Teaching is Everywhere

I’m not the only one who sees teaching connections wherever they go am I? 

Some of them are obvious. Like when we are at puppy training, and there’s a comment about a puppy having learned to refuse to do something, because it just wasn’t fun. Ha, sound familiar? We have to learn to do things that aren’t fun, but perhaps we can find fun ways to learn how to do them! 

But then there are less obvious times, like when the vet tech comes outside to pick up the puppy – in these COVID times things are aa little different – and I find myself telling her glowingly about my puppy, about how she knows how to sit, how she’ll behave better if she’s bribed with a treat, how she does have ‘down’, but she won’t stay there very long… I’m pretty sure that the vet tech knows all these things. I’m also fairly certain that every puppy owner believes his or her puppy is the cutest and best puppy in the world. Yes. There’s a definite connection.. I felt a little bit like multiple parents at open house 🤦‍♀️

Then there’s those things that you see, that you’re experiencing, and you think… Oh my goodness, how can I integrate this into my teaching? Like lines at Disney. Instead of being bored waiting, we are engaged and interested by the by-play, the characters, the little signs… We know exactly how long we’re probably going to wait, and there’s something in between this sign and the next sign, and we’re ready for it. The ride is such a small part of the whole experience. Well, how can I replicate that in my teaching? How can I make the boring slow learning the engaging part, so the ride is the cherry-on-the-top. I might add, that my husband was not amused by all these musings while at Disney.

Then there are dining experiences, obvious things like creating a playlist that’s like a menu, but then more importantly, how to entice… How to tempt the customer to try something new? How to use images and word play to make something sound more interesting?. Taste tests, samples ... so much that can be brought into our teaching.

What about arguments, threads on social media? How do our interests and passions direct our thinking? Can social media commentary be used as a tool?  I saw the quiet kids participate when behind a screen (during distance learning), so there’s an important connection there too.

Everywhere I look, I see something that ties to my teaching.

Everywhere.

Ideas to grab interest. Real world connections. Valuable to me. Connecting with my interests. 

My husband calls it an obsession. I call it good practice. If it isn’t interesting or relevant, if there is no purpose ... then how do I compete with everything else out there? If students are enticed into the learning, if they see a point in the content, if they are shown how this is replace them to their lives - if all those factors are in play, then I’ll have success.

Thinking Big! Planning...

I’ve been thinking a lot about next year, how I want to integrate more personalized instruction, use new online tools that I’ve learned about this year, and help students to become far more independent. It still horrifies me how (during distance learning) many kids were struggling with using tools that should’ve been easy, and straightforward, but clearly I have been helping them too much in the classroom.  It really opened my eyes to how much I need to focus on intrinsic motivation for independent learning. How can I best support those who need it, while allowing other students to thrive?

I started by thinking about the units of learning we have in place. How can I take them, develop different activities, and put together a learning path? My vision is that students will begin with independent activities to set the scene and begin the learning, but once completed would lead to group stations - thus increasing the interest in finishing the individualized work in order to get to the station. 
After all, which self-respecting sixth-grader would not prefer to be learning with their peers?!  Now once in a while, there is that kid, but sometimes we also need to practice collaboration. After all, it’s in the standards. Other times, they may be able to work alone.

Maybe there are a series of things that students have to complete. Once completed and correct, They would be assigned some sort of reflection of learning. This could be a quiz, that they then respond to as to how the results went. Or it could be a simple question and answer scenario. It could be a video, it could be written, there are a plethora of possibilities here. The bottom line is, I want them to be able to look at the standard, understand it, and know what they actually can do with it. Not just defining it, also tell me how this is going to help them in their day-to-day lives.

One thing that is key in this reflection process is that I would want to somehow involve the parents. Whether this is something that I sent to the parents, or something that is linked somewhere for easy access, that I still have to figure out. One thought I have had is a beginning of the year activity for the students where they create their own individual space. Somewhat like the Bitmoji classrooms that are flooding the Internet right now. We wouldn’t be able to use Bitmoji because of the age limitations, but a photograph without a background would fit in well. Then we would link each of the unit reflections into the learning space. A portfolio of reflections if you will.

Once activities are completed, and reflection made, they might meet with me, or they might be able to move right along. The next step would be the summative. this would mean an end to the traditional ‘everybody sits in testing conditions’.  Would that matter? Does doing summatives that way lessen the chance of them being able to manage the Georgia milestones? And does that really matter?

Then, once completed, they could work on something fun and attractive for students to do, which is still about achieving and learning. That would be the enticement.  I’m thinking of things like an escape room, room transformation project, our class newsletter. There must be a multitude of things that would be learning, helpful, and fun for them to do. Perhaps a choice. 

