Blending Old School with New School

The last few weeks I have been looking for ways to make my assessments more effective and quicker to grade. As I reflected on the first semester of school, I found there was one area of my grading system with which I found myself growing frustrated   And no, the sheer amount of grading wasn't one of them. As an English teacher, it's par for the course. 

One area I was frustrated with was the quick beginning-of-the-class review I often give students.  I have done this in a number of ways. Sometimes I verbally ask students questions, but I find only a handful of students have the opportunity to respond. Other times, I have given a paper/pencil option where students respond to a short-answer question or multiple-choice questions. Often these were not quick as students took longer than expected in responding. Many times I would collect their responses with the intention of looking at their results during class, only to find that time has gotten away from me and students were long gone before I could view their responses. This delayed analysis prevented me from helping students who were struggling until the next class. 

These frustrations led me to analyze my purpose for this activity. It wasn't to give students another grade in the grade book, rather I want to know what they understand from the previous day's work. I need the assessments to be quick and to the point, but I also need students' to be engaged in the assessments.

This led me to Plickers, a tech tool that allows me to give quick, formative assessments. It's a quick polling tool. The advantage to Plickers is that students do not need a device to participate. I don't have to wait for students to log in to a computer, or download an app, or try to remember their passwords and log ins. Students use cards that I printed out on card stock. Each card has a multiple choice option on one of the four sides of the card. I display the questions through my LCD projector and students hold up the side of the card that displays their answer choice. I use my phone or iPad to scan the room. 

I have the results I need in minutes. My high school students like the old-school and new-school mix of technology. I like that they are all engaged. 

I don't use Plickers for every formative assessment, but I have found that it is perfect for those quick reviews and checks for understanding I often give at the beginning and end of every class. 

I would love to know what you do in your grading practices that you think are efficient and worthy of you and your students' time. 

New Year's Challenge: Update

On January 3rd, I wrote about my New Year's Challenge of leaving my bag at school. I know to some of my readers that goal seems silly, but it really was a challenge for me.

On January 4th, the first day of my challenge, I walked out of my classroom with only my lunch bag and purse. I actually felt a little anxious leaving the bag at school. There was plenty for me to do if I brought the bag home, which meant there would be plenty STILL to do if I left the bag.  I know the goal of the challenge was to see if I could be more productive during the school day, but that first day back I still had lots to do that evening. 

Still, I closed my classroom door and left the bag there. The next day it was a little easier, but I still felt anxious about leaving the bag at school. When Friday afternoon came and it was time for me to leave, I debated whether to take the bag home again. I decided I had prepped enough for Monday that I didn't need to take it home. And, I didn't. Over the course of the next two weeks, I continued to leave my little bag behind. 

I learned a lot about myself during this challenge. I learned I can relax in the evenings with my family. It felt good to be present with them in the evenings. There wasn't a bag of work looming that kept my attention divided. 

I learned that the school building won't fall in if I leave work undone overnight. Imagine that. 

I also learned that I was more relaxed during the school day despite not completing tasks the evening before. This sounds contradictory, but I think knowing that I was going to have a respite each night from work allowed me to focus more during the day. 

I hope to continue leaving the bag at school. I know there will be times when it is more difficult to do, like when my students' essays come rolling in next week, but I hope to figure out a way to leave the bag at school and rest in the evenings. 

Maybe this will be one challenge that becomes a habit. 

New Year's Challenge: Leave the Bag

It's the evening before school starts back after winter break, and I find myself reflecting on how I can do my job more effectively. How can I use my intellect, experience, and resources better? How can I use my time more wisely?   

Selfishly, I want to free up some personal time that I feel has been sorely lacking in my life. It's a sad fact that I have read very few books, written very few blogs, and have been too exhausted to help my own children with their homework in the evenings this past year. That has to change.

I know there are some routines that I could put into place to help me achieve a better balance. I just need to figure those out and start implementing them. As someone who loves my job and has a tendency to be obsessive about it, cutting back on my hours will be difficult. Yet, I know it is something I have to do. Somehow I need to find a way to do my job well without sacrificing my personal life. 

