Reflection Week 4

It seems this week that I was the one doing all the learning. Every blog I read contributed to my own learning and helped me better define my own mentoring project. Thank you classmates!
Ginger reminded me of another great resource for one iPad in the classroom...Pinterest. I use that site all the time for personal reasons but have never looked for professional items on it. I am thrilled to have been guided to this huge collection of possible apps! Tracie's comment helped me better organize my interactions with my mentee. Her comment on my blog gave me direction and then the Collaboration Assessment Log on her own blog gave me specific questions to ask during our interactions:
What is working?
What are your current challenges?
What are our next steps?
How can I support her?
Finally, Karen's guidelines for a mentor on her blog put my role into perspective. "Mentor's don't manage, they guide." I was having difficulty determining boundaries for what I was to contribute and what would be for my mentee to work through. I now have a better idea of what I will provide and when to back off.

Mentoring Project

The goal of my mentoring project took a quick but exciting turn last week. I initially was going to teach a friend and colleague about twitter but was then approached out of the blue by someone else to help find uses for one iPad in the classroom. It was quite a coincidence, as they did not know I was studying Educational Technology. The librarian is providing each teacher in the school (which my child happens to attend :)  an iPad and they are investigating ways to implement them. It is a win-win-win situation and very motivating as my mentoring was basically requested. (Btw... My other friend is totally fine to forgo the twitter project so I have not burned any bridges).
I feel this is a good project as there is an actual request for mentoring, I am interested in iPad applications myself, and my children will likely benefit from this too :)  I have already sent them a few ideas to get them started and had a teacher contact me for specific math apps for students who plan to be absent. The feedback was very positive so I feel I can be of good use to them. I want to mentor this person because she is a friend of mine with an expressed need, she is the part-time librarian, I am also familiar with her coworker, the full time librarian who spearheaded this technological movement. I will help them gather potential uses for one iPad in the classroom along with implementation guidelines and recommendations. So far in one simple google search I have come up with multiple sites that will help me on my trek to discover potential iPad uses. I also am following the #ipaded hashtag on TweetDeck for ideas and advice. And would appreciate any input from my classmates! Once I have taken a week to collect ideas we will weed through the material together, then distribute our findings to the teachers while gathering their input as to their needs/desires. We will repeat and fine tune this process the next week until suitable uses are found. I will then help organize a meeting with the teachers to introduce the apps and will make myself available to my friend the following week to help troubleshoot any issues.
I will collect data through my own reflective journal after each interaction. I also will observe the teachers' responses and their embracing or ignoring of the apps presented, if I do not get a good read from my observations I will then send a survey via survey monkey to the teachers. Since my child is a student in the school I will also get a sense of the impact any apps have had on his particular learning.



Watson, T. One iPad in the Classroom Workshop. Retrieved from http://www.esc11.net/Page/3780

Wylie, J. Revisiting the One iPad Classroom: Resources. Retrieved from http://jonathanwylie.com/2012/11/05/revisiting-the-1-ipad-classroom/?utm_campaign=Listly&utm_medium=list&utm_source=listly

Grant Wood AEA iPad Professional Development Site. Retrieved from https://sites.google.com/a/gwaea.org/gwaea-ipad-pd/workshops/the-1-ipad-classroom?utm_campaign=Listly&utm_medium=list&utm_source=listly

We Are Teachers Blog. 15 Apps for the One iPad Classroom. Retrieved from http://www.weareteachers.com/community/blogs/weareteachersblog/blog-wat/2013/06/24/15-apps-for-the-one-ipad-classroom

