Day 13: Name the top edtech tools that you use on a consistent basis in the classroom, and rank them in terms of their perceived (by you) effectiveness.
The tool I use the most in my classroom is Google Forms, combined with Google Spreadsheets. This is very effective for keeping a log (for documentation and data purposes) of my student interactions. Each day I work with many students, and once I set up a Google Form, it takes only a matter of seconds to document my work with my students, so that I can justify my position if/when needed.
Additionally, I utilize Twitter in my room to expand my Personal Learning Network (PLN) for additional, personally driven professional development beyond the mandated PD I receive at the school.
In order to keep in contact with my students, I utilize Celly (cel.ly); a program that comes iOS, Android, and is available online at cel.ly. It is an excellent tool which allows you to text students as a group or individually without giving out personal numbers. They simply subscribe to the cell via text message. You can schedule text reminders to go out at certain times, you can field questions from students at your convenience, and all of it is recorded on Celly's servers in case they are ever needed. An AWESOME tool to use!
Wednesday, September 24, 2014
Tuesday, September 23, 2014
30 Day Challenge: Day 12: Changing Teaching
Day 12: How do you see your teaching changing over the next five years?
This is an interesting question. Either I'll be in an entirely different position from Academic Interventionist (social studies) or I'll have 5 years of experience working, shaping, adjusting the new Academic Interventionist position that I currently hold.
Beyond that, the largest change will be the level, type, and integration of technology within the school and classrooms. Considering the iPad is a technology which isn't even five years old yet, but is proliferating and revolutionizing the way education is experienced. If, 5 years ago, you'd have asked someone this, then I very highly doubt they would have responded with "I expect all students in my high school to have their own _____ (iPad, Chromebook, Laptop)."
I guess what I mean is that it's hard to foresee the future and expect any kind of accuracy. The rate at which technology is growing, changing, shifting is unpredictable and forecasting how my teaching might change is less important than understanding that it will change, and I must be flexible enough to roll with the punches.
This is an interesting question. Either I'll be in an entirely different position from Academic Interventionist (social studies) or I'll have 5 years of experience working, shaping, adjusting the new Academic Interventionist position that I currently hold.
Beyond that, the largest change will be the level, type, and integration of technology within the school and classrooms. Considering the iPad is a technology which isn't even five years old yet, but is proliferating and revolutionizing the way education is experienced. If, 5 years ago, you'd have asked someone this, then I very highly doubt they would have responded with "I expect all students in my high school to have their own _____ (iPad, Chromebook, Laptop)."
I guess what I mean is that it's hard to foresee the future and expect any kind of accuracy. The rate at which technology is growing, changing, shifting is unpredictable and forecasting how my teaching might change is less important than understanding that it will change, and I must be flexible enough to roll with the punches.
Wednesday, September 17, 2014
30 Day Challenge: Day 11: Favorite part of the day.
Day 11: What is your favorite part of the school day and why?
My favorite part of the school day is before and after school, and lunch--but not for the reasons you might think!
I love these times of the day because that's when I get to work with my students. Especially before and after school are great, because I get to work with my students in a more one-on-one fashion. In this way I get to show them that I care, and that I want to help them succeed and graduate.
I suppose that I could more generally say that I love it when I get to work with my students. Working one-on-one with students is truly a gift. I cannot overemphasize how much I enjoy having students in my room....we play music (usually their choice--within reason!) keep a relaxed environment. In this way I get to know my students, and they get to know myself, my para, and our ID maker (we share a room). I get to allow a bit more of my personality to color my interactions with my students in such an environment. In turn, my students show a bit more of themselves, as well.
This is superbly helpful when I have to "be hard" on them, or have the unpleasant discussion about grades or behaviors or attitude towards other teachers. Having connected on a deeper, more personal level creates an environment and relationship which makes these into actual conversations and discussions during which we can speak as adults (or quasi-adults) about an issue that we need to resolve together, as a team. This is instead of seeming like I am attacking them about doing poorly.
