First, Ken Robinson:
June 14, 2013
TED Talks
In my Trends in STEM Education class this summer, we have been doing a lot of TEDing. There are some brilliant people out there with wonderful ideas about education. Why aren't we listening to them? These people and what they have to say are definitely worth your time, even if you aren't an educator. Promise.
First, Ken Robinson:
Next, Rita Pierson:
Lastly, Dan Meyer:
You're welcome.
First, Ken Robinson:
March 10, 2013
Things You See On Facebook
One of my friends just posted this on Facebook. I love it. I had to share it.
"I had incredible teachers. And as I look at my life today, the things I value most about myself — my imagination, my love of acting, my passion for writing, my love of learning, my curiosity — all of these things came from how I was parented and taught.
And none of these qualities that I’ve just mentioned — none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success — none of these qualities that make me who I am ... can be tested.
I said before that I had incredible teachers. And that’s true. But it’s more than that. My teachers were EMPOWERED to teach me. Their time wasn’t taken up with a bunch of test prep — this silly drill and kill nonsense that any serious person knows doesn’t promote real learning. No, my teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers.
Now don’t get me wrong. I did have a brush with standardized tests at one point. I remember because my mom went to the principal’s office and said, ‘My kid ain’t taking that. It’s stupid, it won’t tell you anything and it’ll just make him nervous.’ That was in the ’70s when you could talk like that.
I shudder to think that these tests are being used today to control where funding goes.
I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test. If their very survival as teachers was not based on whether I actually fell in love with the process of learning but rather if I could fill in the right bubble on a test. If they had to spend most of their time desperately drilling us and less time encouraging creativity and original ideas; less time knowing who we were, seeing our strengths and helping us realize our talents.
I honestly don’t know where I’d be today if that was the type of education I had. I sure as hell wouldn’t be here. I do know that.
This has been a horrible decade for teachers. I can’t imagine how demoralized you must feel. But I came here today to deliver an important message to you: As I get older, I appreciate more and more the teachers that I had growing up. And I’m not alone. There are millions of people just like me.
So the next time you’re feeling down, or exhausted, or unappreciated, or at the end of your rope; the next time you turn on the TV and see yourself called “overpaid;” the next time you encounter some simple-minded, punitive policy that’s been driven into your life by some corporate reformer who has literally never taught anyone anything. Please know that there are millions of us behind you. You have an army of regular people standing right behind you, and our appreciation for what you do is so deeply felt. We love you, we thank you and we will always have your back."
~ Matt Damon, Save Our Schools, March 7/30/2011
A video of the full speech can be viewed here:https://www.youtube.com/
"I had incredible teachers. And as I look at my life today, the things I value most about myself — my imagination, my love of acting, my passion for writing, my love of learning, my curiosity — all of these things came from how I was parented and taught.
And none of these qualities that I’ve just mentioned — none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success — none of these qualities that make me who I am ... can be tested.
I said before that I had incredible teachers. And that’s true. But it’s more than that. My teachers were EMPOWERED to teach me. Their time wasn’t taken up with a bunch of test prep — this silly drill and kill nonsense that any serious person knows doesn’t promote real learning. No, my teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers.
Now don’t get me wrong. I did have a brush with standardized tests at one point. I remember because my mom went to the principal’s office and said, ‘My kid ain’t taking that. It’s stupid, it won’t tell you anything and it’ll just make him nervous.’ That was in the ’70s when you could talk like that.
I shudder to think that these tests are being used today to control where funding goes.
I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test. If their very survival as teachers was not based on whether I actually fell in love with the process of learning but rather if I could fill in the right bubble on a test. If they had to spend most of their time desperately drilling us and less time encouraging creativity and original ideas; less time knowing who we were, seeing our strengths and helping us realize our talents.
I honestly don’t know where I’d be today if that was the type of education I had. I sure as hell wouldn’t be here. I do know that.
