The Power of Being a Role Model for my Students

Staring at the computer screen, my mind wandered…  I thought about thoughts unrelated to my day.  Why is this screen so bright?  Who made this computer?  How did someone come up with the idea to make computers?  Why do we rely on computers so much as a society?  Then I started to think about other innovations and inventions, like the light bulb and sliced bread.  How did they come about as inventions?  Was it one person or many people who pondered those problems?  Were they successful on the first try or did it take multiple attempts?  As we know, the greatest inventions did not come about on the first try.  Great inventors and scientists spent much time trying out ideas, failing, revising their work, and trying again.  The best things in life take lots of practice, hard work, and failure.  Just imagine, though, if people didn’t take risks and try new things, I might be typing this blog entry on a typewriter and submitting it to my local newspaper for publication.  Risks, hard work, failure, and perseverance lead to innovation and change.

As a teacher, I see the value in this problem-solving formula.  If I want my students to live meaningful lives in a global society, then I need to help them see how important risk taking, hard work, and perseverance are to creativity and innovation.  I need my students to know how to solve problems they encounter in new and unique ways.  I want my students to fail so that they learn how to rise up and overcome adversity.  So, I teach my students this process day in and day out.  I constantly challenge my students to think big and ask why.  I want them to always be looking for how they can make this world a better, safer, and more effective place for all to live.  I empower them to question everything.  I want my students to find problems in their world and then devise and create viable solutions for them.  I train my students to be change makers and innovators, because, as I’m always telling them, “One of you could find the cure for cancer or the solution to poverty around the world some day.”  I teach my students to be self-aware so that they can change things and make the world a better place for all people.

One easy way for me to help my students learn these valuable risk-taking skills is by modelling the desired behavior.  If I want my students to take risks and try new things, then I need to do the same.  So today, I unveiled a new grading procedure, with the caveat that it’s something new and it might fail.  It might not work out the way I have intended, but I want to try and see what happens.

As we utilize the objectives-based grading system in the sixth grade, we are often entering grades with meaningful feedback into our grading portal.  The students always know how they stand in terms of meeting the standards in preparation for the seventh grade.  They can check their grades via our online grading system at any time and know how they are progressing towards the graded objectives.  As my school requires that we also grade our students on their effort in class, we also need to assess their effort on a daily basis.  Although I take mental notes on their daily effort in class, I don’t necessarily make note of this anywhere.  I don’t enter their daily effort into our grading system.  I wait until the end of each marking period to enter their effort grades.  For many of our students, this is frustrating.  While they always know their achievement grades, they are always wondering about their effort grades.  “What is my effort grade in Humanities?” my students will often ask.  Sure, I can answer them with a ballpark number and some trite feedback, but I feel as though I can’t provide them with meaningful and relevant feedback that will promote growth and development.  So, this got me thinking…  How can I help my students know the reality of their effort on a daily basis, so that they can make the necessary changes to become the best students possible?

So, I decided to pilot something for the final term of our academic year.  Every day, I will enter an effort grade for each of their major classes, based on their daily effort.  Are they focused and on task during the period?  Are they prepared for class?  Did they complete the homework?  Are they being a good classmate?  Along with the effort grade, I will include specific feedback on their performance.  If they need to improve in certain areas, I will include that in the feedback.  If they do well in other areas, I will also cite that in the feedback.  I want my students to know exactly how they are performing in all areas of academic life so that they know their areas of strength and weakness.  These daily effort marks and feedback comments will help my students see what they do well and what they still need to work on.  I’m hoping that this change will better support my students as they grow into the best versions of themselves.

Now, I don’t know if this change to how I grade and assess the students will work with our grading system.  Perhaps it will mess things up.  Maybe the average won’t work right or explain the reality of their effort to the students.  Maybe the students will be confused by the data that appears in their grading portal.  What if I don’t have time to enter these grades daily?  What if this change doesn’t make a difference for my students?  What if they still keep asking me for more feedback or help in interpreting their grades?  What if this change ends up being a failure?  What if Einstein said, “Oh, this Theory of Relativity stuff is too hard.  I’m just going to give up.”  What if Thomas Jefferson gave up on making the light bulb?  We’d be in the dark right now.  I can’t let the possibility of failure prevent me from trying new things.  If this effort grading trial fails, then I will make some changes and try something else.  I will not let setbacks and failure prevent me from trying things.  Like my students, I will learn from my mistakes and find a new way to solve my problem.  I won’t give up, no matter what.  I’m hopeful that by me modelling this idea of trying new things, taking risks, and persevering, my students will see the value in the problem-solving process.


Take Risks and Try New Things; if You Fail, Fix Your Mistakes and Try Again

Recently, my school decided to partner with a local community outreach group to better help our students understand gender-based issues.  While we in the sixth grade loved what the group did with our students, I have heard many other teachers vent about how inappropriate and ineffective the special programming was.  Not everyone is going to like everything schools try, but I love the fact that we tried something.  Although it perhaps didn’t work for everybody, I’m hoping that we can learn from this experience and tweak it for next year.  Just because something fails when you try it the first time, doesn’t mean you should give up on it.  We need to learn from this experience so that we can make it better for next year’s students.

Risk taking and failure is how innovation and invention come about.  We can’t expect that every idea we have will succeed.  We are bound to fail, and that’s okay.  What matters is what we do when we fail.  If we use the failed experience to teach us how to not do something, then we will grow and develop.  This same rule applies in the classroom.  When our students take risks and try new things, we need to applaud their effort regardless of the outcome.  If they fail, we need to help them understand how to learn from the experience in order to grow and develop.