Reflection Week 3

The reading of TLAP as a whole has caused a total shift to how I think about my lessons. As I have worked my way through the EdTech program I became more and more focussed almost solely on technology for improving lessons, through no fault but my own. TLAP widened my view point to include the many other teaching methods available and helped me refocus my attention to technology as piece of the pie, not the entire thing. Also, I am now able to narrow down a starting point for improving my lessons, instead of being overwhelmed by how and where to make changes. I have a list of ideas on how to get started on a lesson by lesson basis rather than the entire course as a whole. With each lesson I find myself rifling through ideas to motivate and hook students, it's even spilled over to my husband's classes. Not sure he's over appreciative of my suggestions to improve his lessons but he listens :).
This week my conversation with Hallie got me thinking about students as customers. To orchestrate education as a business, listening to our customers, embracing their feedback, and adapting to accommodate  them. This thought process continued and was expanded by my correspondence with Christine. Her school has adopted a customer service approach to this year. As I processed this idea further it got me thinking, could this customer service idea end up biting teachers in the butt? Would students become too demanding and entitled? Could it potentially be bad for the classroom? Or maybe in the same vein, be good for education as a whole by weeding out those not so good teachers? The ones who choose not to be great, as captured in the documentary Waiting for Superman and compared to those that have chosen to be excellent.
As far as contributing to others learning, I shared a website on tips for being successful with Christine. It was designed more for businesses but in thinking of education through the customer service lens it is applicable. As well, I was haphazardly approached by a friend for ideas on using iPads in the classroom. I quickly located twenty plus sites via twitter on policies, subject specific apps, and getting started on using iPads which I shared with her and at some later date will help her weed through. What a validating experience. I am now contemplating switching my mentoring project to her. Decision to be made soon.

Maintaining Excellence

Part III of Teach Like a Pirate affected my life both professionally and personally this week. Burgess's (2012) statement, "Realize that any time you say yes to something, you are saying no to something else" rang so true. I am one who finds it hard to say no to people, sometimes at my children's expense. 'Pick your kids up and scramble to find a ride home for one of mine because the car is full? Sure!' What was I thinking?!? I found repeating Burgess's words throughout the week. Every time I was about to commit to something, I stopped to think what I would also be saying no too. What a tremendous change in perspective for me.

The other words to live by I took from Teach Like a Pirate were "Get used to criticism". The more you step outside of the box the more you will become a target. Either grow from the criticism or ignore  and then move on! I had these words in the back of my mind when I was placing phone calls for a new program in town. They helped me to brush myself off and place the next call, keeping the focus on my passion not any negativity I received. Leo Babauta (March 2011) offers a specific way to handle criticism which could easily be applied to colleagues or students. He states, "After taking a minute to

calm myself down... I would respond and thank the commenter for his criticism. I'd acknowledge their point without being defensive. I'd respond with my reasoning, if I felt I had a point, or if the critic was right I would agree and let them know I was going to change things. Either way, I was grateful for their criticism. This had a startling effect: the commenter would often respond very positively. Thanking the commenter and acknowledging their point is disarming. People who leave rude comments don't expect you to listen to them, much less be grateful and empathetic." Babauta also shared an example of How not to handle criticism. I am sharing it now, not to bring further attention to this poor woman's unraveling, but rather as a reminder of how quickly things can spiral out of control. Take the moment the cool off and gain perspective! 

Next step, getting started.

"It's one of the most intimidating things. It's the lack of starting that kills most tasks and projects." (Babauta, 2011)

"Starting may well be one of the most difficult and under-appreciated skills of all." (Burgess, 2012)

"Thinking will not overcome fear but action will." (W. Clement Stone)

Apparently getting started is the toughest part. Bernadette Jiwa (2013) offers  eleven steps on how to start something. She echoes Burgess in stating you don't have to have it all figured out, 'sometimes enough just has to be enough'; ignore the naysayers and surround yourself with supporters; and do the work.

In order for me to maintain excellence I must just get started, give up perfectionism, remain aware of what I am saying yes or no to, and be prepared to brush myself off and pick myself up after failures or criticisms. 

"We are what we repeatedly do. Excellence, then, is not an act, but a habit." Aristotle



Aristotle. Retrieved from http://www.brainyquote.com/quotes/quotes/a/aristotle145967.html


Babauta, L. (March, 2011). How to Start: zenhabits. Retrieved from http://zenhabits.net/begin/

Burgess, D. (2012) Teach Like a Pirate.