This has been a horrible decade for teachers. I can’t imagine how demoralized you must feel. But I came here today to deliver an important message to you: As I get older, I appreciate more and more the teachers that I had growing up. And I’m not alone. There are millions of people just like me.
So the next time you’re feeling down, or exhausted, or unappreciated, or at the end of your rope; the next time you turn on the TV and see yourself called “overpaid;” the next time you encounter some simple-minded, punitive policy that’s been driven into your life by some corporate reformer who has literally never taught anyone anything. Please know that there are millions of us behind you. You have an army of regular people standing right behind you, and our appreciation for what you do is so deeply felt. We love you, we thank you and we will always have your back."
~ Matt Damon, Save Our Schools, March 7/30/2011
A video of the full speech can be viewed here:https://www.youtube.com/
September 14, 2012
Fresh Start...Kinda
When the school year started four weeks ago, I found myself in a real strange funk. I wasn't very excited about the year and I didn't know why. In the week before the kids came and even that first day, I felt very "meh." I was pretty bothered by the fact that I wasn't totally pumped for a fresh start like I had been the year before. I racked my brain and talked with friends and family to try understanding where this funk was coming from and how I could make it go away. After all, I have a lot to be excited for this year. So, what the heck was the deal?
While I still never figured out what was up with my less than enthusiastic attitude, I'm really loving the year so far. To prove that I really mean it, and am not just saying that to make myself believe it, here's a list of things that are awesome about the school year:
1. The interactive notebooks are awesome.
While they are a pain to prepare, the kids are staying super organized and aren't complaining about taking notes/doing practice problems. I love that they have everything in one place, and no excuse for losing things. I found a lot of my ideas for the notebook on Pinterest.
2. I love being the MSAP department head.
For the first year since I've been on the team, we are actually working as a team. We are meeting once a week, discussing our lessons and how we can integrate, talking about students and following through with discipline and parent contact, and, best of all, we are all getting along really well.
3. I work with some really great people.
We love each other and help each other. I don't know what I would do without some of the people I work with, at school and in my outside life. I have met some of the best friends and encouraging colleagues. I really can't express the amazingness of this crazy family I've been brought into.
4. Our school is optimistic.
We've all had our ups and downs, but for some wonderful reason we all remain optimistic about our school and the direction in which it's headed. A lot has changed this year and we're excited to be a part of improvement and success.
5. I have a class set of iPads.
Need I say more? I didn't think so. We're just now getting them up and running, but I'm excited for the possibilities.
6. I get a warm and cozy feeling every time I walk into my classroom.
I feel really comfortable as a teacher. I love the way my classroom is set-up and the way I'm teaching. I'm excited for each day, no matter what it may bring. That comfortable feeling is what I've been working towards and I'm really happy I'm there.
The list goes on and on, as always. But these are a few of the things that took that "meh" feeling away and I am thankful.
I know I have a tendency to make lists, but I'm not the only one. Check out this TED talk:
Thanks to Jen, our technology specialist for sharing this video with us today!
July 9, 2012
The Ultimate Goal
I read a quote today that is simply encouraging as I begin thinking about the upcoming school year.
"We must ensure that students are not merely physically present, coasting from class to class in an unspoken agreement with adults to behave as long as the challenge remains low."
Now, how to get there?
Lapp, D., Fisher, D., & Grant, M. (2008). "You can read this text-i'll show you how": Interactive comprehension instruction. Journal of Adolescent and Adult Literacy, 51(5), 372-383.
"We must ensure that students are not merely physically present, coasting from class to class in an unspoken agreement with adults to behave as long as the challenge remains low."
Now, how to get there?
Lapp, D., Fisher, D., & Grant, M. (2008). "You can read this text-i'll show you how": Interactive comprehension instruction. Journal of Adolescent and Adult Literacy, 51(5), 372-383.
May 27, 2012
School is Cool (at least mine is)
As I've said before, so many teachers are doing cool things at my school. We even have a blog to showcase some of the amazing-ness.