As a teacher, I need to practice what I preach.  Today in my Humanities class, I tried a new method of class discussion.  Every Saturday, we discuss current events in the world around us.  For the fall term, I guided the discussion by calling on students.  At the beginning of the winter term, I introduced the concept of Socratic Discussion and had the boys guide their own discussions based on a topic or question.  While I was not involved in the conversations, I observed the discussions and graded them on their ability to participate in a class discussion.  This week, I wanted to provide the students with a bit more choice as a way of engaging them in the topic of current events.  So, I had the students suggest five major topics or news stories that they wanted to discuss, and I listed them on the whiteboard.  I then had the boys self-select a group based on their interests.  While one group being led by a student went swimmingly, the other groups were disastrous.  The boys were mostly unfocused and distracted.  They were not even discussing the topic at hand.  They were loud and made it difficult for the effective group to hear what was being discussed.  At the close of the activity this morning, I shared this feedback with the students.  I also told them that we would be changing the method with which we discuss current events next week as they couldn’t handle the independence and responsibility that came with small group discussions.  While my initial reaction was to never utilize this method of discussion again, once I had time to reflect on the experience, I realize that I just need to make some slight alterations to the activity before making use of it again in the classroom.  I don’t need to throw it out and start over; I just need to fix what is broken.

Ideas for improvement:

  • Allow the students to offer suggestions for the discussion, but then select the best three topics on my own.  Less options might make the decision easier for the boys.  It would also allow me to eradicate ineffective ideas, which I should have done today.
  • Set ground rules for the discussion.
    • Students need to stay in one group for the entire time.
    • Students need to actively and appropriately add to the discussion.
    • The volume needs to be one that is not distracting to the other groups.
    • Students in the group will grade each other on their performance in the discussion at the close of the activity.  This will push the boys to make good choices and utilize the Habit of Learning of Ownership.
  • Have the student who suggested the idea be the facilitator for the discussion.  This will help bring form and function to the discussion.

So, although today’s new discussion method did not go as planned, I am going to use this experience as a learning opportunity.  I’m not going to stop trying new things in the classroom.  I’m going to continue taking risks to better support and challenge my students.  When lessons or activities fail, I’m going to determine what went wrong and fix it so that it can be recycled instead of just throwing it out altogether.  As teachers, we need to be constantly challenging ourselves to grow and develop.  Trying new things in the classroom, allows us to do just that.  We can’t be afraid of failure.  In fact, we need to embrace failure so that we learn as much, if not more, than our students.  I tell my students all of the time, “I’m not sure who the real teacher in this classroom is, you guys or me?”  Isn’t that what we want?  We want to be role models and students ourselves.  So, let’s go out and try new things.

The Stress of Being Observed by a Colleague

After having been teaching for over 16 years, you’d think I’d be comfortable when peers or mentors join my classroom to observe me, my students, and my teaching in order to provide me with feedback to help me grow and develop as an educator.  You’d think that, but unfortunately, that’s not the case.  I still get a case of the jitters every time a fellow teacher observes me.  Despite knowing that their purpose and goals are all positive and coming from a helpful place, I still get nervous and anxious whenever I’m being observed by a colleague.  I couldn’t tell you why I’m filled with such worry every time someone tries to provide me with constructive feedback on how I can grow as a teacher.  Maybe I’m worried that I will mess up and embarrass myself or perhaps I’m scared that I won’t demonstrate effective teaching practices.  Maybe I’m thinking that I might lose my job if I mess up.  While these are all possibly true worries, I can’t allow them to penetrate my brain while I’m teaching and being observed.  I need to separate my worries from the present.  I need to apply the mindful techniques I’m teaching to my students, to me.  I need to be present in the moment and focus only on that, and nothing else.  I need to learn to not hold onto my worries or fears as let them eat away at me.  I need to forget that I’m being observed and focus on teaching my students.

Yesterday provided me with yet another opportunity to practice living in the moment and being mindful when I’m being observed by a fellow teacher.  A colleague of mine came to observe me today as part of the three-year teacher development process of which I’m in the midst.  I knew he was coming and so made sure that I was very prepared.  I had photocopies made, a relevant agenda slide prepared, and lots of specific ideas on how to execute today’s lesson with poise and precision.  I felt completely ready to go.  Then, my fear and anxiety took over, and all of the great ideas and precise words and phrases I had intended to use were lost.  I didn’t freeze up or totally mess up the lesson, but I just felt off.  Things didn’t seem to go as I had planned them in my mind.

My plan for Saturday’s lesson introducing the historical fiction story final project…

  • Tell a story about how Mrs. Dunkerton contacted me after Wednesday’s field experience to issue a challenge to the students.
  • Remind the students that this project is like the big game for our unit on Canaan.
  • Discuss and explain the project overview and rubric sheet to the class.
  • Field questions the students have.
  • Explain what the students will do to begin working.
  • Meet with small groups of students to discuss the grading rubric and be sure the students feel completely comfortable with the expectations.
  • Observe the students as they work.
  • Have volunteers share lines or parts of their story aloud with the class.

