Saturday, September 17, 2016

Poem: First Staff Meeting of the Year

August, 2006

Weak coffee
secure a seat
wait for staff to get their picture taken
What's my background color preference,
asked the picture man
I was wearing green
so I said green
There's a pull down screen
projected onto it, taunting
are the words, "Academic Improvement Plan"
Next to it, an unknown woman in a dress suit
avoiding faces, shufflling paper
as people take their places
She looks unhappy
bracing, perhaps
she's got those bureauocratic wrinkles
the kind that take years of discontent to form
We begin
notes are taken
retention and promotion
short term assessing
standards aligning
skewed data defining 
The heads in front of me sink

I feel a wrinkle forming

Saturday, August 6, 2016

Google Apps for Ed: Resources to Inspire!

My district finally got on board the Google for Ed train. Since my school has been using the apps for the past six years (as a PBL magnet), they invited me to show ed tech leaders from across the city how the apps can be used in practical and transformative ways.  

The goal was to inspire, but I didn't want to overwhelm first-timers, so I made sure there were plenty of templates they could copy and use right away, and I also built a resource site to further support their exploration of each of the tools (you'll see a link to it in the last slide). 

If you have any questions, or you hit a wall after clicking on an enticing link to a resource, feel free to comment and I'll make sure you've got access.  Hope this helps!  I enjoyed developing it!

NOTES Thinking Through Project-based Learning: Guiding Deeper Inquiry

I've been teaching Humanities at a wall-to-wall PBL magnet for the past six years, so you'd think I'd be well-versed in designing PBL experiences for my students. While I've had lots of practice (mostly hits, but plenty of misses, too), I figured it was time to get back to the basics and see if I could glean new insights into some of the practices that have felt a little stale for the past couple of years.

Here are my notes on the book authored by Jane Krauss and Suzie Boos of the Buck Institute (PBL flagship). I'm posting them here for my colleagues, but I also thought they could be useful to anyone who's thinking about purchasing the book, as well. It can be purchased HERE.


Chapter 1:  The Whys and Hows of PBL

PBL definition:
Students gain important knowledge, skills, and dispositions by investigating open-ended questions to “make meaning” that they transmit in purposeful ways.

The goal is to help students develop into knowledgeable, autonomous, and life-long learners.

High-quality PBL involves:
    • setting conditions in which students are compelled to inquire
    • real-world concerns
    • open-ended questions leading toward essential understandings 
    • personalization: student choice around content, process, and/or product
    • potentially life-changing relevance: students care about the content enough to give quality thinking toward complex challenges
    • students learn together and from one another
    • learning is meaningful to people beyond school
    • students are personally affected by what they learn and so they're more likely to remember it
    • technology is used to investigate and construct new meaning and reach beyond the classroom to a community of learners (not simply to create flashy products)

PBL students:
    • aren't afraid to ask questions until they arrive at answers that make sense to them
    • don't give up when they run into challenges
    • know how to use feedback to revise & improve their work

Chapter 2: The Inquiring Human Animal

The personal path of questioning, investigating, and reasoning that takes one from not knowing to knowing.
Looking for patterns, analyzing systems, scrutinizing processes, exploring relationships, and solving problems.

Mind, Brain, and Education Science (2010), Tracey Tokuhama-Espinosa synthesizes more than 4,500 studies to offer five key concepts:

Cultivate Wonder
In PBL, curiosity
    • is the engine for learning. If they don't care from the beginning, the project will fall flat.
    • drives students to ask questions, research, investigate, and reach out to experts.

Use Novelty Deliberately
    • Novelty causes students' brains to become alert and receptive. 
    • That's why lectures are less effective.  4-8 minutes of pure content before brain goes elsewhere (Perry, 

Executive Function
Self-directed learning develops executive function (cognitive processes that help regulate actions). Patterns of behavior become more established, and neural pathways in the brain actually become “hard wired” more so during the middle/high school years than any other time. 

