A message for every teacher

Don't measure your worth by how often you're thanked.

But just so you know - THANK YOU.

Your job is important. You are important. Your sacrifice is worth it. THANK YOU.

You are noble. Never let the lack of thanks cause you to forget your nobility. Live it. Be it. Be the kind of teacher this world desperately needs.

And for every one of you who are THAT kind of teacher - the world owes you gratitude for which it will never give. But let us teachers give it to one another, for truly, we are among the few who really know what it means to give up your life in pursuit of helping a child find theirs.

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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The importance of the modern library

Friday we took a tour of the Georgia Tech campus as my daughter went for a college day. While my son is already a freshman there, this is my daughter's time and her decision. As we went through the library I was struck by the difference from twenty years a go.

This area of the library used to be tables where we had group study sessions. A study group of 4 of us met three days a week at 7pm here as we worked through freshman calculus together. Now it is all computers. Many of them - as you can see, have double monitors.

There's a place on the back wall that shows where open computers are, but there are likely a hundred or so in this brightly lit atrium area. Interestingly, every incoming student is required to have a computer, but this is a place to go to work for serious business.

We still need desktop computers

There is still a place in our academic world for desktop computers- even when we have laptops. A place to sit still with our work. While Iike to draft with my laptop sitting in my chair in the den (I feel more creative there) when I get down to work, it is in the office on my trusty Lenovo m90z touchscreen with the huge screen and ergonomically correct desk chair.

A space to work, a place to work

An ergonomically big "place to work" is still needed. I did like how the computers were not slammed right up against each other but included a place to spread out papers, books, etc.

Of course many of these students were dealing with CAD drawings and writing programs, but I have programmers in my classroom too. My student with the Raspberry Pi computer hooks it up to the big monitor in my room and uses the wireless dongle to use the big keyboard, etc. as he programs this tiny $35 motherboard. Just the workspace gives him room to think. A large screenspace is important when researching, working, and creating.

Just because everyone has laptops doesn't mean you don't need pumped up workstations - especially if we're doing the kind of STEAM work we need to be with students.

We still need a quiet cubicle

But where I got really jealous was when they mentioned the third through fifth floors -- full of quiet cubicles, this is where you go to be alone and get work done.

You can't see a reflection upon choppy water. It is often when things get very still and quiet, that we can start reflecting upon things around us and dive deep into thought.

The tyranny of noise surrounds us. If we're at school - the voices and distractions and general hubbub make it a challenge to focus. If we're at home - the phone ringing and countless things to handle.

I remembered the days - becoming more distant now - when I'd find a quiet cubicle on the fifth floor of the Georgia Tech library where I could be left alone for hours to "get work done." And man, could I get some work done. Time flowed like water through a fountain as I let it flow until the job was done. I started rethinking my own office envious of the serenity of those cubicles.

Libraries are vital

Libraries are important places. We have more diverse needs than ever upon these common spaces: computers, quiet places, teaching commons areas, workrooms for groups, cocoons for reading, places to check out digital creation equipment, maker spaces, places for conversations with a book club and more I'm probably forgetting now. We need more libraries with TV studios/ green screens and quiet rooms to record audio. We need more space, not less.

Our libaries are important. Every time I hear of another one being cut, I ponder the short sightedness of people that don't understand the increasing importance of good teaching librarians, digital resources, and learning commons. When a person closes a library, it is most often due to lack of vision not lack of need that it happens. Many just don't get what libraries should be besides a place to hold books.

Walter Cronkite said it best:

"Whatever the cost of our libraries, the price is cheap compared to that of an ignorant nation."

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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How research paywalls keep today's research from becoming best practice

Dominant logic often isolates higher learning research
from the teachers who need to apply it.

There are pay walls that keep average everyday teachers like me from nosing around in matters reserved for ivory towers.

It sort of ticks me off sometimes. Why can't ivory tower people "adopt" classroom practitioners (like me and many others) who really "get into" reading research and applying it in our classroom so we can actually access the material we need to read?

You would think that people would want "real" teachers to read the research on learning and teaching. Instead we often get insulted for not knowing it or using it when we don't have access in the first place.

No entry allowed

Today I was perusing around research around what makes learning meaningful to students and came across this article "Phases of Meaningful Learning" but have to be a "member" or pay a one time $25 to access the article. Well it may just be $25 but considering this happens at least 5 or 6 times a week... it isn't doable.

We need to support our research organizations and researchers, no doubt about it. But there should be some creative ways to give access to or even have some "qualified" teachers apply to be allowed to access research. (A "qualified" teacher should be any teacher who wants to read it, in my opinion.)

Should public research be publicly readable?

Of course there's the question that +Stephen Downes and others always ask... that if the research was paid for by public funds that perhaps the public should have access.

Try explaining that one. Here we are trying to do everything we can to improve education when the very research principals and teachers need to make that change is hiding behind paywalls that will likely not be in the budget for most K12 schools. More than that, the US taxpayer is paying for it and then it can't be viewed by the schools it is meant to help.

Come on. Wake up someone. It is a new day where we can all be scholars if we can just have access.

Paywalls prevent putting research into practice. Period.

We're blocking innovation. We're promoting isolation. We're continuing to promote the "dominant logic" of an education system that is in a stellar need of reform and reorganization.

How dominant logic creates a domineering, unhealthy educational culture

The term "dominant logic" is used in the book Reverse Innovation by Vijay Govindarajan and Chris Trimble.

Govindarajan and Trimble talk about that a dominant logic emerges in companies and organizations when "you achieved your success in a particular kind of market and culture."

The dominant logic of an organization prevents organization in new and emerging markets and they recommend the creation of "local growth teams" (LGTs) to start from scratch (but remain connected to the parent organization to use resources.)

Education as a whole is in dire need of innovation in how we think, how we share information, and how we research. New, creative partnerships and teamwork between higher ed, high schools and just about any type of school need to emerge in ways no longer constrained by geography.

Teachers can be scholars and scholars can be teachers. We can work together daily and interact in creative ways. Knock down the towers, flatten the walls, and connect. Or just start by waking up and realizing that the world has changed just a tad in the last 20 years and it is time for education to as well.

I think the dominant logic in education is flawed. What got us to where we are today will not get us to a better place tomorrow.


Photo Credits: iStock Photo
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Disclosure of Material Connection: Some of the links in the post above are “affiliate links.” This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services I use personally and believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

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Key tips to get along with angry colleagues

I sit here at 7:11 watching Shadow and Krispy, the cats, eye each other in a circle wondering who will attack first. Oops. There they go. Krispy delivers a paw to the chest and Shadow lands a clean blow on the head. Now they are taking a moment to lick and they'll be back at it before the clock clicks another minute.

I wonder why they fight. Shadow was saved from the jaws of four of the dogs at the farm almost a year a go. I'm not sure why people put unloved, unwanted pets out at Aunt Nan's house because she has some pretty scary looking dogs out there.

Shadow just looks innocent laying here in my arms one night. He's always ready to start a fight. ;-)

We couldn't resist. Shadow was a baby kitten and had no where to go and we know that Boots and Krispy are getting on up there in age. We bought them home on Easter weekend when my son who is at college was 8 or 9. So, although they look great, I guess these cats are getting on up there. Maybe even as old as me. I turned 44 this year.

I always accuse Krispy of being "sorry." He does little but sleep. But he's been part of our family a long time and even though he's not so smart, we do care about him.