I spent a couple days over break researching ways to be more efficient in grading and organization. I had many virtual chats and  read several others' blogs about having a work-life balance. Many colleagues  mentioned the guilt of the school bag. If you are a teacher you know what I am talking about. It's the bag that we stuff full of work--unfinished lesson plans, papers to grade, or notes to write--and then drag home after we leave our classrooms at 5 p.m. We plan to get caught up in the evening, only to find that our family needs us to be present, so we lug the bag back to school and feel utterly exhausted and guilty. 

Several teachers mentioned that they stopped taking the bag home each night. They found that it forced them to be more productive during the day.  At the very least, they stopped feeling guilty when they brought the untouched bag of work back to school. 

I find the idea of leaving the bag at school intriguing. At the same time, this idea makes me a little squeamish. That is why I know I need to do it. I know it sounds ridiculous to some, but for me this will be a true New Year's challenge. Leaving the bag will force me to stop working when I leave the building. That is tough for a type A overachieving teacher, but I feel it is necessary. 

This first week back from break, I am going to leave my school bag at school. I'll check back next week and let you know how it went.

In the meantime, what do you do to set parameters on your work time? I would love to hear your tips. 

The Struggle

Every teacher has a similar struggle each day. The struggle starts with a question. How can I reach a particular student, group of students, or even that entire class?  Some people would label those students as the tough ones. They are disenfranchised at best. Often they are just plain angry.How am I supposed to get through to them and make them care about my class?  I don't care if it is your first year or your twenty-ninth year. We've all been there.

Many days, to quote my students, "the struggle is real". Those struggling students misbehave, try to sleep, ask to go to the restroom multiple times, or simply refuse to do the work. Sometimes they sit at their desks and glare at you when you ask them to pick up a pencil or reply to a question. Other times, they are downright unruly and do their best to get tossed out of your class. And yet, you keep trying. Failing. And trying again. Most days you walk out of the building exhausted. Some days you are ready to apply as a greeter at Wal-Mart because, clearly, teaching isn't your gift. Yet, you walk back in to your classroom the next day ready to try again. Why? Well, it turns out, teaching IS your gift.

And then one day, something magical happens. During a conference, the mother of one of your struggling students says that her child loves your class. In fact, she says you are one of the few teachers that "get him" and that you make reading a book seem easy. You quickly pick your jaw up off the table. You had no idea you were getting through to this student. Actually, you were certain he wasn't even listening to you during class. 

As you float out of the conference feeling good about the mother's comment and your teaching skills, you begin your analysis. What was it that made him cue into your class?  Maybe it was the fact that you always speak to him in the hall even though he rarely responds in return. Or maybe it was because you don't let him get away with saying "I don't understand", shoving his paper aside, and pulling out his phone to escape from doing work. Maybe it is the fact that you give him challenging work and believe he can do it. Or it could be the fact that you invited him back to class like nothing happened after he was suspended. 

You know if you could just figure out the formula that worked with this student, you could reach the others. Then maybe you could write that book that becomes required reading at every teacher prep program across the nation.  If only it worked that way. 

The reality is that we work with human beings. That means our work is unpredictable. Just because this student thinks you "get him" today doesn't guarantee that he won't glare at you tomorrow or tell you that you "expect too much". And, even if you have won this student over permanently, there are still others you need to reach.  

That's when the struggle starts all over again.

Why I Became a NBCT

In 2011 I began my journey to become a National Board Certified Teacher (NBCT). The process was demanding, thought-provoking, and exciting. I achieved certification in November 2013 along with 258 other Kentucky teachers.  Words can’t express the excitement I felt when I logged into the National Board site and saw the words “Congratulations”. Lately, I have been reflecting on my journey to become a NBCT. A few friends have asked me why I wanted to become a NBCT and I have tried to figure out exactly how to explain my desire for the certification.  I had lots of reasons for becoming a NBCT, but they all seem to fit into a few categories: challenge, control, company, and compensation.

