The Problem of Either-Or

I wrote this on Coronado – June 23, 2012

I waited almost a week to write my ISTE takeaway post, because I really wanted to process the discussions, the sessions, and the entire experience. I love attending the conference – seeing old friends, meeting new friends, and talking education into the late hours of the night.

The ISTE conference is so enormous, it is a wonder to me that any two people could have similar experiences (unless they stay glued to each other’s sides the entire time). Also, this may have been the first year that I have enjoyed all three keynotes (although I watched Dr. Yong Zhao on video instead of live), and I have so many ideas swirling around in my head from them. I can’t wait to talk to my colleagues and students about them and see what ideas they have!

I didn’t even once make it to the Exhibitors hall this year. I’m not a huge fan of the “in-your-face” marketing style from many of the vendors (orange morphsuits – really?), but there were a few I really wanted to find and say hello.

There were a lot of really great things I learned at ISTE… and more importantly, there were a lot of new connections made. I think, though, that those are always the benefits I take away from ISTE. For now, I want to write about a “takeaway” that has me thinking the most, and that’s the “Either OR” mentality.

At every conference, as well as in many blog posts and tweets, we often read about this great tool or that great company and how these are the saviors of education. Whether it’s the debate of iPad vs Chromebook vs laptop, Dropbox vs Google Drive, Flipped vs Non-Flipped Classrooms vs Khan Academy… I’m constantly wondering why we have to debate them in an “either this or that” fashion.

Yes, if you are in a large school district, and you want money to purchase tools, it is more cost efficient to buy, for example, 10,000 laptops or 10,000 iPads. But I rarely hear that as justification for the debates. I’m not going to even attempt to post links to all the arguments for or against iPads or any other specific tool, because there are simply too many. Do a quick search for “flipping the classroom” and you’ll find hundreds of resources, as well as pro and con arguments. These discussions  and  (most of the time) civil arguments continued face to face in sessions, the Bloggers’ Cafe, the Social Butterfly Lounge, and in hallways at ISTE: “The Flipped Classroom is the best way to teach.” “I’m a Chromebook user and would never use an iPad with students!” These are statements, among several others, that I actually heard from people during the conference.

Please pardon my slow-ish processing, but… what if we weren’t forced into “Either OR” thinking about any of this? What if, in addition to differentiating what and how our students are learning, we also differentiated the tools they used to learn? What if, in any given day, my classroom contained students working on Chromebooks, iPads, smart phones, and paper? What if they had the freedom to choose using an app or a web tool of their choice? What if some chose to watch a video at home and do “homework” during class time, and others chose the opposite? (I know this isn’t the exact definition and practice of “flipping” a classroom, but bear with me.)

Obviously, there are some web tools/apps that are not free, so this option doesn’t work if students choose to work in premium tools to which the school isn’t subscribed. There are, however, several web services and apps that ARE free, and I want my students to be able to make choices (albeit guided choices in many cases) about which tools work best for them.

There was a lot of discussion about personalizing education for kids at this conference… much more than I’ve ever heard before. If we truly want to provide personalized learning for our students, how can we live in an “Either OR” environment when it comes to how they learn and what they use to help them learn?

My takeaway is this: we shouldn’t force our students into “Either OR” learning of concepts and skills. We shouldn’t force them to use a specific tool because it’s preferred by one of the adults in the room. We shouldn’t force them into an instructional/learning style because it’s what works best for the adults or most of the students in the classroom. We need to personalize learning… and understand what that really means.

To me, personalized learning means our classrooms cannot resemble the classrooms of the 1900s or the 2012s. There cannot be 25, 30, or more students shoved into a room with one adult who tries to meet all of their needs. Students can no longer be grouped by possibly the only thing they have in common – their ages. And we can no longer give them the “Either OR” option.

There must be fluidity in learning… in the tools they use, with whom they are learning on a daily basis, how they learn and communicate what they are learning. They need school to look and feel different. They need their school days to be free of bells and strict, unchanging class schedules. Our kids need the freedom of “AND.”