I'm not one of those women who is ashamed of her age. Maybe I should be. My students don't really know how old I am - maybe it is because I'm a bit out there. I feel 18 most of the time except when I kneel beside them on my left knee and feel it crack.

Shadow is lucky but Shadow is the new cat on the block competing for the same cushion and the favorite place on Kip's lap. Yet, here I am watching Shadow and Krispy and I wonder why they will always fight.

I'll tell you why they always fight. They fight because Shadow starts it. Every single time.

Now. You might be a catologist and know all about why cats really fight, but go with me here.

There are many colleagues like Shadow. Innocent when the boss man is around but causing trouble as soon as his back is turned. We need to have a peace environment for the sake of the children.

There are some animals who fight as a way of life. There are also some humans who do it too. A good rick rolling temper-flaring red-seeing fight is what they do. They are like Shadow, always circling someone ready to pounce. Some for entertainment and others because they saw it at home and a thousand other reasons that psychologists will lecture you about. Why people fight is not a simple thing.

Just don't let this be you. You can' do anything about the other guy but you can control yourself.

Don't let it be in front of students.I hate it when adults tie up in front of kids. Whether it is a parent jumping on a teacher (which is not ever a good thing) or two teachers disagreeing - it should go outside or away.

Kids are very black and white. I "like you" or I "don't like you." How many times do they come up to you and say "so and so isn't my friend any more."

 

They don't understand how adults can have a heated professional disagreement over a subject at work yet still enjoy eating lunch together. It isn't in what they do.

Avoid them if you can. I've just learned that some people are like Shadow and they are best avoided. I don't know why Slingshot Sally or Buckshot Bill are always armed and ready to go but you don't have to engage them. You don't have to ruin your day and take them on.

Learn to be wise when dealing with difficult people. It is frustrating that certain people can be so tough to deal with but there are reasons. Early in my career I listened to a tape series "Dealing with difficult people" and the cover of the book had two people shaking hands. One of the person's hands were green and barbed like the skin of a cactus.

The day shadow joined us (shown here on my leg) we had no idea we were adopting such a firecracker. He picks on the other cats relentlessly. There are some in schools who do this too.

This is a great picture for me because it reminds me that some people are just naturally difficult to shake hands with. If I want to be the person who enjoys this life, if I can learn to be firm but kind. If I can be wise about how I use my voice (Did you know if you lower your voice and make it quieter as you pause, that you can deescalate a conversation?)

Treat it like a game. I admit, I've done this before. I've seen how many days in a row I can go getting along with certain people. Realize that "getting along" and "giving in" are two different things. You have to stand up and be professional. I've just found that I have to realize my part in the whole matter. It doesn't escalate unless I let it escalate. I even cut a deal with my husband "If I don't tie up with so and so all week - I get a prize." Sounds silly but it works and lowers my blood pressure.

 

Because we love kids we want them to have a good learning environment, not a toxic one.

 

Stand up when it is necessary. If you're ALWAYS arguing with a difficult person, they won't ever know when it is little stuff or big stuff. There are times you will need to get angry. Some angry people are bullies. Sadly, I've found that many bullies only understand one thing: someone standing up to them in the way they are accustomed. There are times -- not as many as you might think -- when you need to stand up. When you need to stick up for yourself or something is going to be done in a way that isn't good for a child. I hate losing my temper and do it rarely but there are times to go in a private place and deal with it.

 

Make sure it isn't you. It is also important to evaluate the circumstance. I give it the spouse test. If there is someone at work I'm always going home and mentioning to Kip - and he knows I'm struggling - then I have a problem. I ask myself if that person is "tying up" with other people. If they are known to be argumentative, then I relax and start working on strategies to get along. If they don't argue with many people but do with me -- then it is time to look at my own actions and behaviors. What am I doing to cause this?

Power and personality differences are often two components in this. Some even have triggers because someone reminds them of someone else. Sad but true.

Why is keeping the peace so important?

We aren't a Fortune 500 business. We aren't Wall Street or the Capitol Building or a back street. We work in schools. We work with tomorrow's leaders.

Sometimes kids don't hear what we say because our actions are yelling too loud.

Think of their circumstances. Every year they are thrown together with 30 people they don't know. Hopefully there are a few they love but there are always kids they can't stand. They can't leave. They can't ask for a transfer (not usually.) They have no say over whether they'll be at that school or in that class. Absolutely none at all. They have to get along.

All these kids have is a budding psyche that is just learning to get along with others and the examples they see every day. They are watching us. How do we get along? How do we argue? Is our school a good place to be? Do people smile at each other? Do they ever laugh? Do some teachers enjoy being together? Do we have interests outside school?

Toxic environment, Toxic school

When the environment is toxic, people know it but more importantly the kids know it. Sadly, they know it.

When times get tough, many people struggle with staying positive. This spills over into work relationships and into family. We have among us some great people who might just be dealing with a raw deal.

But we have among us an opportunity. I'm going to tell you what many of you tell the kids: "Why can't we just all get along?"

The rule at our school is if kids get in a fight - they both go to the office. We can't have kids fighting in schools.

Yet in some schools (so I hear) disagreements between colleagues, administration, and even parents and teachers is pretty toxic. We have a double standard. Kids fight and go to the office but two colleagues disagree publicly and often the principal is the last to know. Some principals even make the mistake of passing judgement before they hear both sides in adult arguments when they would never do so with kids.

If your school or your building is toxic due to one or more people, I'm just asking you - for the love of kids - take steps to deal with the problem. Many relationships are not as simple as the advice I've given here. Toxic environments are bad for everyone. Toxic often starts at the top. If more school boards and administrators and teachers would realize that it is all about relationships then many schools would be better off.

When school boards argue and force people to take sides on nonessential issues, it is not good for the school system. Some issues are important to take sides on but we need to realize that we should all be on the same side when it comes to the school itself. There are times to make decisions and move forward. It is always time to stand together and get along for the good of the school and the kids.

If there is an adult who can't hold his or her temper and is always spouting off at people - perhaps that person is in a job ill suited to their temperament.

My Aunt Chandra answered phones at the local public high school for more than 30 years - she never gets angry at anyone. She was a gift to that school because she was a soft first hello for anyone who called. They missed her when she left. When I was a manager in the business world, I made sure that the first voice people heard was pleasant, helpful, and informed -- it prevented having people yell at me as they traveled up the line. Just a kind, warm person greeting callers makes a huge difference.

Let's love the kids. Let's think of them. Let's do what it takes to work together and get along - the future is counting on us. Not all schools have these problems but enough do that it is worth writing about. These are tough times for schools, teachers, and administrators but we have to cope how we can deal with tough issues without being tough hearted and argumentative. We have to be functional in how we disagree and to understand that when we're struggling to get along that it is often signs of deeper issues that need to be handled.

OK, the cats are asleep and it is time to clean the kitchen. I guess even fussy kitties get tired sometimes.

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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The Right Tough: and ponderings on "F's" in school

Falling is scary. Most of us fall down sometimes. I can trip and fall flat on the ground.

When I fall down I have two choices. I can sit there or I can stand up (if I'm still physically able to.)

What about failing? Children fall a lot - especially when they are learning to walk. But falling, as we get older, is something we really try to avoid at all costs. As bones get more brittle, we are afraid of not getting back up or of getting really hurt.

