Thankful Post

Life as a teacher is never smooth.  Life as a teacher never goes according to plan.  Life as a teacher is almost always overwhelming.  But to be perfectly fair...life for anyone, with any job, is all of the above.

Then, of course, if you add anything other than your job onto your plate and you begin to feel, well to put it delicately, you feel slightly overwhelmed.

To put it not so delicately, I feel like I'm going to freak out on someone (usually my husband) in a mass emotional, hysterical, meltdown.  **please tell me I'm not the only one**

I'm just going to put it all into perspective...I changed jobs (my idea) from technology specialist teacher to 4th grade teacher.  I LOVE what I'm doing now, but it's different and we're all getting used to it.  I am working on a degree while teaching full time.  I am trying to be a good wife, where I make lunches and boil noodles for dinner or whatever (I am NOT at home in the kitchen), listen to my husband share about his day, not freak out about all the video game playing that happens (cause you know he doesn't freak out about all the online shopping that happens 😯 💸 📚).  I am trying to be a good daughter and spend time with my parents.  I am trying to be a good friend and not be a complete hermit.  I am trying to be a good --- nope, I got a cleaning lady.  I can't do it ALL for pity's sake!!  I am not Super Woman or anything close!!!

And no, I can't laso either...not even sure I can spell that...and for accuracy sake, I'm not using spellcheck!

So at this point, it just sounds like a whole lot of venting and it seems like maybe I should be thankful...but I'm not?  Wait for it....

This week, my school had the whole week off for Thanksgiving.  THAT I am certainly grateful for!  However, it's not the only thing and definitely not the point of the post.  What it did give me was some time to relax and breath.  It allowed me time to stop my frantic mental checklist and just BE.  There were definitely times that I met with friends and ran errands instead of staying at home in my PJs, but those were pleasant excursions.  I enjoyed them.  It was part of what I needed to do for ME.  

In the midst of all my relaxing, and unfocusing on work and school, I slowly because to count the things on my list of stress.  And inevitably, I was able to count them as blessings.  

1. Moving to 4th grade, while taking time, was a huge blessing from the moment I set foot in that classroom.  I've been happier in the last 2 weeks of school than I have been all year.  Having the sweet faces surround me and being able to laugh with them and get to know their personalities on such a deeper level than as a specialist just fills my heart with joy.  

This was the right move for me guaranteed.  Especially when I hear about friends who have also made various moves and are still unsure.  The knowledge alone, that I am in the right place, is something I am very THANKFUL for.  

2. Masters classes are challenging.  There isn't a person on the planet (well that could be a slight exaggeration) that wouldn't say working full time and getting a degree is easy.  However, my husband and I made the decision that I would start when I did because we didn't have a family.  My job allowed me enough flexibility and access to the audience I would need in order to complete my program.  Plus, I had someone, a couple of someones in fact, who I felt could be a valuable mentor to me should I need support throughout this program.  However, it's fast-paced because of how quick the program is and it's 100% online.  These are both added challenges that make it so much harder.

But I LOVE the content!  I don't love every single class, but I have found value in every single class.  Some of the classes are just a little more interesting than others or I prefer the style of the professor more than others or I don't want to write another paper.  **just saying**

But in truth, how often can you say, I love going to school...it's SO interesting.  And in order to not lose our minds, a small group of us have bonded together on a Google Hangout to bounce ideas off of each other.  We're all in different places and we've never met in person, but I am I don't know what I would do without them!  So for all these things...ability to get through assignments, quality content and instructors, and an amazing group to lean on I am very THANKFUL for.

3. Of course, I am thankful for my family and friends.  I have wonderful parents who help me out whenever I need it.  My husband is a saint in how he handles all my ups and downs and my constant focus on either work or school.  I even have extended family on the other side of the country that are always letting me know how much I am loved.  My friends are the kind of friends you have for a lifetime.  They know me to my core and force me, with a supportive hand, out of my comfort zone and they listen when I'm frustrated and we go on adventures and we laugh, just like we did when we were kids.  For every single one of them, I am THANKFUL.

4. I may not be a homemaker and a cook but I have the basic skills to get by.  Or between my husband and myself, we are lucky enough to be able to afford someone to come in and help.  For THAT, I am THANKFUL.

5. My professional aspirations are currently all over the board.  It has always come down to wanting to inspire teachers.  However that comes about, I think I will be fine.  However, right now, I feel...I feel...unsatisfied.  I think it's because I do not feel like with everything I have going on, my aspirations are just OUTSIDE my grasp.  Life is just too busy.  There are just too many questions.  However, my heart has direction...I know where I need to be.  I also know that I have support from colleagues near and far.  We lean on each other, we support each other, and it will all come together.  So I am thankful for being unsatisfied.  That feeling pushes me further...motivates me to work and connect and learn.  I don't know when I will get "there", but I am confident that I will.  For that dedication and ambition and my support team, my various PLNs, I am THANKFUL.

I'm also thankful for pizza, pumpkin pie, cheesecake, Taco Tuesday, and anything Disney. See I told you this was gonna be a thankful post! 

What's Your Story? Blogging for Everyone - GROWN UP VERSION

Unfortunately, I don't know a song from The Sound of Music that talks about starting in the middle.

*if you have no idea what I'm talking about - check out the post immediately before this - and maybe give a little pity laugh cause I'm trying to be funny*

So let's just add in a different image of a Julie Andrews movie and move on...work?!

Also, clearly, if you know me...this makes sense.  

Ok, let's move on to the actual point of this blog post.  We've already talked about using blogging with your students.  But how many of you have ever considered using a blogging platform for yourself?  And no...posting a blog question for your students doesn't count.  But good try! 👍🏼

No, I'm talking about as a professional or even as person with interests, hobbies, and a life outside of school...having a place where you go and write.  Anyone...anyone? This kind of "What?! Are you crazy? shocked and confused" response is kind of what I'm expecting.  So let's take a step back. 