Instead, because concern and worry wormed its way into my brain as class began, things got slightly off track…

  • While I told the story about Mrs. Dunkerton contacting me regarding a writing challenge for my students, I didn’t properly explain why she wanted us to do this.  I focused more on the conversation with her and not on the meat of the story itself.  I was trying to draw the students into the project with a fictional story writing contest but felt as though I didn’t explain it well at all.  My explanation felt verbose and clunky.  The message seemed lost.
  • I then jumped right into the project overview sheet without reminding the students how this project is like the big game for our Canaan unit.  I explained the process in an awkward and overly specific manner.  It didn’t feel right to me.
  • I then fielded the very few questions the students had, which I would usually take as a good sign, but it felt strange in the moment.  As I worried that I didn’t explain the project and expectations well, I was sure the students were confused, but there were only one or two questions.  I wondered how well they will be able to work on this project.
  • I then explained how the students will begin the writing process, again in a very verbose manner.  When I get nervous, I tend to repeat myself and over talk.  I probably said way too much.
  • I then met with my students in three separate, small groups.  The first group contained my ELLs.  I wanted to meet with them first so that I knew they completely understood what was being asked of them and how they were being assessed.  I went over each part of the rubric, having one of the students read the sentences aloud.  I then explained what that meant to the group.  A few of the students asked some clarifying questions.  One student seemed a bit confused, but his English proficiency is so very low.  He did eventually seem to get it and was working in a meaningful manner.  The second group contained two students who tend to struggle processing information in oral form.  I went over the rubric with them and explained each part.  They seemed to get it and asked only a few follow-up questions.  The final group I met with included my advanced English students.  For this group, I had them read over the rubric individually and then fielded any questions they had.  They had only one question.
  • I then walked around the classroom, observing the students as they worked.  They all seemed quite focused and engaged in the project.  However, because I had spent too much time earlier in the period explaining the project, I had only about two minutes to monitor the students as they worked.
  • I had no time to have students share their writing aloud with the class.  So, instead, I asked a question, “How many of you are loving your story and how it’s coming together?”  Many of the students raised their hands for this one, which felt promising.  I then reminded the students of their homework and what we’d be doing after Morning Break.  I do regret not having time for the students to share their work aloud with their peers, as this tends to be something they love doing.

As I reflect, in writing, on this process, it doesn’t seem that it went as poorly as originally thought.  The students seemed engaged in the writing process and seemed to understand what they were being assessed on.  Despite not introducing the project exactly as I had wanted to, I feel like I still did a pretty good job introducing and selling the students on the project.  I liked that I met with my class in smaller groups to go over the grading requirements as they had a chance to ask questions and feel at ease with what was being asked of them.  This process went very well.  While I do wish that I hadn’t been as mentally preoccupied as I was with being observed yesterday, the lesson went well overall.  I think I may have rushed to the conclusion that the lesson didn’t go well, which just goes to show how important the reflection process is.  Because I reflected on yesterday’s lesson in writing today, I was able to see that things didn’t go as poorly as I had thought.  I would like to work on better controlling my thoughts and emotions when being observed though.  That is one thing that never changed in how I thought about my lesson from yesterday.  I was overly stressed about being observed by a colleague.  Hopefully when I’m observed again, I won’t be quite so nervous.  I just need to work on being more mindful, like I’m asking of my students on a daily basis.  I now need to practice what I preach.

Embracing Teachable Moments for Teachers

Teachable moments aren’t solely reserved for students, oh no.  Anyone can experience and learn from a mistake, choice, or action.  You don’t need to be a student in a classroom to learn from something you did.  Think of the greatest minds and innovators of our time: Albert Einstein, Oprah Winfrey, and Michael Jordan to name a few.  They all suffered great setbacks early in their lives that they learned from.  Albert Einstein was kicked out of school because of his poor behavior, Oprah Winfrey was fired from her first on-air job, and Michael Jordan didn’t earn a spot on his high school’s varsity basketball team when he first tried out.  Of course, we all know that they learned from their mistakes or learnable/teachable moments and went onto to change the world.  Any person can learn from their past errors, not just students in a classroom.

Today, my co-teacher and I experienced a learnable moment that caused us to completely change our lesson.  Walking to our classroom this morning, my co-teacher and I discussed the lesson we had planned for our first period study skills class.

“So, are you all set for PEAKS class today,” I asked my co-teacher as we left the dining commons to head to our classroom.

“Yeah, I’m all set.  We’re going to finish that worksheet from last time,” she responded.

“Ahh, no.  I did that on Wednesday during your unscheduled morning.  You’re doing the study plan, remember?” I said, concerned that I had messed up and hadn’t informed her of the proper lesson plan.

“Umm, I don’t remember that, but I can fix it,” she quickly responded back as we walked into the classroom.

I then worked with my co-teacher to help her revise the agenda slide to reflect the accurate lesson plan.  As she was typing in the new topic for today’s class, I remembered that the students were going to be taking a test in her math class next week.  So, I said, “That’s cool that we’re discussing making study plans today.  Maybe they could make one for their math test.”

She then responded, “Yeah, that’s right.”

At that point, I was inspired.  “Wait a minute,” I said, “Let’s change things up a bit.  Let’s not use this boring worksheet I created but instead have the students create a study plan for their math test.  Yes.  I will model how to create a study plan and then they will make their own.  What do you think?”

She loved the idea, and so we changed the agenda slide one more time.

Today’s class was a huge success as each student created his very own study plan to prepare for next week’s math assessment.  The students know what they need to do to get ready.  Not only did we teach them a valuable strategy for planning ahead and making good use of their time to properly study for an exam, we also had them apply the skill to practice getting ready for an exam they have in class next week.  Talk about interdisciplinary work.  And to think that this brilliant plan and idea would not have been fostered had my co-teacher had the agenda slide properly completed for class.  Because of some miscommunication between the two of us, we were able to revise today’s lesson and craft a more meaningful and relevant activity based on the nucleus of the original idea.  Making a mistake lead to a Eureka moment for us both.  We better helped the students learn how to enhance their learning and study habits by changing what we had first planned.  The moral of this epic story is that learnable or teachable moments happen for everyone; you just need to be prepared to take in the lesson or learning.