Let's get one thing straight. Failing and falling aren't the same thing. It is odd to me that kids (and adults) don't mind a "fail" in a video game. In fact epic "fails" go viral on the Internet as people mess up and do dumb things that are laughed about later.

An F makes me as a teacher feel I have failed to teach

I don't receive any benefit at all from giving an "F" for failure. To me, an F represents something I haven't taught. Now I know many teachers have their rooms full of kids and it is very hard to get to them all. But an "F" of any kind puts a bulls eye on a student for me to give them extra attention so they can understand. Maybe I shouldn't feel this way, but I do. It is part of my teacher DNA that I want every student to learn. Every single one of them!

Are you tough or are you just not teaching?

I heard someone talking once about how "tough" they are as a teacher: "you make what you make, I don't drop grades, I don't go over homework - learn it or fail."

Such an attitude puts all of the responsibility for learning on the student. While I do expect my own children to "own" their learning - I also know what it is like to parent kids with LD. Most teachers who say such things are what I call "worksheet wonders." You wonder how they could teach at all without worksheets.

Ten neatly completed worksheets in a class period doesn't mean you've taught anything. For some kids, interacting with words on a page is as meaningful as listening to Charlie Brown's teacher. I used to have a couple of worksheets a day in my class... a long time a go when I first started teaching. Because I thought that worksheets meant I did something. I thought that was how classes and teachers were measured. Now, I care more about what gets into the minds of my students and what can be applied by them.

The difference between being a tough teacher and tough to pass

That said, I know some extremely tough teachers but if they give homework or they give work - they give feedback and do go over what kids miss. They are tough but they still teach. These teachers are as good as gold.

But there are some teachers who brag about being "tough" who I think are being rigid and aren't teaching at all. There is a difference between being a tough teacher who expects a lot out of kids and pushes them to be more -- and being tough to pass because the teacher is so unhelpful and provides little feedback.

The Right kind of tough

I would consider myself "tough" as a teacher in that I don't allow any student to disengage and do nothing. They must be working on the task at hand - they don't have a choice to doze off or disengage.

I consider myself tough because the work is due when it is due. Period. No monumental extensions - get it done or be late. When it is late, I do take the work but not for full credit.

I consider myself tough because I expect to teach my students tough things that "high school kids aren't supposed to be able to learn." Sometimes people look at my curriculum and comment that it is more like a college course. Yes. It better be. I want them to be world class.

But I also consider myself tough in that I'm going to be after anyone who tries not to learn. I'm going to pursue relentlessly those who think they can't do it. I'm never going to quit trying to teach the kid who things they are unteachable. I'm tough because I never quit.

Don't settle for I don't understand

Yesterday I had some kids that just weren't getting a concept I was teaching in computer science. As the other kids moved on to continue their computer "dissection" project, these kids stayed behind with me until we understood and grasped the concept of the CPU, heat sync, and the quality of components.

They had said, "I just don't understand stuff like this" and "This is another language to me." It wasn't when we were done - they did get it. The walls were knocked down and we moved on.

Good teachers are a wrecking ball against any obstacle that keeps kids from learning.

I don't care that this stuff is "geeky" and some consider it irrelevant - some of you are teaching squinting modifiers and drawing molecules - those things are geeky to. ;-) No matter what I'm teaching, I want every child to learn it. Every child must. As a teacher we must be bold advocates for our subject, whatever it is.

An "F" means I've failed at teaching. I wish I didn't feel this way, but I do.

What happens when the student really tries to earn an F

But then again, I'm the scorekeeper. I don't "give" grades - they are earned.

When kids pursue of failure. And sometimes some students really try to get that F. They try so hard. Often it is a poor self image - "I'm a failure so I deserve an F" is a part of what many of them think. If I can talk to kids and get at the root of why they are pursuing an F because in my class, very often, I've seen self sabotage. If it is a psychological reason they run towards failure, I can often get at that and they can do what it takes to pass.

When kids have a magic number in mind. Most kids know in their minds what grade they think they "want" and will often apply they brakes if their grades are increasing too quickly. (Why do they do that? It makes me so mad!) I've often found that this number is near what their parents expect their kids to make. This is also something to tackle head on with kids individually when it happens.

So many F's or kids not performing up to ability can be handled privately when you get at the driving reason that it is happening.

When kids need to be held accountable. This is my 12th year of teaching. I've only a handful kids EARN F's. Notice I didn't say "given." I said earn.

After I lie on the battlefield spent and a student refuses to turn in the work they've promised and refuses to let me help - I will give them the grade they've earned. In every case, each of these claimed and swore to my face that they thought I'd "give" a passing grade to them.

I don't "give" grades. Period. I told them that the world doesn't "give" you anything and I won't either. You might as well learn that now. You get what you earn in the real world and giving someone a grade they don't deserve is a disservice to the world. There is a time to let a student earn an F but we don't "give" grades in school to anyone - not if we're a teacher worth anything.

I'm lucky because my administration has always supported me and always been very involved when this happens. I know teachers who have had principals take the grade book and change those grades.

But my administration was in the loop and knew what was happening. The parents all knew and the student knew - holding breath and holding out that I'd "cave" and "give" the C -- nope, doesn't happen. Not here.

What I tell all students about grades

I tell my students that "you are not your grades. You may make an F in a class but you are an "A" as a person. I believe that you are all made to be "A's" and --in my own belief system I believe that 'you are God's workmanship' -- but it is your choice if you're going to work on your own ship. Are you going to be the "A" you're designed to be. And being an A as a person often has little to do with the grades on your report card."

Understand your belief about "F" so you're ready to face the beast

I think we all as teachers must sort through our opinions about failure. I do find that there are taboo's and things that teacher's won't discuss at the lunch table. One of those sensitive areas has to do with "being tough" and "dropping grades" and how we grade because each of us have deep seated opinions on this one about what is the right way to grade. It is not bad for kids to see it done many different ways because they'll have many different bosses and life isn't always consistent and fair.

But what needs to be understood by every teacher is our own perspective on "the F." Wrestle with it now and know what you think.

It is vitally important that we are ready to cope with it. I've never put an F on a report card that didn't cause me to be very upset. It isn't something I've done easily or with gusto -- it always hurts because deep down I feel I have failed in some way. But ultimately, if a student has earned it, the best lesson I could teach is to let them earn it -- at least in my class. If you read Ecclesiastes - there is a time for everything and I would read that sometimes there is a time to be tough and allow a student to earn the F he or she deserves - but those times should be few - very few.

Just ponderings from a tough teacher with a soft heart.

What are your thoughts on "being tough" and "giving F's" versus "earning F's." Please share in the comments so we can see other valuable perspectives. I'm sure many of you wrestle with this like I do.

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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Is a teacher's non-use of technology an excuse to be demoted?

And thus school has begun. I have a mysterious little bird - always writing these messages on my board. I know who the bird is but turn my back and let it happen. But I thought of it this morning as I thought of an apparent major decisionmaking fail brought to my attention this week.

This week a teacher came to me asking me to help a friend.

"The best AP lit teacher I know has been 'demoted' because she isn't using technology. The administrators are afraid that they'll 'get in trouble with the state' if they see she's not using any. Give me ideas to help"

So, that's it...no coaching... no advice...no help - just BAM - you're going to teach a younger grade even though we know you're the best AP lit teacher we've ever seen.

It is always about what technology helps you DO not technology itself

If you read my blog, you know that I love and enjoy technology and using it with my students. But I find this repugnant and ridiculous.