   

Think back to last week.  Was there a lesson or an activity that went REALLY well?!  The kind where all the kids were on point and the content was clearly being learned and understood?  The kind of lesson where you wish your admin had come in and done an observation on that lesson?  Did you tell your pod or your grade level?  Did you tell your significant other?  Did you tell your family?  What was it about that lesson that made it so fantastic, you could leave school that day saying "This teacher thing...#nailedit!"

Those of you that had that moment or multiple moments like that CONGRATULATIONS!  That's a fantastic feeling isn't it?!  There is so much constant growing and changing and learning in education, that it's really nice to have a feeling of "I know what I'm doing".  With all those people you may or may not have told...did you know there are other educators out there who would LOVE to hear your idea.  You're look at me, maybe even smiling, but in your head, some of you are saying, "There's nobody out there who would possibly want to hear what I have to say."  You're wrong.  I mean that in the nicest way...but you're wrong.  

I'm just going to leave that there for a minute.  

I want you to now think back over the week and remember where there any moments where you...well, where you failed?  Not miserably, not according to anyone's specific standards, but in comparison to what you would have liked to see.  Were you not prepared?  Did a lesson NOT go according to plan?  Did you wear two different shoes?  Did you forget where you put your keys?  Or anything else where you just felt like...whatever your word is.  My particular phrase is, "What is wrong with me?! <insert face palm>"  Now with that moment, did you share it?  Did you tell family or friends and laugh about it?  Did you reflect and try to figure out what you did wrong so you can adjust it for next time?  (Like putting navy shoes in a box labeled navy and the same with black shoes so you can clearly tell which is which in the dark when you're half asleep.  I won't say whether this has happened to me or not.  I'll let you come to your own conclusion.)  When you shared, did you feel better?  Did you get advice?  Did it help you to organize and come up with some solutions and/or adjustments?

For those of you that felt that way last week, or ever in your life, would you consider the fact that there are teachers, humans, around the world that would love to hear about new teachers and experienced teachers that are having the same trouble?  We so often stay in our circle within our school that we lose perspective.  And it's so nice to step outside that bubble and hear that everyone is in the same boat one way or another.  If you are saying, "There's nobody out there who would possibly want to hear what I have to say."  You're wrong also.  I mean that in the nicest way...but you're wrong.


Regardless of everything else, here's a little piece of advice for you.  If you are the person where it helps your brain and your heart to get everything out on paper, try blogging.  Write it down and do it for yourself.  Use it as a professional tool; write down ideas, reflect on your practice, note observations that you make about the educational world around you.  Do it for yourself.

Here's my secret...I blog because I always wanted to be an author as a child, this gives me that ability. I knew that I could write about my thoughts and share my ideas and honestly, I knew nobody would read it, so I was safe.  I was doing it for myself, so I knew that I would do it.  Like a pedicure...treat yourself.  But I needed to get words onto "paper" for my heart.  It was only recently, that I began "advertising" my posts.  I still don't have a ton of traffic, but I don't care, because I'm writing for me.  These posts are for me, because I wanted to use my blog as a platform to present.  That's MY idea.

So....what's YOUR idea?

Let's see if we can get you to post or at least start, your very first blog post today.  My platform of choice is Blogger obviously, but here are some links:

Blogger | Weebly | Edublog | Wordpress

Do you have an idea of something you'd like to write about?  If you don't have one off the top of your head, that's ok...here's a prompt:

What's ONE thing you've learned in the #CUENV conference

that you'd like to take back and use in your classroom next week?  

https://www.eventbrite.com/o/cue-nevada-8488458164

I'm going to leave you with another tidbit (that's a fun word huh?) the folks that I share my blog with and that I read their blogs...they are regular teachers.  They aren't famous, even in teacher circles, they are parents, and new teachers, and singers by night, and fans of controlled chaos in the classroom, and avid readers, and turtle lovers.  They all have a story...just like you do, just like I do. And I learn from them and I feel confident because of them to share my story because of them.  And I'm going to post some of their blogs below...I recommend you take a look if you're needing some inspiration...or sometimes just a good laugh.

Laura Steinbrink: www.rockintheboat.wordpress.com

Amy Soupiset: www.soupin6th.blogspot.com

Melissa Chouinard-Jahant: www.iteacherimother.blogspot.com

Holly King: https://hollysking.wordpress.com

Tricia Reyes: http://learn2tri.blogspot.com/

Alana Stanton: http://morethanalessonst.blogspot.com

Shawn Ford: www.fearlesseducators.com

Krista Penrod: www.lovelearninglovelife.wordpress.com

and of course I'm going to encourage you to read mine: www.ebgtechtalk.blogspot.com.

If you have any questions, please feel free to comment on either of these posts, tweet me @ebgtech, or find me on Instagram @ebgtech.

Oh yes...and keep writing! 📓 ✏️ 📝 💻

What's Your Story? Blogging for Everyone - KIDS VERSION

Let's start at the very beginning...a very good place to start.  

https://www.flickr.com/photos/kendallkaos/2330888410

No, but really, today we will talk about blogging, for your students and for yourself.  Let's start with the students.  Let's talk about: 

• what are some platforms your students can use 
• why would you use it in the classroom with your students
• how can you use it with your students
• what are some ideas that you can take back and use on Monday...or Tuesday, we're flexible

PLATFORMS

screen shot from Edublog's website

Just like with everything else, blogging platforms are always changing.  Currently, Edublog has made student blogging completely free.  I will admit that when I taught in CCSD, Edublog was blocked but that may have changed.  It was also not free. Like I said before, things change and with technology, they change quickly.  It would be easy to find out if Edublog is blocked and it may be easy to get it unblocked. What I am seeing is a lot of options that make class blogging possible. You can have a "class", there are privacy settings to keep student blogs safe, and you have the ability to track student posts...to name a few.  

By Google (https://www.blogger.com/) [Public domain], via Wikimedia Commons

If you are using Google at your school, you can also turn on Blogger.  Each student has their own blog built into GSuite.  You don't have all of the control that you do with Edublog, but there are work arounds.  For example, each time a student posts, they could turn that into an assignment in Classroom or fill out a form with link.  That would make it easier for you to view their blogs, as opposed to spending time just searching.  With Blogger, I have heard tell that you can also limit the posts to viewable only on your domain.  So that's a nice little bonus.  