“In our school, we use laptops, and Chromebooks, and iPads. We use Google Docs and Tapose, and… ”

I’d like to approach the freedom of “AND” the same way I do a smörgåsbord. You can’t eat everything on the table and not regret it later (well, at least I can’t). Go up to the table, find the things with which you are familiar and know you like. Next time, try something new. If you don’t like it, you don’t have to eat it. Go back and get something else. Maybe it’s another new food. Maybe it’s an old stand by. Eat the foods that work for you.

That’s a discussion I’d like to have before the next ISTE.

 

ISTE12 Recommendations

In five days, I leave for San Diego to head to ISTE 2012. This is a special ISTE for me, because the first ISTE/NECC conference I attended was in 2006 in San Diego. I can’t wait to go back to this beautiful venue!

NECC (ISTE) 2006

In 2006, I was working as a professional development coordinator for a suburban school district in Omaha, Nebraska. The only people I knew going to San Diego were other people from my school district. While on a layover in Denver, I met other Nebraskans going to the same conference. These are the people I spent time with at ISTE/NECC.

I didn’t meet anyone from any other states or countries, and there were no new connections made outside of my own state. I was okay with that at the time, because I’m a naturally shy person and don’t tend to put myself out there very easily. I didn’t know what I was missing!

The next ISTE/NECC conference was in Atlanta in 2007. Other than meeting a few new people through other Nebraskans I already knew, this conference was really a “repeat” for me in the networking area. No new contacts. No new relationships.

In 2008, I was on Twitter and I was blogging. In San Antonio, I ventured into an area called the Bloggers’ Cafe and worked up the courage to introduce myself to Darren Draper, Scott McLeod, and Lee Kolbert. They were bloggers I followed and admired. Some guy named Cory Plough introduced himself to me here also. These people were kind and welcoming… and I have to admit that San Antonio sticks out as one of the best conferences I had attended up to that point. That’s because I met new people and made new connections that I value to this day.

We often talk about how teaching can feel like an isolated profession. Social media tools can help to break that isolation… but if you don’t know how or where to make connections, the “tools” won’t help you. If you’re attending a conference, you need to take advantage of the face-to-face time.

My advice to those attending ISTE 2012 in San Diego:

1) If you are a conference regular:

  • take some time to introduce yourself to new people. I know that conferences like ISTE are the few times during the year that you get to see your friends, and you want to spend time with them. But realize that there are a lot of new people who really need you to take that first step to help THEM make new connections and create relationships that will help them grow as educators. They are doing great things in their classrooms/schools, too, and we can all learn something new and valuable from each other.
  • Encourage the people you meet to start blogging or jump on Twitter. If they need help, show them.
  • Be the one to start a connection.

2) If you are a new or new-ish conference attendee:

  • enjoy the sessions and the exhibits, but make the time to stop by the Newbie Lounge, the Social Butterfly Lounge, and the Bloggers’ Cafe. These areas are designed for networking, meeting new people, and great conversations. ISTE 12 Lounges
  • Introduce yourself to someone you don’t know.
  • If you’re on Twitter, make sure your Twitter name is on your nametag (if you’re not on Twitter, you might consider joining before the conference). Twitter is a GREAT way to stay connected to the people you meet at conferences.
The people that I have met at conferences and then stayed connected with through Social Media are some of my most valued friends. I can’t wait to see them! But I also can’t wait to meet you… whoever you might be. I look forward to sharing ideas with you and hearing about what you’re doing for kids. See you soon!

All Comes Down to Love

This blog post has been brewing for quite a while, but I wasn’t really sure how to start it. It’s been sitting in Drafts with about 20 other posts, but it’s time to put it out there.  Here goes…

The “WHAT:”

It makes me sad that the English language has so few words to describe “love.” I can tell a friend, “Hey, I love you.” That doesn’t  mean romantic love, but it’s the same term. More options: adore, captivated by, idolize, enamored of, etc. None of these really speaks equally to the love of a child, a significant other, a friend, or a sibling. I think many of us get caught up in the terminology and are actually afraid to use the word, “love,” because of that fact.