    • New learning sticks best when it makes sense and has meaning.
    • To make sense, a concept has to connect to one’s current understanding.
    • To have meaning, a concept or investigation needs to matter on a personal and emotional level.
    • Assess and connect to students' prior experiences
    • Meaning = personal relevance of an idea
    • We assign meaning to things we value, find interesting, or respond to emotionally

Stress vs. Struggle
    • Rigor - putting students at the edge of what they know so they have to reach to grasp new ideas
    • Well-crafted projects are challenging without triggering stress that inhibits learning (Willis, 2007)
    • Pleasurable learning releases dopamine, stimulates memory centers, increases attention (Willis, 2007)

Liberating Constraints
Seek the right balance b/w stress and struggle by designing for "optimal ambiguity" (Davis, Sumara, & Luce-Kapler, 2007)
    • Provide enough organization to orient students toward the work, while at the same time...
    • Permit enough openness to accommodate a variety of abilities, interests, and creative approaches
Analogy: Soccer game...within the rules, there's still room for brilliance. Without rules, a free for all.

Brain-based PBL Strategies
    • Pre-writing / thinking activities before discussion: gather thoughts, jot down notes, sketch
    • Getting people to think individually about a topic before combining their ideas is more productive than starting out thinking as a group (Kohn & Smith, 2010)
    • allow time for noodling around and exploring ideas from many different perspectives
    • Sleep on it. Allow time for students to think about and discuss the project at home before starting

Chapter 3: Making the World Safe for Thinking

    • Flags outside the doors for current projects and "Coming Soon" posters for projects
    • Video booth. Turn an empty refrigerator box into a three-sided video booth to capture student reflections. 

“Simply placing our students in problem-solving situations is not enough for these [thinking skills] to develop. Skillful critical thinking has to be explicitly taught” (Developing a Thinking Curriculum Coote, n.d., p. 6).

Fertile Questions
Six characteristics:
    • An open question. A question that in principle has no one definitive answer; rather, it has several different and competing possible answers.
      • Has the importance of the individual changed over time?
      • Are we more a part of nature or apart from nature?
    • An undermining question. A question that undermines the learners' basic assumptions, casts doubt on the self-evident or common sensical, uncovers basic conflicts lacking a simple solution, and requires the critical consideration of origins.
      • Just because we can, should we?
      • Does something we throw away ever really go “away”?
    • A rich question. A question that necessitates grappling with rich content that is indispensable to understanding humanity and the world around us. Students cannot answer this question without careful and lengthy research; such research tends to break the question into subquestions.
      • How does the debate over genetic engineering affect our future?
      • In what ways are stories a reflection of the time in which they werewritten?
    • A connected question. A question relevant to the learners, the society in which they live, and the discipline and field they are studying.
      • How would your view of water change if our taps failed?
      • How can I turn a hobby (or talent) into a business?
    • A charged question. A question with an ethical dimension. Such questions are charged with emotional, social, and political implications that potentially motivate inquiry and learning.

    • A practical question. A question that can be researched in the context of the learners, facilitators, and school facilities and from which research questions may be derived.
      • What does our in-depth study of the pond by our school teach us about oceans?
      • How does the availability of local food shape our diet and culture?

Chapter 4: The Thinking-Out-Loud-and-in-View Classroom

Foster a Culture of Curiosity
    • Make space for word play (38)
    • Invite students to ponder "grand challenges" in human rights, global health, engineering, etc. "How could the world's fresh water supply be shared equitably?"  Invite students to post their own challenges.
    • Discuss daily news:  How did the event come about? What might happen next? Is there more to this story? Is it part of a pattern? Question media sources
    • Read opinion pieces, opinion pieces, invite debate.  
    • "Buzz Talks" - Pairs, one topic for 3 minutes.  Prior to whole-class discussion.

Help Students Build a Thinking Toolkit
    • Developing a Research-worthy Question
      • Have students brainstorm a list of research questions before choosing
    • Knows <---> Need to Knows    (A spectrum, a circle)
    • Understanding a Key Idea
    • Understanding How Something Happened or Came to Be
    • When Stuck...
    • Instead of Waiting for Help
    • When Overwhelmed
    • Getting Thoughts Flowing
    • Solving a Problem Creatively
S = Substitute
C = Combine
A = Adapt
M = Modify
P = Put to other uses
E = Eliminate or minimize
R = Rearrange or Reverse
    • Giving Feedback
C = Clarifying questions
L = Like
A= Advice
M= Meet in the middle (discuss)

Teacher as "Meddler in the Middle"

Chapter 5: Designing Rich Learning Experiences

Step 1: Identify Project-Worthy Concepts
What important and enduring concepts are fundamental to the subjects I teach?  
ID 4 or 5 big concepts.