Challenge: As a teacher who is always looking to improve, it made sense to try to attain a certification that is both recognized and respected nationally.  I liked that the process was voluntary and the portfolio entries focused on both content knowledge and teaching practice. The standards were high and focused on what teachers should know and be able to do. I knew the process would stretch me professionally, and I wanted that challenge. In fact, I needed it.

Control: It’s no surprise that this type-A, detail-oriented teacher likes to have some say in her professional growth. As a result, I often have 40 or more hours of PD credit each year because I self-select PD experiences above the required ones my school or district offers. So, it was only natural that the National Board Certification process, focused on my teaching practices and classroom, was attractive to me. Throughout the entire process, I had control over what I would teach, how I would teach it, and when I would teach it.

Company: One of the reasons that convinced me to pursue National Board Certification was the amazing teachers in my building who were NBCTs. These teachers were the leaders in our building. They were problem-solvers, learners, and creative thinkers. Most of them would tell you that they are “just doing their jobs”, but the truth is many of those teachers go beyond the general parameters of their job description. They are teachers who are committed to their students, learn from their experiences, and strive to grow professionally. As I listened to my colleagues talk about their National Board Certification experience, I realized that I wanted to earn that title as well.

Compensation: Since I already had a Master’s degree it seemed logical for me to pursue my National Board Certification as a way to achieve a Rank 1 status. Not only would this give me a bump up in pay, but National Board Certification would give me an additional bonus paid by my state. Further, I didn’t have the time, patience, desire, or money to spend on a traditional Rank 1. I suppose, if I am honest, the title was a sort of compensation, too.  I like having NBCT next to my name. It is a physical sign that hard work and talent in teaching are recognized.

Even a year after achieving National Board Certification, I still find myself reflecting on those two years of work. My growth as a teacher during that time definitely impacts my classroom today.  The journey to become an NBCT is one that I am glad I decided to take. 

Use Your Voice: Go Vote

On Tuesday, November 4th I will make time to get to the polls and vote. I always do and I proudly wear the "I voted" sticker all day. I consider it a responsibility and a privilege.

The people we cast our vote for make choices for our community and country, so why wouldn't I want to have a say in that. As a high school teacher, I am invested in the lives of the 180 or so students I have in my classroom each year. I take what happens to them very personally. Again, why wouldn't I want a voice in what happens to them each year. I always scrutinize candidates platforms, voting records, and actions with an education lens.

According to the National Center for Education Statistics, there are around 3.3 million K-12 working public school teachers in the United States. In Kentucky, where I live and teach, there are over 42,000 teachers. That's a lot of votes out there. Yet, teachers are often overlooked in elections. Why? 

This election season a group of pollsters came to my door and asked if I would participate in a survey. I agreed. The questions were fairly typical, asking me to choose which candidate I would vote for in the various races. At the end of the poll, I was asked to select from a list which issue I thought was the most important for this election cycle. There were seven issues listed, all important. Guess what category wasn't on the list? Education. I was stunned. How could Education not make the list of important issues for this election cycle?

Maybe teachers aren't the "squeaky wheel", so we don't warrant attention. Perhaps it is because we are too busy teaching to look up and see that decisions are being made without our input. Or, maybe because we haven't traditionally been involved in policy-making, we don't expect to be involved, and we miss opportunities to use our voice.

One of those opportunities is coming up on November 4th. You still have time to do some research and make your selections for this year's election. It's such a simple thing to do. Simple, but powerful.

Teachers, use your voice and vote.

Time for Change

A few days ago, a colleague and I were catching one another up on our lives. Since our children are close in age, the conversation inevitably turned toward how our children were doing in school. Eventually, we began to talk about how little money we both have been able to save for our children's college fund.

That's when my friend said something that stunned me. This friend said she would support her kids doing anything in college except becoming a teacher. If her kids wanted to become a teacher, then they were on their own financially. She went on to give very detailed reasons why she didn't want her children to become teachers. 