Over the last school year, I have thought about this word many, many times. My students have told me that they love learning… that they love our school… that they love the Space Unicorns song/video. 😉

In conversations with parents, teachers, and friends, I often say how much I love my students. Then I realize also that I love all the kids at our school. It’s like this little community that is really more like a family. And THAT… that makes me think about other schools, other teaching experiences I’ve had, and what ALL kids really need. It also makes me wonder how many times I have told my students directly that I love them. They are MY kids!

Our students need us to love them. Even those kids who are really difficult to like sometimes (or all the time) need our love.

The “SO WHAT:”

Love means understanding that today might not be the best learning day… that just getting to school in one piece was a major accomplishment… that those two sentences eked out after 30 minutes might be all she can write today… that there are other very important things he’s going through, and finding equivalent fractions is not on top of his priority list right this moment.

When you really know your students – your kids – you understand what works and what doesn’t work. You understand their motives. You know their passions. You care more about their emotional well-being. You hurt alongside them when they hurt. You love them. You learn to trust each other. When you love your students, you learn with them.

“Sure, Michelle. You have a maximum of 12 kids in your class. It’s easy to get to know them and love them.” 

Right. I get that. And while the focus of this post is NOT about class size, it is important. In the name of efficiency in time and money, we have poured kids into fact factories instead of learning environments.  In my last school, I had over 440 students. I didn’t know a lot of them well enough to know what really made them tick… or why some of them were easier to love at times. Did I love all of them enough to make a difference? I’d like to think so, but I’m doubtful.

My first few years of teaching 20 years ago… I was there to make sure the kids learned x, y, z, and I was going to shape them up and MAKE them learn. In my opinion at the time, misbehavior was about laziness, lack of discipline, or just plain rotten kids. As I sat and listened to their stories of home, their dreams, their heartbreaks, however, I became more sympathetic. For years, I struggled with how I was taught to deal with “problem children” versus what my heart wanted for them. I admit that I failed as a teacher in so many ways then. It wasn’t really until my own children started going to school that I began to understand what kids really need to learn.

In teaching, and almost any other profession, they won’t care how much you know until they know how much you care. *

I would even go so far to say that they won’t care how much THEY learn until they know how much you care. Isn’t the word “care” synonymous with “love?”

And what about those kids that are very difficult to like? How can you love a child who is defiant, angry, uncooperative, etc.? My own children have been all of these things (and more) many times as they’ve grown up… that doesn’t mean I love them any less.  Isn’t this one of our greatest challenges as educators? These are the kids that need our love even more. When I lose patience with a child, I lose the opportunity to connect to something deeper about that child – that one thing that might help that child persevere. I need to be patient and persevere along with her.

I’m not great at being patient, but I know I’m getting better because it matters. It matters to kids who need me to know them well enough to move past the behavior to the child inside.

How many of you get to spend enough time with your students to really get to know them? To understand why they seem happy/angry all the time? To know what is important to them? To know their struggles? their successes?

I don’t think this is a necessarily a problem that teachers solve on their own… I think that schools should be completely redesigned from the ground up, including how they’re funded… but that’s another blog post. 🙂

So, what’s the next step? What’s the “Now What?”

If it all comes down to love,  what one thing can you do (or are already doing) to help your students know that you care about them… that you love them?

 

*I don’t know the source of that quote… would be grateful to anyone who could share that with me!

 

Connecting and Relationships

Today was Day 2 of ConnectEd Canada (#ConnectEdCA). My brain is swirling with incredible ideas, conversations, personal narratives. My takeaway from the last two days is reinforcing the idea of finding meaning through the relationships that you build.

In every session I’ve attended today, as well as the speakers from yesterday, there was some degree of discussion about connecting to other people…

  • Intentionally making everything you do personal.
  • Sharing yourself.
  • Trusting those around you enough to share what is most meaningful to you.
  • Building and nurturing relationships, both in person and virtually through social media.

Tom Fullerton talked this morning about “teaching from the inside out.” He asked those of us in his session to reflect on practitioner research, making professional development meaningful and personal for educators, and helping educators become “translucent cocoons.” When you are transparent in your own learning as a teacher, the process should be visible while it’s occurring.