Check it out:
Two of the posts are from my students' Challenge-Based Learning Project:
The second link has the final solution video for the project. Have I mentioned how proud I am?
May 15, 2012
Not to brag, but...
My brother, Richard, was chosen as the 104.3 Star Kid of the Week last week because of all his hard work in the classroom. He is so talented and I am so proud.
Here's what the DJs had to say about him:
May 13, 2012
Challenge Based Learning
Boy, what an adventure this has been. I will start by saying that #CBLearn is amazing. It is one of the most versatile programs I have ever known about, and I am lucky to be involved. There is so much about our project that I want to write about, but to really understand the ups and downs, would have been to experience it with us. However, I'll try my best...
In October, my AMAZING Technology Curriculum Coordinator, Jen, came to me with an opportunity: iCamp for Challenge Based Learning.
What is iCamp, you ask? "Project iCamp is a collaborative hardware funding effort...designed for teams consisting of a classroom teacher and two students, one general education student, and one exceptional education student, in Challenge Based Learning."
The iCamp expectations were that myself, and two (Jen and I took 3) students attend two full-day Saturday sessions to learn about Challenge Based Learning, iPads, Macbooks, iMovie, iPhoto and Garage Band. Once we had completed the Saturday sessions, the students and I recieved two iPads and a Macbook Air to use for the project. Seriously, we did.
iCamp was fun, challenging and eye-opening all at the same time. Sometimes, my students were brainstorming and coming up with amazing ideas. Sometimes, I was having to poke them to wake-up during a training session. Sometimes, they were enjoying their selves and sometimes they bugged me every three minutes to ask how much longer we had to be there. After both of the sessions, I took them to one of my favorite places, Yogurtology. That made it all worth it for the kiddies.
iCamp got us all pumped up to bring the project into the classroom. Let me rephrase that, iCamp got 3/5 of us excited. At iCamp, the students had come with our challenge. They decided on, "How can we help those that struggle to afford food?" Cool, right? The students thought of many ideas that pertained to them and their peers: behavior improvement for students in the program being one of them. However, we all decided the "Hunger Project" would be the best choice for us.
Because I like to sign up for almost anything people ask me to, I had another project going on around the same time. This project was also with the 7.5 students, so we had to put the Challenge Based Learning project off for a little while. I would get questions every now and then about when we were going to start the Hunger Project, but for the most part, we had separated ourselves from the whole iCamp experience for a couple months.
As a new semester began and my other project had ended, it was FINALLY time to come back to the Hunger Project. Wahoo! Now, where do we go from here?
Jen and I sat down and rough drafted some dates and goals for the students. I'm not going to lie and say that I wasn't a little bit hesitant. I really felt iffy about how the students would take to the project, but knowing it involved computers and iPads, I was sure we could at least get their attention.
Oh, whoa whoa. Backtrack - I forgot to mention the Challenge video that Jen and the three students we took to iCamp put together to introduce what our challenge was. They did the video soon after iCamp. Take a look:
Pretty cool, you think?
A note on grouping: before we started on the project, I had to group the students. Because I wanted to avoid the fuss and complaining about who they were grouped with, I needed to use a method to keep them happy and keep my sanity at the same time. At the end of the period, the day before the project, I sat a Post-It pad on the front table of my room and told the students that they were to find a partner and write both of their names on the Post-It if they wanted some say in who they were grouped with. I told the students that if they did not put their name on any Post-It, then it was totally up to me who they were grouped with. I then took the Post-Its (with two names on them) and matched them up with another Post-It. Ta-da, groups of four! In theory, I loved this strategy. In reality, it was...meh. I couldn't get the groups exactly how I wanted them, I had some students absolutely refuse to work with people in their groups and I had some groups that did nothing except gossip. For the most part, it was alright. Lastly, at least for my kids, this project made me realize that groups of four are too big for what we were trying to accomplish. Groups of three were PERFECT!