The enrichment only happens, obviously, with proven mastery of the learning. So perhaps there’s a minimum ‘score’, with relearning and review practices to be done before a second opportunity is given.  This could be a verbal check if needed. Students who rush through, will not do well on the summative, meaning an opportunity to conference, for more one on one, and an understanding that you need to take your time to achieve everything else for learning, before being able to have the fun!

So what are my main goals?

• To show students that independent learning is powerful.
• To give students a reason to be independent.
• To allow students who can achieve more, the space to do that.
• To give me more opportunities to support the students who need that extra help.
• To make it clear and obvious who truly achieves the learning, and who just did the work.
• To find a way to have the students think about the learning, and the reasons behind the learning, and whether they actually have learned.
• To make things very visible, and obvious to the parents.

Lofty goal, big change, huge challenge ...what more could I want?!

Less Support? Working at Need Level? Thinking About Next Year

So I read this article. As somebody who used to ride her bike a lot, and whose husband still rides, the analog really held true. In fact, I really didn’t need to read the article – the title says it all.  The Training Wheel Fallacy for Teaching Writing

The article grows the analogy and made me think about a variety of experiences on my road bike. From that time I couldn’t unclip to save myself (in front of a filled restaurant beer garden), to the time some friendly redneck through a full cup of water at me - I guess he didn’t approve of cyclists! It made me compare those memories to my students’ experiences, just as this writer wanted me to do.  

What was particularly great about this article was the timing.. It came at the very moment that I had been thinking about just how to really use what I have learned this spring, during distance learning, in my teaching next year. The thinking continued.

Not long after reading this article, I had a student submit some work. The task was the final project of the year, quite simple – and very much reduced from expectations had we been at school. They had to take a god who was Greek as well as Roman and create a small presentation, including some specific criteria. They then had to create a virtual presentation of the findings. Most students created a slideshow, and then made a Screencastify. One student made a beautiful poster and videoed her presentation. A couple of students made videos of themselves presenting the slideshow using a cell phone and laptop. Two students made really good PowToons, and a couple of students used applications that I’ve never seen before. One student, had a Greek god talking to the Roman god, comparing each other. That was pretty creative. 

But then there was this one student, who has been a frustration all year. A nice boy, respectful, always does his work, but you always got the feeling that he did ‘just’ enough. You knew that there was more in there, but it just wasn’t coming out. I would conference with him, and my frustration always came out despite myself. He would always smile politely at me, and say that he was happy with his grade. Since I rarely talk about grades, that added to my frustration! I would say to him, “Yes, your grade is fine, but what about the learning – what about the creativity – don’t you want to do a little bit more?” He would smile politely and said he was quite happy. During our virtual learning, nothing has really changed there, he’s done most of the assignments, he’s done enough to fulfill a rubric or the criteria, and he’s just steadily gone along. But then we came to this final project. 

He blew me away. 

Now cynics in the room might say his parents probably did it for him. But I know the student’s situation, they did not. Was it as well 'finished' as some of the other work? No! He doesn’t have that habit of editing and polishing. But it was creative. It was unexpected.

He made Flipgrid do things I didn’t know Flipgrid was capable of doing! He had slides popping up in his presentation and transitions. He obviously spent some time creating this video. It was amazing! I told him so too. I even asked him if he can create a Screencastify showing us how to do that. He sort of mumbled at me on Google Meet, and I don’t think the task made the top of his to-do list.  But I do believe that he was delighted to be asked.

So what does this all boil down to? 

I think that although we know there are students who lost support that they needed or students who just never came and asked for help. Some didn’t know how to struggle and gave up immediately.  Next year, we will talk about struggle.

We know that there were students lost because of equity issues, lots of young children in the house, children left alone without supervision, and not ideal work situations – where schoolwork was the least important thing on the table. We know that. And if we have to continue virtual learning in any shape or form, we need to work through concerns and issues. 

I also know that there were teachers who did not offer learning opportunities on a consistent basis.  My kids thanked me profusely for offering the same class twice a day, they said it made a huge difference to have that option that could change with their schedule. They loved the fact that I kept going with the read alouds. 

This is not a pat on the back for Bridget, because I actually feel guilty for not having done more. I look around the country, or I participate in my club RCA webinars, and I realize there is so much more I could’ve done. And that in a future situation, I will be doing. It’s more of a statement that this has not been perfect.

But for some kids, this has been eye-opening. I have had students produce some of the best work that I’ve ever seen from sixth graders. And I know it’s because they’ve had the time to do it. There hasn’t been the pressure of ‘grades matter’ and there hasn’t been a state test out there, lurking in the future. It’s just been about being creative and producing the best work you can possibly do. 

