 2012
What's going on here, anyway??
Well, it has been a while!
In the erstwhile spaces between posts, I usually get distracted by minor things. This past space, however, has had some pretty interesting distractions!
I have engaged in some PD sessions, leading workshops for eager teachers who wish to infuse technology into their programming. I have had some success, I'd say, but also a lot of frustrations. I am still trying to figure out what is going on here. I try not to wax egotistical about it, but I don't seem to be connecting to my audiences, and I don't know why.
Perhaps I am travelling too fast - going to far into my practice in too little time - my last session was an hour long: just enough time to pull back the covers in my literacy program, but that is it. The session before that was 2.5 hours - and that didn't seem long enough.
Perhaps what is needed is a more personal approach - where we all work together to build an understanding together. True teacher PD should never be spoon-feeding, right? Teachers (me included) like to see how what is presented would work in our own rooms. Teaching is personal, right?
So what makes good PD?
I had originally titled this post "Investing in Teachers" and had intended on writing/thinking about how lucky I've been to be in the presence of administrators who are seeing that the future of teaching is in the teachers. However, I quickly got sidetracked by a tickling problem I've had.
My colleague has experienced wonderful success with her PD outings, and I can conclude that she is giving the people what they want.
Perhaps (this being my 3rd time starting a sentence with 'perhaps') I need to honour the teachers in my room and build together what we all would like - a better understanding of teaching!
Let's give that a go, and call it a day.
M.
In the erstwhile spaces between posts, I usually get distracted by minor things. This past space, however, has had some pretty interesting distractions!
I have engaged in some PD sessions, leading workshops for eager teachers who wish to infuse technology into their programming. I have had some success, I'd say, but also a lot of frustrations. I am still trying to figure out what is going on here. I try not to wax egotistical about it, but I don't seem to be connecting to my audiences, and I don't know why.
Perhaps I am travelling too fast - going to far into my practice in too little time - my last session was an hour long: just enough time to pull back the covers in my literacy program, but that is it. The session before that was 2.5 hours - and that didn't seem long enough.
Perhaps what is needed is a more personal approach - where we all work together to build an understanding together. True teacher PD should never be spoon-feeding, right? Teachers (me included) like to see how what is presented would work in our own rooms. Teaching is personal, right?
So what makes good PD?
I had originally titled this post "Investing in Teachers" and had intended on writing/thinking about how lucky I've been to be in the presence of administrators who are seeing that the future of teaching is in the teachers. However, I quickly got sidetracked by a tickling problem I've had.
My colleague has experienced wonderful success with her PD outings, and I can conclude that she is giving the people what they want.
Perhaps (this being my 3rd time starting a sentence with 'perhaps') I need to honour the teachers in my room and build together what we all would like - a better understanding of teaching!
Let's give that a go, and call it a day.
M.
Monday, February 13, 2012
Like a ship into the night...
So I'm trying to get an article published in a professional teaching journal. I could go on minimizing this (it's just a small yearly journal, teacher reviewed, small publication, etc.) but I won't. My principal, who read the draft before I sent it, told me this: "You don't give yourself enough credit." So here goes: it is a big deal!
I find it a big deal, because I chose to write about something very personal - my teaching. I've always maintained that teaching is incredibly personal. I'm reminded of the scene in Julia Roberts' movie Eric Brokovich, where she is freaking out at her boss. She comes back after being sick and finds new lawyers taking over the case. Her boss (played by Albert Finney) tells her "Its not personal", prompting Erin to yell:
NOT PERSONAL! That is my WORK, my SWEAT, and MY TIME AWAY FROM MY KIDS! IF THAT IS NOT PERSONAL, I DON'T KNOW WHAT IS!
http://www.imdb.com/title/tt0195685/quotes?qt=qt0266026
I feel that way about teaching all the time. Here, I have taken this personal - made it more personal by writing about it - then sent it off into the unknown. I'm now in the limbo period of waiting to hear back - will they like it? Will they like me? Did I do good?
Waiting can be brutal...
Now I'm searching for a personal connection to my teaching... as is often the case - perhaps I need to mark things more quickly? Is the waiting as excrutiating for the kids as it is for me?
Like a ship into the night, my work has been sent off. And now I wait.
M.