I understood her point of view. I agreed with many of her points: little professional development and resources, too little pay for too much work, ever-changing expectations, little personal time, and little opportunity for advancement (monetarily or position-wise). At the time, I couldn't offer much in the way of an argument. Even now, as I type this blog rather than grade the stack of papers sitting in my school bag, I feel guilty. And, I know that by not working on school work outside of regular school hours, I will continue to be behind in my work until Winter Break. You can read more about how I think we should rethink teacher time here.

This job is demanding and requires a specific skill set and a growth mindset. Contrary to public opinion, not everyone is qualified to be a teacher. Also, contrary to public opinion, there are many more caring, strong teachers than there are uncaring, weak ones. I know there are many improvements to be made in public education. I understand the cons of the job very well. 

Yet, I am excited that two of my own children wish to be teachers. I feel proud when I hear them say that they want their own classroom someday. I love my job, even on days when it is tough. I consider it a calling. I tell my children that, too. This isn't a job for the faint-hearted. Don't go into this profession if you don't love students. You won't stay very long if you aren't in it for the students.

It bothers me that parents might not encourage their children to choose teaching. Or worse yet, our best and brightest students will automatically pass over a teaching major because it isn't seen as a viable career.

That's why I try to be involved in changing the system. I join organizations like Hope Street Group, KEA, and NCTE.  I serve on advisory boards like the Bill and Melinda Gates Teacher Advisory Council.  I write letters and e-mails to my legislators. I tweet. I connect. I speak up. I volunteer for projects like Literacy Design Collaborative and Common Assignment Study. I got my National Board Certification.  I spend my Saturdays attending and presenting at conferences. I do all of these activities, so that I can be involved in shaping the profession. 

I am just stubborn and optimistic enough to think that the current system can be changed for the better. I want to be a part of that, especially if my own children will be working in the system in 10- 12 years. 

30 Day Reflection: Just Say No

This is the 30th day in a 30 day challenge from Teach Thought.

Day 30: What would you do (as a teacher) if you weren’t afraid?


What would I do if I wasn't afraid? I would say "no" more often.
 
No. I won't add another test to my students' schedule just because you need "data" to prove that I am teaching. I consider it malpractice, actually.

No. I won't fill out more paperwork to prove that I am teaching. You are free to walk into my room and see my classroom in person.

No. I won't let you be disrespectful to me. I am a professional and deserve to be treated accordingly, especially since I am never disrespectful to you.

No. I won't do more with less. Please don't act like it is my duty as a teacher to continue to sacrifice my finances, health, and time without compensation.

No. I won't be chastised for someone else's carelessness. Please go speak directly to that individual.

No. I won't lie to my students that this mandated activity (survey, test, etc.) will have some importance to their future.

No. I won't pick up the slack for you. You earn the same pay that I do. Why should I work extra because you won't or can't do your job?

No. I am not crazy for wanting to teach high school students. It's what I love to do. Stop insulting my choice of career and be thankful that people like me exist.

No. Teaching isn't my "fallback" job. I didn't go into teaching because I couldn't hack it in some other important career.

Who knows? Maybe I will learn to say "no" more this year. It might be time to conquer my fear.


 

30 Day Reflection: 15 Years Later

This is the 29th day in a 30 day challenge from Teach Thought.

Day 29: How have you changed as an educator since you first started?

Oh, wow. I am not sure if this blog is big enough to document how much I have changed since I first started teaching, but I will certainly try.

 Ways I have changed   
1. I give my students more meaningful work now.  

If you walked into my classroom you might have seen my students doing all sorts of fun, cutesy activities. My students had fun, but the activities weren't tied to my content or any standards. Many times those early lessons were about keeping students busy as I thought that is what a productive classroom looked like.

Now, my idea of productive is very different. My classroom sometimes looks chaotic. Students sit in groups or pairs and wrestle with difficult questions that can't easily be answered by searching on the internet or a fill-in-the blank worksheet.