Kidblog is the blogging platform that I have used with my students for years.  Granted at the time I started (yup, that old) Kidblog was free.  Unfortunately, it is not free anymore.  Fortunately, (for me) my school pays for it.  Blogger has a lot of the fantastic features that Edublog has; moderation, publishing statistics, and privacy settings.  It also has some option to connect with Google.  With Kidblog, you have to make that judgement call if it's worth the money, is it worth the time to write a grant, etc.  For many of our teachers, it was worth it, so our school invested in it.  

https://www.flickr.com/photos/wfryer/8478930729

The last option I have, but that doesn't mean there aren't other ones out there, is Weebly.  Weebly is a website where you can build your own website, for free.  One of the page styles that is available is a blog.  You can create a class webpage and include a blog or build it as ONLY a blog.  In order for Weebly to stay free, the one account would have to be under your name.  So you wouldn't be able to manage a class and their own individual blogs.  However, you could have individual students post daily.  It would just depend on how you want to approach blogging.  Which we will be talking about shortly!  WIN!

WHY WOULD YOU USE IT?

Blogging just like everything should not be "over done".  Right?  Everything in moderation. However, you want your student to practice writing skills.  You want your students to practice typing skills.  Blogging at its most basic function, are those 2 things combined.  

I have a friend who is super tech excited.  She teaches 2nd grade.  We've been in school 7 weeks (5 weeks when I'm writing this) and we just met and chatted briefly about Kidblog.  She was SO excited at the end of last year about the fact that her 2nd graders could get on and post a blog!  It was the best thing since sliced bread...well maybe not THAT exciting, but still pretty amazing.  She wanted her 2nd graders to get on right away this year.  As soon as possible.  However, when we chatted, she had decided to hold off.  Before I could even ask, she said that she wanted them to do a little more writing on paper first.  Essentially, they weren't ready to be online writers yet when they were still learning to be on paper writers.  Regardless of whether I agree or not, and I'm not telling, I cannot argue with her logic for her class.  

My point being, look at your class...does getting online and writing make sense for them?  Are they writing in interactive journals?  Are they writing on loose leaf paper (those used to be such magic words)?  Are they writing on handouts?  And what are they writing?  Are they writing letters?  Are they writing stories?  Are they writing answers?  Are they writing jokes? 

And my last question: who are they writing to?  We all know that students will typically meet a higher bar if they are working for an audience other than their typical audience.  It's just like with everything else.  If it's always for the teacher...it gets old.  With blogging, they have the opportunity to write for each other too.

And now my last why.  With blogging, because the audience is more than just the teacher, you have the opportunity to reinforce the formal writing expected in school, but you also have the opportunity to teach that more informal, but still correct (lol ur not gonna be bloggin' like this ru?), writing. Along with that informal writing to an audience of peers comes the ability to guide them through appropriate commenting, digital citizenship, peer editing, etc.  There are so many avenues that you could take to have the kids write for each other and analyze for each other as well.  

HOW CAN YOU USE IT?

Looking back at the Why Would You Use It...we covered a couple of How Can You Use Its.  But there's always more! 

Here are just a few random ideas.

• free writing - give those kids that don't love writing an outlet to write judgement free
• centers - put blogging in a writing or ELA center
• A Day in the Life Of... - have students write from the perspective of someone else, dig deep and explore emotions and ideas and reasons; think a day in the life of Rosa Parks...why wouldn't she move?  Did she intentionally want to be remembered?  Did she really want to start a movement at that moment?  Was it planned? etc.
• visual writing prompts - provide that controlled choice in what they write about 
• travel journal - Ashley has 4th graders blog through Ancient China; they learn about the dynasties and write as a time traveler learning about the culture, art, food, etc. 
• reviews - books, movies, restaurants, etc. provide opportunities to learn how to articulate specific positives as well as constructive criticism
• story - tell a story...or do a story chain (each person writes so much and then another picks up where the last one left off and repeat)
• recipes - learn how to write and follow a recipe
• scientific observations - write observations throughout a science experiment, start with a hypothesis and include the conclusion
• NOW YOU!  What ideas do you have that we can add to this post?

STARTING NEXT WEEK

We all know that you go to a conference like this and everything you like, you want to implement immediately.  But then (at least me) you get overwhelmed and you implement nothing.  Let's avoid that.  Everything 👆🏻 is great...but you're not going to do it all right away; ease yourself into it.  So let's talk if you don't have a blog for your class, can you get one?  If you can't get one for your class, get one for yourself.  

• post a blog and ask your students to post their replies as comments - it'll be a great intro and easy for you to keep track of student responses
• ask students to post an About Me post - tell the class 3 things that yourself; depending on their age you can ask for something that nobody else knows or add in a fun/interesting twist

GOOD LUCK!

Be Proactive

Well....I'm back at it.  Blogging?  Yes, but no not really.  Blogging for school?  Yes.  Yes, that is correct.  In fact, this part of this blog will not make it into my blog that is turned in.  I had to cross post for my own self.  For the part of me that needs to be on my blog.  The part of me that needs to write and just has found every excuse not to write.  The part that has said "lesson plans, keeping in touch with friends, homework, sleep, Vox, my pets, my family, my husband, supporting teachers, student council, Twitter, conference planning, our school TV station, sunshine committee, exploring Google, meetings, and so many other things (not in that specific order) need to come first".  Well, now I have to write.  So now I chose to write here.  I will copy and paste and add that tiny extra step. But somehow my soul has already breathed a sigh of relief.  No one will see this.  I will not blast this, I will not announce it, I will keep this to myself. But that's ok, because that's who I am doing it for.

And now...homework.

When I think of being proactive, I think of planning.  I think of being prepared for a variety of paths so that no matter what happens, I have a plan and will not react.  The phrase be proactive became a regular part of my vocabulary when I was working with some challenging students in a high risk school.  The focus of everything was to be proactive: be prepared.  Have behavior plans, have incentives, know the triggers, know their positives, look for signs of a bad day, start the day with good things, etc.  I was being proactive for my students.