I find it a big deal, because I chose to write about something very personal - my teaching. I've always maintained that teaching is incredibly personal. I'm reminded of the scene in Julia Roberts' movie Eric Brokovich, where she is freaking out at her boss. She comes back after being sick and finds new lawyers taking over the case. Her boss (played by Albert Finney) tells her "Its not personal", prompting Erin to yell:
NOT PERSONAL! That is my WORK, my SWEAT, and MY TIME AWAY FROM MY KIDS! IF THAT IS NOT PERSONAL, I DON'T KNOW WHAT IS!
http://www.imdb.com/title/tt0195685/quotes?qt=qt0266026
I feel that way about teaching all the time. Here, I have taken this personal - made it more personal by writing about it - then sent it off into the unknown. I'm now in the limbo period of waiting to hear back - will they like it? Will they like me? Did I do good?
Waiting can be brutal...
Now I'm searching for a personal connection to my teaching... as is often the case - perhaps I need to mark things more quickly? Is the waiting as excrutiating for the kids as it is for me?
Like a ship into the night, my work has been sent off. And now I wait.
M.
Investing in Creativity and Innovation
I'm supposed to be writing curriculum resources at this moment. I've been blessed with the opportunity to join a committee writing lessons for teachers, focusing on equity and diversity in the classroom. No small feat.
I find it is a rabbit hole of sorts - the more I read, the more I get inspired, the deeper and further I go - viral learning at its best. I've gone off on many tangents, been distracted (Hey! I can get Facebook at the board office!), been inspired. It is teaching me again and again that I need to teach my students the ability to manage information. Teach them to navigate the incredible amount of information, mis-information, distraction, filler - teach them to create and be innovative amid all that chaos.
Which makes be thankful that my board is investing in me. I've been given the precious gift of time to create and be innovative. Now, there may be no such thing and anything new - but I am able to spend time climbing up on the shoulders of giants to see further than I have ever seen before. Amid my caffeine fuelled wandering I am able to pluck, shine and present a couple of really good gems. Plus the time to network ain't bad either!
So here again is the power of time, collaboration, access to information... take your pick. It all works in order to be creative and innovative!
M.
I find it is a rabbit hole of sorts - the more I read, the more I get inspired, the deeper and further I go - viral learning at its best. I've gone off on many tangents, been distracted (Hey! I can get Facebook at the board office!), been inspired. It is teaching me again and again that I need to teach my students the ability to manage information. Teach them to navigate the incredible amount of information, mis-information, distraction, filler - teach them to create and be innovative amid all that chaos.
Which makes be thankful that my board is investing in me. I've been given the precious gift of time to create and be innovative. Now, there may be no such thing and anything new - but I am able to spend time climbing up on the shoulders of giants to see further than I have ever seen before. Amid my caffeine fuelled wandering I am able to pluck, shine and present a couple of really good gems. Plus the time to network ain't bad either!
So here again is the power of time, collaboration, access to information... take your pick. It all works in order to be creative and innovative!
M.
Sunday, January 29, 2012
I've been writing...
I have stepped away from the blog-o-sphere for a few days as I was in a cocoon of report cards, and a pleasant distraction of writing. Yes, I've said it. I'm writing an article. I hope to get it published, as I have an insider at the journal... and I have something to say! Perhaps I should change the order of that last statement.
This isn't an apology. It is merely an observation. I am working later than usual, for me, on a Sunday night. Mondays are quite busy - never mind the typical rush of starting off the work-week, but a new unit begins in earnest tomorrow - and I have snowboarding club after school. This makes for a very long day. Plus I have some IEPs to finish, as well as mark one more assignment for the Reader's Workshop to successfully begin this week. But I found myself called back to the blogging world. One quick click and I'm inspired again!
I have enough self control to not run with my next idea tomorrow - but not enough self control to close the computer and not write. I needed to write tonight - even though I've been writing all day.
It is a funny thing, this creating and sharing. Once you start, you just have to keep going.
M.
This isn't an apology. It is merely an observation. I am working later than usual, for me, on a Sunday night. Mondays are quite busy - never mind the typical rush of starting off the work-week, but a new unit begins in earnest tomorrow - and I have snowboarding club after school. This makes for a very long day. Plus I have some IEPs to finish, as well as mark one more assignment for the Reader's Workshop to successfully begin this week. But I found myself called back to the blogging world. One quick click and I'm inspired again!
I have enough self control to not run with my next idea tomorrow - but not enough self control to close the computer and not write. I needed to write tonight - even though I've been writing all day.
It is a funny thing, this creating and sharing. Once you start, you just have to keep going.
M.
Friday, January 20, 2012
Flipping it over: Let's try it the other way...
Thank goodness I can read - and do read, more regularly now that I am committed to write. In reading other teacher's reflections, observations and musings, I am often pushed and inspired to go beyond what I already do... and I find this exciting!
In one of my viral stints, I came across the idea of the Flipped Classroom. This idea has intrigued me to no end. I am now thinking of ways to get the classroom started on this - will it be math? Language? How will differentiation work with this? Oh, the questions!!!
