Tag Archives: Education

How Do You Teach Passion?

One of the (many) things that has consistently baffled me about me is my level of passion.  Why do I get so dang worked up about a political commercial?  Why do I train for triathlons, even though I am clearly not (repeat three times) what most would define as a true triathlete? Why does (insert Disney flick here) get me every single time?

Passion.

It’s the reason I come to work in my middle school every day. With a smile on my face. Happy doing something I truly love.

So…

how do I share this with my students on these April-soon-to-be-May-soon-to-be-summer days? How do I get my students as fired up as I am about learning this late in the game? How do I get them excited about learning new things? Expanding their brains? Trying (and sometimes failing) new endeavors?  How?

Modeling.

Digging through my ever-expanding bag o’ tricks, I decided to pull out the Love and Logic gems from years back when we were trying to raise healthy, responsible children in my home. If it worked for them, it certainly can’t hurt with my “family” at school? Right?

It might be a long shot, but for now, I am determined to spend the remaining days of this school year sharing my continued passion for learning, passion for learner success and passion for developing positive, accountable young adults as they leave my little, middle world and venture into the bigger world of high school and beyond.

Keep the Passion!

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Life After Bullying, Part II: The Bully | Bullying Education

Via Scoop.itThe Middle Road

Children who do not learn how to interact appropriately with others before they reach the end of elementary school will continue to bully their way through middle school. As they reach this age …
Via www.bullyingeducation.org

Purpose-Driven Tech Integration: Beyond Bells and Whistles

Hi. My name is Kaye, and I am an “Early Adopter.”

As much as I’d hate to admit it, I have a problem. Whenever a new technology tool, website, gizmo, gadget, widget, whatchamacallit that comes along, I have to try it out.

Sometimes, this leads to quiet evenings spent alone when I could be out socializing with my friends. Sometimes it means burnt pizza in the oven. Sometimes it means the undeniable, “here we go again” eye rolls I get from my 8th graders.

Technology integration, for me, has become a necessary step along my professional development journey as an educator. It has taken me some time to get over all the fears that accompanied exploring new territories.  Will it be blocked?  Is it developmentally appropriate? Is it better than what I’m doing now? What if the kids know more than I do about this? 

Growth doesn’t come sans pain.  Pain from the limitations of our network. Pain from colleagues wondering why on Earth I have need for such “bells and whistles” when I should simply teach grammar and writing (because we all know there’s no room on the Internet for coherent writers, right?).

Pain from knowing there are limitations for me to plan for a sub with all this Internet-based learning. Pain from my own doubts about whether this is really the right thing to do for my students.

After years of continuously honing my “early adopter” skill set, I have come to this simple conclusion: If I can’t beat ’em, I’ll join ’em. Kids today have levels of connectivity that we could never have even dreamed of in the past ten years! I’ve got some learning to do of my own if I’m going to meet them where they’re at so let’s go.

When integrating technology into your classroom, it may help by starting with these considerations:

  1. Is this a tool, another path, of covering the content in your class, as determined by your common core standards?
  2. Is this technology developmentally appropriate for your students?
  3. Will this tool help students understand the essential skills you are attempting to cover?
  4. Does your school have the means to offer this tool to students who have no access outside of school?
  5. What is the “risk factor” involved with students trying out this new technology tool?
You definitely need a “yes” for the first four questions and a long, reflective pause for the last one before integrating technology.  Having a Facebook page for your class just for the sake of having a Facebook page doesn’t help the students carry out much.  Using Google Docs and wikis and digital poster-making sites are merely “bells and whistles” unless there is something academically sound to them. And this, my friend, is easy enough to.
Take one example from my classroom:  Every year, my students must give demonstration speeches, something they annually bemoan with uncanny precision.  I have very simple criteria laid out on my assessment rubric:
  • The demonstration speech must be five minutes in length. (Students know the bullseye is five; the inner circles on the target are four to six.)
  • A visual must go with their speech (typically a poster of a diagram, steps in the process, materials/ingredients needed, history/background).
  • They must be prepared, with all materials, on the day the speech is to be delivered.
That’s pretty much it.  Now, for the past ten years that I’ve taught demonstration speaking skills, I’ve required notecards, students present in front of the class “live,” and a stopwatch…all tools.
Knowing how much my students dread speeches and knowing how inquisitive and eager they are to try new things, I dug out some different, more web-based tools like www.glogster.com, YouTube, animoto, and PhotoStory3 (we had this free download readily available for our kids, so I went with programs we had. Why not?).
We approached it like this:  Some of my students ride the bus to school. Some get dropped off. Some walk. Some skateboard, ride bike and skip, for all I know. The bottom line is they all got to school.  The bottom line for mastering the essential skill of completing an effective demonstration speech is doing it.  The types of tools students choose to use was something I chose to let go  of, as long as they met the assessment criteria. Putting the power of exploration and educated risk-taking was liberating, to say the least.
Like it or not, we live in a day and age of educator accountability. We need to account for our students’ learning.  And, like it or not, the way we have gone about business with our kids isn’t cutting it anymore.  Engaged students achieve more.  When given a task, a variety of tools, and an openness about taking educated risks, our students will fully immerse themselves into the project (or content) and come out winners.
The kids will deliver their speeches.  They will have done it their way. They will meet the criteria and experience success.
And those winners’ bells and whistles are the type this “early adopter” loves to hear!

Technology Integration! ONWARD! No! Wait! What?

After attending the 2nd Annual SLATE 2011 Conference (#slate2011 hashtag in Twitter) in Wisconsin this past week, I’ve been mulling over this post.  SLATE stands for School Leaders Advancing Technology Education.  Anytime I attend a professional development opportunity, I always want to come away with my “Big Three”: 1) Something I can use immediately when I get back, 2) Something I can sit on and development within the next month, and 3) Something I can spend the next six months developing and then put it to use.  Anytime along this BIG THREE journey, I’m constantly looking for relevant learning to share with my students as well as my colleagues.

Well, let’s just say my cup overflowith…

It was handy not being a Twitter virgin because the connectivity and networking that took place was overwhelming and popped up everywhere in every venue during the conference…even the World’s Away Lounge, where I attended my first “tweet up,” meeting people I have had the privilege of following on Twitter.  A face-to-face with folks like Tammy Lind (@TamiL17), Curt Rees (@WiscPrincipal), Beth Lisowski (@MrsLGrade3) and John Pederson (@ijohnpederson) brought my PLN (Professional Learning Network) on Twitter to life.  Sidenote:  I was a little bummed I didn’t get to meet Jessica Johnson (@PrincipalJ), as I have relied heavily on her multiple valuable tidbits on Twitter.  Next time, Jess!

Returning to the “real world” Thursday was the door slamming in the face effect.  Students needed me.  Papers needed grading. Meetings needed attending.  Sleep needed replenishing.

I had handouts and Google Docs and links and resources galore; call me Santa.  However, little did I expect the reactions I got.  I expected everyone as uncontrollably giddy as I was. Some were; some weren’t.  You know the feeling.  You undoubtedly know the gamut of reactions I got upon my triumphant return.

In honor of two things: their reactions and the #pencilchat back channel that recently went viral, I took it upon myself to pay homage.

Whenever something new comes barreling down the road at us, we have a few options to react.  A perfect analogy is A Day at the Swimming Pool:

  • Some patrons jump right in without concern for the water temps or depths.  Some patrons dip their toes in the water, checking it out first and watching others test the waters. Some stand by the poolside in their towels and need a little encouragement that the water is safe, clean and perfect for swimming. And there are some who flat-out refuse to get wet, dip their toes, or anything because they can’t swim, don’t want to learn, or are leaving the pool soon and don’t want to get wet.

When it comes to technology integration in the classroom, many of us are venturing into uncharted waters.  It can be a little scary, but it’s not going anywhere but forward.  If we give each other a chance to learn and grow together, the positive impact on student engagement and achievement is collectively rewarding.

Keep the Tech Faith!