Making our Makerspace Even More Maker-Friendly with the Makey Makey

While the name is certainly fun to say, I feel as though it doesn’t truly encapsulate the awesomeness and possibilities provided by the Makey Makey.  It’s a toy, tool, new gadget, game pad, circuit board, keyboard, and so much more.  It’s a small box filled with endless projects and solutions.  After happening upon this fun little resource a few years back, I thought that it was high time to really learn more about it and find useful ways to incorporate it into our sixth grade curriculum, which is why one of my professional goals for the summer was to become better versed in using this learning tool.  So, I spent many hours tinkering, trying new things, and exploring the online tutorials in order to fully grasp what’s possible with this fun little tool called the Makey Makey.

While we will be adding several Makey Makeys to our classroom Makerspace for this upcoming academic year, this resource could also be utilized in Humanities, PEAKS, and STEM classes.  There are so many possibilities that exist with this tiny little gadget.  Combined with other elements including materials and the coding program Scratch, the Makey Makey could be used as a solution to a problem, project possibility, or almost anything else our students can dream up.  I’ve even thought about having the students use this resource during our unit on the brain in PEAKS class as they explore growth mindset and the plasticity of the brain.  The Makey Makey Website is filled with creative ideas and possible uses of this innovative learning tool.  I can’t wait to see what the students create and design with the Makey Makey come September.

I created an enticing little Screencast O Matic video of my fun time with the Makey Makey to inspire and ignite the spark of learning within my future sixth graders.  A big thanks goes out to the amazing, skilled, and innovative thinkers at MIT for creating such amazing learning tools such as the Makey Makey and Scratch.  I can’t wait for my students to learn all about circuits and computer coding through the use of these fine tools.  I wish I could use the Makey Makey to create a fast forward button so that I could skip ahead to September to watch my students build, explore, fail, try something new, and have fun learning with the Makey Makey.  Perhaps my wish could indeed come true if I just keep tinkering and playing, as I’m sure there is some way I can use alligator clips to manipulate time and space.  Anything’s possible…

Summer Work: What I’ll Do When It’s Hot Outside

While there are times I miss owning a house and having a place to call my own, I don’t miss mowing the lawn, plucking the weeds, and checking to make sure the basement isn’t flooded, again.  The summer months are the worst for homeowners as there is so much to constantly do and redo again and again.  It’s a never ending cycle of sweaty, back-breaking labor.  No, I don’t miss taking care of a house, especially in the summer.  The summer months are for relaxing, spending time with family, and staying cool inside thanks to artificial air from air conditioners.  What a brilliant invention!  If it weren’t for air conditioners, I’d have to spend every summer at the North Pole with Santa and his elves.  Although it would be super cool to help Santa make presents for all the girls and boys around the globe, I’d miss my wife and son too much.  Luckily though, I get to enjoy the best of both worlds with air conditioning and family fun.

As I spend most of the oppressively hot summer days inside, I’m far from bored.  In fact, my summer vacation is the second busiest time of the year for me.  The most hectic time is definitely the regular school year, of course.  In the summer though, I set lofty goals for what I’d like to accomplish.  Last year, I revised my STEM curriculum, learned how to knit, learned how to solve the Rubik’s Cube, and read a few professional development texts.  This year my goals may be a tiny bit higher as I work each year to grow as an educator and individual.