Just like it all though, I gotta jump right in and give it a try. I'll figure it out while I go along.
In experiencing change and pushing/shoving at school towards progress, I am owning and taking pride in that quality about myself. It may seem reckless, but it is how I learn. I can't possibly figure out all the things I need to know, predict all the contingencies and know all the possibilities before taking one step. Things may get a little crazy, but we all go along together. So with my next unit, let's try flipping things around a bit.
This is gonna be interesting!
M.
In one of my viral stints, I came across the idea of the Flipped Classroom. This idea has intrigued me to no end. I am now thinking of ways to get the classroom started on this - will it be math? Language? How will differentiation work with this? Oh, the questions!!!
Just like it all though, I gotta jump right in and give it a try. I'll figure it out while I go along.
In experiencing change and pushing/shoving at school towards progress, I am owning and taking pride in that quality about myself. It may seem reckless, but it is how I learn. I can't possibly figure out all the things I need to know, predict all the contingencies and know all the possibilities before taking one step. Things may get a little crazy, but we all go along together. So with my next unit, let's try flipping things around a bit.
This is gonna be interesting!
M.
Wednesday, January 11, 2012
"I'm good enough, I'm smart enough, and dog-gone it...
...I'm a good teacher!"
I am slowly, but with such persistance, reaching a point in my career where my whole world won't come crashing down whenever I have an upset parent.
In the past, I worked so hard, setting up my house of cards, trying to do it all. I can not. I love this particular post, entitled I am not superwoman! In all of its common sense, so often lost on the teaching community, it speaks about what we do, not what we can't. Too rarely are we allowed time, space or a platform to celebrate the work that we do. The doors are shut and we retreat to our rooms, sharing little to none in some school cultures!
I had a problem, particularly nagging sort, centred around one of my identified kids and his parents. Today was a moment for me - I realized that I am not a bad teacher because I have a parent who feels her child's needs are not being met. I am an excellent teacher. I still need to solve this problem. Together, perhaps, we can figure this out.
Having a parent issue is an opportunity for me to reflect on my practice, and improve upon what I am trying to do: educate her child.
Teachers are problem solvers. This is one more problem to solve. A few years/months/days ago, I would have resented this parent, crying "How dare you challenge me!!", promptly spiralling into a shame of shattered confidence. Today, though, it has rejuvinated me: I can solve this!
As ever, teaching is a work in progress. We need to keep at it in order to improve.
M.
I am slowly, but with such persistance, reaching a point in my career where my whole world won't come crashing down whenever I have an upset parent.
In the past, I worked so hard, setting up my house of cards, trying to do it all. I can not. I love this particular post, entitled I am not superwoman! In all of its common sense, so often lost on the teaching community, it speaks about what we do, not what we can't. Too rarely are we allowed time, space or a platform to celebrate the work that we do. The doors are shut and we retreat to our rooms, sharing little to none in some school cultures!
I had a problem, particularly nagging sort, centred around one of my identified kids and his parents. Today was a moment for me - I realized that I am not a bad teacher because I have a parent who feels her child's needs are not being met. I am an excellent teacher. I still need to solve this problem. Together, perhaps, we can figure this out.
Having a parent issue is an opportunity for me to reflect on my practice, and improve upon what I am trying to do: educate her child.
Teachers are problem solvers. This is one more problem to solve. A few years/months/days ago, I would have resented this parent, crying "How dare you challenge me!!", promptly spiralling into a shame of shattered confidence. Today, though, it has rejuvinated me: I can solve this!
As ever, teaching is a work in progress. We need to keep at it in order to improve.
M.
"I'm just checking my feedback..."
It was a good day yesterday. I was determined to start the new year fresh, and be on top of my game. I was really going to focus on my low and struggling students, and consistently meet with them everyday, specifically about the work they are doing during the literacy block.
I had my "high" group started (that hierarchy I've implied is, in and of itself, worthy of another post), freeing my up to float around the room and check in with my struggling students who are working away on the computers. I made my way over to O, who traditionally, and in every possible way, avoids any and all work, responsibility, liability. He lives to not work. I braced myself for the reply to my now-routine question: "What's your plan today O." I was presently surprised by his reply.
"I'm just checking my feedback," he said. "Then I'm going to do some writing."
Now, I'm not hoping for miracles here, but it was yet another reminder about why I love my MOODLE. In another setting, O would have quickly lost the original assessment, forever gone with the descriptive feedback I had so carefully constructed for him. Now, it is always at his fingertips. All the work is centralized and neatly displayed for him. He simply has to access it, then go from there.