2. I am not afraid to ask for help now

Early in my teaching career, I was so afraid of making a mistake and looking bad that I didn't ask for help when I clearly needed it. I chose to suffer in silence and spent a lot of time figuring things out on my own.

Some of that time was well-spent, but some of it was frustrating and a big waste of time. Now, I know that two or three heads are better than one. Many times, my colleagues are struggling with the same things. They often have tried and true techniques that could help me out. If only I had known this sooner...

 
Ways I have not changed

1. I still have trouble saying "no".

I am a people pleaser, and I hate to disappoint people. Match that quality with my insatiable need to learn about and grow in my teaching and you have me singing "I'm Just a Girl Who Can't Say No". While I am getting better at saying "yes" to everything, I still don't say "no" to everything I should. It's one of those things I will work on until I retire, I'm sure.
 
 2. I still am a workaholic.

I am working on it. I really am. Thankfully, I have work friends who tell me to "go home" when six o'clock rolls around. They tell me not to feel guilty about taking an evening off or letting a stack of papers sit while I eat my lunch. Part of it is that I have a type A personality and am intrinsically motivated. When you pair those qualities with the responsibility I feel toward my students, it's no wonder I push myself the way I do.

30 Day Reflection: Chicken or Egg?

This is the 28th day in a 30 day challenge from Teach Thought.

Day 28: Respond: Should technology drive curriculum, or vice versa?

This almost sounds like the age-old question of which came first the chicken or the egg. The curriculum should drive technology, not the other way around. In fact, technology should be used to enhance the curriculum.

There should be a need and a purpose for technology being used in the classroom. The technology should complement the curriculum. Technology and the curriculum it supplements should adapt to the needs of our students.

Unfortunately, some schools jump in and purchase a tech tool or program thinking it will be the magic bullet to fix whatever ails them. Too often, in a few weeks' time reality sets in and teachers discover the tech doesn't fit the needs of some of their students. Or, worse yet, the infrastructure of the school doesn't support the tech. Then is sits in a closet or on a shelf collecting dust.

It's a mistake to assume, with curriculum or tech, that one size fits all. Our students' needs are diverse and to let anything except those needs drive the curriculum or Ed tech is careless.

30 Day Reflection: No Manic Mondays

This is the 27th day in a 30 day challenge from Teach Thought.

Day 27:What role do weekends and holidays play in your teaching?

For some reason when I read this question the Bangles song "Manic Monday" started rolling through my head. That is the role weekends and holidays play in my teaching. They help me avoid manic Mondays.

I use weekends and holidays primarily for catching up on grading and planning. If I am lucky, I can get ahead for the week and my Monday morning isn't so stressful. Sometimes, I attend a conference.  Often, I spend time updating my blog and class webpage. Other times, I have a chance to get to the paperwork that has piled on my desk for the week.

I also use the weekend to catch up on reading blogs, my Twitter feed, and Ed articles my teacher friends have recommended.

I am sure the way I spend my weekend isn't so different from other teachers, but I thought I would share my favorite graphic for what teachers do on weekends. It was originally posted by We Are Teachers.

30 Day Reflection: My Favorite (Professional) Things

This is the 26th day in a 30 day challenge from Teach Thought.

Day 26:What are your three favorite go-to sites for help/tips/resources in your teaching?

These are a few of my favorite things...

Twitter
I have praised Twitter before as a professional development source, but it really is my go-to site. I can pose a question to my PLN and get responses within minutes. Twitter has helped me reduce the hunt for resources. My teaching Tweeps offer thoughtful, honest reflection on their teaching. The resources they direct me to are teacher-tested. On most Thursday nights at 8 p.m. EST, you can find me on #KyEdChat learning from my wonderful Kentucky colleagues.

Blogs
I am still a relative newbie in the blogging world, and consider myself more of a lurker than a blogger, but blogs are one of my favorite sources of teaching ideas. There are too many blogs for me to list, but I tend to focus on blogs that deal with teaching literacy, literature, and writing.