Step 2: Explore Their Significance and Relevance
Why do these topics or concepts matter?
What should students remember about this topic in 5 years? For a lifetime?
In what ways are they important and enduring?
What is their relevance in different people's lives? In different parts of the world?

Step 3: Find Real-Life Contexts
Who engages in these topics? 
Who are the people for whom these topics are central to their work? 5-7 professions
What are the interdisciplinary connections?

Step 4: Engage Critical Thinking
What might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis?
How can you engage critical thinking in a project by asking students to:
    • Compare and contrast
    •  Predict
    • Make a well-founded judgment or informed decision
    • Understand causal relationships (cause and effect)
    • Determine how parts relate to the whole (systems)
    • Identify patterns or trends
    • Examine perspectives and alternate points of view
    • Extrapolate to create something new
    • Evaluate reliability of sources

Step 5: Write a Project Sketch
An overview and what students will learn

Step 6: Plan the Setup
A title, entry event, and driving question

Chapter 7: Language Arts

Individual writing tasks for lit skills in addition to team products (86)
Writer's Workshop model is an ideal fit for the writing that happens during projects in any subject.

Chapter 8: Social Studies

National Council for the SS:  (90)
Social studies is the integrated study of the social sciences and humanities to promote civic competence.

NCSS recommends aligning curriculum and instruction with what kids care about—“unifying motifs” that represent developments in children’s social and emotional intelligence. The motifs include:
• Concern with self: development of self-esteem and a sense of identity
• Concern for right and wrong: development of ethics
• Concern for others: development of group- and other-centeredness
• Concern for the world: development of a global perspective

Chapter 11: The Project Spiral

When projects "go big" and generate local buzz, or they have a greater impact than expected.

Monday, February 15, 2016

Differentiate with Digital Tools: Five Free Web Apps

This is a presentation I gave for my district-sponsored Digital Learning Conference.  

I love sharing at this local conference each year because it's teachers teaching teachers! If it helps others, all the better.  

The link to the slideshow is HERE should you want to comment or ask questions. 

Saturday, February 13, 2016

Resource Review: Student News Daily, An Ironic Study in Media Bias

As an educator, I love free quality resources my students can easily access, but I've learned--sometimes the hard way, to be much more discerning of what it is I'm curating for them.  

Recently, I came across a site that came highly recommended as a news aggregator geared specifically toward high school students. Upon first look, it seemed promising as one of many choices I could offer students for exploring current events. It even had resources for spotting bias in media, which made me think the site's creators had a purpose similar to my own; challenging students to think critically while consuming the news.  That's what compelled me to want to know more and to look deeper, and that's why the results were so disappointing.    

Student News Daily purports to deliver to its young readers "fair and unbiased" news. It has all kinds of resources teachers love to work into their daily activities, including weekly features on political cartoons, quizzes, and vocabulary.

Sounds full o' awesome, right?  I thought so, too, so as with any news source, I checked the "About" page and couldn't find any humans or organizations attached to it. Here's what I did find on the Media Bias page:

Media Bias

Since citizens cannot cast informed votes or make knowledgeable decisions on matters of public policy if the information on which they depend is distorted, it is vital to American democracy that television news and other media be fair and unbiased.
In a recent Gallup Poll, the majority of Americans believe that the mass media slant reports in favor of the liberal position on current issues.
[The bias] is not the result of a vast left-wing conspiracy – [there is] an unconscious “groupthink” mentality that taints news coverage and allows only one side of a debate to receive a fair hearing.  When that happens, the truth suffers.
As a Language Arts educator, I teach my students about text structure.  That grey line hugging the text along its indented margin is called a block quote and its purpose is to indicate to the reader that the text is a longer-than-usual direct quote.   In this case, however, the grey line's used incorrectly. It's misleading in that, visually, it suggests the content is being attributed to someone other than the publishers of the site.  But there's no attribution. There was the Gallup link, glaring at me as a link...could it be Gallup? I clicked, and no, it wasn't from Gallup.