So, the best parts of my day are when I have students in my classroom: because only when they are with me am I able to create a solid, foundational relationship upon which we can build a successful future as a team.
My favorite part of the school day is before and after school, and lunch--but not for the reasons you might think!
I love these times of the day because that's when I get to work with my students. Especially before and after school are great, because I get to work with my students in a more one-on-one fashion. In this way I get to show them that I care, and that I want to help them succeed and graduate.
I suppose that I could more generally say that I love it when I get to work with my students. Working one-on-one with students is truly a gift. I cannot overemphasize how much I enjoy having students in my room....we play music (usually their choice--within reason!) keep a relaxed environment. In this way I get to know my students, and they get to know myself, my para, and our ID maker (we share a room). I get to allow a bit more of my personality to color my interactions with my students in such an environment. In turn, my students show a bit more of themselves, as well.
This is superbly helpful when I have to "be hard" on them, or have the unpleasant discussion about grades or behaviors or attitude towards other teachers. Having connected on a deeper, more personal level creates an environment and relationship which makes these into actual conversations and discussions during which we can speak as adults (or quasi-adults) about an issue that we need to resolve together, as a team. This is instead of seeming like I am attacking them about doing poorly.
So, the best parts of my day are when I have students in my classroom: because only when they are with me am I able to create a solid, foundational relationship upon which we can build a successful future as a team.
Tuesday, September 16, 2014
30 Day Blogging Challenge: Day 10: 5, 4, 3, 2, 1...
Day 10: Share five random facts about yourself. Share four things from your bucket list. Share three things that you hope for this year, as a "person" or an educator. Share two things that have made you laugh or cry as an educator. Share one thing you wish more people knew about you.
Quite the load of things to type up today!
Five random facts about myself:
I love the University of Michigan--especially the football program; my favorite meal is chicken fried steak and eggs; my favorite colors are purple and blue; I absolutely love playing board games of all types; and my family is my inspiration.
Four things from my bucket list:
Go to Europe--as a trained historian this is by far at the top of my list; go to a Michigan-Ohio State game at The Big House; see my daughters succeed; and make a difference.
Three things I hope for:
Success in my position as Academic Interventionist--still trying to define what success would be, though; keep growing and reflecting as a person and educator; and go on more dates with my wife.
Two things which have made me laugh or cry:
The first story is a time I (almost) cried. As I was wrapping up my student teaching semester, I realized that all of the connections I had forged with my students were going to fade for them as time went on, and they saw me no longer. At this, I choked up, but held my composure.
This second one made me laugh until I cried; I was long-term subbing and it was test day for my students. One poor student had a horrible case of the hiccups, and it was distracting the whole class. She tried everything to get rid of them before the test began, but nothing worked. Being the kind, helpful teacher I am I decided to scare them out of her....by smacking her desk with my open hand. In hindsight, this probably wasn't the best choice...She fell over backwards in her chair knocking her desk over, as well as the desk of the person behind her. She also bumped her elbow on the desk next to her. Needless to say, I felt absolutely horrible about this, so I rushed to help her up. She refused my help because she was laughing too hard to move. At the realization that my student was ok (and so was my job!) I, too, began to laugh. Soon the entire class was roaring with laughter. Eventually, I got them back on task, and they completed their test, but I learned my lesson: never, ever try to help a student!
One thing I wish more people knew about me:
That I care. The depth of my caring continues to grow, and I want more people to know it--namely my students. My family and friends know how much I care, how deeply my passion and joy run. I wish all of my students could look at themselves through my eyes, and see the potential, the possibilities, and the success I see in and for them. If they saw these things, then they would forgive the small mistakes I might make, and accept that I want to help them find their best, reach their goals, fulfill their potential.
Quite the load of things to type up today!