English teacher gurus I stalk, uh, follow.
I discovered Jim Burke's work when I became a literacy coach in 2009. I have been reading his books, blogs, Twitter feed, and website ever since. He has wonderful, practical tips and tools for the teaching literacy.  

I found Kelly Gallagher's work when I was teaching all senior English classes in 2006 and I was looking for strategies to help teach writing. I frequently pull out my copies of his books that I tabbed and re-read sections often. On his website, my two favorite resources are his Article of the Week and Kelly's Lists.

30 Day Reflection: Collaboration--It's a Process

This is the 25th day in a 30 day challenge from Teach Thought.

Day 25: The ideal collaboration between students–what would it look like?

Collaboration is a process, not an event.  Therefore the process should be taught to students. Just because you put students (or adults, for that matter) in groups doesn't mean they know how to collaborate. Ideally, you should spend some time teaching students how to navigate disagreements, ask good questions, and listen to one another. They will need to take turns in each of the roles in a group: facilitator, task manager, timekeeper, recorder, and reporter. 

Students need to learn that collaboration is social, but very different from socializing. Collaboration should be product-driven. It should allow students freedom to create and make mistakes. Students should be given time to explore both the learning process and the subject matter. The end result of the group's work should be shared with a larger audience. It should have a mix of face-to-face and online work.

Finally, students should be given time to reflect on the collaborative experience. This allows them to use the thinking routines you have taught them in class. Also, for the groups where everything didn't go as planned, the time to reflect is important so that those students don't write off collaboration as a bad experience. It will be helpful for those groups to see how another group was successful.

30 Day Reflection: PBL=A Mess I Love

This is the 24th day in a 30 day challenge from Teach Thought.

Day 24: Which learning trend captures your attention the most, and why? (Mobile learning, project-based learning, game-based learning, etc.)

The learning trend that "captures my fancy" the most is project-based learning (PBL). PBL provides a platform for teachers to work closely with students who are engaged in a high-quality, challenging task. 

Students remember their PBL projects long after they complete them. More importantly, the learning transfers to other content areas and units. In other words, they retain the learning. Since most PBL is experiential, students are learning by doing and not simply to take a test or get a grade.

My experiences with Genius Hour have shown me that students who were apathetic in the regular classroom setting can approach a PBL task with wonder, determination, and professionalism. That excites me as a teacher. Actually, it sometimes makes me downright giddy. Ask my colleagues who have to hear me gush about my students' latest projects.

The work is messy. Strangely, that is my favorite part of PBL. I love that students have to think, problem solve, navigate group dynamics, and meet deadlines. Sounds a lot like life, doesn't it.

I know if my students can handle failure within the four walls of my classroom, they will be able to handle it in life. That lesson is more important than whether or not they remember every detail of the short story we are reading in class, don't you think? 

30 Day Reflection: Beyond the School's Walls

This is the 23rd day in a 30 day challenge from Teach Thought.

Day 23: Write about one way that you “meaningfully” involve the community in the learning in your classroom. If you don’t yet do so, discuss one way you could get started.

Four years ago, I decided to end the year with my sophomores by trying to incorporate all of the speaking and listening, writing, and reading skills into one project-based learning experience. This seemed like a perfect time to attempt this as the students had just completed their end of course exams in April and we still had five weeks left of school. I knew I needed to come up with something that was challenging and engaging for them. Also, I wanted them to have some freedom and choice during the project. Further, I didn't want this to be a project that students could simply "google". I wanted them to conduct research, interview people, and interact with artifacts.

This is when the Be True to Your School project was born. Our high school has an amazing, rich history and many of my sophomores didn't know much about the background of our school. The topic seemed perfect for the project. That first year of the project was a learning experience for all of us. The students determined what they needed and I scrambled to see if I could help them get it. The topics ranged from the school's first year in 1939, to the possible underground tunnels beneath the school, and many famous alumni.

