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.
Sunday, January 29, 2012
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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