Five random facts about myself:
I love the University of Michigan--especially the football program; my favorite meal is chicken fried steak and eggs; my favorite colors are purple and blue; I absolutely love playing board games of all types; and my family is my inspiration.
Four things from my bucket list:
Go to Europe--as a trained historian this is by far at the top of my list; go to a Michigan-Ohio State game at The Big House; see my daughters succeed; and make a difference.
Three things I hope for:
Success in my position as Academic Interventionist--still trying to define what success would be, though; keep growing and reflecting as a person and educator; and go on more dates with my wife.
Two things which have made me laugh or cry:
The first story is a time I (almost) cried. As I was wrapping up my student teaching semester, I realized that all of the connections I had forged with my students were going to fade for them as time went on, and they saw me no longer. At this, I choked up, but held my composure.
This second one made me laugh until I cried; I was long-term subbing and it was test day for my students. One poor student had a horrible case of the hiccups, and it was distracting the whole class. She tried everything to get rid of them before the test began, but nothing worked. Being the kind, helpful teacher I am I decided to scare them out of her....by smacking her desk with my open hand. In hindsight, this probably wasn't the best choice...She fell over backwards in her chair knocking her desk over, as well as the desk of the person behind her. She also bumped her elbow on the desk next to her. Needless to say, I felt absolutely horrible about this, so I rushed to help her up. She refused my help because she was laughing too hard to move. At the realization that my student was ok (and so was my job!) I, too, began to laugh. Soon the entire class was roaring with laughter. Eventually, I got them back on task, and they completed their test, but I learned my lesson: never, ever try to help a student!
One thing I wish more people knew about me:
That I care. The depth of my caring continues to grow, and I want more people to know it--namely my students. My family and friends know how much I care, how deeply my passion and joy run. I wish all of my students could look at themselves through my eyes, and see the potential, the possibilities, and the success I see in and for them. If they saw these things, then they would forgive the small mistakes I might make, and accept that I want to help them find their best, reach their goals, fulfill their potential.
Monday, September 15, 2014
30 Day Blogging Challenge: Day 9: Accomplishments
Day 9: Write about one of your biggest accomplishments in your teaching that no one knows about (or may not care).
So, I'm not doing the blogging thing every day, but I'm still doing it!
This one is a tough question, because I'm a total braggart, so I like to play up all of my accomplishments to anyone and everyone who will listen--and even to some who won't listen.
One of my biggest accomplishments was connecting with a student. She was a junior high student who was very obviously troubled--her body language and attitude in class projected depression or, at the least, deep sadness and disconnect. Making things worse, I was a long-term substitute. Even tougher...another student at the school committed suicide in the week I first began to teach this particular student.
Oftentimes she would come in to class visibly upset or disturbed. On these days I would ask her how she was doing, and if there was anything I could do to help. She would politely refuse, and I would reiterate that I was there for her to talk to, should she ever need it.
Throughout the ensuing weeks, this scenario would repeat itself. But I was also continuing to build up our teacher-student relationship, as well. The class was a technology class, and we were building websites in a project-based, inquiry-based assignment. The students chose whatever interested them, and then researched and built informational websites about them. I worked closely with this student, as she frequently sought help in building her website about music. She was an intelligent student, who asked pointed questions and pursued constructive criticism in order to improve her product.
Finally, one day she came in, burdened. As she often did, she requested that she go to the school counselor. I acquiesced, but she was back a bare five minutes later; even more upset than when she'd left. Her counselor had been busy with another student, she told me. I again asked if there was anything I could do to help, even if it was only to listen; again she declined. A few minutes later, as I was sitting at my desk, she approached me and asked if we could speak. I agreed, and she took a seat and began speaking about the things which had been plaguing her for the time I had her in class and well before.
I spoke listened closely and then spoke candidly about her intelligence, personality, and strength. She seemed to take some comfort in my words, and left my presence in a better state. After this connection, she would frequently share her concerns and feelings with me, and I worked closely with her counselor to relay all of her concerns, feelings, and ideas.
