These Digital Natives are Struggling

 So, in the world of digital devices....I am apparently the immigrant, and they are the natives. All the experts say that those younger generations are digital natives.  

Wait, my students?  the ones I teach?  The ones who don’t know that they should probably name a new document, don’t know how to copy a document, can’t find the document, can’t make a document… OK, that sounds a little bitter. I guess I should back up to where this all comes from!

Our current unit is about argument. We are arguing whether technology is helpful or harmful in the world today. That’s the ending question, the essential one, that they will answer in the form of an argument essay. So, they are collecting evidence, they are building a personal website to reflect their thoughts, log personal use of technology, find evidence, etc., etc. They love building a website, they adore the topic, but there is still the school side of things to work on.  But it seems that instead of spending time on the writing, an inordinate amount of time is spent working on technology 'how-tos'.

This week, in a special help session I do for struggling kids, we read an article about technology together. The article was all about digital natives. As I read it, I had to keep my thoughts at bay. Why? Well, on Martin Luther King day (just one small example), I spent 90 minutes helping one of these so-called digital natives find his files in his drive, name documents, move files, share work, and so on and so forth. 

90 minutes.  

Well spent because he's caught up now, but WOW, 90 minutes!  

Now, let's put this in perspective. This is our second semester of digital learning. Finding out a student didn’t know how to do these things was a little scary. Now granted, from the commentary in the background, clearly, his mother has been taking care of assignments beforehand, so this was 90 minutes showing him how he COULD work independently, how he was able to do the work! Regardless, clearly no signs of a 'native' here.  But that’s just one kid, so how about the others?

Here's the bottom line,  My students know how to play with technology, and when are motivated, they can figure things out adeptly.  But if the interest, engagement, purpose is not there, then the lack of basic skills shows through.

So, what's the lesson here?  First, don't expect that the students know how to use technology in the academic arean.  Second, if you want them to figure out the ways to make their digital work shine, they need to be interested - engaged - and have a reason to want to figure out the skills, have the desire to put the time and effort in to learn a new digital skill.  And I have to say, our technology unit is making waves with them - they are loving building the website, motivated to share properly because they want me to see it, focused on creating professional hyperlinks so that their work, "Looks cool!" and on it goes.

It's not a huge goal, but one thing that I am determined to achieve this year is for all my virtual students to really take full advantage of the situation and know how to use simple Google skills WELL by the end of this strange and interesting year!

Making Connections

One of my goals for this year is to increase personal communication. It's all part of my #oneword - CONNECTIONS.  Too often I think, “They know I care, ” or, “I texts them, ” or, “I commented on Facebook.”

Really?  So, from colleagues to students to family, it’s time to reconnect in a more authentic way.  I want to show that I care through effort. I'd like to let others to know how much they mean to me, how much their support has helped me, how their presence makes a difference. It's good for me to feel that glow of giving thanks or growing a relationship, but even greater is the joy this can bring to the recipient. 

I am writing letters to my mother instead of emailing (insert vision of her re-reading multiple times as she tries to remember, "What Bridget said!"), sending a gratitude card each day to someone who truly makes a difference in my life, and sticking to my postcard/day to a student - which I have always done, but not always stuck to religiously!  

It's been so fulfilling for me to focus on what other people have done for me - and to share my gratitude with them.  Hearing/seeing a reaction when received is the icing on the cake.  Last week, I wrote a very heartfelt note to a neighbor friend, who just happens to be a teacher, who has started walking with me every weekend.  We share our highs and lows and brainstorm teaching.  Just telling her how grateful I was filled ME and knowing that she will be getting a surprise note through inter-office mail added to that high.  

From a student perspective, having them get a postcard in the mail (that their parent sees), thanking him or her for something done for their teacher, or a moment of support to the class, or a massive (or small) success...its massive. It fills my cup to overflowing when the surprise and joy is shared with me. It's a relationship builder, and considerable ‘Brownie points’ too!  Most important though, it recognizes the kids and builds their pride. I've had special cards, printed by Vistaprint, for years. This year though, my focus is on consistency, truly penning that note at the moment it's most deserved - and making sure that I catch that moment for every student.

I know how much it means to me when someone takes the time to write me a note - it brings such joy. It's my turn to go and give that gift to others.

Let's connect 💙

Forcing the Learning

 I love to share.

If I hear about an idea, a concept, a strategy - I try it. I love 'new', I thrive on experimenting.  Let's give it a shot - after all, you learn whether or not things go well - I would even posit that I have learned more from mistakes and awkward moments than I ever have from smooth sailing.  There's nothing quite like that moment where you look at the kids, they look at you, and we all decide, "Well, that didn't work!", we decide why, we find a better solution, and the learning is stronger than ever.