First, here's what startled me about the pseudo-quote: It says, in so many words, that a majority of Americans believe mass media to have a liberal slant. True enough, says the Gallup data (in the depths of the link)-- the perception exists.  But it appears Student News Daily would like you to read that as "Yo, left-wing bias is for realz" rather than just the mere perception of it. Embedded in the statement is the assumption that left-leaning bias in the media is a
 foregone conclusion. In fact, as far as Student News Daily is concerned, they know the reason for it and they're happy to explain: Not to worry, they tell their young readers. It's not evil lefty conspirators that are at play here, but rather it's group think on the part of sheep-y liberals.  You are safe from leftist mind control as long as you--the student, use Student News Daily as your news source because we are fair, unbiased, and free of left-leaning zombie herds

One has to see the humor in what follows; "Types of Media Bias," including media spin, which the above fuzzy logic is a marvelous example of!  I could've saved myself a whole lot of speculatin' brain cells by reading the very bottom of the page:

The true irony here is that much of the content on the site can be pointed to as examples for the various "Types of Media Bias" described on that particular page, with special attention to Bias of Selection of Sources.  

Taking a closer look at Student News Daily content: 

  • Political cartoons are presented as challenges for student analysis, yet upon said analysis, the majority are biased against progressive figureheads, policies, and ideas, and good luck finding any item that is critical of conservative ideals. This one's a good example of the general tone and subject matter, collectively. 

  • The Conservative vs. Liberal resource is presented as an innocuous handy-dandy reference guide for students to be able to understand the differences in what each side values, but if you're a progressive and you pay close attention, you'll notice it's rife with cleverly-disguised conservative-leaning nuances:  

  • Liberal-sided descriptions are both overly-generalized and absolute (it's the government's role to make us all happy, equal, and without need) while conservative-sided descriptions are ethos-heavy (if conservatives care about freedom to pursue one's goals, does that mean liberals do not?)

  • The "Wednesday Example of Media Bias" is less veiled if you scroll down the archived list of titles. They're obviously conservative talking points that the publishers of the site feel the left-leaning media is ignoring (you'll be hard-pressed to find anything editors see as unjustly biased toward conservatives, because..well, c'mon, read the Gallup poll.  That doesn't exist).

  • Here's a question from the latest weekly news quiz:

The answer to the above question, according to Student News Daily, is true because it's what the commentary said, not Student News Daily. See what they did there? So clever, they are...whoever they are (there's no way to tell on the site).

I'm not out to vilify conservative thinking, but rather the disingenuous manner in which ideologues cloak their ideas, as if they have no faith in the common sense of people.  This is aimed squarely at our students, though, so as an educator, I feel obligated to share this with my edu-brethren. 

This site is biased. At the very least, it's disingenuous to not acknowledge, from the get-go, the conservative-leaning tendency of the curators to collect or create content that is critical of only one perspective and to squarely ignore anything remotely critical of their own political views.

The real shame is that there are a few good resources on the site, which serves it well in attracting students and teachers.  We want students to be able to identify bias, so why not link this FREE and easily-accessible site to a blended lesson or a curated list of resources for thinking critically as consumers of media?

That's what makes this site unpalatable to me as an educator-- the sheer sneakiness on the part of the site creators in response to their own perceptions of media bias. The claim that it's "fair" takes on a different shade of character if you consider the possible motivations behind the creation of the site.  They don't mean fair as in multiple perspectives, ethical, and objective news reports. They mean fair in the context of a war with a perceived ideological opposite, playing by what is assumed to be the enemy's tactics for lassoing the hearts and minds of impressionable consumers of media.  But the young readership of this site has potentially little to no clue as to that larger context.  That's what makes it insidious, that it's not geared toward adults but rather our youth.

As I turn my sights toward further developing my Humanities program, framing it through the lens of journalistic ethics, I'll be bookmarking sites just like Student News Daily to show students exactly what I mean by deceptive and misleading practices and how to spot the red flags (no transparency, no open discussion on the site- what little there is is highly-filtered, no names or faces attached, etc.). 

Teachers: Don't do your students an injustice by using this site as an unfiltered reference.  Use it to teach about bias cloaked in anti-bias advocacy, because that's exactly what it is.