Rodd Lucier and Zoe Branigan-Pipe shared experiences from Unplug’d 2011. Again, so much of the discussion centered around nurturing relationships and trust in those relationships. I really loved hearing the stories about the Unplug’d event and how great it was to unplug from “the world”  for an extended weekend… but then continuing those stories once they plugged back in. You can learn more about it here: http://unplugd.ca/ 

It’s so interesting to me that many people I know only in face-to-face situations hassle me about my relationships that are mostly online. I often hear, “but those people aren’t your REAL friends” or “don’t you think that social media is superficial? Aren’t we just ‘liking’ and ‘friending’ our way into not having to deal with people face-to-face? What about social skills?”  I try to explain how social media can enhance a relationship that might not happen otherwise. Some of my most treasured friendships started with people I met on Twitter. I am working in a school of my dreams because of Twitter!

So it fascinates me that the most repeated phrases of this education conference have been about creating relationships and sharing yourself with others… and continuing to cultivate those relationships through some type of social media after the conference ends. The people here get that, and I feel so grateful and lucky to be here. I flew all the way to Canada to connect with people that I had only met on Twitter. With the exception of George Couros (whom I had met on Twitter before meeting in person at EduCon in 2011), I hadn’t met anyone else in person until Thursday evening.

Most importantly, perhaps, is what this all speaks about teaching and learning. As educators, we must work diligently to create caring relationships with students, parents, community, and each other:

  • sharing our successes, as well as our failures
  • building trust
  • creating a safe environment where we can share our personal narratives
  • holding each other accountable
  • working together to celebrate our common goals AND diversity
What a great conference this has been so far… I can’t wait to meet more people tomorrow!

When Is It The Right Time

I’ve been watching and reading with great interest the number of tweets and blog posts regarding standardized testing, opting out, refusing to pander, etc. The conversations with Lee Kolbert and Will Richardson were the ones to trigger my blog post. You can read their posts here:

Will Richardson – A Pep Rally for Tests? What We Need is a ‘Prep’ Rally

Lee Kolbert – Dear Will Richardson

Will Richardson – Opting Out (with comments thread)

 

Will often advocates for more revolutionary action from public school teachers, as well as parents. Lee counters with the fact that many teachers’ hands are tied, and that it’s more difficult to be revolutionary when you’re actually IN the classroom.

My thoughts and questions:

  • When is it the right time to stop abusing kids in the classroom with testing? Yes, in its current state, it IS abuse.
  • Standardized testing is not the only “evil” in public education. Scripted teaching, mile-wide and inch-deep curricula, and standardized expectations (i.e., all kids need the exact same education) are crippling our students’ potential.
  • Corporate takeover of public education via charters or other options is a travesty and will be the demise of a free education for all. Think I’m overly dramatic? Read what’s happening in Philadelphia.
  • When it is worth sacrificing your job to stand up for what you believe?

POINT

Nothing is going to significantly change in public education unless it comes from parents, students, and educators. 

These are the greatest numbers of people, yet they are the ones whose voices are not being heard. Politicians, corporate big-wigs, and people with power (read here: money) are the ones making the decisions. The few are leading the many, and the “few” in this case are the least informed about what is best for the education of children. It’s time for the many to take a stand, make themselves heard, and put the power back where it belongs.

This cannot happen unless parents opt their students out of standardized testing and demand changes to curriculum, standards, etc. This cannot happen if students are not given opportunities to share how they learn best and voice their own needs and wants. This cannot happen if educators stand by passively (or silently) and continue to do what they’re directed to do… even when they know what they’re doing is not in the students’ best interests and can do more harm than good.

This cannot happen unless parents, students, and educators support each other in this endeavor.

For educators, what does that mean? Refuse to follow the law? Disregard the directions from the superintendent/school board? Or might it be a calling to activism at the state and federal levels to change the laws? All of these options can (and usually do) create huge risks for public school educators.

