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Month: March 2018

When I was in High School…

Today my students submitted scheduling requests to their counselors for junior year.  Some of my students shared that while they want to take AP Language, they are afraid of the work load.  For many, this is a legitimate concern – after all, students these days have a lot on their plates.  But, for a lot of my students, they just don’t want to do the work – and that’s a shame.

I am reminded of a story a former colleague of mine liked to share at 8th grade commencement.  He used to expound on the lessons his grandfather used to teach him about the Image result for farming is hard memevalue of hard work.  When my colleague was a young man, the same age as the students he was talking to, he lived on a farm.  Anybody with any experience having lived on a farm knows firsthand just how much work is entailed on a farm. Being a city girl, I could not relate to the experiences he shared of working on a farm, but I certainly was no stranger to working hard.  In fact, at one point during college, I worked three jobs and went to school full-time.

Here’s the thing… kids these days are tired of “When I was in high school…” stories told by the adults in their lives.  The comparison is outdated.  The truth is, high school IS much different from when I attended, and certainly much different from when our parents attended.  To be cavalier about this fact is, frankly, dismissive and insulting to our students.

Image result for students overwhelmedA lot of our students ARE busy.  As an adult, I can’t help but admire the way our students strive to pack in every last opportunity to experience all that high school has to offer.  However, it does come with a cost.

In a perfect world, each opportunity is chosen by the students themselves. I could go on about parental pressure and societal pressure, but the fact of the matter is, those pressures will always be there.  My hope is that students figure out a way to navigate their desires in the midst of all those pressures, because life is too short to march to the beat of another person’s drums. To be busy doing something you love is much easier to handle compared to when you are busy doing something because you feel like you “have” to do it, or when it’s something you feel like is a waste of your time.

Recently a student wrote me a note about how they were struggling with the work load in school. As a teacher, I pride myself on being aware of the many plates my students are juggling. Image result for students so busy juggling plates I don’t believe in “busy” WORK (most of my students know this about me).  However, I do believe in taking ownership of the CHOICES we make on a daily basis.  The choice to stand in the back of the room and chat with friends, rather than take the time in class to work on annotating skills.  The choice to play on your phone, rather than catching up on reading To Kill a Mockingbird.  The choice to make excuses about missing work or being tardy, rather than holding yourself accountable. I pride myself on offering students authentic opportunities to engage and develop the skills that will prepare them for their lives after high school. And, because I know how busy you are – and I do not want to waste your time.

Even though I am not a high school student, I understand being busy.  Outside of teaching, I am learning a new curriculum for ELLs. I am taking two graduate classes in pursuit of my ESL endorsement.  I am trying to find more ways to incorporate technology effectively in instruction (a passion of mine). I am teaching ASAP after school twice a week.  I am on the leadership team.  I am in the stands, on the bleachers, or at the play supporting my students outside of the classroom. I could go on, as our students might, about everything I have to juggle, on top of, or outside of,  my responsibilities at work, but you get the idea.

The thing is, we have to make it easier on ourselves – and the EASIEST way to do so, is by making fewer excuses – and making better choices.

Don’t get me wrong.  I do it too! There I days I CHOOSE to binge-watch Grey’s Anatomy for the third time, instead of writing my grad school paper.  There are days, when I CHOOSE to spend time toggling between various social media apps (who waits for notifications?!), instead of working out. There are days when I CHOOSE to spend time with my cats, instead of grading papers.

Sometimes we need to take a break from being busy.  But, as an adult, I am aware that some choices come with a price – and sometimes that price is feeling stressed and overwhelmed.

And, if I am honest with myself, then I know that I could make better choices – manage my time better so that I could plan for how I am going to juggle all the things I have on my plate.

I guess the point of this blog is to let my students know that while I understand where they are coming from, I, too, have a choice. And this is what I choose: I choose to believe in accountability, believe in committing to high quality work, and believe in your potential.  What I will not choose to do is accept excuses. Because in doing so, I will have failed in my responsibility as your teacher.  I believe in work worth doing – and I will not waste your time.  You shouldn’t either.

CHOOSE wisely.

Image result for no excuses

P.S.  For advice on how to manage your busy schedule, I recommend this article or this old blog post of mine.

@Nearpod #studentengagement

Image result for student engagement

As students begin to embark on the testimonies presented in To Kill a Mockingbird, we used Nearpod.com in lieu of doing an article of the week packet.  Students were exposed to the same information, just in a different medium.  As a result of this interactive forum, students were engaged the entire hour in what they were learning!  Below are a few snapshots of students’ testimonies about today’s learning experience:

  • kept me engaged
  • we should do this more often
  • had a great time with this new method of learning
  • engaging and interactive
  • forces me to think quicker
  • allows us to go more in depth on a topic, which helped me to understand it better
  • we should do this more because it gives us the opportunity to work with technology, which will help us fit in and excel in the real world

When it came to student engagement, 78% of students polled shared that they were engaged 90 – 100% of the lesson, the remaining 22% said they were engaged for 75% of the lesson.

 

The next step… to have students create their own Nearpod learning experiences to share with the class.  I can’t wait!

#Learning First, #Technology Second

This was such an exciting week in our classroom!  I was able to tie in something I am passionate about, TECHNOLOGY, with instruction to maximize student engagement with what we are learning!

Of course, as always, one must examine the purpose behind incorporating technology into classroom instruction.  While I haven’t read the book yet, I can’t wait to pick up Liz Kolb‘s book Learning First, Technology Second!  I have a feeling that it will mirror closely my own philosophy on the use of technology in the classroom.

So, last Saturday, March 3rd, Ms. Pniewski and I attended the “K-12 Teaching with Technology Forum” at Oakland University.  (Thank you to Mr. Martin for letting us know about this conference back in November!)

picture of teachers Pniewski & Sabbagh

Among the topics/sessions offered:

  • Formative Assessments with Technology at the Secondary Level
  • 21st Century Information Literacy for Students and Teachers
    App-Books and other Digital Tools to Support Early Literacy Development
  • Staying Abreast of Tech through Collaboration with Student Interns
  • New Digital Literacies and Learning Curriculum for Teacher Candidates

Armed with new knowledge, I set out to apply what I learned this past Saturday into my instruction during the school week!

Featured Three:

 

Nearpod.com: This past week I used nearpod.com in two ways.  First, with my honors language arts classes, I used this technology to share with students some background information on Harper Lee and the story behind how To Kill a Mockingbird became published.  One student wrote, “I loved what we did in class today!!  What a fun way to learn about a topic that isn’t always super exciting to learn about.”  Then, with my ELLs, I used nearpod.com to help with guided notes. The notes really helped students connect the elements of the hero’s journey (the 12 stages and the 7 archetypes) with our own stories.

students working on chromebooks

EdPuzzle:  Also this week, I used EdPuzzle with my ELLs to work on listening skills.  Students watched a video on the elements of a hero’s journey and were asked to respond to quiz questions, polls, or short answer questions throughout the video. It was a really cool way to get students to engage with the new material, while working on a necessary skill, listening closely.

Video Ant: I just started playing around with this new technology.  The premise behind Video Ant is that users can annotate videos.  Shout-out to  my students who allowed me to record their Civil Rights Mini-Research Projects so that I could play around with Video Ant!  Here is one example of Video Ant in action.  My goal is to have students record videos of themselves and then have their peers annotate their videos.  Still a work-in-progress but I am excited!

 

Special shout-out to Paul Morsink (Assistant Professor @ Oakland University, Department of Reading and Language Arts) and the Technology Advisory Committee for the Forum.  I can’t wait to attend next year’s forum!

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