Did some have help from the parents? Well sure! But they could’ve had that help in past years too, it’s rare that I’ve had anything that has not been allowed to be worked on at home! Typically I don’t assign much homework, but they would’ve had the choice to ask for help on on-going projects.  In some ways, it has been great to see non-involved parents stop in and take time to help their students. I’ve done these wonderful one-on-one sessions with students who have been struggling, and have seen them sore to heights that are not achieved at school. Because at school, I can’t give them more than two or three minutes in the class. At school others need attention. At school there are multiple distractions for both teacher and student.  

So what will change?

1. I am going to look at each unit of study, and really think about what the end goal is – I mean I already did that to an extent, but I want to think about doing this in a different way. What is it that we want them to be able to do, and create? What is it we want them to be able to explain? What is it they just need to understand? Last year, I would have said that we did this - and we did. But having gone to ‘bare bones’ with virtual learning, it has shown me how important it is to REALLY did down and say, “What matters. What is ESSENTIAL?”
2. As I look at what matters, how am I going to have them show me their knowledge? How can I find ways for the students to choose how to show me what they know?
3. Now that I consider number one and two, I want to see how I can create that in a self-paced fashion. How can we make the learning possible for those independent learners, while still making sure that each goal has been achieved, and that every student has the support they need. Another thing I have learned from distance learning is how many students just rush through to get the job done, without paying attention to what COULD be done. I mean, that’s nothing new right? However, there are kids that have slipped by me in the past because the support was too great. I need to be able to let them fail a little more, and determine what needs fixing themselves. To me, this means more reflection during the learning and more self-checks, and perhaps peer checks.
4. Conferring. Conferring. Conferring.
5. Talk about struggle. How that's where the learning happens.
6. Online conversations, evening help sessions, one-on-one support could be virtual to give me more time. Why not have a once a month conference? I don’t really give homework, so why not create a conference homework time? Depending on the number of kids and need, conferences could be more or less frequent. Personal. Individual.
7. I definitely need to extend the belief and creativity through more open-ended concepts, with students having the opportunity to determine how they show their learning. I discovered that by being more experimental, we achieved more. So although we have to determine mastery of certain elements, why not allow the students to find ways to prove their mastery to me.  Choice is fun.  Choice is interesting.
8. This year, I went to feedback instead of grades for formatives. My kids have been very very supportive of this. Interestingly, it is the highest achievers who have enjoyed the most. Taking away the fear of getting poor grades gave them the freedom to perform.  Now I’m looking at how to create that feeling in the summative aspect of things. I know that I will not be able to go gradeless for summatives, although there might be some potential there for conferring to adjust grades. However, I am thinking of working with my team to have more frequent and focused summatives. Enough of these awful, long tests. To me, they create a lot of failures and not a lot of success. It’s been something I’ve been playing with for a while, and have had some success, but I think this year will be the year to get serious.

There’s always so much to do and so much to think about as summer approaches. I always feel like it’s important not to just say, “We’re done”, and then revisit at the beginning of the year - because of the beginning of the year, it’s honestly too late. Now is when you reflect. Now is when you make decisions.

We don’t know what next year will look like, but we do know is, this will be our go-to in similar situations. We need to be able to manage our online learning, we need to manage to coach, engage, and support in a virtual capacity. I feel like I’ve made some great strides, and I have a vision for what could be achieved. I believe that in future situations, we will go into this with a little bit more structure and that will help immensely. Parents frequently told me how grateful they were – actually the students more than the parents – for teachers with set class times. They wanted to know, on a consistent basis, exactly what was going to be taught when, rather than the occasional ‘hit and miss’ of some offerings.

We all need a little bit of structure, and we all need a little bit of freedom. We all need support, but we all need to be allowed to fly. Some students need more help than others, others need more options. The bottom line is, I can do this, I just need to plan and think about it.

End of Year Musings

The final parent email of the year is always a little bittersweet. The sweet comes from thinking about how much our students have grown (this year, more than ever - the independence level has skyrocketed!), and everything they have given to me this year.  As a teacher is a time for reflection for beginning to think about changes and plans for next year.  Your students have even worked on a survey for me, for their feedback.  I will be moving rooms, so they are helping me with new chants, new set up, and even how to structure our online space should that be needed.  They, after all, are the experts!  

Bitter, of course, because I have to say goodbye to another group of students - and as every teacher will tell you, they take a little bit of my heart with them.  

This strange year has meant that I lost as much contact with some students, others I have connected with more than ever.  Some students attended every online class, every chapter reading, every help session, took advantage of one-to-ones as needed.  Others showed their growth and independence and flew solo.  I know that many kids learned about what works best for them and discovered new things about themselves and their learning.  That can only be a good thing!  

Some students, however, really struggled and needed more support.  The worst part of that was I had no way to get to them.  I didn’t know who had switched off, who didn’t need my help, or who was desperate for help - but because they didn’t look, they didn’t know where/how to get help. That’s frustrating because we tried nothing new.  It made me think about just how much support kids get at school - too much support.  They learn how to be helpless.