Now, I need to look at being proactive for myself.  Am I proactive?  How can I be proactive?  How can I make it a habit of mine?

My natural personality is not one of "proactivity".  My natural personality is one of frustration and, I admit, I pout.  However, I also recognize that pouting and being frustrated and complaining doesn't get me any where or solve any problems.  The only thing it does, is become annoying OR become a breeding ground for negativity.  THAT is not my natural personality.

So how can I proactive?  I am going to take a look at how I approach school (both work and MA) at the moment.  Working on a MA while working full time alone is extremely overwhelming.  However, somehow, at school I have also managed to take on an incredible amount of extra curricular activities. It has gotten to the point where my attitude is becoming very poor.  I believe that this is the perfect opportunity for me to become more proactive.  I have already made it clear to my administration that I need help.  However, I need to be more proactive about seeking out the help I need.

I should accept any help that is offered instead of playing it cool, like I have everything under control. I should ask my colleagues if they can handle a task so that I can focus on a bigger priority.  I should take control over how I react.  I should be proactive.

This is a skill that I know I am capable of mastering.  It is something that I work very hard at typically.  However, now I recognize that in a time of stress, I need to be more purposeful at being proactive.

I will be teaching this skill to a group of teachers that I Vox with from all over the country.  We are all in a similar situation in that we are all teachers at the beginning of the school year.  We all love education.  We all work hard to make our classes a valuable and engaging experience for our students.  We are all experiencing significant causes for stress as the school year starts.  I believe that they would all benefit from hearing the words "Be Proactive".  It's a chance to put a word to what they already do, celebrate their successes of being proactive, and recognize when they are not...when we are all needing to change a negative habit and be more proactive.

EDL 680 Module 10 Discussion Post

What big take aways do you have from reading Friedman?

What are the limitations?

I have really enjoyed reading Friedman’s book.  The messages he shares, from a world outside of education, are so powerful and how he shared them through his stories of his own life experiences and reflections made it all that much more interesting.  Despite the fact that he is in a completely different field, he manages to (in my opinion) express the excitement and concern that we all feel of living life in today’s world.

I think my biggest take aways come from Friedman’s discussion of and constant personal reflection.  Our world is in a state of constant change.  “This is how it’s always been done” is no longer acceptable because everything around whatever “this” is, is no longer the same either.  So whatever “this” is, needs to change, update, and/or be more flexible.  As a teacher, one of the big questions that is constantly at the forefront of my mind is “How can I have done that better?” or “What do I need to change?”  From those type of questions, I’m able to confidently, continue to grow and learn as a teacher and as a human.  Even Friedman (2016) believes that “if there was ever a time to pause for moral reflection, it is now” (p. 340).  As he quoted Leon Wieseltier (2015) “Every technology is used before it is completely understood...there is always a lag between an innovation and the apprehension of its consequences.  We are living in that lag...we have much to gain and much to lose” (p. 340).  I feel like when we stop learning and stop reflecting, when we think we have truly learned all there is to know, is when we assume the attitude of “this is how it’s always been done”.  And that attitude can be dangerous.  By shutting yourself down to learning, the changes in our world and our society can sneak up on you with no choice now but to adjust immediately.  

Friedman (2016) stated that in the Middle East the dominant political ideology was “‘I am weak, how can I compromise? I am strong, why should I compromise?’ The notion of there being ‘a common good’ and ‘a middle ground’ that we all compromise for and upon- not to mention a higher community calling we work to sustain- was simply not in the lexicon” (p. 447-448).  Sadly, he also mentioned that what he saw in Washington DC was not that much different.  Are these changes in society caused by a lack of reflection?  Are we no longer looking at what is happening in other cultures and reflecting on why it’s happening?  Are we no longer reflecting on how we can collaborate and thinking only of ourselves?  This lack of reflection is happening on a large scale than in our own individual lives, but I still believe that when a larger shift happens those who have not reflected and started to adjust, will struggle with the changes, whatever that may look like.

Friedman broke his book into four sections: reflecting, accelerating, innovating, and anchoring.  I believe that accelerating, innovating, and anchoring are all reliant on reflecting.  How do you know you’re accelerating unless you’re reflective on where you have been?  How can you innovate, unless you reflect on your failures?  How can you find and recognize your anchor...be it person(s) or place(s), unless you reflect on your life?  

As for the limitations of Friedman’s book, I cannot say there are many.  He shares many political stories about situations that I am not familiar with due a variety of reasons.  Regardless of my unawareness, he outlines the needed information in order to understand the purpose of his story. Due to how he framed everything, I was able to understand his point and then apply it to my situation in education or life in general.   

My People

One writes a daily blog and has honed her skills and figured out to share her message.  She sends flower emojis that make me smile.

One teaches science and just took a new job and was asked to help spearhead PD with technology. She sent me an Outer Banks sticker.

One has an incredibly powerful voice in blogging even though she just started and she is all about "embracing the freak outs".  She makes me laugh out loud when she "freaks out" because this is a summer of change for her.

One sits back and listens and offers advice support.  She welcomed me and my friends to her town with open arms!

One writes fantastic posts that you can identify with deep in your teacher heart.  Her #booksnaps make me smile from ear to ear.

One is still so new at blogging but she has a fantastic message to share when she does.  Her life is full and she loves to share it.

One is quiet and in the background.  She offers such praise and I see her often on Instagram with her family. She even came to see me at ISTE when I was presenting.

One shares often about her beautiful children and incredible husband.  She is so active in our group and on Twitter.  The way she speaks and encourages each person in our group is so up-lifting.

There are more...there are more.  And they are incredible.  They are amazing.  They are inspiring. Every single one of them.

They say that in teaching you NEED other teachers.  It is a profession of collaboration and empathy and support.  You don't always find the kind of teachers in your own building that you can identify with.  The kind of teachers that inspire you and push you and challenge you and get excited with you. If you're lucky (and I am) you have a handful of teachers in your building that are are those things for you.  However, what are the odds of finding a dozen or so teachers from all over the country that are those things?