I'll try not to sidetrack anymore. Groups were formed, challenge video was complete, and our timeline was ready to be tackled. On the first day that we brought the project into the classroom, we watched the challenge video, discussed what guiding questions were and then broke into groups. In their groups, they discussed some solution ideas and guiding questions that would accompany their solution ideas. The groups got to record their ideas and brainstorming on the iPads and MacBook Airs. They loved that! We worked in the groups for about a week. The groups had to choose one solution idea and run with it. They came up with guiding questions, details, and a "pitch video," explaining their idea in detail and why the other students should vote for their idea. I was so pleasantly surprised with some of the ideas I was hearing. I honestly thought I was going to hear a lot of "canned food drives" and "volunteer at a soup kitchens." Instead, I heard ideas like bake sales and book sales to raise money to dontate to a shelter. I heard ideas like a talent show where people had to donate cans to buy a ticket. I heard some really creative, some a little unusual, but great ideas to help those that struggle to afford food. Remember, now - the students did this all on their own!
After the week or so of group work, the students spent a day watching all the group "pitch videos," and voting on the idea they wanted to actually implement. Up until this point, I don't think the students actually believed we were going to go through with whatever idea they voted on. Once they realized this was actually happening, the whole mood changed. They all got so excited, the motivation was so enthusiastic.
We went through the votes that afternoon and the winning idea was, drum roll please:
Hoops for Hunger Basketball Game - to collect canned food items
Once the students had decided on their project, we have to seriously buckle down and get it done (we had to have this project done by the end of February and this was all happening early/mid February).
We started by meeting with our principal to get the basketball game approved. Because it was pretty last minute, we decided it was best that we only open the game up to the students on our MSAP team. The students were nervous when they pitched the idea to our principal, but who wouldn't be? She loved the idea and was very supportive. She knew what this opportunity would mean to my students. Second to the principal, we needed approval from the coaches to use the gym for the game. Thank goodness they have a common planning period. While I typed the e-mail, students took turns deciding exactly what we should say to the coaches. We signed the e-mail with "Thank you so much, the MSAP students," and waited to hear back.
This is where it started to get a little tricky. I had three classes working on one project. So, for things like sending e-mails, I would start with one period and then the other two periods would "edit," and add other information they thought was necessary. It actually worked out better than I thought it would.
The coaches sent back an e-mail to the students and let them know that they project was a go!
Next came the to-do list. They had to: make posters, make tickets, ask teachers on planning periods to help coach and keep score, find boxes to collect the cans, find a place to donate the cans, and figure out who was going to play in the game.
To share resources about where to donate the canned food, Jen asked our Social Worker to come talk to the students about any information she had. She introduced the students to 211 Tampa Bay. The students were able to search this website for all the places in the area that help those that struggle with hunger and the places that take donations. This might seem silly, but I was really happy that the students were being exposed to this website just in case they needed the resources our community offered now or in the future.
The students decided that to play in the game a MSAP student would have to bring in three or more cans, but to "buy" a ticket to the game a student only needed to bring in two cans. We collected cans for four days, which turned out to be plenty of time.
So much happened in just a few quick days - it almost seems like a blur at this point. I have to say though, it was so much fun working with the students like this. They were coming up with ideas and BEING RESPONSIBLE for those ideas. For a week, they weren't my students, they were my co-workers. The best part - I had no disciplinary issues that week. None. Zip. Zero.
Most of the girls worked on posters to hang in all the MSAP teachers' classrooms. Some of the boys went to teachers and asked them to help us coach, referee, and keep score. A couple students decorated the box for the cans. And other students researched more places to donate the cans.
The days flew by and the day had come. I was a nervous wreck! The basketball game was scheduled for the last period of the day, so the students spend the whole day finalizing details. We got some posters hung in the gym, the students decided who was going to take pictures during the game and who was going to film the game, one of our original iCamp students had to decide what he was going to say to welcome all the students, and I was running around like a chicken with my head cut off.