Yes, we need to help every teacher use technology but it is about what technology helps you DO.

Does every class use paper? Did we judge classes that used less paper as being substandard? There are ways to use technology in AP literature but it is AP literature not AP tech-ture for goodness sakes.

I could require every teacher to use an ipad, but if she uses it to hit her students on the head - does the mere presence of ipads mean it is put to good use? A teacher without ipads who doesn't hit her students is better than a student with ipads who leaves them with bruises. Are we honestly going to let the presence of an electronic device determine the merit of a teacher?

I'm hurrying up as best I can to finish my new book Reinventing Writing for just this teacher. But in the meantime use technology where it makes SENSE.

Mandates sometimes suspend good common sense

This is the thing that bothers me about state mandates. Sometimes people take things and use them as an excuse to disengage their brain from their eyes and blindly misinterpret the intention of what is happening. Yes, we all should be using technology. To me, the larger question is -- looking at a school -- will the student come out technologically savvy? Will they be fluent? Can they invent and create using it? Can they be a lifelong learner with technology?

Even more important - HOW are kids using technology?

Are they using technology to solve problems or are the computers basically there to program kids?

You know it is true. Some schools have technology all over and not one single ounce of creativity. Would that "rank" well with "the state?"

And here, you have a teacher using tons of creativity and shunning technology with an almost 50% pass rate in her AP class (far above the percentage of other teachers at that school from what I hear) and yet, somehow the fact she isn't using technology is a bad thing. Does the pass rate mean anything?

Honestly, if they want kids to use technology - they should buy them all ipads and get it in their hands. It is the school's fault not the teacher's if they aren't putting it in the hands of kids.

6 Aspects of Visionary Technology Leadership

Technology is important. It is something all students should be using. But the people at the top need to be visionaries about:

1- Giving technology access to all students.

2 - Adequately training all teachers about the effective use of technology (not just buying subscriptions to the latest drill and kill software package and calling that enough).

3 - Creating an environment where people can experiment and try new things without fear. (and where they can publish and share with a wider audience and connect and collaborate with other classrooms as well)

4 - Having a vision a school is supposed to be - conveying that vision and owning it with their decisionmaking.

5 - Supporting great teachers and helping them continue to thrive in a new era.

6 - Supporting students and keeping a focus on them.

I'm sure that those of you who study this for a living will think of more.

Arbitrary Decisionmaking often leads to a Sorry State

I am just angry that such foolish, ridiculous decisionmaking would be made and that technology would be a hatchet to remove a great teacher from a classroom where she and the students are successful. Arbitrary decisionmaking like this is what has gotten education into trouble through all these years.

Wake up teachers, and find good uses for technology in your classroom

Technology is more important than ever and I hope this will also be a wake up call to teachers. If you could see your administrators doing this, it is time to do something that makes sense. Use technology where it works and will help you improve learning -- but find some place - I'm sure there is a place where it can help you teach. It is worth the effort.

The Electronic ruler rises?

Some will applaud this day that technology is being used as a ruler to measure teaching -- but honestly, teaching is the only ruler by which we should measure teaching.

What are kids learning? What are they doing with what they learn? What are they creating? Can they solve problems in this field of study? Are they learning the habits that will help them be successful in their future?

Teachers - you can do this. Learn about technology - Twitter is a great place to start. Find the hashtag that fits with your field of expertise. You can find ways to integrate it into your classroom. You can't do everything but you can do something. It is important to do it for the kids. But realize that if you don't, it is going to have a very real impact on some of you. I can write all day long but it won't impact the back rooms where such arbitrary mandates are concocted and one such thing may come rolling your direction. But I've always found the best things I do in my classroom - I do out of love for the kids not fear for my own career. Good luck and get at it. You rock, teachers. You're important! Let's teach!

What are your thoughts on this? Do you see this sort of decision making happening in other places?

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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Sylvia Martinez and The Maker Movement: Invent to Learn, Tinker to Teach! #makered #makerspace

The Maker Movement is here.

Invent to Learn by Sylvia Martinez and Gary Stager
 is the definitive book on the Maker Movement
in Schools

What do 3D printers, Rasberry pi programing units, scrapbooks and woodworking have in common? They are all part of the Maker movement a growing effort to reinvent creativity by letting kids and people create.

Libraries are incorporating maker spaces and many people are reading the book Invent To Learn by Sylvia Martinez and Gary Stager.

If you want to know more about this movement, take a listen to Sylvia Martinez (see below on how to listen). We talked about how this method can positively impact our "STEM pipeline" and how we can foster the love of problem solving in many ways in the classroom. We also discussed managing maker spaces in the classroom and the many technologies being used in the maker movement. I learned a lot and highly recommend the book.

My thoughts on the book, Invent to Learn

Don't think this is a movement that is something new. It is actually built upon some profound research into how we all learn. I think every education professor should read this book as well as principals, curriculum directors, and librarians. Innovative teachers will want to read it as well.

It is a book full of research and citations. The authors don't write something without backing it up in research. I do admit that I'm halfway through and have sometimes flipped to the back -- I'm totally sold, I'm just getting into the "how" now and am sure I'll be sharing more as I build my own maker spaces in my classroom. In many ways, I already have these spaces but need to utilize them better. This fits very well with Genius Hour work, in my opinion.

Listen to the show: 
If you need help getting started with listening to the show or are having problems, see the Podcast page for a tutorial.

• Listen in your web browser (Internet Explorer is best)
• Listen on iTunes (Click "Learning by Doing")

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Show Notes

Here are some notes and resources that will help you understand and discuss the concepts discussed in this show.

Invent To Learn: Making, Tinkering, and Engineering in the Classroom
by Sylvia Martinez & Gary Stager

Invent to Learn Book Authors

Sylvia Martinez:

Blog: http://blog.genyes.org/

Twitter: @smartinez

Gary Stager:

Blog: http://stager.tv/blog/

Twitter: https://twitter.com/garystager

Invent to Learn Book Resources:

Intent to Learn Website: http://www.inventtolearn.com/

Resource Page  : http://www.inventtolearn.com/resources/ (a useful chapter by chapter set of hyperlinks. I wish every book did this.)

8 Big Ideas of the Constructionist Learning Lab by Sylvia Martinez

Important Aspects of the Maker Movement mentioned on the show

• Raspberry Pi (See Rasberry Pi Teaching and Learning Resources)
• Physical Computing
• Programming
• 3D printing

Hashtags for the Maker Movement that Sylvia Recommends 

(I've linked to the searches below on Twitter): 

• #makered 
• #makerspace
• #inventtolearn 

Make Do: https://mymakedo.com/

Maker Faire Information: http://makerfaire.com/

Disclosure of Material Connection: Some of the links in the post above are "affiliate links." This means if you click on the link (for the book mentioned) and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services I use personally and I believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising"

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A teacher's heart speaks on the first day of school

My youngest has moved up into sixth grade. My how time flies. When I talked with him on Thursday about his week his first response was:

"I'm so happy. I think all my teachers seem to like me ok."

Do students think you "like" them?

This seems odd but students really want to know if you like them. Are you going to be fair? Are you going to give them a chance?

They love you if you express an interest in something they love

Then, he said:

"I already have one teacher who loves me! I know it because she let me talk about Minecraft."

This teacher had the kids do their coat of arms and on the coat of arms, they put things they enjoyed and liked. (I do Dave Burgess' Play dough activity from Teach Like a Pirate which does something similar.)