 

COUNTERPOINT

For every point I made above, I also feel torn with “yeah, buts.”

Parents’ rights are often negated by local, state, and federal legislation. Some school districts have required internal, state, and/or national standardized tests for graduation. To appeal this requirement takes time and, too often, money. Many parents don’t even realize they have rights to oppose what is being done to their children or to opt out of these requirements. There are parents who believe that regular standardized testing is good for their kids, because of the amount of misinformation they’ve been fed for so long.

Children have little to no say in their own education: how they learn best, what they WANT to learn, etc. Throughout their K-12 education, they will be told what to learn, when to learn, how to learn, and how to demonstrate what they have learned. For most students, the idea of revolting is not even a glimmer in their eyes. The definition of school has become something that is DONE to kids. You suffer through it, so that you can move on and begin your real life. For those who would consider speaking up for themselves, it is not worth their efforts to demand better. Fear of reprisal is too great. They may be threatened with punishment or that they won’t be allowed to graduate. Why rock the boat when so much is at stake?

Educators are really stuck between a rock and a hard place. Those who have not invested many years in a school district usually leave. They head for private schools with fewer mandates or to areas outside education. They leave mostly unscathed. The majority of educators, however, have their hands tied. How many people can afford to quit their jobs on principle? And what about the educators who have decades invested in a state retirement system? They are truly stuck. Their retirement is based on years of employment in that state. Moving away or, for some, even out of a specific school district would result in a considerable loss of income after retirement. How can these people be boat rockers when the public education system essentially holds them hostage?

 

My reflection:

I feel the pain on both sides of the arguments. Many of my friends in public education all around the US are stuck where they are because they can’t afford to leave their jobs or move elsewhere.  They feel helpless, so they do their best to help their students in spite of the requirements. They hold testing pep rallies. They dedicate hundreds of hours finding ways to make the best of situations out of their control. They need our support, not our criticism.

However…

When has it gone too far? When it is a moral/ethical obligation to speak up and say, “no more!”

Because I was in a place in my life where I could pick up and move, I was able to find a school I felt valued the needs and wants of children in their education. I left the public school system last year to teach in a private school where the rights of students and families are not only considered, but valued. Everyday, I go to school knowing that I have the opportunity to help my students learn in an environment that encourages them to grow as individuals. (Shouldn’t kids in public schools have the same opportunities?)

I know that there are many who are not exactly in a place to do what I did…or who have the guts to start their own school,  BUT…

As an educator, it should be our role to advocate for the rights of students. If we don’t do what’s right for kids, we’re no better than the ones making the poor decisions. My friend, Jackie Gerstein, posted a photo of a Desmond Tutu quote tonight: If you are neutral in situations of injustice, you have chosen the side of the oppressor. What is happening today in public education is nothing less than injustice for the children of this country.

When is it the right time for us to do something about that?

 

 

 

 

 

It Is About The Students

Student-centered learning. Do you know what that really looks like?

 

Sometimes I feel like a lazy teacher in this student-centered world at Anastasis Academy… but that’s only because the majority of my teacher training in undergraduate (and most of my graduate) classes prepared me for a TEACHER-centered classroom.

You are the teacher. You are the deliverer of information, knowledge, skills.

As a music teacher, some of the workshops I attended helped me realize that the kids have to experience learning to gain knowledge and skills. Very few undergrad or grad classes did this.

So what does this student-centered classroom REALLY look like?

Some days, it looks pretty chaotic from an outsider’s point-of-view (actual statement from a visitor to our school).

Some days, it looks like kids working together on a project they have designed themselves.

Some days, it looks like a child excitedly running up to me, saying, “Mrs. Baldwin! Look at this! I found this really cool information about…” x,y, z.

But most of the time, it looks like kids satisfying their own curiosity without much interference from me.

I’m on the sidelines, and I love that.

Honest disclosure: it took us a while to get to this point, because even at 8-10 years of age (those are the ages of the kids I have), these kids have been programmed to look to an adult for answers. And questions. And direction. And time management. And so on. Some days are better than others. Recently, I feel like they have regressed a little bit in independence, and I have to force myself NOT to step in.