  • Read Two Professional Development Texts
    • As I never finished the book Educating English Learners that I began at the start of this past academic year, part A of my first summer goal is to complete that.  In order to be sure that I best support, challenge, and care for the non-native English speakers that are sure to fill my sixth grade classroom next year, I want to finish reading this text.  I’m hopeful that it will provide me with many valuable and useful strategies that I can apply in the classroom at the start of the year.  This way, I will be better equipped to help the international students in my class be able to effectively learn and grow as English language learners.
    • The professional development summer reading book I chose from the list provided by my school’s administration is Lost at School by Ross Greene.  Although I never read his immensely popular book about how to help difficult or explosive children, I’m excited to dive into this resource for helping students with behavioral issues feel cared for and supported.  I have sometimes found myself fumbling for the best strategy to use to to help students with chronic behavioral issues.  As I know there is clearly some sort of underlying motivation for their poor choices, I struggled, at times, to best help students who seemed to be “too cool for school.”  I’m optimistic that this resource will provide me with much fodder for next year and beyond.  How do I best help students with behavioral issues in the classroom?
  • Read Three Summer Reading Books my Students May Read This Summer
    • As my new co-teacher and I put together a pretty amazing list of possible summer reading books for our new sixth graders, we wanted to be sure that between the two of us, we have read them all.  As there are nine books on the list and we each read one, I’ll be reading three that interest me and my new co-teacher will read four that she’s excited to read and perhaps utilize in STEM class next year.  I’ll be reading Welcome to Camp Nightmare by R.L. Stine, The Unforgotten Coat by Frank Cottrell Boyce, and The Shadow Hero by Gene Luen Yang.  As I’m a huge fan of young adult literature, I can’t wait to dive into these treasures.
  • Create Mindfulness Curriculum
    • After attending a workshop on the importance of teaching students how to be mindful in this ever distracting world in which we live, I felt compelled to find a way to implement mindfulness into my curriculum.  Since my new co-teacher and I have three extra periods a week with the sixth grade boys in the fall, we now know how we are going to cover this ever important topic with the students.  Once or twice a week, we want to introduce, explain, and have the students utilize mindfulness practices including meditation, breathing exercises, self-awareness, and much more.  As I haven’t had much opportunity to dig into the many resources available online for teaching this important topic, I’m looking forward to having the time this summer to craft a meaningful and appropriate mindfulness curriculum for our new sixth grade students.
  • Revise Humanities Unit on Community
    • Despite truly loving the community unit my co-teacher and I used this past year, I want to take the time to deeply reflect on it.  Does it cover and address the big ideas I want my students to take away from it?  Is it fun and engaging for the students?  Does it take up too much class time or not enough?  Is every part of the unit interconnected?  Are there too many field experiences or not enough?  Should I stick with just the town of Canaan or cover the entire state of NH?  What’s the best way to instruct a unit on community?  I’m not looking to reinvent the wheel by any means and will probably keep most of what I used last year, but I want to take the time to meaningfully look at the unit and what it entails.  Is there a better way to implement a unit on community in the sixth grade?
  • Learn How to Effectively Utilize a Makey Makey Tool
    • Not only is it fun to say, “Makey Makey,” but it’s also a really cool resource to use to get students learning about computer mechanics and circuitry.  As I was recently given a Makey Makey of my own, I feel compelled to not simply learn how to use it, but to learn how to use it effectively so that I can teach students how to use it in our classroom’s Makerspace starting in September.   As the Makey Makey website includes many great tutorials and resources on how to best utilize them in the classroom, I’m excited about playing with this cool new tool this summer.  I wonder what amazing knowledge I will gain from learning how to use the Makey Makey.  I can’t wait to find out.
  • Research Grading Rubrics and Create Several Different Types
    • As I am moving into year one of my school’s Individualized Teacher Improvement Plan (ITIP) beginning in September, I felt it prudent to choose a topic that I could begin focusing on this summer.  While teacher and student reflection is definitely my jam, I already do it and have seen tangible results because of its utilization in and out of the classroom; therefore, I’ve decided on a topic that will force me to look at how I assess and grade student work.  Although I’ve seen the benefits of using the objectives-based grading model in the sixth grade classroom over the past several years that I’ve used it, grading and assessing student work still proves to be a bit subjective at times.  Is this because the objectives I’ve created are too subjective or open to individual interpretation?  Do these challenges stem from having expectations for my students that are too high or too low?  What is causing the issues that I’ve seen regarding the grading and assessment of student work?  To help me figure out what might be at play here, I’ve decided to focus on the grading tool I use to assess student work.  While I’ve never been a fan of prescriptive rubrics as I feel they steal creativity and problem solving from the students, I’ve only been using a bare-bones list of expectations the students need to meet when completing a project or assignment.  Is this enough for the students to be able to effectively demonstrate their ability to meet or exceed the graded objectives?  Should I use rubrics instead so that the students know how to meet and exceed the graded objectives for a particular task or assignment?  Might that help or would it limit what the students could do because rubrics are so explanatory?  Are there different types of rubrics I should use?  What is the most effective way to introduce an assignment and grade and assess student work using the objectives-based grading model?
    • So, this summer, I want to research grading rubrics and their effectiveness in the classroom.  What type of rubric works best?  Do rubrics work?  What data have teachers and schools collected on assessment that might help me address my ITIP topic?  I also want to create a few different types of grading tools and rubrics that I could utilize in the classroom to collect my own data on assessment.

So, that’s it.  That’s my plan for the summer in between chauffeuring my son around to his driver’s education course and football training commitments as well as spending time with my wife and making sure I do as much as I can to help out around the house since I’m quite absent when the academic year begins.  So, bring on the heat as I’ll be keeping cool and busy inside this summer with my epic workload and professional development goals.  Go me!

Reflection on My Professional Goals for the Year

It’s time to take a trip in the wayback machine.  Let’s set the clock for September of 2016.  The academic year had just begun and excitement was in the air.  My class was off to a great start and I was thinking of ways to grow and improve as an educator.  To challenge myself to improve as an educator, I set some goals for myself.  They weren’t overly lofty goals but they did push me to be better able to support and challenge my students.  Now, fast forward to May of 2017.  The school year is four days away from completion.  It’s been an awesome year in the sixth grade.  Each and everyone of my students has grown and improved in so many ways.  I’m really going to miss this group.  They’ve impressed me throughout the year due to their effort and compassion.  They are a kind group of intelligent and creative young men.  I am one of the luckiest teachers I know because I had the pleasure of working with them this year.  Like my students, I’ve grown and changed a lot throughout this year as well.  I’ve become more patient and open to allowing for flexibility in the classroom.  I learned a little bit about computer coding.  I learned how to almost solve a Rubik’s Cube.  I became the math teacher that I have always wanted to be.  I could go on and on, but I won’t as I’m sure you all have far better things to do than read about my amazing school year.  Instead, my blog today will focus on the progress I made in working towards meeting the two professional goals I set for myself at the start of the academic year.

Goal Number 1: Learn to better support and help the ESL students in my class.