Jiwa, B. (2013) How to Start Something. The Story of Telling. Retrieved from http://thestoryoftelling.com/start-something/ 

Reflection Week 2

This week my discussions with Heather gave me new insight into the whole math curriculum revamp issue, which always seemed so daunting, yet necessary. Perhaps the hooks, engagement, and passion in Teaching Like a Pirate are the answer, or at least the start. The issue with math as it is currently being taught is that we are focusing on set skills instead of problem solving, rote memorization versus thinking mathematically, and losing students natural curiosity and desire to learn along the way. Dave Burgess's hooks would definitely bring back their curiosity and desire. The activities he suggests to keep them engaged would take students into the world of problem solving and mathematical thinking. So maybe it's not the curriculum but the way it is being taught that needs to be fixed. After all, in the end students should still know what a fraction is and how to add, but also know where and how to use it. In this way we would be preparing our students for success in the real world, our ultimate goal.
I was also guided to new websites for potential math lessons, ideas, and hooks this week. Yay! As well, hopefully my suggestion for parent volunteers will assist Jennifer in her over sized kindergarten class.
This week gave me direction as to where and how to start the revamp in my class. Baby steps.

Engaging Lessons

I realized I've been teaching my students to play fantasy football. And I don't even like it. Apparently, neither do my students as testified in their "when will I ever use this in real life" complaints. Ugh!

                 

Dave Burgess (2012) equates our overemphasis on standardized testing to fantasy football where we have "an intense focus on test scores (that) can lead to a shallow and narrow view of what's important". We care more about the statistics of the student (the football player) than we do about their educational growth  and development (the whole of the team). This is the white elephant in my math classroom. I know better. I would love to have my students come out of my course as mathematical thinkers and problem solvers rather than regurgitators of specific mathematical facts. So what does it take? Desire? Check. Starting point? I believe Teaching Like a Pirate has given me a list of questions and hooks to help get started. Time? Well what teacher ever has enough time? And finally, Focus? I must remember I don't have to revamp my entire course in one sitting. I tend to think complete overhaul rather than on a lesson by lesson basis which is surely less daunting.
Math is everywhere. I can look for real life applications to engage my students. Make Math More.com has numerous lessons to assist me with this hook. However, as Burgess states "You must layer your hooks so that engagement doesn't wane" so I can't just stop there. Which is where I usually do. The additional hooks of music, mnemonics, contests, mission impossible, props, even interior design hooks can make any math lesson engaging. Cathy Yenca  (November, 2013) offers a collaborative problem solving/error detection activity that sounds great on it's own. But that's just the activity, if I opened with a teaser hook and layered on a mission impossible hook what a lesson that would be!
It's doable, exciting, and all starts with me. As Burgess says, "The rest of your success is based on your willingness to relentlessly search for what engages students in the classroom and then having the guts to do it."



Burgess, D. (2012). Teach Like A Pirate.

Make Math More. Retrieved from http://www.makemathmore.com/

Yenca, C. (November 3, 2012). Revamping a Writing Strategy ... for Math! Retrieved from http://www.mathycathy.com/blog/2012/11/revamping-a-writing-strategy-for-math/

someecards. Retrieved from http://www.someecards.com/usercards/viewcard/MjAxMy1iOThiNjQ3OWZiYjM5ZmIy

Reflection Week 1

Just when I thought I had it figured out, my blog interations with Margo and Heather headed me toward deeper reflections. In my original post I had come to the idea that even though I may not be a performer at heart I could guide similar enthusiasm through my love of technology and still 'teach like a pirate'. And I was pleased with myself. However, Margo made the comment about being 'bouncy and enthusiastic with her kids' and that stopped me in my tracks. What was I thinking, I'm not theatrical? With young children, either my own or others, I am a star performer! Silly songs, joking comments, crazy dances, there's really nothing I won't do to get them giggling. I love young kids and have a natural repoire with them. I however currently teach high school/college age students, and in picturing myself 'being Dave Burgess', I could not see myself pulling it off comfortably or convincingly. It's not that I can't do goofy and over the top, it's just I do not teach the age of my natural audience and since I was only thinking in terms of my classroom, I completely over looked this side of me! So I know I have it in me, but why the disconnect?
Heather's blog then jogged my memory that I too have heard from students that wished I could teach them their next math class. But why? My lectures at times can be a total snooze fest. Upon further thought I came to the conclusion that my students must sense how much I genuinely care for them and their success, and that I truly believe they can learn the material. It must be the personal connections and belief in my students that helped them through my less than dynamic lessons.
So at the end of it all, I still feel teaching is personal and connections with students are key, but also must admit to myself maybe I could perform on Broadway...someday. :)