The Hoops for Hunger game was flawless. Yep, I said it.
The students entered the gym to see two basketball teams (made of ten MSAP students), two coaches (our health teacher and life-skills teacher), a score-keeper (our LA teacher) and two referees (our science teacher and one of the PE coaches). The student behavior was wonderful. I may have threatened them with referrals, but nonetheless, their behavior was great. Some of the counselors, teachers on planning period, Jen, our principal, and our Curriculum Coordinator, Aubrey (who we couldn't have done this without), were right there with the students to watch the game. The game was so exciting. The students were having so much fun. Finally, I felt relief as I could not stop smiling. Seriously, couldn't stop. The teams might have been a wee bit unbalanced, as the final score was 34-11, but nobody seemed to be too upset about it. We dismissed the students from the gym and walked over to our faculty meeting.
The game was such a rush and then, all of the sudden, it was over. We had done it. They had done it.
At our faculty meeting, the principal recognized Jen and I for the project and what we had just accomplished. Still smiling. Really, I smiled the whole way home, probably while I was sleeping that night too.
The next day, we still had work to do. Obviously we had to make a new to-do list. I love lists. Now the students had to: make thank you cards, count the cans collected, and figure out where in the world we were going to donate all of this food!
Finally, all three classes agreed to donate the cans to the St. Petersburg Free Clinic Food Bank. One of the students called and set up a date and time for a representative to come pick up all the cans. I thought it was pretty cool that they picked-up. That way the students would be able to experience the satisfaction of watching the donation happen.
A couple days later, two men from the food bank came to pick up the food and were beyond grateful. They kept telling the students thank you and were surprised by the amount of cans they had collected. The men called us later to let us know they had collected 211 pounds of food. 211 pounds!
As the students reflected on the whole project, they were proud of themselves and excited about what they had accomplished. I don't think they fully understand that they did this, not Jen, Aubrey and I, but them. I'm pretty sure I told them I was proud of them about 3464352 times.
I am still so proud. I always will be. Once again, my students proved that they are better than the labels they are given. Take that, labelers!
In October, my AMAZING Technology Curriculum Coordinator, Jen, came to me with an opportunity: iCamp for Challenge Based Learning.
What is iCamp, you ask? "Project iCamp is a collaborative hardware funding effort...designed for teams consisting of a classroom teacher and two students, one general education student, and one exceptional education student, in Challenge Based Learning."
The iCamp expectations were that myself, and two (Jen and I took 3) students attend two full-day Saturday sessions to learn about Challenge Based Learning, iPads, Macbooks, iMovie, iPhoto and Garage Band. Once we had completed the Saturday sessions, the students and I recieved two iPads and a Macbook Air to use for the project. Seriously, we did.
iCamp was fun, challenging and eye-opening all at the same time. Sometimes, my students were brainstorming and coming up with amazing ideas. Sometimes, I was having to poke them to wake-up during a training session. Sometimes, they were enjoying their selves and sometimes they bugged me every three minutes to ask how much longer we had to be there. After both of the sessions, I took them to one of my favorite places, Yogurtology. That made it all worth it for the kiddies.
iCamp got us all pumped up to bring the project into the classroom. Let me rephrase that, iCamp got 3/5 of us excited. At iCamp, the students had come with our challenge. They decided on, "How can we help those that struggle to afford food?" Cool, right? The students thought of many ideas that pertained to them and their peers: behavior improvement for students in the program being one of them. However, we all decided the "Hunger Project" would be the best choice for us.
Because I like to sign up for almost anything people ask me to, I had another project going on around the same time. This project was also with the 7.5 students, so we had to put the Challenge Based Learning project off for a little while. I would get questions every now and then about when we were going to start the Hunger Project, but for the most part, we had separated ourselves from the whole iCamp experience for a couple months.
As a new semester began and my other project had ended, it was FINALLY time to come back to the Hunger Project. Wahoo! Now, where do we go from here?