To the faceless and nameless folks behind Student News Daily (should this ever come your way): Practice what you preach.  You may not be journalists, but you're a curator of news, regardless, and you disingenuously present yourself to young people as being "fair and unbiased," which is false.  

Here's a little reminder of a source your site points students toward in a way that suggests you actually value it (by including it as a tab in your site's drop-down menu...again, using text features to mislead): The last part of The Society of Professional Journalists' "Code of Ethics"...

Sunday, December 27, 2015

Poem: Ode to a Graduate Task Left Undone

Share the literacy story of one of your students,
asked the handout found in a dusted-off binder 
marked "Grad School Assignments"
My cohort had mapped out their own literacy journeys;
a charge that left its reflective mark, even ten years on.
Harold's Purple Crayon,
lyrics to a holiday song I insisted was my own,
my name etched into the wood of grandma's basement wall,
The Marvel universe's flawed, self-sacrificing heroines,
anything by Stephen King,
and then the start of my own bookmaking.

How did you learn to read,
I would ask my students, one by one, 
anticipating rich maps, much like my own.
I dunno. I just did, I guess.
Do you remember the very first book you read
over and over again?
Um, no.
Did anyone read to you as a child?
Um, no.
What do you write when it's not for school?

Was I just strange to them,
this teacher asking questions about books and reading?
Was I unclear about the purpose so they wouldn't feel
their answers would be judged?
Were the questions wrong?
I went back to my notes on the book, Growing Up Literate
looking for ethnographic methodology
and found notes on what surprised me
about the rich literate lives of poor families from that study:

The letters to themselves and to one another,
love notes,
reminders, lists of things to do,
the everyday quiet ways they made meaning of the world-
ways that mattered when navigating the day to day
unnoticed, usually, like
Crayola homes surrounded by bright green living things
stick figures connecting in close proximity suggesting
a beautiful smallness of the world
everything ordinary a thing of intimacy
and comfort
-a children's code
we all once knew.

I couldn't put words to why (I still can't)
but I knew the task had to go undone
that's what happened, and now a decade later,

here's its poem.

Sunday, April 5, 2015

Letter Grades Inhibit Deep Learning. They Must Die.

In the world of school, grades are supposed to represent where a student is at in relation to mastery. A = spot on, F = far from it.  Well, that's the idea, anyway, but I have a hunch that's kind of rare.

My guess is that it's more likely grades are used as leverage, lorded over students as a form of academic "justice"; rewards go to the high-achievers while punishment is doled out to the offending slackers who didn't get the work done.  

When it comes to what we know about the nature of learning, though, letter grades fall short in fostering, within our students, a willingness to think about, discuss, and reflect on their learning.  For the most part, there's no solid sense of the why behind them or what was learned as a result, so it's no wonder that high-achievers are hyper-focused on them and struggling students avoid them (and the loser-tag they exact).

Learning is a process that needs choice, voice, reflection, timely feedback, and opportunities to revise in order to grow, but points awarded for simply completing tasks (we'll call them giddyap gradesconvey the opposite. They're more about getting things done so they likely represent a student's level of agency rather than where they're at with the content. The problem is that no one would really know for sure, including the student, who sees an A, and thinks "success!" and sees the F and thinks, "Oh dang, no cell phone for a month."  

Dan Pink makes the case that the carrot and stick approach motivates people when the work is menial, rote, or mechanical. In other words, if the task doesn't require any specialized knowledge or ability, rewards and punishments increase motivation and productivity. But when the tasks require even the most rudimentary cognitive challenge, increased incentives have the opposite effect. 


Pink's target audience is the tech industry, so he pushes to dispel the myth that innovation is driven by monetary incentives.  Money is a motivator in that if you don't pay people enough, it's likely they won't be motivated.  However, the best use of money as a motivator, the studies suggest, is to take the issue of it completely off the table. Pay people enough so that the monetary reward is not perceived as conditional. When this happens, three factors emerge that seem to drive people toward increased productivity, innovation, and satisfaction around the work they do. Those factors are autonomy, mastery, and purpose

Autonomy = the desire to direct our own lives
  Mastery = the urge to get better at something that matters
  Purpose = the yearning to do what we do in the service of something larger than ourselves

Now, take money out of the equation and replace it with grades. Notice how Pink's definition for mastery jives with growth mindset, where all endeavors are viewed as practice, and where failure is merely an opportunity to learn rather than grounds for punishment. If I can make mastery the focus of the work we do, but do so within contexts that are meaningful to my students (purpose), where they set their own goals, work at their own pace, and assess their own gains (autonomy), then yes, I can make that almighty letter grade work to my advantage by challenging students to give themselves the grades they deserve. They'd use their body of work, feedback, and their reflections to make that case. That would be the only time grades would come into play and it would be on their terms.