Maintaining Passion

How do I maintain my passion for teaching in face of so much change? Good question and perfect timing! As I finish setting up my online course for the ninth semester and Khan Academy has yet again changed it's website. I find I am constantly recreating what has already been done, which does not leave much time to explore new options or redesign my implementation. I thought the site worked perfectly fine as is. Granted, like most technological change, it is more user friendly and cooler to look at, but what a time suck for me as an instructor. If what I am using stayed constant then I'd like to think I'd have time to grapple with my ideas for improvement. The irony is in the fact that I love technology and am constantly excited (yet also overwhelmed) by all that is out there and how there is always more to discover. My passion seems to get sucked up by the mundane tasks of creating the course leaving me exhausted, overwhelmed, and not nearly as enthusiastic about the potential my class could have.

Dave Burgess (2012) on the other hand seems to have enough passion for us all! In "Teach Like a Pirate" he talks about his first three days of school which sound to me like a production on Broadway. I agree, you need enthusiasm and hooks. I also agree that anyone can fine tune their creativity. However, I  do believe some just have a head start in the theatrics department just as some are naturally better at drawing or sports. As I read his book my thoughts progressed from 'That is SO not me' to 'Wait, my passion is technology, I can be equally intriguing, entertaining and curious by using technology instead of theatrics'. Once I got my brain on board with his passion it was easy for my to embrace his other tidbits of advice for lessons. Such as, 'Ask the right types of questions and then actively seek answers: Where is the best place on campus to deliver this lesson? What could I write on the board for this lesson that would spark a conversation or create a buzz even before the bell rings? If your students didn't have to be there, would you be teaching to an empty room? And if you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it'. Finally, reframing really struck a cord with me... this is something I have become quite an expert at for my children but never thought to use it on my students! I have extended the 'giving options' page for parenting from my kids to my husband 'would you like to do the dishes or put the kids to bed?' and it works brilliantly without him knowing any different. So reframing my course content for my students has potential to be equally successful.
Jonathan Kozol (Morehouse, 2008) echos Burgess' advise stating "Win the affection of the kids (in the early days) so they don't want to make things hard", and "Entrap them first in fascination. 
Entrap them in a sense of merriment and hopeful expectations." My mentor teacher gave me similar advice that has always worked for me. Go to the kid in the class that you can sense is going to give you trouble and get to know them. Talk to them about their interests and keep the conversation going. Once you've taken the step to value them as a person, they lose interest in disrupting and challenging your every move. Hal Urban (2008) adds, "If you do any reading about the history and philosophy of education, you'll find that great teachers of the past all agree that learning is usually the result of a good relationship between the teacher and the student. Good teaching is personal."
If students are the reason I became a teacher, and the relationship with the students is the key to being a good teacher as stated by Burgess, Kozol, and Urban. Then it goes to say that to maintain my passion for teaching in the face of so much change I must keep my focus on the reason I am there: the students.

Burgess, D. (2012). Teach Like A Pirate. 

Morehouse, L. (March 25, 2008). Edutopia. Teaching with Passion: Advice for Young Educators. Retrieved from http://www.edutopia.org/jonathan-kozol-advice-teachers

Urban, H. (2008). Lesson #1 Good Teachers Share One Special Quality. Lessons From the Classroom: 20 Things Good Teachers Do. Saline, MI: Great Lesson Press, 2008, 1 - 10. Retrieved from http://www.catholiceducation.org/articles/education/ed0358.htm