  • Although I did not finish reading the professional development book I started back in October that I had hoped would provide me many great strategies regarding this goal, Educating English Learners by Loyce Nutta, Carine Strebel, Kouider Mokhtar, Florin M. Mihai, and Edwidge Crevecoeur-Bryant, I did make strides in this area.  I tried some new techniques in working with the ELL students in my class.  I tried simplifying the English vocabulary I used and found other pictorial ways to explain directions or new ideas to those students.  I also spent lots of time working with this group of students outside of class to provide them the one-on-one support they needed to get to the place at which they are today.  I am impressed by how much each of the ESL students in my class have grown this year.  Their English vocabulary improved exponentially while their written and oral comprehension also grew quite immensely.  By implementing new and different strategies throughout the year, I was able to best support and challenge the ELL learners in my class.  While I am far from an expert on this topic and will finish reading the book I started almost a year ago, this summer, I do feel as though I made progress in working towards this goal.  I wouldn’t say that I completely met or exceeded this goal, but I did focus much energy, especially early on in the year, in learning new approaches to best supporting and helping the ESL students in my class.

Goal Number 2: Follow through on the new curriculum add-ons I started this year.

  • In trying to tackle quite a few new activities and lessons this year, I might have set my sights a bit too high.  While I didn’t set myself up for failure by any means, I do feel as though I tried to implement too many new things in the classroom this year: I tried to use Khan Academy as a challenging supplemental to the math curriculum for my STEM course; I tried to have the students learn computer coding by using the online application Code Combat; I tried to have the students all learn how to solve the Rubik’s Cube; I tried to have the forest plot project stretch the entire year.  With four new activities and lessons, one or two were bound to slip through the cracks.
  • I feel as though I did a fine job having the students regularly, on a weekly basis, use Khan Academy to fill in gaps in their math learning and to challenge themselves to grow and develop as math students.  Each and every student made progress with his account on Khan Academy throughout the year as I graded them on their effort and performance of concepts mastered.
  • The change in the forest plot project for this year was also a huge success.  With the exception of three months in the winter, the students went outside once almost every week to note changes in their plot, learn about the flora and fauna living in their plot, and think like a naturalist.  The students will be completing the final portion of this project on Monday when they create a flipbook of their plot through the seasons.
  • These first two changes I made this year were quite successful.  Although I didn’t devote as much time to the Rubik’s Cube and Code Combat, I do feel as though I put forth great effort to keep these alive throughout the year.
  • The students used Code Combat at least once almost every week throughout the year as they learned all about the Python coding language.  While I wanted to do more with this and really help the students to see why this skill of computer coding may be a crucial life skill for them to possess, I really just had them work on the program independently or with a partner.  I didn’t follow any of the lesson plans or other activities provided on the website to really give this activity clout in the minds of the students.  A few of the students really struggled with this program and I didn’t do much to support or help them.  If I were to continue this next year, I would front load more lessons and activities at the start of the year before they even got into the application itself.  I would make this skill more relevant to their life and goals.
  • I had similar struggles with the teaching of the skill of solving the Rubik’s Cube.  As I only really memorized how to solve the first two layers of the cube, I couldn’t offer much support to my boys on how to finish the final layer.  While half of my students met the goal I set for them at the start of the year, the other half were unable to solve the Rubik’s Cube.  Despite providing them time in class almost weekly, because I was unable to fully support and help them understand the final stages of solving the cube, they were unable to meet this challenge.  If I were to tackle this same skill next year, I would make sure that I knew exactly how to solve the cube from start to finish.  That way, I would be better able to help support those students who struggled to figure out how to solve it on their own.
  • While I don’t feel that I met this goal this year, I do feel as though I courageously worked towards it and persevered through to the end. I never gave up and tried to be mindful of all four new activities so that none of them would completely slip through the cracks.  I kept up with every one of them, just not at the level I would have liked.

As another year winds to a close here on the Point, I’m reminded of the many changes my students and I went through this year.  We all grew and developed in many ways.  While my students met many of the goals they set for themselves this year, I too made great strides towards meeting my goals.  While I didn’t successfully meet either of them, I am pleased with my progress.  I developed a lot as an educator this year and can’t wait to see what amazing professional challenges I attempt to tackle this summer.

When Things Don’t Go as Planned in the Classroom

I like to think of myself as a classroom prognosticator.  I feel as though I am generally quite good at predicting the future in my classroom.  I know that if two particular students sit together, they will chat and distract each other all day long.  I also know that my students will be excited in Humanities class on Monday because they love Reader’s Workshop.  My crystal spherical object usually points me in the right direction.  Because I spend so much time planning and preparing for lessons, activities, and field trips, I almost always know how things will go in the classroom.  I need extra time for some lessons and less time for others.  I know these things to be true because I’ve experienced them before.  New things, lessons, or activities, on the other hand, are a different beast entirely.  While I am still pretty good at predicting how new things will go in the classroom, every once in awhile my prediction turns out to be wrong.  Now, why is this, you must be asking yourself.  If I am so good at reading the future on a daily basis, why do I struggle with predicting the outcome of new events?  It’s those unknown factors.  What if the technology doesn’t work properly?  What if students don’t understand my directions?  What if there is a fire drill during the lesson?  Those unknown variables are the ones that mess me up.  They are my kryptonite.  Although I try to prepare for every unknown situation, it’s just not possible.  I occasionally miss one or two variables every time I plan a new lesson.  Generally, those variables are so minute or not relevant that the lesson usually will still usually go as planned; however, there are exceptions to every rule.

Today saw one of those exceptions play out in my STEM class.  My goal was to help the students learn how to use the flashcard making application Quizlet to create flashcards for the vocabulary terms we’ve covered in our math unit.  I had the list of words already prepared and posted to our learning management system.  I checked it twice yesterday to make sure that it still worked.  I played around with Quizlet to be sure I knew how to navigate the website as well.  I even made a test set of flashcards to try out the games and test.  I felt ready and prepared.  I had thought of everything, except the biggest, most crucial part: What if the students can’t locate the vocabulary terms in their math book?  I failed to think about how they would locate the terms in their book.  What if the definition wasn’t in their book?  What if they needed to infer the meaning of the word from the book?  What if they couldn’t remember a certain concept?  Then what are they supposed to do?