This was one of the most impacting moments of my teaching career. In helping this student deal with some of her emotions and problems, I found absolute confirmation that I had chosen the right path to walk. These types of moments underscore the importance of teachers in their students' lives, and the kind of difference we can make on the future.
So, I'm not doing the blogging thing every day, but I'm still doing it!
This one is a tough question, because I'm a total braggart, so I like to play up all of my accomplishments to anyone and everyone who will listen--and even to some who won't listen.
One of my biggest accomplishments was connecting with a student. She was a junior high student who was very obviously troubled--her body language and attitude in class projected depression or, at the least, deep sadness and disconnect. Making things worse, I was a long-term substitute. Even tougher...another student at the school committed suicide in the week I first began to teach this particular student.
Oftentimes she would come in to class visibly upset or disturbed. On these days I would ask her how she was doing, and if there was anything I could do to help. She would politely refuse, and I would reiterate that I was there for her to talk to, should she ever need it.
Throughout the ensuing weeks, this scenario would repeat itself. But I was also continuing to build up our teacher-student relationship, as well. The class was a technology class, and we were building websites in a project-based, inquiry-based assignment. The students chose whatever interested them, and then researched and built informational websites about them. I worked closely with this student, as she frequently sought help in building her website about music. She was an intelligent student, who asked pointed questions and pursued constructive criticism in order to improve her product.
Finally, one day she came in, burdened. As she often did, she requested that she go to the school counselor. I acquiesced, but she was back a bare five minutes later; even more upset than when she'd left. Her counselor had been busy with another student, she told me. I again asked if there was anything I could do to help, even if it was only to listen; again she declined. A few minutes later, as I was sitting at my desk, she approached me and asked if we could speak. I agreed, and she took a seat and began speaking about the things which had been plaguing her for the time I had her in class and well before.
I spoke listened closely and then spoke candidly about her intelligence, personality, and strength. She seemed to take some comfort in my words, and left my presence in a better state. After this connection, she would frequently share her concerns and feelings with me, and I worked closely with her counselor to relay all of her concerns, feelings, and ideas.
This was one of the most impacting moments of my teaching career. In helping this student deal with some of her emotions and problems, I found absolute confirmation that I had chosen the right path to walk. These types of moments underscore the importance of teachers in their students' lives, and the kind of difference we can make on the future.
Wednesday, September 10, 2014
30 Day Blog Challenge: Day 8
30 Day Blog Challenge: Day 8
What's in your desk drawer, and what can you infer from those contents?
I have about 7 highlighters, 25 pens, 10 Sharpie markers, 5 different types/colors/sizes of Post-Its, scissors, staple remover, paperclips, 2 extra stylii, glasses wipes, and 3 different kinds of passes. From this mess of items, it's clear that I write a lot of sticky-notes to myself--in many colors, highlighted for further distinguishing. The different passes show that I (relatively) frequently pull students from class for a visit to me, allow students to jump to the front of the lunch-line when they work with me over lunch, and get back to class when they are late. I'm sure any teacher has a similar drawer full of random assorted items.
In my drawer is no epiphany or revelation of my identity...those are all on my bookshelf.
What's in your desk drawer, and what can you infer from those contents?
I have about 7 highlighters, 25 pens, 10 Sharpie markers, 5 different types/colors/sizes of Post-Its, scissors, staple remover, paperclips, 2 extra stylii, glasses wipes, and 3 different kinds of passes. From this mess of items, it's clear that I write a lot of sticky-notes to myself--in many colors, highlighted for further distinguishing. The different passes show that I (relatively) frequently pull students from class for a visit to me, allow students to jump to the front of the lunch-line when they work with me over lunch, and get back to class when they are late. I'm sure any teacher has a similar drawer full of random assorted items.
In my drawer is no epiphany or revelation of my identity...those are all on my bookshelf.