Under the pirate bandanas were small jars of play dough. I do an activity from Dave Burgess' book "Teach Like a Pirate" to get to know the students on the first day

But when we say "talk" - after asking his teacher, it was a passing mention. But it was enough to trigger a powerful positive response from my son.

When you fish, you try to predict the bait the fish will like. It is based upon what they like to eat anyway.

Sweet reminder from our PTO. It made me smile.

When you teach, you learn from the kids about what will hook them into your learning. Every child is different. (This is why genius hour projects are so fantastic-- the hook is built in.)

Their like or dislike of your subject has a lot to do with their feelings about you

We're not teaching robots. We're working with humans. I've had students who say they aren't good with technology but have a good relationship with me and end up good with technology. It happens every year.

Every child won't "love me" but I can promise you I'm going to do my best to love every child. I won't necessarily be the popular teacher but I will be memorable and one they thank when they come back. We will laugh and we will have fun. Their eyes will open wide with surprise when they realize how much they've learned.

Back to School

It is the beginning of a new school year and a tough one for me (see my earlier posts) yet I believe in the first two days that my students know I'm interested in them and helping them reach their full potential. I've expressed an interest in their interests. I've shared with them how I teach and what I expect from them.

I hope they feel about me like my son feels about his fine teachers in sixth grade. I hope they are open minded, excited, and that deep down they feel liked and perhaps even they already feel the love I have for them. I don't fake it - I don't have to. It is how I feel and how most good teachers feel about their kids.

It is upon this feeling of mutual respect that we will build some powerful learning experiences. It is Saturday and except for my tiredness, I honestly wish it was Monday. (I actually wish it was Tuesday because that is when my air conditioner is fixed, but that, my dear friends is another story.)

A teacher's heart speaks on the first day of school

Back to school is always sweet
for the good, loving teachers you meet.
They stand at door with book in hand
welcoming kids to the learning land.

Hoping & planning that before they go,
more about this subject they'll know.
Giggling, talking, a happy sound
for a teacher whose purpose in life she's found.

This is a school and this is my time
to encourage, teach, and inspire the mind.
I am a teacher and I'll stick like glue
to learning & living until I reach you.

You precious children, I adore you all
As you sit in my classroom and traipse down the hall.
All will learn here to your own ability.
As we find talent, you'll find I'm quiet nobility.

I'm here to serve, I'm here to care
I'm here to help you learn to share.
I'm here to inspire, I'm here to reach
but most of all I'm here to teach!
Vicki Davis

Let's go!

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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Bring it: The most important thing a teacher can bring to school

My air conditioner has been broken all this week. They have ordered a part but we’re not sure if it is going to be here before school starts. If it is not, I’ll teach class on the stage rather than risk the computers expiring in the heat and have kids sweat because of the heat.

Sometimes things stink as we prepare for school.

This is less than ideal. OK. I’ll admit it - IT STINKS. Honestly, I stink too.

But stinky stuff happens. It just does. I’m in gnat central here and it is 90 something outside and I’m opening my door to my room to cool it off. I’m wearing workout clothes that shed heat so I can sweat with as little soak as possible.

And then IT happened…

My laptop died today - perhaps heat induced. Not sure.

I connected the hard drive - threw everything in Dropbox and am letting it sync. Dropbox has saved me again.

When everyone has done all they can, you can still choose what you can

Yet. My students will be here Thursday. We’ve got lots to cover.

Whether my first day is in my computer lab – out back – or in the outhouse - these kids have me and I’m bigger than this. My principal has done all he can do and everyone is doing what they can. What I can do is not add a sour attitude to an already heated situation. There’s nothing I can do but that.

Problems are the canvas upon which I will paint a picture of a person who overcomes.

Maybe that picture will inspire others to do the same. Maybe it will even help someone out there going through something. If so, this problem won’t be wasted.

How about you and your problems? The worse the problems, the more dramatic the picture you paint.

We just have to make do with what we have.

Sometimes what we have is all we have… but a determination to do well and be amazing is all we need to get started.

You can put a person with a stinky attitude in a million dollar computer lab and not get peanuts out of the students.

You can put a champion with a determination to teach in a computer lab that cost peanuts and get a million dollar learning experience out of those students.

It depends on what you bring. Are you bringing it?

WE NEED MONEY. I’m not saying we don’t. I’m not making excuses for those who refuse to invest in our future.

But when it is time for school to start and things don’t go just right - if I let it influence my relationship or attitude towards my students one teeny tiny bit - then I’m not bringing my best.

I’ve got to bring my good attitude if I hope to get students to the altitude they can achieve with me.

So… laptop or not… lab or not…I’m going to put on some clinical strength Secret Deodorant and lace up my tennis shoes… as long as I have me and my students somewhere on this campus – I’ve got enough to get us started.

I’m bringing it. I’m bringing me.

I’m bringing the only essential ingredient besides a firm grasp of content knowledge, pedagogy, and presentation finesse.** I’m bringing me and my determination to be an excellent teacher anyway.

I’m bringing it. I’m bringing me.

You’ll rust before situations are ideal . They never are. They never will be.

I’m bringing it. I’m bringing me.

If your good attitude is dependent upon perfect situations then you’ll always have a bad one. I reject my human inclination to be crabby when things go wrong. I want to be more. These kids deserve it. Plus, I’ve got something FANTASTIC planned.

I’m bringing it. I’m bringing me.

There’s nothing exceptional about a person who’s cranky when their computer breaks and they are sweating profusely. There is something exceptional about a person who makes do and looks up.

I’m bringing it. I’m bringing me.

Kids and adults alike awe at exceptional. When you have awful problems – you have the opportunity to make people full of awe as they watch you overcome.

They will expect me to bellyache when we meet on the stage Thursday if that A/C isn’t fixed. But I’m not - I’m going to wow them and make the most of that stage. IT isn’t going to be AW-ful it is going to be AWESOME! Oh yeah. I’m going to rock it. I’ve already got it planned. I’m going to use that stage and they are going to be amazed and never forget the first day of school this year.

I’m going to bring it

I’ll wear my workout clothes again tomorrow and sweat like an oldie for my last day of preplanning, but I’m going to hit this school year. I’m glad to be here. These are my students. I love them. I’m going to bring it… I’m going to bring what counts and that is me and nothing is going to stop me from teaching. Nothing.

I’m bringing it. I’m bringing me.

I’m not Polyanna. To be honest, I will admit to you that this attitude would not be possible without my time each morning on my knees taking these problems to Upper Management. But I also have to know that I am at the center of my Att-I-tude.

If my attitude stinks, it is my fault. No one can MAKE me have a bad day - in all but the most horrific circumstances - I can choose to have a bad day but no one can MAKE me have one but myself.

This is a pep talk for me just as much as you… and right now I’m feeling better because I can see what my students see when they see a teacher who is able to make awesome out of awful. They see how to make it in a life full of problems. Because that’s what we’ve got down here… problems and lots of them. Welcome to planet earth.

So, I ask you…

Will you bring it?

Will you bring you?

Will you share your story?

Do you have any similar stories for beginning the school year and how did you overcome?

Other teachers need to hear your stories. We need each other… now more than ever. Teachers are the media that will turn the tide of stories about our profession. We are media now and we will not be quiet about what it is like to teach and the importance of our profession. We will inspire. We will encourage. We will be open. We will be the kind of teacher we want who will transform the profession we love.