What I know in my heart, though, is these kids are developing skills that will serve them well throughout their entire lives. They are not memorizing facts provided through notes or worksheets from me. They discover… they experiment… they reflect… and they are learning to hold themselves accountable for their own learning.

The student-centered classroom is about the STUDENTS. It’s my job as their teacher to help provide an environment in which they can learn, experience, problem-solve… and then get out of their way.

 

Saints or Scapegoats

Over winter break, I saw a couple of local news segments about a teacher who had won an award for her great teaching. The phrases used to describe her:

  • “tirelessly giving of herself”
  • “works late nights and weekends to do whatever it takes”
  • “selfless and saint-like”

My first impression was that she must be a really great teacher… but then, I  became aware that I was also slightly annoyed. I couldn’t put my finger on it right away.
Why was I annoyed? Was I jealous? Not really. After a little thought, I realized it was the fact that this woman’s entire life was dedicated to the education of students… and nothing else. There was no mention of her own family, or if she even had one. There wasn’t a single word about any of her non-school related activities.

So, I looked around at some other teacher award articles. Did you know that a search for “award,” “teacher,” and “tirelessly” results in 465,000,000 returns on Google? I found many of the same types of descriptions of teachers, and that word “tireless” is found over and over and over.

On the bright side, many awards given recently also feature the words “innovative,” “creative,” and “inspiring.” Now, those are words I can get behind! Some of the these descriptions also mention the families of those teachers, as well as their community and leisure activities. To me, this signals a balance in the lives of these teachers, and I think they are more likely to be successful with students than those who dedicate every minute of their day to teaching.

As I reflect back on 2011, the Teacher-as-Superman/Wonder Woman (or Saint) conundrum, and the backlash on the teaching profession in general, I wonder if our expectations of what a teacher should be gets in the way of helping kids to be the very best they can be. If we perpetuate that myth of a saint-like teacher, there will definitely be those who suffer by comparison and then become the scapegoats for everything that’s wrong with education. Regardless, none of that helps the kids who struggle day to day, either due to home environment, lack of proper nutrition, learning difficulties, or just plain boredom in school.

Looking forward to your thoughts…

(note: I didn’t link to any of the articles or videos of news segments, because I did not want to put any one specific teacher on the spot. It’s not about those particular people… more the idea of what a teacher is or isn’t.)

Plagiarism Obsession

I need to get better at updating this blog! Hoping I can get back into the swing of things starting with a goal of weekly blogging. Perhaps I’ll get back to daily updates after the new year… but my lack of writing is not the point of this post.

Lately, in education networks, I’ve noticed a lot of advertising for tools to catch students plagiarizing. It’s a pretty big business. A quick Google search for the terms “plagiarism detector” results in 1, 350,000 returns. Many school districts, including the one I left this past year, have spent a lot of funds on tools such as Turnitin.com.

I’m always skeptical of businesses who make a lot of profits on tools designed to catch students (or anyone for that matter) doing something wrong, unethical, etc. Internet filters, monitoring systems to, for lack of a better term, spy on kids’ online– I’ve seen the vendors for many of these companies at ed tech conferences, and it amazes me that school districts spend SO much money on something that, in my opinion, is not worth the expenditure. Reactive products, especially those that generate a lot of profits, have no interest in resolving the issue in the first place.  Turnitin, and others like it, don’t benefit from teaching students NOT to plagiarize. In fact, advertisements for internet filtering tools and plagiarizing detectors sensationalize the problems to ensure that those with budget authority feel the need to spend massive amounts of money to catch those in the wrong.

Plagiarism is obviously something we need to help our students learn about. WE know it’s wrong to plagiarize, and it’s our duty as educators to ensure students know that it’s wrong. But this is where I think we fail… by implementing tools to catch them doing something wrong instead of educating WHY it’s wrong seems like a setup.

The other issue is that I think that a lot of plagiarism could be easily avoided by changing the activities we ask kids to do.

Yesterday, I tweeted this:

 

There is such a huge focus on secondary research for kids as early as primary grades, and that lasts throughout post-secondary education. Why?