Jen and I sat down and rough drafted some dates and goals for the students. I'm not going to lie and say that I wasn't a little bit hesitant. I really felt iffy about how the students would take to the project, but knowing it involved computers and iPads, I was sure we could at least get their attention.
Oh, whoa whoa. Backtrack - I forgot to mention the Challenge video that Jen and the three students we took to iCamp put together to introduce what our challenge was. They did the video soon after iCamp. Take a look:
Pretty cool, you think?
A note on grouping: before we started on the project, I had to group the students. Because I wanted to avoid the fuss and complaining about who they were grouped with, I needed to use a method to keep them happy and keep my sanity at the same time. At the end of the period, the day before the project, I sat a Post-It pad on the front table of my room and told the students that they were to find a partner and write both of their names on the Post-It if they wanted some say in who they were grouped with. I told the students that if they did not put their name on any Post-It, then it was totally up to me who they were grouped with. I then took the Post-Its (with two names on them) and matched them up with another Post-It. Ta-da, groups of four! In theory, I loved this strategy. In reality, it was...meh. I couldn't get the groups exactly how I wanted them, I had some students absolutely refuse to work with people in their groups and I had some groups that did nothing except gossip. For the most part, it was alright. Lastly, at least for my kids, this project made me realize that groups of four are too big for what we were trying to accomplish. Groups of three were PERFECT!
I'll try not to sidetrack anymore. Groups were formed, challenge video was complete, and our timeline was ready to be tackled. On the first day that we brought the project into the classroom, we watched the challenge video, discussed what guiding questions were and then broke into groups. In their groups, they discussed some solution ideas and guiding questions that would accompany their solution ideas. The groups got to record their ideas and brainstorming on the iPads and MacBook Airs. They loved that! We worked in the groups for about a week. The groups had to choose one solution idea and run with it. They came up with guiding questions, details, and a "pitch video," explaining their idea in detail and why the other students should vote for their idea. I was so pleasantly surprised with some of the ideas I was hearing. I honestly thought I was going to hear a lot of "canned food drives" and "volunteer at a soup kitchens." Instead, I heard ideas like bake sales and book sales to raise money to dontate to a shelter. I heard ideas like a talent show where people had to donate cans to buy a ticket. I heard some really creative, some a little unusual, but great ideas to help those that struggle to afford food. Remember, now - the students did this all on their own!
After the week or so of group work, the students spent a day watching all the group "pitch videos," and voting on the idea they wanted to actually implement. Up until this point, I don't think the students actually believed we were going to go through with whatever idea they voted on. Once they realized this was actually happening, the whole mood changed. They all got so excited, the motivation was so enthusiastic.
We went through the votes that afternoon and the winning idea was, drum roll please:
Hoops for Hunger Basketball Game - to collect canned food items
Once the students had decided on their project, we have to seriously buckle down and get it done (we had to have this project done by the end of February and this was all happening early/mid February).
We started by meeting with our principal to get the basketball game approved. Because it was pretty last minute, we decided it was best that we only open the game up to the students on our MSAP team. The students were nervous when they pitched the idea to our principal, but who wouldn't be? She loved the idea and was very supportive. She knew what this opportunity would mean to my students. Second to the principal, we needed approval from the coaches to use the gym for the game. Thank goodness they have a common planning period. While I typed the e-mail, students took turns deciding exactly what we should say to the coaches. We signed the e-mail with "Thank you so much, the MSAP students," and waited to hear back.
This is where it started to get a little tricky. I had three classes working on one project. So, for things like sending e-mails, I would start with one period and then the other two periods would "edit," and add other information they thought was necessary. It actually worked out better than I thought it would.
The coaches sent back an e-mail to the students and let them know that they project was a go!
Next came the to-do list. They had to: make posters, make tickets, ask teachers on planning periods to help coach and keep score, find boxes to collect the cans, find a place to donate the cans, and figure out who was going to play in the game.