You’re noble teacher. I’ll try to be noble too. Bring it!

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A great way to appreciate teachers for #backtoschool

I'm drafting this on Monday night after our first day of preplanning at school. Today at lunch, our PTO had the nicest "teacher appreciation" luncheon. It was so nice. I snapped quite a few photos and thought I'd share with you what they did and what I liked about it.

Motivational Quotes

We all need to be reminded. The PTO had large watering cans with zinnias and flowers from the yards of the PTO members. Orange and white are our school colors so the green was accented with white and orange. It was gorgeous. Their quote was perfect:

"A teacher's like a gardener and this is so you'll know we surely do appreciate how you help the children grow. Thanks for all you do."

That was on a wooden stick inside the watering can with the flowers.

Teacher Wish Lists and Likes

Underneath our boxed lunches we had a piece of paper for our wish lists and likes. This list is one that PTO puts in a binder in the office. Things like "what is your favorite soda" and "what is your favorite snack" or "what is one simple thing you do to pamper yourself." We wrote this with the pen beside it which had our name "Westwood Wildcats" emblazoned on the side.

On our birthdays, a person on the PTO is responsible to make a basket of our "likes." Because each one is personal, it makes us feel so loved. (The PTO even had a blizzard day and had students help them deliver each teacher's favorite DQ blizzard back in the spring. WE LOVED IT.)

The Theme of the Year

Our Board of Directors has adopted a vision statement for the year: "Moving Forward." They want all of us to set goals for how we want to move forward this year. What are a few goals we can set for improvements we want to make. The board is making goals and we will too. Imagine if everyone at a school tries to level up?

Above our plates you can see a rolled up Tshirt with the theme on it tied in raffia. The Tshirt has the theme and our vision verse for the year. Scattered around were small circles with "We appreciate teachers" on them.

Little Messages

You can see the water bottles with the words "Teacher appreciation luncheon 2013" which were made with the sticker paper that you print off the printer.

Helping New Teachers Find a Place and Feel Included

Also notice that each teacher had a namecard and a place. I liked how they mixed us up. I got to sit by people and no one was left alone. New teachers were mixed among the tables. They thought seriously about placement. It really made it fun. Co teachers were seated together.

Something for everyone

Inside the boxes were an assortment of salads: pasta salad, broccoli salad, chicken salad, fruit salad and a croissant. They were in different sized containers (which helped the PTO volunteers get it done more easily.)

 

The fork was actually a disposable fork but looked like metal which made it look classy. They had orange and white and dots repeated. And it was DELICIOUS. This was my meal today.

We ate together at the same time

This was so nice because after we prayed everyone was able to open their boxes and eat right then. When you have long lines sometimes the first in the line are done before the last in the line. We actually enjoyed it and laughed so much. I wondered why I couldn't remember really eating with colleagues and I realized -- it was the line. The boxed lunch really facilitated it.

Messages everywhere

We had stickers on quite a few things to help us remember what we do. They fit with the gardening theme.

"A teacher helps a child bloom."

was the quote on the brownie bag.

"A teacher helps a child flourish"

was on the croissant.

You can also see the motivational bookmark beside our place as well.

Taking Time to Be Kind Goes a Long Way

Little things make a big difference in the classroom. Right now I'm shopping for fabric, purchasing colorful duct tape which I use on my walls. I'm running here and there working on those small details.

The fact that someone would consider the details of a luncheon for us. I was almost in tears when I got done and realized the time that meal took. We had tablecloths and round tables. They thought of everything.

Some of you would say this time was better spent on the kids. But I'm saying as a teacher, I'll remember this meal all year. The time and tenderness and attention to detail made me feel loved. It made me feel appreciated.

I know it was a sacrifice. It meant so much more because it was a sacrifice.

But you don't have time!

Well, the people who did this meal include a doctor and the manager of an alligator farm. They have kids starting Thursday too. They took hours.

This meal meant so much to me because it cost them so much -- not in money but in time and attention. They really cared.

What can you do?

I hope amidst these details that you'll glimpse and see a few nuggets of ideas.

What if you don't have a PTO like this?

There are times you won't have a PTO this incredible. I'm starting my 12th year. In those down years, we teachers got together and appreciated ourselves. We had potlucks and did things to appreciate each other. Sometimes a person would bring flavored coffee and other times we would plan something fun.

Appreciate each other. That is a start. If you show each other respect, you'll see others start joining in.

Appreciate your students

What will it mean to your students when they see your attention to detail? What happens when they see you've thought of everything? What happens when they see your sacrifice and how much time it took you to plan?

If teachers crave appreciation -- as grown adults -- how much more so does a young child need it?

Appreciation rolls forward

I will love my students no matter how people treat me.

But I will love my school more and feel more deep loyalty as I feel love from people surrounding the school.

Some people might just take words as meaning 'I care" but for me, show me. Students feel the same way.

This has me thinking about the tiny details for my students. It has me thinking about how I can show more appreciation for my students. I'm so grateful for the experience that I want to pay it forward to others. Somehow sacrifice and appreciation multiplies itself greatly. These PTO representatives are blessing students through blessing us. All of us teachers felt the same way: cared for. People lingered and talked. We had a great time.

These are the things that make a fine school into a family.

I hope you will share pictures of great things that people do to appreciate teachers so that there are a lot of Back to School ideas floating around.

Have a great start of your school year. I know many of you won't have one as nice as mine but in all my years of teaching, nothing has been like this! Thank you Westwood PTO! Now, let's move Forward!

 

Written by Vicki Davis, author - Flattening Classrooms, Engaging Minds - Posted with Blogsy from my iPad

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Comparing Business to Teaching: A Wake up Call to the World

Of all of the jobs I’ve had in my life, teaching takes the most energy and patience and is by far the hardest of what I’ve done.

When I was a businesswoman

When I was a businesswoman - I could fire employees who didn’t do their job – now, I have to work to motivate and teach every student even those who don’t want to be there.

When I was a businesswoman - I could even fire customers if they caused a constant drain upon resources with complaining or wasted tasks; – as a teacher I work with all who come.

When I was a businesswoman - I had great autonomy - the buck stopped with me in terms of customer satisfaction - as a teacher there are so many things in the life of a child at my school from the lunchroom to the playground to the team and other teachers - all of these combine to make their experience - I only have control over my own classroom.

When I was a businesswoman the world was a more forgiving place when I messed up. I could make mistakes in grammar or spelling without everyone pointing at me, accusing me of falling short. I could forget a date in history. Now, for some reason because I’m a teacher, I’m supposed to be perfect in knowledge – but I’m not.

When I was a businesswoman, I had far less customer service to do. As a teacher, I’m getting a barrage of questions from parents and students and board members to handle with far less time to respond. I live “customer service” every moment because all I do is answer questions and serve.

When I was a businesswoman, I could actually close my door. I could be alone for more than 50 minutes at a time. I could plan my day and work my plan. If I had a big project I could get some quiet to do that. As a teacher, I have to do my big projects as I work with students or after school. I will be in the midst of something and a parent drops by for a chat and I’m stuck staying till 9pm. It is how it goes. People somehow think that teachers are here without schedules and that we work less time than the real world but I can attest to the fact that the hours are longer and people respect your time far less when you teach.

When I was a businesswoman, I could leave work at the office and come home. I could go on vacation and leave someone in charge and expect not to receive many phone calls. (I was general manager for cellular one - so even back in 1994 I had a cell phone.) Now, as a teacher, except in the summer, my students still contact me. Not to bother me, but because I’m a 24/7 teacher. I’m always on the ball.

