Digital Immigrant, That's Me

Te@chThought Nov. 15th: What tech tools are you most grateful for? 

Why? How have they changed what you do?

The box was huge and heavy. Could it be? I tore off the wrapping paper, fumbling, all thumbs from anticipation. It was! It was an electric typewriter WITH a correction cartridge! No more correction fluid for this girl! The best college bound gift ever!

Funny, I just had this conversation with a few colleagues last week. We are very fortunate to work in a district that has just implemented a 1:1 chromebook initiative for our 4 - 6 graders. (We are a K-6 district). Each day we vacillate between excited amazement and rookie frustration. Trying to keep up in the "new world" has certainly changed what we do. Textbooks online, blogs, word processing, movie making, coding, the list seems endless, and I am grateful for all of it. Why? Because it allows me to be the student, to be reminded of the learning process, to grow. And because many of these tools make the learning "fun" for both my students and me.

Perhaps the biggest change and the one I love most, is that I have moved from the provider of information to a facilitator of learning.  

Even if I do occasionally miss those warm, fragrant ditto papers from the mimeograph machine and carbon copies!

Give Me Five

Te@ch Thought Day 14

5 things you are grateful to have learned in your teaching career.

My classes kicked off our attitude of gratitude with a typical elementary school activity.  Our art teacher helped make a large paper turkey, and each student wrote what they were thankful for on a tail feather. Most students were finished in a few minutes, but there were a few that struggled.  They "couldn't think of anything" to write.  As I sit to write this entry,  what I first thought about these students comes to mind.  I had thought how sad that they were unable to think of one thing.  

Gratitude 1:  Things are rarely what they seem on the surface - dig deeper.

Give 5 - where to begin?  So many thoughts are whirling around in my head.  Only 5.  What 5? Focus? Students, parents, new learnings, colleagues, personal insights.....

Yeah.  About those struggling students trying to put one gratitude down on a feather.  Perhaps they, too, could not immediately narrow down what they are grateful for.  What appeared on the surface was that they couldn't think of one. Maybe they could think of so many they did not know which one to choose.  

I have learned through the years that it is important to dig deeper, not accept how things look at first glance. Students bring everything, EVERYTHING to school with them.  They bring their loves, their fears, their hopes, their insecurities. And EVERYTHING impacts their learning.  If I am to become part of that everything, I have to know what else is in them, is them.  

Gratitude 2:  Some curriculum components are not written - you should teach them anyway.

No where in the sixth grade writing curriculum or CCCS is there turkey feather writing.  Doesn't matter.  But I know that the real lesson built into that turkey feather had nothing to do with feathers or writing.  (See Before you go) Through the years I have learned that these are the lessons my students remember.  And parents.  I received an email from a parent of a student that I had had in my class the year we celebrated the new century. We had made time capsules from Pringles cans.  This student had put it away and they opened it just recently.  The email went on to describe how each item brought back memories of that year and the many "lessons" Stephanie had learned.  Yes, I will teach them anyway.

Gratitude 3:  You can't be great at everything, but your weaknesses are another colleagues/friend's strength. 

Turkey - easy.  For my colleague and friend Nicole, the Art teacher.  Not me.  When I first started teaching, I tried to "do it myself".  If you ask my mom, she will tell you that this has been my mantra since I could speak. But I have learned, albeit the hard way, that this can be frustrating, exhausting, and just not good for my students.  My mantra now is one I instill in my students every day.  It is common for them to focus on what is "easy".  I my class, you are welcome and encouraged to say, "This is easy." But you must add, "for me." And then, when it is not easy for someone, they know who turn to for help.  And when it is easy, they know to offer their help.  Thanks, Nicole.  The turkey is beautiful!  Easy for you!

Gratitude 4: KISS (Keep It Simple Silly) 

One of the best mentors I have had in my teaching career is Sue C.  I was hired as a long term substitute for third grade across the hall from Sue.  She was the only other third grade teacher in the building, so naturally, the principal advised that she was the one to go to with questions.  So I did. As I rattled off my list, and tried hard to write down every word Sue was saying, she looked me square in the eye and asked if I had ever heard of the KISS method. I hesitated, not wanting to appear like I didn't know everything (see gratitude 3), but admitted I had not.  She chuckled, and said, "Keep It Simple Silly". (Well actually she said something else for the last "S", but I forbid my students to use that term, so I adjusted it a little.) And I waited to hear more.....nothing.  It took a few minutes for me to get it, but I did.  And was she ever right!  Through the years I have watched my students thrive and learn when the lessons are simple (don't mistake this for easy), and focused. The more complicated, the more places for them to struggle. I learned much from Sue.  But I strive to KISS each lesson each day. 

Gratitude 5: I love my job, still.

I love what I do. How lucky and grateful I am to be able to say that. I get to work with kids who keep me young at heart. I get to share the learning process.  I am the teacher one moment, the student the next.  Don't get me wrong.  I do not love the politics that surround teaching and teachers.  I do not love the paperwork trail that seems endless.  Every job has its drudgeries.  But I love the art and craft of teaching.  I love the human component of teaching that keeps me on my toes.  And I love that in my own little corner of the world, I can impact the larger world.  One student at a time.  

My turkey feather - I am thankful for my students. What would yours say?

My Gifts: Girlfriends & Giggles

Te@ch Thought

Nov 10 Being grateful for humor - share a story about a time in career where humor played a part.Nov 12 Share a photo - or photos - of things / people you are grateful for.Nov 13 What do you do to take time out for yourself?