To share resources about where to donate the canned food, Jen asked our Social Worker to come talk to the students about any information she had. She introduced the students to 211 Tampa Bay. The students were able to search this website for all the places in the area that help those that struggle with hunger and the places that take donations. This might seem silly, but I was really happy that the students were being exposed to this website just in case they needed the resources our community offered now or in the future.
The students decided that to play in the game a MSAP student would have to bring in three or more cans, but to "buy" a ticket to the game a student only needed to bring in two cans. We collected cans for four days, which turned out to be plenty of time.
So much happened in just a few quick days - it almost seems like a blur at this point. I have to say though, it was so much fun working with the students like this. They were coming up with ideas and BEING RESPONSIBLE for those ideas. For a week, they weren't my students, they were my co-workers. The best part - I had no disciplinary issues that week. None. Zip. Zero.
Most of the girls worked on posters to hang in all the MSAP teachers' classrooms. Some of the boys went to teachers and asked them to help us coach, referee, and keep score. A couple students decorated the box for the cans. And other students researched more places to donate the cans.
The days flew by and the day had come. I was a nervous wreck! The basketball game was scheduled for the last period of the day, so the students spend the whole day finalizing details. We got some posters hung in the gym, the students decided who was going to take pictures during the game and who was going to film the game, one of our original iCamp students had to decide what he was going to say to welcome all the students, and I was running around like a chicken with my head cut off.
The Hoops for Hunger game was flawless. Yep, I said it.
The students entered the gym to see two basketball teams (made of ten MSAP students), two coaches (our health teacher and life-skills teacher), a score-keeper (our LA teacher) and two referees (our science teacher and one of the PE coaches). The student behavior was wonderful. I may have threatened them with referrals, but nonetheless, their behavior was great. Some of the counselors, teachers on planning period, Jen, our principal, and our Curriculum Coordinator, Aubrey (who we couldn't have done this without), were right there with the students to watch the game. The game was so exciting. The students were having so much fun. Finally, I felt relief as I could not stop smiling. Seriously, couldn't stop. The teams might have been a wee bit unbalanced, as the final score was 34-11, but nobody seemed to be too upset about it. We dismissed the students from the gym and walked over to our faculty meeting.
The game was such a rush and then, all of the sudden, it was over. We had done it. They had done it.
At our faculty meeting, the principal recognized Jen and I for the project and what we had just accomplished. Still smiling. Really, I smiled the whole way home, probably while I was sleeping that night too.
The next day, we still had work to do. Obviously we had to make a new to-do list. I love lists. Now the students had to: make thank you cards, count the cans collected, and figure out where in the world we were going to donate all of this food!
Finally, all three classes agreed to donate the cans to the St. Petersburg Free Clinic Food Bank. One of the students called and set up a date and time for a representative to come pick up all the cans. I thought it was pretty cool that they picked-up. That way the students would be able to experience the satisfaction of watching the donation happen.
A couple days later, two men from the food bank came to pick up the food and were beyond grateful. They kept telling the students thank you and were surprised by the amount of cans they had collected. The men called us later to let us know they had collected 211 pounds of food. 211 pounds!
As the students reflected on the whole project, they were proud of themselves and excited about what they had accomplished. I don't think they fully understand that they did this, not Jen, Aubrey and I, but them. I'm pretty sure I told them I was proud of them about 3464352 times.
I am still so proud. I always will be. Once again, my students proved that they are better than the labels they are given. Take that, labelers!
March 16, 2012
Funny Friday 2
You have to read this blog. It will make you happy. Like, teacher happy.
http://missbstories.tumblr.com/
http://missbstories.tumblr.com/
March 9, 2012
Funny Friday
A hilarious differentiated instruction video was sent out by a coworker today. It's a must-watch for a good educator laugh. Happy Friday!