I thrive on discovery

I just wrote my mid-year reflection for our professional learning goal at school. I was feeling a bit guilty this year - national pandemics and political upheaval have meant that my goals haven't had the laser focus they normally do, the team goal we developed in those heady first days of school never really connected with my on-going personal learning goals...and with 170 students during those first couple of months, who had time to focus on professional learning, literature to support a goal, finding new podcasts or webinars to support learning...and all that jazz.  Not me!  The good news for my conscience was that I have actually done quite a lot of professional learning this year.  Well, it's really my hobby - so it might not have been as purposeful as I would like, might not get me those Brownie points since the learning doesn't really connect with our team goal, but there's a lot of reading, watching, and listening going on in Bridget's world.  

Forced Learning?

Two of the items on my list of 'personal professional learning' are the endorsements that I am in the midst of.  One is my Online Teaching Endorsement. A last-minute addition, I only just made it into the course.  I did 3 different courses over the summer, anticipating a virtual class-load this fall, and I loved every moment of the learning.  The endorsement is a logical step to produce the best teaching I can for my online students.  I had no idea how different the teaching needed to be, and everything I learn is instantly integrated into the classes I lead. That's the best kind of learning.  My other endorsement is Coaching and Support Endorsement, and ... well, sometimes having the opportunity to find that something is not for you, is as powerful as finding the right fit. How much of it is because of the year it is, I don't know - but making time for something that feels like a burden and that keeps you up at night, is not something that fits well with 2020-21 teaching. But funnily enough, it's helping my teaching...immensely.  Focusing on something you don't want to do and can't escape - it's not engaging. It's frustrating. You seek help that might not be there. You aren't available when others are there to help you. You feel alone. The instructions don't make sense.  

Wow. Makes you think, doesn't it? 

We need to remember, our students haven't chosen our courses. They aren't there because they want the learning. They aren't excited to see what the new lesson is. They aren't leaping to the computer for team meetings...unless we make it that way.  

My experiences right now are reminnders every day.  Make my course the one that the kids are interested to visit, the one they want to find out what's next. the meeting that they set the timer for.  That's a good lesson.  I don't want my students to feel the struggle the way I do.

So, instead of 'encouraging' work submission by penalizing grades, I'd rather add opportunities for choice and conversations about what we 'want to do'.  Instead of mandating and threatening calls home, I'd rather find out what they want to do and what would make meetings fun.  Breakouts for social time as well as collaborative work. Singing happy birthday and creating birthday message Jam Boards. A joke committee to find corny jokes and annoying riddles. Wearing silly hats, having pet day, hosting a lesson at a local barn. After soul searching about those students who struggled virtually last fall and what opportunities for success I truly gave them, I've added a special live meeting - "Let's Get Started." Every Monday, the group of 12 or so students is invited to work with me to start the work together.  Let's get stuff done.  Let's get started together.  My strugglers seem excited. They were delighted to get personal invites in the mail. We will see how it goes.  

Ever since reading Shift This by Joy Kirr, I have sought ways to give students ownership over their learning. Slowly, gradually, I am finding ways to do this virtually - and it feels good.

So every time I sigh and open up my course to stare blankly at the screen and try to figure out what to do, I purposefully flash a mental picture of my students and think, "What can I do to make sure that this doesn't happen to them?

Good Teaching Things from 2020

As I looked at all the comments, memes, and hashtags on New Year's Eve, I saw the worldwide desire for 2020 to end. 

I get it. Man, do I get it.  I could blog about having to cancel the longed-for trip to Perth to see my daughter, or about the constant concern about my 88-year-old mum in England, 2020. 

I could write about the woes of virtual teaching and hybrid schedules. How exhausted I've been, how scary teaching in a pandemic is...

But I’m not going to.

No, I’m going to celebrate the good stuff.  Because through the lows came highs, and when I look back in the future, I’ll find plenty of commentary on the negatives, but I don’t want to forget the gifts that 2020 unexpectedly handed me.

Hey!  I like my own company!  

You ask anyone who thinks they know me, and they will say that I am very social, always want to be in the midst of things, love to talk.....and sometimes that it is true.  What isn't always understood is that is my defensive go to. If I'm uncomfortable, I will talk.  If there is silence, I will make noise.  One thing that was accentuated with the initial lockdown, lack of social endeavors, and then having more virtual classes than face-to-face, is that I like being alone. I actually enjoy my own company.  At first that surprised me, then I thought it out. As a kid, I played for hours on my own, that was when my imagination would blossom and ideas would come. Kind of like when you think of things in the shower - noting interrupts the mind and the creativity are allowed through.  The pressure to accomplish was gone. The stress of feeling the need to prove myself was taken away.  No one was watching. I could be the best I could be for ME and my students - and no one else.  No criticisms to hear or tensions to feel. 

I guess that I'm more sensitive than I knew.  

Virtual teaching is cool 😎

When we went 'online' towards the end of the 19-20 school year, I discovered a new form of pedagogy that I thoroughly enjoyed.  I could find needs and support individuals - personalization was so much easier. I wondered how it would be with students I hadn't met though.  After all, how do you forge relationships online?  I wanted to find out though - I was excited about the possibilities.  When given my 20-21 schedule, I was delighted to have 4 online sections as well as my one face-to-face class...but I'd be lying if I said that I wasn't nervous.