Yes, knowing how to research is a skill we all need, and learning to properly cite sources is important, too. But I think the emphasis on secondary research instead of primary research is completely unbalanced. Don’t we WANT our students to discover and inquire about things that haven’t already been researched?

What about activities where kids create and produce their own works? I would much rather have my students create new, original works than spend their entire school career ONLY reading the research of others. If we want our students to become problem-solvers, that balance has to change. We can’t always find new answers or new solutions to problems if we only look at the work that has already been done.

Additionally, when kids are creating and producing their own work, they will then begin to understand ownership of work– and this will help them learn more organically why plagiarism is wrong. I’m planning an experiment with my students where I will have them create something original– a drawing, a story, a song… whatever they choose, and then I’m going to post it as MY work (temporarily, of course) without giving them credit. This activity will help them understand ownership of work and how important it is to ensure credit is given where credit is due.

I teach mostly 3 and 4th graders now, but I’ve taught every age of child in K-12 schools. This activity can be used with any age student, not just younger kids. I know this, because I’ve done it before… and it WORKS. The more my students created and produced their own work, the more likely they were to remember to cite sources in secondary research of the works of others. Balancing secondary research with primary research and creating original works is key.

One of the arguments about the necessity of secondary research is the amount of secondary research required of students in post-secondary education. This argument is ridiculous in my opinion. We should continue practices that are not in the best interests of our K-12 students’ learning because of continued practices in post-secondary that are not in the best interests of undergraduate and graduate students?

Please note that I am NOT advocating that we discontinue all secondary research in the K-12 level. Rather, my point is let’s do a little less secondary research and focus more on creating and producing original work. Balancing between these two will do more to overcome the issue of plagiarism than punishing a student after he is caught. Assuming that students will intentionally plagiarize is yet another example of how little we trust students to do the right thing… and also how little we value children and their learning.

I welcome you to share your thoughts with me in the comments and tell me if I’m way off base here. Thanks.

 

 

 

What CARING Teachers Want To Tell Parents

Sorry, Ron Clark. You don’t speak for me.

Ron Clark, a Disney Teacher of the Year and Oprah’s pick for “Phenomenal Man,” wrote this article on CNN titled, “What teachers really want to tell parents.”

One of the gems from this article:

If we give you advice, don’t fight it. Take it, and digest it in the same way you would consider advice from a doctor or lawyer.

 

Don’t fight it? Okay, I can deal with that… but it almost sounds as if he is telling parents not to question his advice.  The entire article, in my opinion, comes off as arrogant and condescending to parents.  One sub-title in the article is about the only view I found we had in common, and that was asking parents to become partners with teachers/educators.

Here’s the main problem that I have with an article like this… and I know a lot of my friends agreed with the article, retweeting, posting on Facebook, and shouting out an “Amen” after reading it. Please don’t take this as a personal attack. Hear me out first.

I am a teacher AND a parent. I am extremely fortunate to have been able to see both perspectives for nearly 20 years. My oldest daughter just earned her Bachelor’s degree, and my youngest just entered her freshman year at university. For me, the experience as a parent has made me a much better teacher. I’m constantly reminded by my own children that they are more than the scores they receive on tests, their good or not so good behavior on a day to day basis, and much more than the personalities they exhibit during school hours and school activities.

Here’s a thought: why not invite parents to be partners? Sure, some aren’t going to react the way we would like, but why start off on opposites sides? We’re doing that at Anastasis Academy, where I’m now happily teaching. Happy parents + happy teachers= better opportunities for kids.

I wrote the previous paragraph in a response to a Facebook post by a friend. I received a reply from another reader. He said (and I’m paraphrasing) that inviting parents as partners is more about making parents feel good, but it’s all talk and not really feasible. They should support the experts (educators) and leave it at that.

This is exactly the type of arrogance that creates an Us vs Them environment for parents… and since when are PARENTS not the experts of their own children?!?