Now, as I've just said, I'm not hoping for miracles. This is one small step solved in the many that will help O be successful. He still needs regular and intense interventions, but he is more empowered in his educational choices.
Here's hoping the miracles do happen though!
M.
I had my "high" group started (that hierarchy I've implied is, in and of itself, worthy of another post), freeing my up to float around the room and check in with my struggling students who are working away on the computers. I made my way over to O, who traditionally, and in every possible way, avoids any and all work, responsibility, liability. He lives to not work. I braced myself for the reply to my now-routine question: "What's your plan today O." I was presently surprised by his reply.
"I'm just checking my feedback," he said. "Then I'm going to do some writing."
Now, I'm not hoping for miracles here, but it was yet another reminder about why I love my MOODLE. In another setting, O would have quickly lost the original assessment, forever gone with the descriptive feedback I had so carefully constructed for him. Now, it is always at his fingertips. All the work is centralized and neatly displayed for him. He simply has to access it, then go from there.
Now, as I've just said, I'm not hoping for miracles. This is one small step solved in the many that will help O be successful. He still needs regular and intense interventions, but he is more empowered in his educational choices.
Here's hoping the miracles do happen though!
M.
Monday, January 9, 2012
Creativity and Innovation
I seem to be returning to this theme quite regularly within my reflections upon my practice, then quite acutely when I read this post by Jon Castelhano, entitled This and That: Creative Juices. This post spoke of the necessesity of creativity and innovation in today's education.
Well, I seem to be working towards that! My writing program, I feel, is really leading the students to be creative in their work. Just today, one of my students M was looking for his next piece to write. Having just written to describe, he needed to choose another purpose to write. I suggested writing to socialize - perhaps choosing an apology to write? He wanted to write something about hockey. Together we came up with the idea of someone writing an apology letter to Sidney Crosby for hitting him too hard and giving him a concussion.
This was an amazing event, that was over in a flash, but set this child upon a writing task that is creative, innovating, engaging and motivating! He is writing! He is inferring! He is commenting on the state of hockey today! AND (to add panache to my writing) this is a reluctant boy writer (well, before he came to my room). Look! Boys who write!
All joking aside, this is a clear example of how creativity and innovation are thriving in my room. With just that short intervention, I have taking a struggling child on a path that is going to get him writing.
This creativity spreads around the room. With that loud conversation, others (who were meant to) overheard and were inspired to do their own writing. Very quickly I heard from two others who wanted to write something similar. Soon I had a couple of boys lean in and help M with his writing, giving him names, dates, games, locations that he could refer to. Off M went with his plan! Collaboration!! Amazing!!!
Though we, as teachers, spend little time recognizing when we do good work, I want to take this space today to do just that. I foster creativity and innovation in my writing program, and its a good thing!
M.
Well, I seem to be working towards that! My writing program, I feel, is really leading the students to be creative in their work. Just today, one of my students M was looking for his next piece to write. Having just written to describe, he needed to choose another purpose to write. I suggested writing to socialize - perhaps choosing an apology to write? He wanted to write something about hockey. Together we came up with the idea of someone writing an apology letter to Sidney Crosby for hitting him too hard and giving him a concussion.
This was an amazing event, that was over in a flash, but set this child upon a writing task that is creative, innovating, engaging and motivating! He is writing! He is inferring! He is commenting on the state of hockey today! AND (to add panache to my writing) this is a reluctant boy writer (well, before he came to my room). Look! Boys who write!
All joking aside, this is a clear example of how creativity and innovation are thriving in my room. With just that short intervention, I have taking a struggling child on a path that is going to get him writing.
This creativity spreads around the room. With that loud conversation, others (who were meant to) overheard and were inspired to do their own writing. Very quickly I heard from two others who wanted to write something similar. Soon I had a couple of boys lean in and help M with his writing, giving him names, dates, games, locations that he could refer to. Off M went with his plan! Collaboration!! Amazing!!!
Though we, as teachers, spend little time recognizing when we do good work, I want to take this space today to do just that. I foster creativity and innovation in my writing program, and its a good thing!
M.
Monday, January 2, 2012
My learning environment: Controlled Chaos or Well oiled machine?
As per my previous post on using my MOODLE (my Virtual Learning Environment), and in response to this amazing video, I have been thinking about my learning environment. Is the space I've created preparing my students for 21st Century Learning?
I've always physically winced at the mention of silent classrooms, filled with portable offices, USSR time, rows and pins dropping. Part of me always somehow knew I could never sustain an environment like that (most likely because of my somewhat erratic management systems, coupled with my energetic teaching style). I also know that I don't believe in that. I value collaboration among students. All of these structures and systems don't lend themselves for working together, and working from each other.