My gut and my experiences tell me this is possible and it's the right direction for me to move toward.  It's already being pioneered by teachers who are generously sharing their journeys and inspiring others to do so (see Starr Sackstein here and Mark Barnes here). 

I don't call this blog EduNut for nothin'. I'm obsessed with teaching, and so a lot of my personal time is spent striving to build on what I know. It's a weekend morning and I'm wrestling with pedagogy on the pages of my blog, obviously driven by a sense of purpose and a desire for mastery of my craft. Pink's ideas resonate with me because I can easily see how they play out in my own learning. I want to replicate that for students.

I'll be transitioning to as close as I can come to a "no grades" assessment plan for next year.  I still have to ultimately place letters into that grade book at the end of each term, but at least I can do so in a way that honors my students' work and progress more authentically than not. 

Beginning in late-May, I'll be blogging and vlogging to make it all transparent as best I can (Sackstein-style).  I'm excited and nervous at the same time. In the past, those two feelings together have always preceded the crossing of a meaningful threshold in my life or career.  'Tis a good sign.

Friday, April 3, 2015

I Pseudo-Stalked My Students and Found Some Things

Each year, I've tried to impress upon my advisees that they must stay mindful of the digital footprint they've made. Instead of the usual talking to, this year I decided to make it "for reals" and stalk their social media profiles to collect potentially-incriminating items they never thought were public, where prospective employers might find them, should they do a simple search.

The idea was to spend no more than five minutes searching for each of my twelve advisees, so that when it was time to show them (privately) what I'd found, I could say, "And this (points to compromising picture) was only after five minutes of searching!"  

Don't worry, it never got to that point. 

I set out to search and I braced myself for shock and/or alarm (we're talking members of the teen species here).  It was very easy to find them, especially the ones with unusual names, but finding potentially embarrassing stuff was a whole other matter. There wasn't anything to find except the usual and mostly-innocuous shared stuff of adolescent lives.  

But as I was searching those first few minutes, reading through bad jokes, glancing quickly through pics of friends making faces, getting distracted by cute sleepy kitten videos, clicking through all those awkward selfies, something started happening.  

I started seeing my students-- seeing them in ways they wanted others to see them, I could see hints of insecurities, their frustrations, their fears, and their aspirations.  It was both humbling and deeply moving at the same time.  

Jason, a student new to our school, is quite the artist with a gift for portraiture. He seems able to hone in on whatever it is about his subjects that reveal their humanity. I wanted to see more of his art than what was on his Tumblr. 

Then there's Mona, whose anti-authority persona at school is tough as nails, and yet her Facebook stream was chock full of Buddhist quotes and messages of inspiration. "How you make others feel says a lot about yourself," says one of 'em. Indeed, Ms. Mona, indeed.

I got lost in Lena's joyous collection of photos, including that of her recent quinceaƱera (a rite of passage for Latina girls). She looks incredibly happy in each picture, surrounded by loving friends and family. There is so much pride in her heritage, and in all the pictures of celebrations, she's surrounded by children looking up at her, adoringly. She's shared with me how incredibly anxious she is about her struggles with reading and writing and getting into college.  Now I can see a little more of that story; how she may be taking her family with her on that dream, and how she may fear letting them down should she fail.  Suddenly, the role I play in her life takes on more weight and possibility. I can help her. I will

One hundred students a year; that's one hundred beautifully-flawed, sad, joyous, lonely, witty, hopeful, and complex human beings under the same roof with me every day and yet, I don't know much about them aside from a few surface facts and their reading and writing needs.  That's okay, they're teens and so they have secret lives that even their parents don't know about. I'm good with that, and honestly, I don't want to know everything.