March 1, 2012
Positivity is Key
Yes, I should be finishing my #CBLearn post. However, a quick moment on the soap box seems more fitting for the day.
I just finished a two hour training on AVID's Tutorology.
Tutorology is a student-led way for students to recognize what confuses them about a topic or problem and for their classmates to help them understand whatever it is they are confused about. It is a great method to incorporate in the classroom for homework, test study, extensions, or whatever you can think of. It can be manipulated for use however you see fit, which I love. (Check out some great Tutorology resources here.)
During the training session (it was just for our math department) we started to discuss dilemmas with students turning in homework. We all know homework can be important in the math classroom, but sometimes students just don't do it. That's frustrating. We were all a little frustrated (and exhausted).
Our facilitator was wonderful, though. She had worked in our school system and could relate easily to everything we were talking about. She stopped our conversation and talked with us about our outlooks. She reminded us how easy it is to see the negatives in students, classrooms, schools, people, everything. What makes the difference is how we view those things.
From just two years in the classroom, I could go on for hours comparing days when I came in with a bad attitude and days when I searched for the positives. It makes a world of a difference. We all know that. Sometimes, we just have to be reminded.
Life is good.
Teaching is wonderful.
My students are amazing.
My school is determined.
It is all about perception.
1. Quit saying, "I don't care." I do care, a lot. I don't want anybody to think I don't.
3. Make more positive phone calls. I call home a lot. I send weekly e-mails to tell the parents to let them know what we're doing in class that week. Why don't I call or e-mail just to say, "Your student is great!"
4. Give more compliments. Teachers, students and administrators are doing amazing things at my school everyday. Every single one of them should be recognized.
5. Come to work smiling and leave work smiling. "I like smiling. Smiling is my favorite."
6. Remind myself that I was meant to be teaching. I was made to be in these students' lives. Whether they like it or not, I'm going to help them, teach them and love them.
Guess what people...life is too short and it could be worse. Yeah, yeah. Blah, blah. But really, my glass is half full. Is yours?
I just finished a two hour training on AVID's Tutorology.
Tutorology is a student-led way for students to recognize what confuses them about a topic or problem and for their classmates to help them understand whatever it is they are confused about. It is a great method to incorporate in the classroom for homework, test study, extensions, or whatever you can think of. It can be manipulated for use however you see fit, which I love. (Check out some great Tutorology resources here.)
During the training session (it was just for our math department) we started to discuss dilemmas with students turning in homework. We all know homework can be important in the math classroom, but sometimes students just don't do it. That's frustrating. We were all a little frustrated (and exhausted).
Our facilitator was wonderful, though. She had worked in our school system and could relate easily to everything we were talking about. She stopped our conversation and talked with us about our outlooks. She reminded us how easy it is to see the negatives in students, classrooms, schools, people, everything. What makes the difference is how we view those things.
From just two years in the classroom, I could go on for hours comparing days when I came in with a bad attitude and days when I searched for the positives. It makes a world of a difference. We all know that. Sometimes, we just have to be reminded.
Life is good.
Teaching is wonderful.
My students are amazing.
My school is determined.
It is all about perception.
So, I've made a list of things I need to start doing, do more, or do again:
2. I have GOT to give more verbal praise. It is way too easy to nag and nag about everything students do incorrectly. They do so many things correctly, and they should know that I notice.
3. Make more positive phone calls. I call home a lot. I send weekly e-mails to tell the parents to let them know what we're doing in class that week. Why don't I call or e-mail just to say, "Your student is great!"
4. Give more compliments. Teachers, students and administrators are doing amazing things at my school everyday. Every single one of them should be recognized.
5. Come to work smiling and leave work smiling. "I like smiling. Smiling is my favorite."
6. Remind myself that I was meant to be teaching. I was made to be in these students' lives. Whether they like it or not, I'm going to help them, teach them and love them.
Guess what people...life is too short and it could be worse. Yeah, yeah. Blah, blah. But really, my glass is half full. Is yours?
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