Monday, September 8, 2014
30 Day Blog Challenge: Day 6
Day 6: Explain: What does a good mentor "do?"
This depends on the perspective from which it is asked. If I am considering this question about my formal mentor, or a teacher-mentor; then all I don't know, as I've never been a formal mentor before. As a sort of informal mentor, I would aspire to be much like my friend who pulled me into education: Clint Heitz. He never hesitated to come to my aid when I was a substitute teacher searching for help on lesson plans. He worked with me to help me become (relatively) tech savvy. We have had many long hours of inspired collaboration, sometimes on specific topics, sometimes just about education in general. He has always helped any of his colleagues, regardless of his own level of busyness, if they but asked: often dropping what he was doing to respond immediately. As far as mentors go, his is a good example to follow.
If I consider myself a good mentor for my students, then I must answer that I have to lead by example. Modeling good behavior, excitement for school, passion for learning, empathy, happiness; these are all things I try to "do" as good mentor. It is essential that I show these things if I expect them from my students. It can be difficult to transition from one class to another, and to regain my equilibrium from an unruly, frustrating, or confusing student.
Luckily, in my work as an Academic Interventionist, I am privileged to work with far fewer students than in a normal classroom; often I am one-on-one with my students. However, the stakes are higher with these students: a slip-up sets me back farther for longer in my current position. However, demonstrating the above attributes can have a far larger and more lasting impact on these students as well--showing them I care, and convincing of that truth can take longer, but is far more important to students who may have trust issues with people in authority; and thus can be far more rewarding.
Essentially, being an Academic Interventionist is a high-risk, high reward position; it's just that I can't fail, because that means I will be failing someone who needs my success as much as anyone can. And while not failing is an unrealistic and unlikely expectation, I feel it is a perfectly reasonable goal to reach for.
This depends on the perspective from which it is asked. If I am considering this question about my formal mentor, or a teacher-mentor; then all I don't know, as I've never been a formal mentor before. As a sort of informal mentor, I would aspire to be much like my friend who pulled me into education: Clint Heitz. He never hesitated to come to my aid when I was a substitute teacher searching for help on lesson plans. He worked with me to help me become (relatively) tech savvy. We have had many long hours of inspired collaboration, sometimes on specific topics, sometimes just about education in general. He has always helped any of his colleagues, regardless of his own level of busyness, if they but asked: often dropping what he was doing to respond immediately. As far as mentors go, his is a good example to follow.
If I consider myself a good mentor for my students, then I must answer that I have to lead by example. Modeling good behavior, excitement for school, passion for learning, empathy, happiness; these are all things I try to "do" as good mentor. It is essential that I show these things if I expect them from my students. It can be difficult to transition from one class to another, and to regain my equilibrium from an unruly, frustrating, or confusing student.
Luckily, in my work as an Academic Interventionist, I am privileged to work with far fewer students than in a normal classroom; often I am one-on-one with my students. However, the stakes are higher with these students: a slip-up sets me back farther for longer in my current position. However, demonstrating the above attributes can have a far larger and more lasting impact on these students as well--showing them I care, and convincing of that truth can take longer, but is far more important to students who may have trust issues with people in authority; and thus can be far more rewarding.
Essentially, being an Academic Interventionist is a high-risk, high reward position; it's just that I can't fail, because that means I will be failing someone who needs my success as much as anyone can. And while not failing is an unrealistic and unlikely expectation, I feel it is a perfectly reasonable goal to reach for.
Friday, September 5, 2014
30 Day Blog Challenge: Day 5
Day 5: Post a picture of your classroom and describe what you see--and what you don't see that you'd like to.