First, the students decided that they needed access to more artifacts from our school's history. They wanted yearbooks, photos, and scrapbooks from the early years. I began asking teachers who had taught for awhile at Lafayette if they had any materials or knew where we could get items. Eventually, this led to the special collections library at the University of Kentucky. A teacher friend arranged for the special collections library to pull materials for my students to look through. I met several students at the library after school one day. It was amazing to see my students racing across the library clutching an old yearbook and whispering "Mrs. McPherson, you gotta see my grandpa's hair. It's hilarious!" For many of my students, this was their first experience combing through artifacts like scrapbooks, yearbooks, and old newspapers.


Next, the students asked if they could talk to alumni. So, I started recruiting former students to come speak to the students. I was able to have 15 different alumni come and speak on three different panels that first year. My favorite panel had a 1942 grad, and a 1973 grad. One of my students asked the panel what was an important cause the graduates were involved with during school. The 1942 grad talked about how there were no boys around because most of them had signed up to fight in World War II. The 1973 grad talked about receiving his draft card for the Vietnam War and how everyone in his class was worried about what would happen to them once graduation came. My students were amazed at the difference in the generations. It was one of those goose bumps moments that teachers sometimes have. I realized my students were getting a glimpse into history that they wouldn't have gotten through a lecture, website, or textbook.

I understand to an outsider that this unit isn't very English-y, but it is a unit my students will remember forever. It's a great way for my students to connect with the community beyond the walls of the school.   


 

30 Day Reflection: What's in Your PLN?

This is the 22nd day in a 30 day challenge from Teach Thought.

 Day 22: What does your PLN look like, and what does it do for your teaching?

Until a few years ago, my PLN looked like me. Most of the colleagues I associated with were high school English teachers. It was rare that I had the opportunity to work with someone who wasn't a teacher in my department. Thanks to a few amazing opportunities and Twitter, my PLN is diverse and large now.

In my PLN, there are teachers from all content areas and experience levels. This is where Twitter has been amazing to connect with teachers from all over the world. It isn't uncommon for me to take a picture of a bug and post it on Twitter for my science buddies to identify for me.

These teachers are the first ones I turn to when I have a content question or need a new strategy. My PLN keeps me up-to-date on new strategies and pedagogy. They challenge me and make me defend my teaching choices. None of them accepts the "because that's how we've always done it" response. 

Also, I have teacher friends who help me with my policy questions. Thanks to them, I know what is going on in the Ed policy world. Often, they will send me an article or ask my opinion about a topic. It is because of their encouragement that I have ventured into the world of policy myself this year as a Hope Street Group Kentucky Teacher Fellow.

I really love that my PLN is diverse because sometimes I get stuck in my own little world inside Room 218. Sometimes I don't realize that other teachers have it better or worse than I do. Sometimes I can't see the forest for the trees. That is what my PLN does for me. They keep me engaged, motivated, and grounded.

30 Day Reflection: Nerdy Teacher Fun

This is the 21st day in a 30 day challenge from Teach Thought.

 Day 21: Do you have other hobbies/interests that you bring into your classroom teaching? Explain.

My three hobbies are reading, quilting, and gardening. I don't often have an opportunity to bring up quilting or gardening in the classroom, but I do incorporate my hobby of reading everyday.

Since I teach high school students, I spend some of my reading time on young adult literature. My main reason for reading YA lit is to have recommendations for my students who don't like to read. I want to promote a love of reading to my students and knowing what is hot in young adult lit is one way I can do that.
  
Also, YA lit is a great way to forge relationships with students. Throughout the year, students wander into my room and borrow books from my shelves. We talk about what books they are reading and give one another book recommendations. These conversations continue long after students leave my classroom. Students come back to visit from college and let me know what books they are reading. Many of them laugh about the books they used to read and tell me about the more mature books they have discovered in college.

My reading hobby is easy to bring into the classroom. It's one of the easiest ways I can connect with my students, and sometimes, match a book to a new reader. That's the best nerdy teacher fun I can have.  

30 Day Reflection: To Display or Not to Display

This is the 20th day in a 30 day challenge from Teach Thought.

Day 20: How do you curate student work--or help them do it themselves?