I used an analogy to respond. When I walk into a doctor’s office, I expect the doctor to listen to what I have to say is going on with my health. I know and trust the doctor to make the best diagnosis she can, but I also know that she can’t do that completely without me being specific about what is going on. She’s the medical expert, but I’m the one living day to day with my own health issues. If she doesn’t listen to me at all, I’m not going to be able to get better. Likewise, if I don’t listen to her and follow her suggestions, I’m not going to get better either.

Caring teachers invite parents into a community of learners. When parents feel that their thoughts and opinions matter, they are more likely to be involved in helping their children succeed in school.  I am SO amazingly blessed to be in a school where we all are part of this community. Parents, teachers, and students are working together to do what’s best for kids.

I know the world isn’t always perfect, and I have also had experiences where parents wanted nothing to do with their child’s education. I’ve been physically and legally threatened by parents.  Some have given me more advice than I ever wanted or needed… but in the end, it has always been easier (and much, much better for the child involved) to treat parents with dignity and grace. Copping an attitude of  “well, I’m the expert and you’d better just deal with it” has never fixed any problem and only serves to drive a larger wedge between parents and teachers.

In a time where educators are taking the blame for much of society’s problems, why on earth would we want to alienate parents or make them feel like their opinions about their children are not worth our time? Parents are the best advocates we educators have!

So here’s what I want to tell parents:

1. I promise I will care about your child.

2. I promise I will listen to your concerns about your child.

3. You are your child’s first teacher. You have a lot of influence in your child’s learning… more influence than I will have.

4. I promise that I will not believe everything your child says about things going on at home. 🙂  AND- if your child tells you about activities at school, I promise that, together, we will all discuss what happened, as well as how your child perceives those events. As a mom, I know those things sometimes can be misconstrued, but I also understand that teachers don’t always know exactly what happened either.

5. As a certified educator, I promise to provide the very best education I can for your child. And if you have questions about what we’re doing, I will be more than happy to talk to you about that.

 

As a parent, I wish that more teachers had really listened to what I wanted to tell them about my children.  I can tell you that my kids succeeded in classes where the teachers remembered a) that they were CHILDREN, and b) that as their parent, I could help them understand my children. Those who chose to go the route of “only teacher knows best” were lousy teachers, and my kids have carried baggage from those experiences into their adulthood.  I promise that will not happen with my students.

 

 

 

These Are My Kids

Another school year is here. New school. New students. I met some of the students from our school at a get-together last Sunday, but not all of them. I’m so looking forward to meeting them all on Monday!

In a discussion earlier today with another teacher, I mentioned that, early in my teaching career, I viewed the children in my classroom, regardless of age, as my “students.” Granted, I was young and only 4 years older than some of the oldest students at that particular school… but I really kept that teacher/student professional distance that I was warned about. “Draw that line between you and your students” was pounded into my head over and over in my teacher undergrad methods classes.

For me, it wasn’t until my own daughters started school that I started to really think differently. When they became “students,” I wanted their teachers to think of them as more than just students. These were precious gifts I was entrusting to them. I wanted my daughters’ teachers to care about them as individuals, not just as “students.”

As a teacher, that thinking changed EVERYTHING for me. When I returned to teaching in 2009, 445 students became MY kids, too. Learning their names and learning styles wasn’t enough. I needed to know about their passions, their hopes, their fears, their strengths. I needed to remember that each one of those children was someone’s pride and joy… that, even on days when they were not always exactly likable, that I cared enough about them to do what was best.

This year, someone else is teaching some of my kids at that school in Omaha. I moved away, and I miss them terribly. But there’s a new school now with new faces. I will have far fewer names to learn, but my goals are the same. These students will become my kids very soon. I will care about them as the special individuals they are. We’ll learn about each other, respect each other, and become a community together. And when we run into each other at the grocery store, the mall, or the movie theater, I will introduce them as my kids, not my students.

I know that might seem trivial to some… or maybe even just differing terminology for the same definition. But to me, it has made a huge difference in teaching. These aren’t just some other people’s kids in my classroom; they’re mine now, too. How lucky we are as educators to be blessed by all the many children whose lives touch ours!