After explaining the activity to the students, modeling how to use Quizlet, and answering all of their questions, I let them get to work.  Soon after they started working, the questions started pouring in.  “I can’t find the definition.  What if I don’t know what the word means?  I don’t understand this word?” many of the students said as they worked on the task of making math vocabulary flashcards.  I had forgotten to tell them how to use their book to find the words and what to do when a word wasn’t directly defined in the text.  While most students were able to draw conclusions on their own to solve the task, a few students struggled to complete this task because of the directions I had omitted.  Had I better explained this portion of the activity, they might have felt more successful and needed less of my support.  What I thought was going to take 15 minutes, ended up taking more than 30 minutes to complete.

The moral of this story is, I can’t predict the future no matter how hard I try.  Unknown variables are called that because no one knows what they are.  They are unknown for a reason.  I can’t possibly plan for every single issue, dilemma, or happening.  Luckily, I rolled with today’s lesson and most every student was able to finish the task by the end of class.  I felt a bit off though because I hadn’t properly prepared my students to complete the activity successfully.  Next time, I need to be sure I model how to complete the task and not just how to use the technology tool.  At the end of the period, I shared my thoughts and noticings with the students.  I explained how I thought this activity was going to be short and simple but ended up being a bit convoluted and took much longer than anticipated.  I shared with the boys how I need to better prepare for an activity like this in the future.  I need to be sure I show them how to complete an activity like this.  Although today’s STEM lesson didn’t go entirely as planned, it taught me an important life lesson and allowed me to show vulnerability to my students.  Even teachers make mistakes.  With a growth mindset, failure can quickly be transformed into an opportunity to learn.

What’s the Best Method for Helping Students Learn About Music?

In the summer before my fifth grade year of school, a big decision stared me straight in the face?  What instrument should I play in school?  Saxophone?  Clarinet?  Drums?  Students had the option to play an instrument in the fifth grade at my school.  While we didn’t have to do anything, many of my friends were talking about which instrument they were going to choose, and so I felt like I needed to fit in.  I didn’t really want to play an instrument, but I succumbed to peer pressure anyway.  So, I chose the clarinet.  Lets just say that it’s not the sexiest of instruments to play, but I went with it anyway.  After about three weeks, I gave up and stopped playing because the lessons were during recess.  What fifth grade boy wants to miss recess to learn how to play a musical instrument?  Not me.  The lessons were all about repetition and rote memorization.  Everybody had to do the same thing at the same time.  This method of learning about music didn’t work for me.  I do however, to this very day, still wish I hadn’t given up on the clarinet.  I wish I had persevered and stuck with it.  Listening to and enjoying music is a big part of my life, and I wish I knew how to read music or play a musical instrument.  Perhaps, if I had been taught the true value of learning to play an instrument or had a more engaging instructor, I might be playing in the philharmonic orchestra somewhere in the world right now instead of posting a reflection on my awesome day of teaching.  I’m glad I’m where I am doing what I love though.

Teaching is all about engaging students in the content.  While I’m not a music teacher, I do feel obligated to impart some musical knowledge and wisdom to my students.  I want them to understand the power of music.  Music, like a photograph, speaks volumes without saying anything at all.  We can learn so much about people, culture, and history from studying music.  As a teacher, I want to be sure my students understand the great power that music holds.

Today in Humanities class, I lead a foray into the music of the Middle East Region.  We’ve been learning all about the region, forms of government, types of religion, and roles of women in this region of the world.  For our final mini-lesson on this region, I wanted to help the students piece everything we’ve been giving them together, and what better way to do that than through music.  First, I introduced some of the basic instruments used by musicians in the Middle East.  We listened to the sound that each made.  Then I shared three different pieces of music from that region with the students.  The first piece was a traditional piece of Arabic folk music that made use of many of the instruments we discussed in the opening of the lesson.  I then had the boys listen to a modern piece of Arabic pop music.  The final song was a piece of traditional Jewish music from the region.  Following each piece, we discussed what they noticed, similarities and differences.  We didn’t dig into the complexities of music composition or anything deep like that.  Instead, I wanted the students to share their thoughts and feelings on the pieces.  How did the music make you feel?  What can we learn about the culture of the Middle East Region from listening to these pieces of music?  The students provided great fodder for our discussion.  They noticed things that I hadn’t even thought about.  They heard so much more in the pieces than just the music.  It was amazing.  The boys shared the emotions that were conjured up by the pieces.  “This pieces sounds energetic and happy.  It doesn’t sound like it would come from the Middle East region based on what we’ve learned about this part of the world.”  We had a great discussion on a region of the world and its music.  We talked about history, music, religion, and culture all by simply listening to music.  The students were so engaged that I ended up not being able to call on every student who wanted to participate due to lack of time in the period.  We could have spent the rest of the morning talking about music and what it teaches us as they were that into it.