When I was a businesswoman, I could go out for lunch. Wow, I got an hour for lunch. Now, sometimes I’m lucky to get 5 minutes – if I have lunch duty. People who think teachers have shortened hours need to realize that we are pretty much on duty every moment of every day and that includes lunch.

When I was a businesswoman, I could be a member of the Rotary club and president of the Chamber of Commerce. I could go to meetings where I learned about current events and had time to read the newspaper. I got to be around other adults and make a difference in the community. As a teacher, the school is my world. I have to dive into my online PLN for daily learning and open up a video to see current events. I have to master tricks to allow me to stay abreast of the world in minutes because my time to read the newspaper is gone.

When I was a businesswoman, I worked with numbers and was paid by the numbers. As a very good businesswoman, I was able to earn whopping commissions for my sales. As a teacher, what I do is not quantifiable. While some say a test score could quantify what I do - I work with people. J Edwards Deming said that ‘the most important things are not measured and unmeasurable.’ and I agree. You can’t measure what I do except see what happens after time. People think you can actually measure all of learning in a number don’t know kids and don’t know learning. Many of them have test anxiety (like their parents) and a number on a piece of paper can’t summarize a kid even more than my weight can summarize my overall health. It can give you trends but not the full picture.

When I was a businesswoman, if I did a good job long enough at my current job, I could get promoted - usually with a significant raise. As a teacher, there is no promotion - unless you want to move into administration and move away from kids. There is no merit increase- pretty much all teachers get the same % increase - even the sorry ones. About the only way I could get a big increase is to be a good coach and that certainly isn’t my calling. This is probably the hardest thing for me - in my years of business I was promoted every year or two consistently. Now, I have to reinvent myself every year. My promotions come in the form work I do on the side and with my students. My promotions are made when I level up my teaching and get more out of my students.

When I was a businesswoman, there were awards you could win. When I was part of a team that implemented something new, we received notice for it or a commendation. Certificates were handed out for many things because people knew that building a resume is important and that excellence needs to be quantified. As a teacher, pretty much the only awards that are won are by the students - while this is fine - if you’re driven (like me) you miss having those things to shoot for. My reward comes in the thank you letter or note from parents. It comes in the pack of post it notes and pens that someone left me. I’m happy with a kind word at the store. No wonder teachers are desperate for attention. The only award for teachers at our school is STAR teacher and that is picked by a senior – since I teach up to 10th grade - I doubt that will happen. Plus, that is just by one student. I never knew until I became a teacher just how hard it is because of the silence of recognition opportunities. The silence about what good teachers do is deafening and it is something that society needs to address and every school should address if you want to keep the best teachers teaching.

But…

When I was a businesswoman, though, as much as I appreciated my employees and enjoyed making my “numbers” every month - there was something missing. My passion was there but not my purpose.

When you hear the Siren song… you can’t turn back…

I didn’t really plan this path for me. It is kind of like the men who would hear Siren’s song and couldn’t for the life of them turn away. Except I’m not sailing towards the rocks, I’m sailing around them daily.

What I didn’t have as a businesswoman.

• But when I was a businesswoman, I didn’t have all of this life around me.
• I didn’t laugh as much. I didn’t live as much.
• I didn’t have customers coming back to thank me years later for what I’d done for them “back when.”
• I didn’t have the freedom to talk about important things of life and every month I started over at zero with more numbers. I don’t teach numbers - I teach precious human beings. I love them.
• I love teaching. It is my purpose. It isn’t my destiny it is my calling. When I’m there, I’m all there. Sure, there are drawbacks and things I don’t have. The world gives a whole lot more respect to me as a businesswoman than me as a teacher. But I don’t care.

I choose to teach

I happily choose to be a teacher. This isn’t about receiving the world’s respect or having an easier time of it. It isn’t about having time alone or being able to close your door. It isn’t even about the money - although I have always had to work on the side to support “my teaching habit.” I also have a husband with a very good job and my family can afford to let me teach. Not everyone can afford to do this. Some great teachers are leaving the profession and their calling because they can’t afford to sacrifice their families to teach.

Teaching is about something I must do.

It is more like Jeremiah 20:9 where Jeremiah says:

there is in my heart as it were a burning fire shut up in my bones, and I am weary with holding it in, and I cannot.

While he’s talking about holding in God’s name. I’m talking about teaching. I tried to hold back my love of teaching but I could not. It is who I am. It is what I must do. And for all the drawbacks, teaching – good teaching – is just plain old noble. It is.

When you feel the good things in life

There are times when you eat a very nice restaurant or end up in a very nice hotel or are on the prow of a ship with the wind in your hair where you say to yourself “Wow, this is living. This is amazing.”

I do that just about every day in my classroom. There is something supremely noble and important. I feel it in every word I speak and action I inspire. What I do is very important. Every day is important in the life of a child. I just didn’t have that in the business world.

We can all join in and start appreciating good teaching.

While we need good businesswomen and men and some aren’t cut out for teaching – it is time to appreciate and elevate teaching for what it is – a calling, a passion a purpose.

What teachers DO

Good teachers aren’t slackers. They don’t choose not to be part of the community activities you have going. They do care about the community.

I don’t do this job because I get (sigh) summers off or holidays. It takes the whole first week of summer just to feel like a human being again.

I’ve never worked harder but been more fulfilled. Teachers aren’t perfect and we don’t always behave nobly, but good teachers care about kids. Teachers work 98% of time of other professions in 3/4 of the year. Our hours are very long during the week.

What society should DO with good teachers.

Shouldn’t the people that spend more time with kids than their parents be respected members of society?

Do we let one or two employees not doing their job color our entire view of a company? The existence of bad teachers doesn’t diminish the importance of good ones. In fact, I’d argue that it makes good teachers even more important!

I don’t have time to look back from the plow at when I was a business woman. In fact, I usually don’t go down this row because it can make me unhappy with how education organizes itself.

But it is what it is. I pay the price in a major salary cut to do work with purpose. Some would say that doesn’t make me noble - it makes me stupid. I don’t care what you say -

I care about living a life that means something.

I care about doing my God given purpose.

I care about the future of my city and state and world.

I care about kids and helping their parents help them do their best.

I care and thus, I teach.

I care about teaching and the future of kids and thus I write this blog to help others see the truth.

I will pour myself out in service to the noblest of professions.

I sure hope some of my business colleagues will read this post and understand just what teachers do and give up in order to work with kids. You can start doing things to encourage and keep good teachers and it starts with giving respect and thanks to them.

What parents and business people can do.

I hope as the school year starts that parents and others will realize how important saying thank you to the teacher is – it is the ONLY - I repeat the ONLY “way to go” most teachers EVER get - no matter how good they are.

I hope most of all that my students are ready for me. We’ve got special things planned and it all starts Thursday.

I start today!!

I don’t have much time to format this post and make it perfect because I’ve got to run to school. In fact, I’ll go ahead and publish it now and then add the photos later tonight. I hope people will read it anyway without the pretty pictures.

Preplanning starts to day and I can’t wait. I’m ready! I’m psyched. I love this job even with its drawbacks - it is a great profession and I’m honored to be a teacher. I’ll leave the house in 10 short minutes as soon as I press publish!

Watch out students, Mrs. Vicki is coming! I’m your TEACHER and I’m so glad to be right here with you this year!!