We started out in a small group just looking for support and encouragement to share our voices. Now it has morphed into this group where we share advice for new jobs, we laugh until we cry at gifs, we brainstorm ideas for PD, we excitedly question about twitter chats and podcasts.  We are our people. We are our tribe.  We are friends.

EDL 680 Module 9 Discussion Post

Friedman talks about reflecting, accelerating, and innovating. How do each of these apply concepts to your school situation?

When reflecting on my school, I feel extremely fortunate.  While it is not perfect (but in life what is?), it does provide opportunities for reflecting, accelerating, and innovating.  I believe these opportunities are afforded to us because of our previous leadership as well as our teachers.  

In my role (technology teacher) in our school, assessment is not necessary for me.  My previous principal and I had a number of discussions around inspiring creativity and excitement with the use of technology and how to measure my success.  He suggested that I create a student reflection form (Google form) to gauge students interest in the projects.  I felt that my success was strongly tied to their success because my goals are more to excite and encourage as opposed to explicit instruction. This year, I plan on implementing a similar reflection piece for the students.  

My own reflection is critical in my success as an educator.  I have been blogging for many years but it has never been very regular.  This year, I made it a point to blog weekly but my focus was always a tool and/or academic strategy.  At the beginning of the summer, I joined a small blogging community where I was inspired to use my blog as a more personal platform.  I think by tying in the personal aspect to the professional, technical part of my blog, I am taking the necessary time to really reflect on all the aspects of my professional life and even part of my personal life.  I feel like taking that time to reflect and put it out in the world has helped me connect and created a ripple effect.  The questions and feedback I get about my reflections cause me to reflect and question myself and others more.  This practice is so powerful for me...I have to believe that it has great potential for my students as well.  Friedman (2016) quoted Megginson as reportedly saying “the species that survives is the one that is able to best adapt and adjust to changing environment in which it finds itself” (p. 298).  Reflection allows us to adapt and adjust to the changing environment of education.  

Accelerating is a difficult concept to tackle because it can viewed and approached in so many different ways.  I saw this first hand when interviewing my new principal(s) versus my previous principal for our EDL 600 project.  I asked what would be best for a technology update roll out, if we did a little at a time or if we rolled everything out at once (if money was not factored in).  My previous principal thought that doing everything at once and then putting out little fires was the better approach.  My current principals believe that going slower and incrementally is the better approach to ease everyone into the new devices.  Friedman (2016) explains that “when so many things are accelerating at once, it’s easy to feel like you’re in a kayak in rushing white water, being carried along by the current at a faster and faster clip” (p. 198).  Everyone can and everyone is accelerating through change.  It’s just that some people are ok moving at a faster speed than others.  

Innovating can also be viewed and approached in different ways.  What is innovative for one school may not be innovative for another school.  For example, this year, we have made the jump to GSuite for Education.  Many schools have already made that jump, so we are not doing anything new and innovative but it is for our school.  Our school has been 1:1 BYOD for 5th through 8th grades for many years now.  That, compared to other schools in our Diocese is innovative.  However, some of the things that we are doing with that is no innovative.  This is where GSuite may come in.  What can we do with these two things to become more innovative?

EDL 680 Module 8 Discussion Post

Which of the core disciplines will be challenging for you as a leader and why?
Which will be most natural for you and why?

I believe the core discipline that will be most challenging for me as a leader is Mental Models.  I personally recognize that I like to try new things in school.  For me, it’s ok to readjust and fail and keep trying until something works.  However, I know that there are many teachers with an “if it ain’t broke, don’t fix it” attitude.  I have seen first hand some of the passive aggressive attitudes that come my way if I try to suggest a new or different way of approaching a project or style of teaching.  I am excited about what we can do to change and improve education but often my ideas or suggestions “conflict with deeply held internal images of how the world (in education) works” (Senge, 1990, p. 163).  

In my current position, I am able to suggest new and innovative ideas to teachers.  We can collaborate and build off of each other’s ideas until we’re both happy with our experiment.  Our conversations are natural debriefing and planning sessions.  However, I know which teachers I can plan and create with, and I know which teachers I should avoid discussing any kind of educational technology or current trends in education.  The role I have now allows me to pick and choose who I plan with and push toward new ideas.  As a leader in school, I will not always have that choice.  

More importantly, it will be difficult to recognize the mental model(s) at a school.  When “we remain unaware of our mental models, the models remain unchanged.  As the world changes, the gap widens between our mental models and reality, leading to increasingly counterproductive actions” (Senge, 1990, p. 166).  In fact, before reading the Mental Models chapter, I wouldn’t have been able to come up with what I believe to be what a schools mental model should be; what’s best for kids.  I do believe that most educators would agree with the idea that whatever we do, it should be what’s best for kids.  However, it will continue to be the HOW that is a challenge.

I believe that the most natural core discipline for me would be Shared Vision.  I recognize that I have a personal vision.  However, I also recognize that my personal vision is still very unclear, in fact I would call it more of a personal directional vision.  I know some things that I think are important when it comes to changing education today.  However, I am not crystal clear on how to achieve the change I would like to someday see.  For this, I rely on others.  I ask for opinions, ideas, and feedback.  I understand that I do not have all the answers, but if we can work collaboratively, we have better chances of making some really impactful changes.  I feel like because I want to rely more on the collaborative creation of a vision, I can avoid what Senge (1990) said happens to many leaders; “many leaders have personal visions that never get translated into shared visions that galvanize an organization” (p. 9).  Senge (1990) went on to explain that “what has been lacking is a discipline for translating individual vision into shared vision - not a “cookbook” but a set of principles and guiding practices” (p. 9).

Again, Senge (1990) explained that “when you look carefully you find that most “visions” are on person’s (or one group’s) vision imposed on an organization” (p. 192).  My hope is that by working together with others at school we can build a shared vision in which everyone feels like they had input.  There will be compromise and not everyone will be in the same place when it comes to vision achievement.  However, I believe that if everyone believes we are working together to achieve our goal and that they are supported no matter where they are in the process, that shared vision will be successful.  