This helps no one.

Students should have no problems doing work via the same tools at home as they did at school - but they did. I literally had a parent berate me for using things his son didn’t understand.  I had no answer - we had literally worked about 75% of all assignments within this platform - if not more!  That shows me that I have supported far too much.  When students asked for help, I willingly gave it - after all, that’s my job!  Or is it?  Ironically we had discussed that year’s kids were notable for more struggles working alone, but I never like those sweeping comments about a group of kids - because they are never true for all of them and it sways decisions that aren’t fair.  And sure enough, once released to an independent world, many who were ready to fly.  

So much to think about as we look at the unknowns for next year.  If we start online, how do I prep them for self-paced learning and an intrinsic desire to succeed?  If we start in the classroom, same question - but at least this time I have an example of what happened before. The students know that it is something that they need.  

It’s going to take some intentional planning.  I’m already mulling ideas. Imagine a community that is focused on learning - and learning at the right pace for each student. 

That’s a thought that makes me smile.

Teacher Appreciation Thought Starter

So I got this email from a parent - it was was really nice email that was thanking me for all that I've done, telling me that she and her daughter would like to send me an appreciation little something, and how would they do this during our quarantimes. It was a nice email.

It was very kind
It was very thoughtful, and it made me feel good.

So, I thanked her nicely, and I let her know that I have to go in twice this week to go clean out and move my room, and that she could leave a little something there, and thank you very much, and how much I appreciated it.

Then I started thinking. First of all, I don't ever remember - maybe once - receiving anything for teacher appreciation week from a parent. I think perhaps there was one time. Now the PTO always does a fantastic job, as do admin.  But parents - it's not something that crosses their mind, and why should it? Just in a couple of weeks we will be finishing up school, and then those parents who feel so inclined, occasionally give us a nice little gift or a card, and sometimes it’s something really special. I will never forget the gorgeous handmade saddle pad one parent gave me in school colors. Or the amazing Dr. Who pillow a student made for me.  Special indeed. 

But those are end of year. Not for Teacher Appreciation Week. Don't get me wrong, It’s not something I’ve complained about or something that bothers me, it just struck me as, “Huh, interesting.”  

Could it be because it's on the news everywhere? Could it be because you're seeing it on Facebook everywhere? We’re being really ‘appreciated’ right now during COVID. I wonder if we will see that next year, or whenever what we do becomes 'expected and normal' again? 

But then I thought about a little line, a throwaway comment she had in her email. Something to the effect of. “I really want you to know how much I appreciate you and all you do especially during this time.”

Especially during this time.  

Yeah, that makes me feel guilty.  

Am I working hard? Sure! Am I doing everything I can to connect with these kids? Absolutely!

Am I doing lots of one-on-ones and personal coaching - stuff that I've never been able to do before? Sure and I'm loving every minute of it!

I got a puppy.
I get to go for walks twice a day.
My husband is no longer going to Miami every week; I'm not living on my own four days out of each week.
My son is home from college. He's doing online classes; he's here at home after being away in the Navy for 7 years.
Oh, and did I mention I got a puppy?!
I’ve been gardening.
I get to ride my horse three or four times a week instead of once or twice.

Also, I get to meet with students one-on-one.  Yeah, it’s virtually, but the work we're doing is fantastic. I've tried so hard to have consistent conferring in the classroom, but there is never enough time.

My high flyers are flying really high with this independent learning.

I have kids who really didn't do much in the classroom who are now functioning.  They have time to think.  They have more support from me, and they can work when it's the right time for them. 

Sure, there are frustrations. There are some kids that, “Where are you kiddo? Just ‘cos spring break happened, it doesn't mean it's all over!” Just because there's no Milestones and no test, doesn't mean it's all done. Just because they announce that your third quarter grade cannot - has to be your grade - you can't go lower, doesn't mean that it's not worth it. I've never really given grades anyway, only for summatives. That's frustrating. I try to reach, out I try to text parents, I try to call parents, I try to text kids, I try to message kids, I try to do everything I can — and that's hard.

But there's so much joy, and there’s so much learning. I've learned so much. I can't wait for next year. I don't know what kind of teaching will see. I don't know what it's going to be like. Is it going be back to normal?

I hope not.

I hope that we will learn from this. I hope that we're going to add self-paced learning to all of our courses. I hope that we're going to help students to be independent. And even - dare I say it? - I hope for some virtual teaching. I also hope we address the equity. I hope that every kid will have a Chromebook in their hands. I hope that we can help with access to Wi-Fi. I hope that the students who need the support will get the support. But what I really hope for, is that we will stop teaching kids to get the work done, and will start teaching kids to be inspired by learning. That's what I hope.

So it’s great to feel appreciated, but let’s all be excited about what’s to come, because I think that there are great things that are going to happen in education thanks to the quarantimes.