I know not everyone believes in God, or a god, but I do. And of the many blessings I believe are gifts from God, I am beyond grateful for my girlfriends and the many giggles, laugh till you cry, cry till you laugh moments we have shared. My blessings are multiplied in that these ladies are not only my girlfriends, but many are also my colleagues. We have wined, dined, whined, and laughed our way around, over and through the years. We take time out for ourselves at baseball games, at the shore, on the phone, celebrating the many milestones. Everyone should have one, or two, or more. I love you girls.

Before you go...

November 11 What is the most important "lesson" you want to teach your students?

“If every person in this room made it a rule that wherever you are, whenever you can, you will try to act a little kinder than is necessary - the world really would be a better place. And if you do this, if you act just a little kinder than is necessary, someone else, somewhere, someday, may recognize in you, in every single one of you, the face of God...Or whatever politically correct spiritual representation of universal goodness you happen to believe in.”   ― R.J. Palacio, Wonder

One lesson - one word - kindness.  Be kind to others. Even when they are the most unkind people you know or meet.  Be kind to animals. Even those pesky insects.  Be kind to your belongings.  Take care of them and they will serve you well. And be kind - to yourself.  

Thanksgiving, My Favorite

Day 9 Te@ch Thought: What is one way you could develop the Attitude of Gratitude in your classroom or school?

Thanksgiving. That national holiday instituted by President Washington in 1789, often overlooked in our current societal push for the Christmas season. It is my favorite. And is the perfect backdrop for developing an Attitude of Gratitude with my students.

I must admit, this is a plan in progress. But at this point, my thinking is to have my students create a class slideshow, depicting the various people, events, and items that they are grateful for around our school. We can then share it and challenge other classes to create their own Attitude of Gratitude projects.

As I said, plan in progress. I will be discussing this with my students tomorrow and will keep you posted on how it goes.

I Hope You Dance

Te@ch Thought Day 8:  Write about a memorable moment in the classroom and how it reminded you about why you love what you do.

** Names have been changed.

To say I have two left feet when it comes to dancing would be a grand compliment. In my defense, I did not have the benefit of dance class while growing up. The closest I came to formal dance instruction was square dancing in PE class. So the idea of me dancing, alone, in front of my class never crossed my mind.

John was a young man who was struggling to get beyond the out of school obstacles in his life to tackle the in school obstacles that he faced. Each day needed an immense amount of effort from him to focus, complete assignments, and learn. His struggles often interfered with the other 28 students in the class. Having exhausted every behavioral modification plan I and several other teachers could come up with, one day I literally threw my hands in the air and said as much to John and the class. And before I gave it any thought, I uttered the following, "John, I'd do just about anything for you to accomplish your work for the next three days."
"Anything??"
"Really, anyyyythhhhinnnggg?"
Yes came out of my mouth.
This began the avalanche of ideas. First John asked. Then the class began chiming in. And then the ultimate request, "Would you dance for the class?" Ruh roh. My heart skipped a beat, or two, if I remember correctly. But luckily, without any more thought, I said, "Sure."
29 students, in unison, yelled, "Really?"
Nothing like student peer pressure. So John held it together (albeit barely), accomplished his work, and I danced. Not prettily, not gracefully, and the soundtrack was drowned out by the shouts and laughter of 29. Now, the hard part - how to keep it going? So, I asked again. "Dance more!" So I did. Each time increasing the number of days before I would totally embarrass myself. And then it happened - John wanted more.
"Would you dance on the reading table?"
"Noooooo." Not wanting to get into the various interpretations of that kind of request.
"Why not?"
Quick thinking, combined with some stuttering led to, "It will tip over." (It would - it was a poorly supported kidney table).
"How about on the wooden chair then?"
"OK - but ONLY IF you do your work for the whole third marking period." (Which conveniently had begun three days prior.)
And to my surprise, he agreed. I secretly thought, well that won't ever happen, so I'm safe. Wrong. It did, which led to the day my students still talk about - the day I danced on the wooden chair.
The best part - John learned that with some perseverance and a goal in sight, he could do what he needed to do. The only dancing I did for that class after that day was at the annual sixth grade promotion dance. And yes, we laughed - again.
And this is why I do what I do - because some days, you need to dance like no one is watching - even when 29 young, impressionable minds are - because I believe that they can, because I will.

Got Grit?

Te@ch Thought Day 7: What new learning has inspired you in your career?

For many years our district had a pull-out gifted program. Students were identified by their standardized test scores, IQ score, parent survey and teacher survey. And for many years, I was always amazed when the list was shared.  Rarely was this amazement focused upon those that made the cut, but rather those students that did not, but I felt sure they should have been there.  These were the students that did well academically, participated in class, served as role models to their peers, and "should" have been on the list. They were the hard workers, the ones that believed they could and were willing to work until they did.  They had Grit. 

I am not sure that it qualifies as a true "new learning", but when someone introduced me to Angela Lee Duckworth and her studies about Grit, I felt that someone had finally identified that elusive quality in many of my most successful students. She defines Grit as:

 "Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint."

This, combined with Carol Dweck's Fixed vs. Growth Midsets research has changed my teaching and has made me take a deeper look at my students. Not only can I identify the students that have Grit and Growth, I can also begin to change the students that have fixed mindsets by sharing these studies and some ways to begin to move into a Growth mindset. I used to feel that either a student had that elusive "it" quality or did not. Now I work hard to show my students and their families that there is a way to grow. I don't instantly give my students what they need. Instead, I show them the path that if followed, they will figure it out. Got Grit? My students do.