EDL 680 Module 7 Discussion Post

What 2 things resonated with you in chapters 4-6?

What 1 question do you have about the chapters?

When reading The Fifth Disciple so much of what Senge says translates into schools in my head.  As I read this week’s chapters it was hard to pick out just two things that spoke to me but as I reviewed everything, I realized that “Seeing Circles of Causality” applied to school on multiple levels.  In addition, the concept of “Dividing an elephant in half does not produce two small elephants” also made me think of many of our schools today.  

Schools are constantly changing.  Each year, teachers get a new class.  In that class, students are rearranged into different groups, the content taught is different, the behaviors and the expectations are different.  Not only in classrooms but also as a whole school there may be changes.  Sometimes it’s administration, sometimes it’s central office, sometimes it’s just the classroom teachers.  Schools at their core are full of change.  However, sometimes with all the change that is going on, it’s important to look at and understand not only what is being changed and how to change it, but why.  Senge said that “...individuals, teams, and organizations need to see beyond events and into the forces that shape change” (2006, p. 74).  Every decision causes a ripple effect.  It is practically impossible to foresee every result, but in seeing that “reality is made up of circles” we can understand why to make the decisions we make, why to make the changes that are needed.  I feel as if we start to really understand that every change we make sets in motion both a cause and an effect, we can make better decisions to benefit our students.  

One of the better decisions we can make to benefit both our students and our teachers is to limit the amount of “things” happening in our school days.  I taught at a school where a new principal came in and she had previously served on a school improvement board for our school.  One of her biggest comments had been there are too many “programs” happening at the school.  Students were rotating to reading interventions, they were pulled into required small groups for a specific program during the ELA block, they were given 3-5 different computer programs that they had to have a certain number of minutes on each day.  The teachers were asked to do a different program or project or something every year, without anything from the previous year being taken off of their plate.  It was all very overwhelming and hard to keep up with.  The teachers and the students were going in so many different directions when the new principal came in that nothing was getting accomplished.  It was just as Senge described it, “you don’t have two small elephants then; you have a mess” (2006, p. 67).  He also describe the mess as, “a complicated problem where there is no leverage to be found because the leverage lies in the interactions that cannot be seen from looking only at the piece you are holding” (2006, p. 67).

When the new principal came in, she had already taken a hard look at all the pieces and determined what was critical for the success of the students, and wiped out the rest.  It was a good reset year because we took the time to focus on our students’ needs and took the time to focus on what we needed to do to truly be effective with the pieces that we did still have in place.  Everyone was learning and everyone was given the chance to be successful.  From there she continued to add to what was now a relatively solid foundation to provide continued growth.  

Since I do try to apply everything I’m reading to a school setting, I’m reading about the different diagrams and I’m curious which one really suites a school?  Or do they all in some form or fashion?  I just can’t make the alignment between my role as a leader and how to best help my school (now or in the future) from these diagrams.  

Are we a systems diagram where we’re looking at the desired achievement and how to “fill” the students with knowledge and experiences as they grow with us?  Are we a reinforcing circle diagram?  We teach the content, they learn the content, and if they pass the assessment, we teach more content?  Perhaps we are a balancing circle diagram.  The students come to us with a certain amount of knowledge, we assess to figure out what they know and we teach or challenge depending on the student, and then everything is balanced in that at least everyone should know the basic level of content taught?  Could we even be a delay diagram?  Students come to us, not knowing a significant amount but due to standards, we are aware of what they should know by the end of the year.  They come in and we figure out where on the spectrum the students are, we adjust our teaching and the content so that students can grasp what we’re teaching in their own way, and then if we are lucky, we are successful.  Another question...are we applying these diagrams to individual students, whole classes, whole grade levels, or whole schools?  I will admit, my head is swimming.  

Life Lessons from Minnie Mouse

Yes, I am talking about Minnie Mouse.  And let me just start with I don't love Minnie Mouse.  She's my least favorite of my beloved Fab Five (Mickey, Minnie, Donald, Goofy, and Pluto).

Photo by Michael Gardner

Now being the Disney fanatic that I am, I never really come out and say anything negative about Minnie.  I just avoid making her my focus in anything...school, home, vacations, clothing.  It's never really Minnie, and because Disney is so vast, nobody seems to notice.  However recently, Disney has partnered with a number of companies who sell products I like (LuLaRoe | Jamberry) and I'm the schmuck that will pay an extra $10 because it's Disney.  But so MUCH of it is Minnie Mouse, that so far, it's been pretty easy to "Just Say No".  

Many of my friends are on the hunt for me though.  And since I've never expressed the aversion to Minnie,  I get texts of pictures asking if I like this or that.  I am so appreciative that they are thinking of me!  But I feel slightly awkward because, no I don't like it.  Which leads to the inevitable question of why so that my lovely friends know what NOT to look for...and I have to admit, that I don't love Minnie.

However, having to answer this question has given me the chance to reflect on why I don't like Minnie.  I have come to the realization that as a child, I didn't like what she represented (to me) in a female presence.   I grew up thinking I could literally do ANYTHING.  I had an incredibly STRONG female model in my mother and in my aunt.  These women literally did everything and anything.  So when I would watch Minnie on TV, what I saw in her conflicted with what I saw in my family.

via GIPHY

I saw Minnie wait helplessly as she called for Mickey to help her.  RUN FOOL!
I saw Minnie become jealous.  GET OVER IT!
I saw Minnie become angry at Mickey for things he could not control.  IT'S NOT HIS FAULT!
I saw Minnie treat her friends with spite and get into petty arguments.  GIRL!

Granted, I realize all this was done for the sake of entertainment.  To get a laugh, if you will.  But for some reason, in my young and impressionable mind, I did not find it entertaining.  I just saw characteristics of a female that I did not want to be or have.

I learned through my family and through Minnie's non-example that:

I wanted to be able to take care of myself.  I don't need to be saved by anyone but me.
I never wanted to be jealous.
I wanted to be able to see both sides of any situation and understand that not everything will always be how I want it.
I wanted to treat my friends with kindness and support.  I wanted to be someone they could ALWAYS come to without fear of emotional repercussions.