Fears were increased when I saw the number of students I was to have, and the first two months were quite honestly horrific. Far worse than being a new teacher, the load was immense.  Sleep was an optional extra and online devices were my constant partner. The first month of school is always tough - I describe it as our tax season - but this was ridiculous.  But then I began to find a rhythm - learned some 'tricks' - found ways to better balance my time.  I was still working most weekends and some Varying amounts of time every night, but it wasn't as all-encompassing.  All of a sudden I wasn't racing through dinner to get back to work.  I knew that I was enjoying elements of teaching virtually, but I begin to really feel that I had found my element.  I saw my kids take ownership in the same way I encourage them to do in the classroom. They took roles, shared the load, made choices.  It enriched the experience for all of us.

It has been so gratifying to feed their thirst for attention and fun. I can be whoever I want to be online, taking on whichever persona each child needs at that moment - and I have time to plan and think in ways a classroom teacher never can.

• Personalizing is simplified
• Helping students to 'learn how to learn' is actually realized!
• Watching students find independence and not relying on everything being done for them is powerful
• I can focus my time on when I am at my best, organizing accordingly
• It became a simple task to meet with parents and students, and so much less formal than when they make appointments to come to school
• I can give students special attention (positive or not) - without anyone knowing
• Experimentation and having fun with trying new things is a daily adventure

Discovering strengths ✊

I would say that my greatest strengths as a teacher are communication and giving students ownership. Both play right into the hands of virtual teaching. I found that my love of sharing the space with students in the classroom translates into the virtual space too. I quickly developed a help committee, a joke committee - these kids love to be involved with making things better. I enjoy experimenting and trying new things - every day my playground can be more fun!  I listen to others, learn, hear new ideas, learn...and try everything I can! 

And as for taking the focus away from grades and right onto learning - this is the place for that!  "Oh, they won't work without grades and deadlines!"  My kids have truly appreciated the opportunity to try, to experiment, to be bold - without fear.  It was harder at first because I had to compete with other teachers reporting more grades and with firmer deadlines, but I stayed true to my beliefs and the kids came through. They always do.

A vision of student tech reality - and taking responsibility 🖥

We are always told our students are digital natives. Then we went virtual. I had NO idea how much I had done for my students.  I was shocked at their inability to find solutions, stunned at the lack of initiative.  Were these REALLY the same kids I had had in my classroom?  I made video after video showing them how to share files, how to create hyperlinks, how to make copies, how to copy and paste - things that I always helped with unthinkingly. All of a sudden, missing knowledge was glaring.  I realized that I hadn't been helping my students to grow, I had just been helping them to 'get the assignment done.' What an eye-opener. 2020 has helped me to understand how I need to focus more on teaching students how to find answers - that's going to create much better learners, after all.  As we finished up the 19-20 school year, my focus was on developing ways to help students START the year learning how to find solutions and how to use basic skills.

Being able to have appointments, eat healthily, and even use the bathroom 😂

As a teacher, it's always hard to live a healthy life.  It just is.  Classes are back-to-back with no break in between.  You can't eat and teach (well, you can, but not if you are truly hands-on).  Being able to schedule breaks, make appointments - wow! What a gift. I can have a live meeting with my kids from 6-7pm on a Thursday night and enjoy a fun, relaxed teaching environment.  I can make choices that work for me - giving my kids the best of me.  There is no doubt that I became healthier - I even lost weight (a lockdown weight loss? Apparently a rare thing!).

The biggest 'aha' of them all was visiting my doctor, who asked me to learn from this and consider options to reduce stress in my life moving forward. I listened. I made changes. I learned.

Taking my puppy to a wedding 🐶

Virtual weddings, family Zoom meetings, watching soccer with friends in England.  Opportunities have been created that were never there before  - and I hope to goodness they stay. I would assume that wedding photographers have already got price lists out there for virtual options - and you would guess that they will keep them. Brides no longer have to have sleepless nights over those peripheral friends - everyone can share in the special day. With family in far-flung places, I have enjoyed more contact and conversation thanks to renewed effort and options. 

And then there are all the curb-side options. Pick up instead of delivery.  Drive-up options. This is good stuff!  The best drive-through of all though? That was our friends' wedding. We watched it virtually, then popped into the car with our new puppy, drove a few miles, and then got to congratulate them in person, with Toffee-Girl briefly becoming the star of the show (although she did not, of course, eclipse the bride!).

😊Final Thoughts😊

Yes, there have been glitches and headaches. Of course, there have been students who have struggled or refuse to respond to communication.  Technology has not always been my friend.  Some things are amplified where others are muted.  It's been a different teaching world for sure...

I hope to find ways to continue to teach online.  Who knows what's out there for me in the future?  I have goals and ideas and am ready for new challenges...but I am so grateful to have discovered this new way to share learning with students.  Despite the horrors of the year and the terrible reality of the pandemic, I am grateful for having been handed this unexpected opportunity.  Now it's up to me to keep learning and continue to make this the best experience I can for my kids - and me!

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.