As a high school teacher, curating student work has been a struggle, quite honestly. Unlike my elementary teacher friends, I did not get the bulletin board making gene. Seriously, how do you guys do that?

Over the years, I have tried putting work up on my little bulletin board in my classroom, but I struggle with how to make sure each student is represented. It's hard to rotate through 170 or more students in a year. And, if you think high school students don't notice or care when their work isn't displayed, you are wrong.

When I became a regular Twitter user, I started taking photos of student work and displaying it on my account. That can get a little sticky, though. I have to make sure not to capture my student's face or their name since some of their parents have signed technology display forms and some have not. The only way I can find out that information is to jump through a lot of hoops. And, I just don't have the patience for it. Remember, I am a high school teacher. We tend to get prickly about bureaucracy. 

At the beginning of the year, I started a class Weebly page and I have been posting pictures of student work there. Again, I have to be careful about faces and names. And, I have to remember to post the pictures, too.

This year, corkboard strips are going to be placed in the space between the ceiling and the lockers outside of my room. I requested this at the end of last year, so I am hopeful that by Thanksgiving I will be able to display student work more easily. Plus, it's just a corkboard strip, so there isn't the pressure to create a cutesy bulletin board.

I would love to hear what other high school teachers do to curate student work.  

30 Day Reflection: 3 2 1 Reflect

This is the 19th day in a 30 day challenge from Teach Thought.


Day 19: Name three powerful ways students can reflect on their learning, then discuss closely which one you use most often.


Whole Group Debrief
One of my favorite ways to have students reflect on their learning is by asking two simple questions.

              1. What did we do well today?
              2. What do we need to work on?

These two questions typically illicit some very thoughtful and, often, brutally honest comments. It's a great way to assess whether or not a new activity or procedure went well or not.


Silent Conversation
I love to have my students help each other reflect, but I find that they often lose focus when talking face-to-face and their conversations get off track quickly. This is where the silent conversation strategy comes in handy.  Sometimes, I will have students use post-it notes and write comments on another student's or group's work. I ask them to use three sentence starters.

1. I think...
2. I wonder...
3. Have you considered...

Again, students provide helpful feedback and the student whose work is being viewed can keep the post-it notes and address them on their time frame. Often, a student is too overwhelmed with the verbal conversation to remember everything that was said.


3-2-1 Minute Reflection
Sometimes when a student is completely stuck or overwhelmed by a task or text, I ask them to give me a 3-2-1 Minute Reflection. I tell them to set a 60 second timer on their phone and then jot down responses to the following prompts.

List 3 words associated with this task/text.
List 2 frustrations with this task/text.
List 1 question you want someone to answer about the task/text.

The reflection isn't overwhelming since it is only one minute long, Also, by having students write it down it gives them a response other than "I don't know" when we sit down to conference.

30 Day Reflection: The Big Pink Eraser

This is the 18th day in a 30 day challenge from Teach Thought.

Day 18: Create a metaphor/simile/analogy that describes your teaching philosophy.

I love erasers. They are one of my favorite office supplies. Yep. I know that makes me strange, but I don't mind that designation. After all, I teach high school students and enjoy it. That alone, makes me different from the general population of adults in the world.

Years ago, I adopted the big pink eraser as a word picture for my teaching philosophy. I try really hard to communicate to my students that we will all make mistakes. Most of them can be fixed with a simple eraser. Others will require a little more hard work. I stress that some of my best learning has happened when I made a mistake and had to figure out how to fix it.

I try to model being gracious when someone points out one of my mistakes. Teens love to point out an adult's mistake, so the opportunity for me to model comes up often.

I tell students who make a big mistake and have to face the consequences that I will be waiting for them when they return to class. We can start over regardless of what happened the day before.

I remind them that they are not defined by their worst day. I encourage my students to pick up the eraser and write a new page.

I guess the big pink eraser philosophy seems simplistic, but if my students can learn to take risks, own up to their mistakes, and graciously accept correction, then I consider their time with me to be a success.