Someday when I have children I want my daughter to learn from me, my mother, and stories of my aunt how strong women can be.  I want her to look at Minnie and appreciate her as entertainment.  I want her to understand that women can be and act any way they choose!  It's about having a good heart and believing in yourself.

I want my students to know this too.  The little ones have an easier time believing it.  When you get to middle school and start becoming teenagers, you start to question and have self doubt.  I want to instill that confidence in them and encourage them to continue to be who they are!  To be kind, to care, to support, to love but not be a door mat.

As an adult I can see why Minnie would behave in some of those ways.  I also know that she didn't ALWAYS act like that too.  AND of course, it's just a CARTOON.  But because I questioned and didn't understand as a child, those thoughts and feelings are still engrained in me today.  I can't say that I'm sad about it either.

I much prefer the friendly, lovable, laughable Mickey who gets in and out of scrapes with a little bit of fun and magic.

Lemons to Dole Whip...what?

I know what you're thinking...I've gone ahead and lost it.  There are lots of tradition and also new and creative ways to use the "When life gives you lemons..." piece of wisdom.  But I'm going to be honest, there are times when you just have to make it your own!  Hence the dole whip.  Now, I could go into detail about why I chose a dole whip...1) clearly it's from Disneyland which was my first true passion #disneylife 2) you get a cherry on top, which doesn't that always make things better (unless you don't like cherries - oops sorry) 3) the umbrella on top indicating that you need to kick back and put your feet up.  However, I am going to take this dole whip and use it a little more metaphorically speaking.  So lets take a look at these 3 reasons I chose I dole whip to represent life...in addition to being an all around wonderful treat.  

Attribution: https://goo.gl/zXVR9B

When life throws you lemons, a curve ball, things unexpected and/or a variety of things that you did not anticipate...keep in mind, what is happening does matter but how you are handling it that matters more.  

Dole Whip Metaphor Number 1: 

I eat Dole whips at Disneyland. Disneyland is a place to escape the realities of #adulting. It's a place to be a kid again! Perhaps this feeling of my childhood makes me hold onto Disneyland so much harder the older I get. Or perhaps it's the feeling of magic. That anything can happen...like a miracle. 

Change doesn't always feel like magic when it happen, but take a moment to soak in the real life magic around you. What are the random series of events that lead to this moment?!  What are the random series of events that will lead to the next change? Life is change...be excited. Take it as challenge and run with it like a kid who doesn't have a care in the world.

Dole Whip Metaphor Number 2: 

So life gives you challenges and that's ok. TAKE. THE. RISK.  Be creative in how you approach your challenge and possibly change what and how you were doing before.  Like a dole whip.  Really it's pineapple ice cream, not that impressive.  But they made it into soft serve and put a cherry on top and added an umbrella?! It's a whole new dessert!!  And people (myself included) LOVE IT!  

Dole Whip Metaphor Number 3:

Do not fight it. I am sorry to say but change happens. It happens TO you. Don't fight it. Embrace it. In fact, take some time to sit back and process it. Sit in the sun, put your feet up, enjoy a Dole whip and think. What lead to this/these changes? How can be the best ME in the face of these changes? Is there anything I can do to set another set of changes into effect? Do I even want to? Am I giving this change a fair chance? What are the possible positives that could happen? Is this change a good thing in my life? 

You won't have answers in one round of Dole whips. But maybe taking the time to reflect will help you feel a little more prepared for all your unanswered questions.  

Good luck to you and wish me luck in mine.  

EDL 680 Module 5 Discussion Post - EBGTech 7 Survival Skills

What are YOUR 7 essential survival skills for the 21st Century? (you can use Wagner’s 7, create your own, or a mashup of the two.) Define the skills as you understand them.

What could incorporating these skills look like in your class or school?

What can you commit to in your classroom/school this year?

How will you measure your success?

When looking at this week’s discussion post, I was unsure if my 7 essential survival skills were supposed to be for myself or my students.  After a little bit of reflection, I realized that it didn’t matter. As a lifelong learning, the skills I need to instill in my students are the ones I need in order to be successful myself.  And the ones that I use to be successful can be translated for my students, I just have to teach and instill in them what has been taught and instill in me.  Here are my 7 skills for survival in no particular order.  Some of them have been repeated from Wagner’s and some are my own.  I feel like Wagner discussed high school students almost exclusively, but I teach K-8 students.  Some of the skills that he discussed need a foundational level before the students can achieve success in a different skill.  

Wagner’s Original 7 Survival Skills: (2008, p. 67).

1. Critical Thinking and Problem Solving
2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Written and Oral Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

Erin Kiger’s Original 7 Survival Skills (and an explanation):

1. 