But a lot of what they shared was public for a reason, and if there's any take-away from that ill-fated search for potentially-embarrassing photos, it's that (just like me, doing what I'm doing at this moment) they're all reaching out in the hope they'll be seen on their own terms.  As a Humanities teacher, I can do more to make room for that in my classroom and at my school.  I can and so I will

I end with this last little find: It's what one student tweeted about the project we were doing (Pan-African music analysis):

The truth is out there, and it ain't always pretty...and-- invariably, someone will retweet it.

Thursday, April 2, 2015

Note to Self: Professionalism Begins with a Smoothie

Today's question: What's our most important professional responsibility outside the classroom?

Initially, I was compelled to shoot off a litany of professional badass-erisms starting with staying up to date on what's happening in the world of education and making our instruction transparent, as I'm gearing up to do with these daily blogs. That's wholly due to the culmination of a 30-year anti-public ed movement and the groundswell of discontent parents are finally becoming a part of. I'm fired up!  

But then I remembered a lesson whilst parenting: Take care of yourself first so you're in better shape to take care of others.  

I'd guess that's true for teachers, too. If we take care of our health and well-being, it pays off in all other aspects of our lives.  I struggle with sustaining that. When I don't eat breakfast, exercise, or sleep, it impacts my energy and brain power, not to mention my justifiable outrage and my willingness to get out there on the street and fight!

So, eat your Wheaties, boys and girls!  A kale smoothie is probably better.  Just do it so we have the energy to save public education and then get back to our usual business of saving the WORLD!

Disclaimer: I do not endorse consumption of said Wheaties. 

Note to Self: Keep Asking Why It Is You Teach

I remember the moment I chose teaching as a career. I was two years into college and had to declare a major. Among the choices, teaching offered the greatest potential for positively impacting others. That was the clincher.

I'd love to be able to think pure altruism was what has sustained my desire to teach these last fifteen years, but that would mean I would've expected nothing in return for my time and energy, and that was just not the case.  I'm hardly as selfless as that. Sure, I've depended on the paycheck, but ultimately, I've expected at least the sense that my time as a teacher meant something to others. I didn't need to see it, I just needed to feel it. I didn't even need to know that others saw it. I just wanted to be sure for myself.

Fortunately, I have been, and here's why:

1. The odds were pretty damn good!  I've taught close to 100 students each year, which meant close to 1500 students passed through my classroom.  Given there are 180 days in the school year, that would mean I had 180 days with each student where there was a very good chance of having impacted them in a positive way (since that was what motivated me). 

2. I've had some great teachers whom I quietly admired and even revered.  They impacted me in ways they could have never known (well, okay-- some do know now thanks to the modern-day magic of Facebook, where everyone you've ever known somehow finds you).  If even one of my ~1500 students took a piece of me along on their life's journey, in spirit, it'd be pretty cool. I've been fortunate enough to be told this was the case by former students.

3. Lastly, there have been those moments where I sensed it; a personal connection that was made, a mutual understanding, a shared experience, time, patience, and honesty acknowledged. Even if they didn't get it, I did. Maybe some day, they would, too, the way I could only do in retrospect when thinking about my own teachers and how they quietly left their imprint on my teacher-being.  

Interestingly enough (to me, anyway), I care less about all of that.  What sustains me as a teacher has shifted quite a bit. Where before it was about using my "superpowers" to inspire and to help students become self-aware (that being the "positive impact"), now I'm more inclined to want my experiences and my knowledge to be of value. If there's an impact to be made, it's on their learning, and I feel much more equipped to do that given the depth of knowledge I've acquired. It's a quieter impact, but one that's more likely to endure and have a direct & positive impact on their self-concept. 

Also, there's no denying that all this time, I've been impacted by my students on so many levels; as a parent, a learner, a teacher, and as a fellow human being. For that reason, I have a sense that in a few years, even legacy will cease to be a factor in what fuels me. If it's anything like parenthood, what will mean the most will be the sum total of those quieter moments where we all ran outside under the first snowfall to catch snowflakes on our tongues (high schoolers, these are), or all the times we found ourselves in mutual awe of things serendipitously stumbled upon, or that made us appreciate the mysteries of our own human nature. 

I feel the start of that shift, and I embrace it.