My classroom is busy - this year especially. Not to prompt the sexist gasps, but I have 21 boys in my room this year - and 7 girls. I will save my thoughts on boy learners for another post, but these boys have taught me a lot this year. I am not the circus entertainer teacher, constantly soft-shoe'ing, jazz-hand waving fool, trying to keep them engaged through fun. There is a particularly interesting point in the above mentioned video from the Fraser Institute about chocolate on broccoli. I know that there is something wrong with my teaching if I am teaching broccoli.
I need my students to be engaged - and for that to happen, the learning must matter. I am not awarding gold stars, but relying on the learning itself to be motivating. It is important to learn because learning is important. So my classroom reflects this.
I have lots going on in my room. During my literacy block I have kids on computers, kids reading together out in the hallways, kids learning with me on the floor, other adults working in small groups - we are all learning. Are we all quiet? Heck no! It may be slightly disrespectful to the classes next door, but we try not to bother them. We are all learning. I set high expectations and we all work towards meeting them.
Is this enough of an excuse for the noise coming from my room? Who knows! I do know that I am working towards creating learners that are ready for the 21st century!
M.
I've always physically winced at the mention of silent classrooms, filled with portable offices, USSR time, rows and pins dropping. Part of me always somehow knew I could never sustain an environment like that (most likely because of my somewhat erratic management systems, coupled with my energetic teaching style). I also know that I don't believe in that. I value collaboration among students. All of these structures and systems don't lend themselves for working together, and working from each other.
My classroom is busy - this year especially. Not to prompt the sexist gasps, but I have 21 boys in my room this year - and 7 girls. I will save my thoughts on boy learners for another post, but these boys have taught me a lot this year. I am not the circus entertainer teacher, constantly soft-shoe'ing, jazz-hand waving fool, trying to keep them engaged through fun. There is a particularly interesting point in the above mentioned video from the Fraser Institute about chocolate on broccoli. I know that there is something wrong with my teaching if I am teaching broccoli.
I need my students to be engaged - and for that to happen, the learning must matter. I am not awarding gold stars, but relying on the learning itself to be motivating. It is important to learn because learning is important. So my classroom reflects this.
I have lots going on in my room. During my literacy block I have kids on computers, kids reading together out in the hallways, kids learning with me on the floor, other adults working in small groups - we are all learning. Are we all quiet? Heck no! It may be slightly disrespectful to the classes next door, but we try not to bother them. We are all learning. I set high expectations and we all work towards meeting them.
Is this enough of an excuse for the noise coming from my room? Who knows! I do know that I am working towards creating learners that are ready for the 21st century!
M.
Sunday, January 1, 2012
They call me Mr. MOODLE
This is the name of a workshop I have led last year. The name speaks to my (slight) obsession with my VLE - Virtual Learning Environment. In this case, my District School Board is using a MOODLE. I have had the distinction of having one of the most accessed MOODLEs in all of the Board. Yeah me!
When I describe a MOODLE to the un-initiated, I often resort to the somewhat snide: It is like a website on steroids! My MOODLE is so much more than that. It is my classroom. It isn't an extension, or a place for the kids to play - it is a space where we all learn together.
In a previous post I had written about my vision. My classroom values collaboration, innovation and creativity. The MOODLE is where all of this can take place.
For years I have experimented with blogs, wikis, pod casts, websites, etc. In fact this blog space has been refurbished, if you will, from a site where I used to get the kids to share. However, the MOODLE is now a space for all of this to occur together, in a real and authentic way. In the past I haven't been happy because I have had to control the learning. I was the one who posted the entries for the kids to respond to. I was the one creating the wikis that the kids would add to. With the MOODLE we all create together. It is OUR space.
In the coming posts I plan to describing in more detail how my MOODLE enhances my program.
M.
When I describe a MOODLE to the un-initiated, I often resort to the somewhat snide: It is like a website on steroids! My MOODLE is so much more than that. It is my classroom. It isn't an extension, or a place for the kids to play - it is a space where we all learn together.
In a previous post I had written about my vision. My classroom values collaboration, innovation and creativity. The MOODLE is where all of this can take place.
For years I have experimented with blogs, wikis, pod casts, websites, etc. In fact this blog space has been refurbished, if you will, from a site where I used to get the kids to share. However, the MOODLE is now a space for all of this to occur together, in a real and authentic way. In the past I haven't been happy because I have had to control the learning. I was the one who posted the entries for the kids to respond to. I was the one creating the wikis that the kids would add to. With the MOODLE we all create together. It is OUR space.
In the coming posts I plan to describing in more detail how my MOODLE enhances my program.
M.
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