So, the above photo is a panaramic picture of my room. I'm standing on a chair at the desk of the para who creates the photo ids for the district (Ms. Thompson). To the left you can see the photo background screen and the desk of my para, who helps me with my students (Mr. Paustian). Scanning across to the left-center of the photo, you can see my desk with my cluttered billboard and University of Michigan banner behind my chair. The door in the center of the photo leads to a storage room where special ed stores their large equipment; there is also a bathroom off of that room. Next is another bathroom (behind the gray filing cabinet); a whiteboard, another filing cabinent and the the (open) door out to the cafeteria.
What you don't see is many students. This is something that should be changing relatively soon, as more and more students begin to need help. I love my room; especially considering there are three full sized desks taking up 3 of the 4 corners, I think I've done a pretty good job of setting it up in a fashion that creates a good working environment.
30 Day Blog Challenge: Day 4
Day 4: What do you love the most about teaching?
Obviously, I'm in it for the money!
Of course I'm just kidding, I'm in this because I love the challenge and rewards that come with working with students. Every day is new, different, exciting. Seeing the light on a student's face when they finally understand something they have been having problems with; watching a student who had been a "problem" turn it around and achieve success; showing my passion and excitment about learning and education--then seeing that passion infect my students...these are all part of the reasons I love teaching. Every year you get another chance to be the best at what you are doing; every day you can change based on your reflections of its success.
Teaching is exciting, nerve-racking, frustrating, hilarious, joyful, challenging, and several more adjectives which escape me momentarily...and the reason it is all of these things is because (in my case) I'm working with teenagers who are just beginning to form their own identities; trying new things; experimenting with new ideas; and I get to help them find who they are, decide what they'll be like, show them how to (or not to!) get through their life. A teacher's influence can only be surpassed by parents'. And that is both an immense burden and heart-warming joy; scary and exciting.
I love my job.
30 Day Blog Challenge: Day 3
Day 3: Discuss one "observation" area that you would like to improve on for your teacher evaluation.
This is easy. I want to improve upon my parent-teacher communication. I've always been tentative about when and how I should communicate with parents, and I feel that this is an area in which I can certainly improve, especially with proper coaching and discussion. I do a good job of communicating with students, as well as my peers and administration. These are skills I've worked to improve over the past couple of years--essentially I've taken up the idea that over-communication is better than under-communication. Yet, for some reason, I don't take the same approach with parents.
30 Day Blog Challenge: Day 2
Day 2: Write about one piece of tech that you would like to try this year, and why. You might also write about what you're hoping to see out of this edtech integration.
In my work as an Academic Interventionist I don't get to integrate tech into my lessons, as I'm currently teaching no lessons. But I am still interested in utilizing tech in my work. Obviously I'm looking to begin blogging on a more regular basis; this will help me become even more reflective than I currently am; and improve my ability to vocalize my inner-monologue in a way which will help me organize my thoughts and ideas.
I also am looking to play around with the new Google Classroom. Perhaps I can find a way to utilize it to keep track of students with whom I am working. It has a lot of potential, but needs some tweaking.
30 Day Blog Challenge: Day 1
Day 1: Write your goals for the school year. Be as specific or abstract as you'd like to be!
This is the first day of the 30 day blogging challenge; and since I'm trying to start blogging on a regular basis, I thought I'd give this a shot. My goals for this year include beginning a program for Academic Intervention which will outlast me in the position. I want to get our PDO list reduced to zero. I don't want any students to fall by the wayside. I know this may be an unrealistic, idealistic goal; but what is life without idealism? My internal realist voice is laughing cynically at my seemingly youthful exuberance; but this is still my aim. There are too many students who don't get the help they need; or feel untrusting of those who wish to help them. I want to break that thought process. I want students to come to school full of hope and excitement, not dread and impending doom.
One of my students asked me today how I got into this profession, and the answer is easy: I love education, I love helping students find success, I love the feeling of purpose and joy and hope that being a teacher inspires in me and (hopefully) my students. Everyone is not created equally, but everyone deserves an equal chance to find success and happiness in school. Helping them find it will be one of the big goals of my first year at Bettendorf High School.
Subscribe to:
Posts (Atom)