   Experimentation Leading to Mastery: The questions I get most from students in class has to do with their grade.  They don’t want to do something that will take points off or what’s the minimum they had to do to get all the points.  Students are not “trying for the sake of learning” they are trying for the grade.  I completely agree with education blogger and teacher Krista Penrod (2017), who shares that “We want (students) to feel comfortable making mistakes within the walls of our classrooms, knowing they have our support and direction to make right choices” (para. 14).  I want them to feel confident and safe that they can take an assignment I give and tweak it, elaborate on it, and/or change it.  Use the assignment to meet their learning needs.  Then try to complete the assignment.  If it doesn’t meet their needs, if it doesn’t show their learning (my needs) then change it and do it again.  You won’t be “punished” with a “bad grade”, you will only receive a score when you and I are satisfied.  
2. Asking Questions: This skill is twofold.  The first part has to do with knowing when not to ask a question.  All too often, directions are given in class and then a handful of students will need the directions repeated.  To tackle this in my class, I verbally give the directions, they are written in our LMS, and I (usually) provide a step by step video on how to accomplish the task.  At this point, do not ask me what to do.  Students need to know when NOT ask a question because the resources are in front of you to find the answer.  The second part has to do with literally asking questions, ask as many as they would like, if they do NOT have the resources to find the answer.  This open question forum can come when there need to be clarifications made, when students want to try something different, if students need adult support (academically or not), etc. These are questions that cannot be found by using Google or referring to any source of directions.  Another key point that I would like to state is that the questions do not always have to be asked of the teacher.  Learning to rely on your peers and which peers to rely on is itself a very important skill.  
3. Self Reflection and Feedback: Our society does not opening encourage self reflection.  We are too busy.  The same can be said in our classrooms.  In order for students to be successful, they must be provided opportunities to evaluate their learning and their work, not only at the end, but also THROUGHOUT the process.  It is incredibly frustrating to put in time and effort into something to find out everything you did was completely wrong.  If a student needs to make adjustments, they need that opportunity early on.  This is where feedback comes into play.  Education blogger and teacher, Melissa Chouinard-Jahant (2017), says that “In order for feedback to truly be meaningful, purposeful and have an impact on learning...it needs to be honest and sometimes critical because our students will not grow as learners if they do not feel a push to progress, urgency to reflect and the ability to provide feedback to others as well, especially the teacher” (para. 4).  Feedback, especially constructive feedback, can sometimes be hard to handle.  We work so hard to praise and provide positive feedback, that giving information that asks for students to do work differently or again can be difficult.  If we build the relationship with students, if they understand why the feedback is important, and if they feel safe that the reflection and feedback are two-sided, then hopefully that skill will grow and they will learn to be more comfortable both giving and receiving feedback.    
4. Curiosity and Imagination: Curiosity and imagination at an elementary level are one of the most critical skills, not that we need to instill, but that we need to continue to develop.  With guidance from us, students should be able to transition from imaginative play to imaginative solutions.  (I like “imaginative work”, but the word “work” has such a negative sound that is almost equated to taking imagination out.)  Students should be encouraged to ask “Why?” questions about the world and encouraged to find answers, not just accept the status quo.  Even more important than finding answers, students should be encouraged to make the changes!
5. Collaborative Partner and Team Work: At an elementary level, many teachers are working with students to develop the skills needed to work collaboratively.  However, I have noticed that as the students leave elementary and begin working in middle school, those skills are disregarded, sometimes by teachers and often times by students.  It is easier for one or two people to do all the work then to worry about the person who may do nothing, or may do it wrong.  These skills need to be continued to develop throughout students’ school careers. Students should also be exposed to ways to handle a peer who is not working collaboratively. What would we do in a professional setting?  What can our students do, besides just do it for them?
6. Internet Skills: This skill doesn’t need much of an explanation.  The internet is constantly changing and the amount of unknown vs the known is dramatically different.  Not only do our students need the skills to navigate the internet for information, they must also have the skills to do so safely.  And yes, when I talk about the “internet”, I also mean apps, games, music, etc.  
7. Play the Game: Teachers, like students, are all different.  Teachers must learn how to adjust themselves to suit the needs of many different students in one class, moment to moment.  As adults, we also adjust ourselves to interact with different adults of different personalities.  This is easy when we are with our friends.  This is not so easy when we are with someone that we may not like or respect.  However, to avoid conflict and at times, to get the job done, you “hold your tongue” and behave respectfully, despite the behaviors of someone else.  This is what I call, playing the game.  Students, don’t always know that life is a game.  Teaching students to “play the game” or “put on your game face” will get them through situations that may not be the most wonderful, but it will not be like that forever. School is just like an athletic game or a video game.  Sometimes, we just have to do what the coach tells you or beat the level the game gives you, even if you don’t like it.  Once it’s over, you can move on to things you enjoy more or spending time with people you enjoy more.

The reality is I don’t know exactly how this will look in my class yet because I am completely changing my class.  My vision for this year is to teach a technology skill the first week in which we implement it into a class project that reflects some aspect of Catholic Identity.  For example, using the 10 Commandments/Beatitudes/Corporal and Spiritual Works of Mercy to teach the Apostles about the Digital Citizenship components. After that class project is completed, students will have a menu of choices that they can complete dealing with Digital Citizenship.  They can complete as many or as few as they would like in order to achieve a certain amount of points.  Points are given based on the ease of the task and how many classes it takes the student to complete the task.  So where will the survival skills fit in that?  I don’t know.  everywhere?

This year I am trying to completely change my approach to technology in the classroom.  It is one of my goals to provide students more choice and integrate more Catholic identity.  With those changes already in mind, I know that some of the survival skills I laid out will be addressed.  For example, Experimentation Leading to Mastery, Asking Questions, and Curiosity and Imagination fit nicely into my idea to allow students to have a menu of items to show mastery of a technology skill or concept. Additionally, as the technology teach, Internet Skills is a critical component of my curriculum.

September is our first full month of school so we will be covering the various components of Digital Citizenship.  As I said before, my goal is to provide students with a menu of projects they can choose and complete to show they truly understand the importance of internet safety.  My last goal for this year, after having written my survival skills is to provide my students, and myself, with a structured opportunity for feedback.  When I see 500 different students in a week, it becomes a little overwhelming, so I’m not exactly sure how I will implement the structure without getting lost in the process myself and become inconsistent with providing my students opportunities for reflection and feedback.  

The way that I will measure my success is stated above.  If I can work with my students and provide a foundation for the skills that are needed, without becoming inconsistent, then I know I will have been successful.  I know myself as a teacher, and as a person, well enough, to know that I become inconsistent, when I have become too overwhelmed with everything on my plate and have essentially given up on an idea.  My hope is to use the skills to guide my instruction and use the reflection and the feedback to prevent inconsistency.  I can take the information and adjust as needed.  

Chouinard-Jahant, M.(2017). You Can't Break a Stick in a Bundle: Having Difficult Conversations with Students. iTeacher iMother, Number 315.  Retrieved from

https://iteacherimother.blogspot.com/2017/06/you-cant-break-stick-in-bundle-having.html.

Penrod, K. (2017). How Do You Deal With Splashing and Shouting? Love Learning, Love Life, Number 2. Retrieved from

https://lovelearninglovelife.wordpress.com/2017/06/16/how-do-you-deal-with-splashing-and-shouting/.

Wagner, T. (2008). The Global Achievement Gap. New York, NY: Basic Books.