Unlike my horrible experience with music instruction in school, I’m trying to provide my students with opportunities to see music as something more than instruments and reading music.  Sure, some students in my class do play an instrument and take lessons outside of the academic day.  That’s amazing.  I’m so impressed that they have the wherewithal to do that, as I didn’t when I was their age.  I want my students to see the power that music holds as well.  Music is not just about sounds and words, it’s about emotions, feelings, history, culture, dance, and so much more.  Music is an experience, and I feel as though I was able to convey this idea to my students today through our short mini-lesson on the music of the Middle East Region.  They seemed curious and engaged.  Perhaps they will learn more about music outside of class on their own as their appetite for more was awakened in the classroom today.  Maybe, or maybe not.  Perhaps most of my students walked away from class today feeling like they got just enough musical knowledge and will not dig any deeper.  That’s okay too, as long as my students don’t see music as something unfun.  I want them to see that music is about life and can be fun and engaging.  Luckily, I feel like I did that today for most of my students.

Was my method of music instruction the best way to teach students about music?  Maybe not.  Was the way my band teacher tried to teach me the most effective method of music instruction?  Clearly not for me.  What about other methods?  What about other vehicles?  What other engaging ways could we teach music to our students?  Digital music making?  Music history?  Music analysis?  Is one way of teaching students to see the value in music better than others?  Does every method work for every student?  Of course not.  As teachers, we need to try new things and take risks like we want our students to do.  We need to learn, try things, fail, and try something different.  Like teaching any subject or content area, there isn’t just one way to teach, but there is always one outcome that we should be shooting for– engagement.  In order for students to learn, they need to be interested and engaged in the content.  So, whatever we choose to teach, music or any other subject for that matter, we need to remember to make it exciting, relevant, and interesting for our students.

Why Do We Need to Teach Our Students to Be Creative Problem Solvers?

Problem solving was not a skill taught when I was a student in school many eons ago.  School back then was all about rote memorization, following directions, and doing exactly what the teacher told you to do.  There was no wiggle room when I was in school.  If the teacher said you needed to use complete sentences to answer the questions, you failed the assignment if you did not use complete sentences, even if you answered the question correctly and used support to back your claim.  Creativity and problem solving were not skills we were ever introduced to or had a chance to practice. In fact, when we did get creative or showcase our ability to problem solve as students, we were penalized. “That’s not what I told you to do.  You need to write an essay explaining why America got involved in WWII, not create a poster.  You are so very wrong.  Now you must redo this assignment by tomorrow morning or you will fail the course.”  It was all or nothing back then.  School for me seemed to be more about falling into line and being a drone than it did learning anything useful.

As a teacher, I’m trying to break free from the constraints of what our society once thought school should be.  School is a place to learn, engage and interact with the content and skills, practice failing and solving problems, and be creative and take risks.  Great, effective classrooms encourage creativity and foster a student-centered approach to education.  The students are provided options and choice to showcase their learning and growth as students.  There is no one way to complete a task or meet an objective.  School is a fun-filled adventure where anything is possible and dreams come true.

If we want our students to be able to live meaningful lives in a global society that is rich in pollution, crime, unpredictable weather due to climate change, and many other problems, then we need to equip our students with the necessary tools.  People no longer have a use for memorizing information as we can access it with the touch of a button.  People need to know how to find creative solutions to problems and think critically about the world around them.  We are living in an ever-changing world and we need to prepare our students accordingly.

In STEM class today, my students began working on the final project for our unit on climate change.  Understanding what climate change is, how it came to be a serious issue, and how it is impacting our planet, it is not enough for my students.  I want them to see beyond the information and content.  I want them to apply this knowledge to creating a solution that addresses the issue of climate change.  What can humans do to make a difference and help slow down or reduce our human impact on Earth?  So, the students, working in pairs, brainstormed possible ideas and solutions to the global problem of climate change.  The students used their critical thinking skills to the max today as they sketched ideas, researched information, and created some creative and unique solutions.  I was so impressed.

Some of the ideas my students brainstormed today included:

  • Attach tiny solar panels to the side pieces of eyeglasses that will collect the sun’s energy and store it in a small USB battery device that would be attached to the end of the ear piece.  This battery could then be used to charge electronic devices.  This solution would help reduce the amount of electricity needed to power gadgets, thus reducing the amount of carbon being released into our atmosphere.
  • Create a small-scale greenhouse within a large tube that would be attached to the top of smokestacks of factories.  The pollution being released from the factories would be filtered through various carbon-absorbing plants.  The air and gas would then be released into the atmosphere, containing a lot less carbon and other harmful greenhouse gasses.
  • Build a robot that would float around in the world’s oceans, sensing salt levels.  When the salinization level becomes too low, the robot would release salt into the water to help maintain a healthy balance of salt within the sea water.  This invention would hopefully help to keep sea life healthy and safe.

Wow!  My students are brilliant.  These ideas were certainly not the first creations they devised today in class.  The students would come to me with their ideas and I would ask questions, probing them to think about the feasibility of their idea.  Most of the initial ideas the students brought to me today were not the ones they are using to complete this project.  By challenging the students to think critically and complete more research, they were able to devise new and exciting ideas and solutions.  Perseverance was alive in the sixth grade classroom this morning.  The students worked with their partner to find a way to make the world a safer and better place for all living organisms.  Not only were the students engaged in this activity and having fun, they were creating real solutions that could one day be in use around the globe to help reduce our human impact on climate change.

In almost every STEM project or activity my students complete, I empower them to solve problems and think creatively.  I don’t need them to regurgitate information learned onto a worksheet or poster, I need them to synthesize what they are learning to answer questions and solve problems.  As the students of today will become the leaders of tomorrow, I need them to know how to encounter problems, solve them, fail, try again, and persevere.  Our world isn’t about knowing information any longer.  Although knowledge is power, if people don’t know how to think critically to solve problems, then our world is sure to fall apart within the next century.