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Questioning Rigor

There is a part near the end of the book Teach Like a PIRATE by Dave Burgess where he questions why we’re using the term rigor. (Read also Shawn White's "Let's change R to V: Vigor, not Rigor") Since rigor means:

rig·or
/ˈrigər/ Noun The quality of being extremely thorough, exhaustive, or accurate. Severity or strictness: “the full rigor of the law”. Synonyms rigour - severity - austerity - stringency - strictness

Being thorough or accurate… that is great. Being severe or strict… I just don’t have to be in my classroom.

What I want in my classroom

• I want my classroom to thoroughly cover my subject.
• I want every child to learn and be engaged.
• I want to be engaging, fun, and a force in my classroom that coaches everyone towards excellence.
• I want to help students learn habits and ways to think about life that will serve them well for the rest of their lives.
• I want students to be unafraid of technology and just know it cold - particularly how to learn about new technology, the great historical figures and trends in technology, and how to spot trends in technology in the future.
• I want to help students find their passion in my classroom.
• I want to have a purpose for every minute the students are in my classroom knowing that sometimes to an outsider viewing a minute or two of what we are doing that I risk being accused of purposelessness. I’m willing to brave the ire and disrespect of a casual observer to be an excellent, deep teacher by providing experiences that immerse students in authentic projects and activities.
• I will take students anywhere in order to teach a lesson. Outside. Inside. Upside down. I’ll take them to town (and have). If there is a lesson to be taught, we’ll move around and get in a better position to observe and be part of what we’re learning. Sometimes you have to get in a different position to see the world differently.
• I am passionate about teaching my subject but even when my passion wanes about a specific topic, my passion will never wane about my students.
• I know that lesson plans go awry and that things happen that mean I need to go in a different direction than I planned. I’ll be adaptable and learn from mistakes and grasp the teachable moment like a cowboy ropes a bull by the horns. The only failure I won’t tolerate in myself and others is that of not learning from failure.
• I love my students. That love does not depend upon whether they love me back.
• I will fill every moment with intentional learning.
• I will know when to back off and let student groups do the work of brainstorming and creativity and interject when kids need help with the process of facilitating brainstorming and creating without interfering too much with their final product.
• I’ll let kids do things differently than I would.
• I don’t want kids to be a “mini me” but a super you. They have a purpose different from mine. They have talents different from mine.
• I’ll look for student talent and encourage kids to bring it in and use it to teach others and me.
• I’ll admit my mistakes and help the class learn from them. Mistakes are embarrassing but to pretend I’m the only one in the classroom who doesn’t make them is to elevate myself to a pedestal upon which I will readily topple very soon.
• I’m glad I’m a teacher and will encourage other teachers to remember what excellence looks like.

Can you laugh and learn?

Maybe what I do looks like rigor but honestly, sometimes it looks like we’re having a blast. I read a study that the average 4 year old laughs 300 times a day and the average 40 year old only 4 times a day. Well, when school is in session, I might give that 4 year old a run for the money.

Rigorous assessment of teachers in 10 minutes: say it isn’t so!

I think the problem with rigor is that some are trying to assess it in too short of a time. Turning back to the Teach Like a Pirate book by Dave, he mentions that someone came in to assess his “rigor” by spending 10 minutes in his room. They came in when he was folding cranes at the end of a powerful lesson about Hiroshima. Hearing him describe the full lesson - it was a perfect ending that the kids will never forget.

This person sent to “assess rigor” spent 10 minutes in his room and left after commenting to a student or two that “this doesn’t look like history.” I would argue that teacher assessment teams must be held to the same rigor as a classroom teacher!

If I spent 10 minutes on a lesson, I’d be "dinged’ for not doing my job. If a person is assessing a lesson, they should spend the entire time in class. Period. One class period. Honestly, that isn’t enough.

Faking it

I remember a distraught teacher at a local public school telling me her story one night. She says that she teaches across the hall from the worst teacher she’s ever seen. The kids do nothing, literally, most school days. They are roaming the halls…coming over to her room…getting in trouble. It is a mess. The teacher teaches little or nothing.

EXCEPT…

The teacher writes beautiful lesson plans that take her hours. She doesn’t follow them, she just writes them.

The teacher “performs” a good lesson plan three times a year… the three times that administration comes in to observe her. That is it.

Now, I hate to say this, but honestly, for administration to observe three total lesson plans from a teacher is a big deal. I know teachers who are lucky to get a few minutes once a year.

Dropping by is always a good thing

My principal “drops by” as does my curriculum director. I know I’ve just said that you have to see a lesson, but let me tell you what my principal and curriculum director do. They drop by when they see students working (which is a lot) and see what the kids are creating and doing.

I have often asked them to judge me not by what they see in my classroom sometimes. Because sometimes it looks like we’re a tad on the edge of chaos. I ask them to judge me by what my students produce and know. And those students know quite a bit.

Keep an eye on the ball.

So, while I’d say not to judge an entire lesson by 10 minutes. I’d also say to administrators that if you’re not popping your head in and walking around to see what is going on, you don’t have your head in the game.

A coach watches the game to see what plays the players are doing (if any at all.) A coach knows his or her players and knows how they play. If you don’t know how your teachers teach on a day to day basis, you aren’t keeping your eye on the ball.

Final words on rigor

I have some people I respect greatly like Barbara Blackburn who work with rigor in the classroom. I have the distinct impression that it really means – “are you focused on teaching your topic” but sadly some are interpreting it to mean “are you in your chairs lined up looking at the board and working.”

I’ve seen people walk in classrooms where the kids were quiet working on worksheets and commenting on how orderly and great the classroom is. Hogwash.

I can walk in your den and it is clean and tidy and everyone is reading a book and comment on how well your family gets along. And I could be very wrong.

Just because a classroom is quietly working on worksheets means nothing. In fact, I’d say if all a class does is worksheets then there’s probably a problem. The best teachers I know probably spend the least amount of time at the copier of anyone at the school. They still need it but their lessons are written in the experiences and activities that they plan. If they use a worksheet it is with intention and strategic.

Best wishes to you teachers.

I hope you’ll all pick up Dave’s book Teach Like a PIRATE and I also highly recommend Invent To Learn by Sylvia Martinez and Gary Stager. Both of these books will help you picture and imagine excellent learning.

I’m not saying rigor is a bad thing. But sometimes we need to understand that how people think they are using it is not really what they want to say. What do they mean by rigor? That is what we have to understand. Depending upon what they mean it could be a good or a bad thing. And if they try to observe whether rigor is happening in a way that is non rigorous itself, we should call them on it. I don’t think you can assess whether rigor exists in a classroom in 10 minutes… that assessment is slack and lacks rigor.

Be willing to question.

We teach with our lives. Our lives should be those that question and ask.

• Should we blindly let others who know nothing or little about our profession lead us down a road which we do not think it wise to trod without asking them to show us the map?
• If we’re being taken on a journey, should we ask questions to help understand the qualifications of the tour guides and if they have a track record of getting others there safely?
• If the very future is at stake, should we let the pendulum swing over the line from helpful to hurtful without standing in the way?

I think that these questions about rigor are ones that should be asked and applaud Dave Burgess for asking them so bravely.

I’d really like to hear from more of you. What are your thoughts about the term “rigor”? Is the assessment of “rigor” in your classroom done in a rigorous way itself? Please speak out so we can further this conversation.

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