An amazing thing happened today. I found myself this afternoon standing in the front of my classroom, desks in evenly spaced rows, a big jug of blue hand sanitizer near the door, my laptop projecting on the Promethean board, my iPad under the document camera, a bright yellow mask on my face. Spread out in a mixture of standing or sitting on top of the desks, a group of English teachers laughed, commiserated, and eagerly listened and shared ideas in preparation of our foray into hybrid education that starts Monday.
For the past month, I have been a ball of anxiety. I have come home from work angry and upset just about every day. I’ve started chomping on Smoothie Tums like they’re candy, and I’m in the middle of a two week cycle of Prilosec. Like many districts, mine is getting ready to start phasing students back to face-to-face, meaning that starting Monday, I’ll have students joining me in my actual classroom and students joining me via Cisco Webex from home, all at the same time. To increase the anxiety, we’re transitioning from a half day schedule (two groups of students, one AM and one PM), to a full day, complete with a whole new bell schedule and all new rosters of students. For the past three weeks of virtual learning, I taught eight separate 45-minute classes, but starting Monday, I’ll have three 100-minute block classes. Because why not throw a full schedule change into the middle of stressful pandemic teaching?
I consider myself a good classroom teacher; I strive to do what is best for my students every day and to improve my practice through research-based strategies. And I think I’ve done a good job of teaching virtually for the past three weeks that we’ve been fully online. But the prospect of teaching both at the same time… how will that even work?
In case you were not aware, today was #DigitalLearningDay. As far as I’m concerned, just about every day in my classroom is a digital learning day, but I am not one to pass up an opportunity to show off my EdTech prowess and design something extra special for the occasion.
For the past week, I worked with one of my favorite teacher besties who is also my across the hall classroom neighbor to build out an Escape Room activity. It was pretty rockin’ if I do say so myself. Even our admin team thought that it was a great learning experience for our kiddos.
I am a teacher. I love my students fiercely. I do everything in my power to ensure that they are successful, not just on state assessments, but in life.
I am also human. And I get discouraged. And tired. And many days I question how long I can continue in such a mentally demanding and draining profession. This STAAR overloaded time of year is always hard for me. I get hung up on the feeling that no matter how much I help my students, it’s never good enough. There’s never enough I can do. I let myself get overwhelmingly upset about students who I know are growing and learning and doing their best but still can’t pass.
During these times, it’s easy to get lost in the negativity and it can be hard to find the positive. I know that it is so important to focus on and celebrate the positives. My advisory class this morning watched Shawn Achor’s Ted Talk about the happy secret to better work. We discussed what he said about happiness coming before success, not the other way around. If you have a free 15 minutes, I suggest watching it. I watch it at least once a year to remind myself to calm down and look at the good.
I have had a lot of successes recently in my classroom that I need to celebrate (and maybe brag a little), starting with the Outside Reading Project. Continue reading →
After spending the two weeks of winter break mostly on the couch with a nasty cold (that still hasn’t let up!), I’ve realized that I never completed my Fall 2017 reflection series, and Spring 2018 is creeping up on me!
My third, and final, class of Fall 2017 was called Educational Uses of Digital Storytelling, in which I learned about what is (and is not) a digital story, and I created a couple of my own. Continue reading →
I can now officially say that I have finally submitted all of the assignments for all of my classes, and boy was that a huge sigh of relief. I will also say that in that three days since I submitted my last assignment, I created instructions for the math and English teachers on my campus to access their universal screener data and enter into Eduphoria (the system we use to manage data), wrote lesson plans, entered quiz grades from Schoology (my LMS BFF) into the gradebook, entered my own screener data and a coworker’s, put together an amazing lesson using Pear Deck to go over a test that my students bombed, acted as the middle man between a Pear Deck representative and my principal to get Pear Deck for my campus, and my Sim family just had triplet girls. So, in summary, being finished with my classes in no way means that I’m not busy anymore. I am very ready for winter break.
Well hello there, friends and followers. It’s nice to see you all again.
This semester has been a challenge, to say the least. Between starting a new job with very different hours and taking three graduate classes, I’ve been a bit stressed out and just a smidge busy. I am looking forward to reviving my ailing social life and adding some material to this blog. However, it has also been one of the most rewarding semesters. I’ve learned and accomplished a lot and I am grateful for the lessons I’ve learned. I have a lot I want to post regarding the new job and my current classroom shenanigans, but before I do that, I want to reflect on my graduate classes.
Like I said, I took three classes this semester for the first time: a Learning, Design, and Technology Seminar, a Professional Seminar, and a class on Educational Uses of Digital Storytelling. Today’s post will focus on the LDT seminar. Continue reading →
If there’s one thing that my students can all do well, it’s texting. Yeah, sure they do all kinds of things on their ever-present smart phones. Most of them use Snapchat (I don’t even want to know how many of their stories I accidentally made an appearance). Some use Twitter or Instagram. But they ALL text. (On the other hand, one thing that none of them can do well is discreetly text in class, but that’s a different post.) After fighting them all year, I decided it’s about time to put that skill to good use. Continue reading →
Tuesday marked the official last day of classes in my first masters graduate semester. Only three more semesters (one year!) to go until I will graduate with an M.Ed in Curriculum and Instruction: Learning, Design, and Technology from the University of Houston.
Who actually needs a teacher to deliver instruction when you’ve got the internet? All of this technology could surely replace teachers. We’re really just babysitters anyway, right?
(Seriously, Betsy DeVos, if you’re reading this. No. Teachers are the backbone of education. Get it together.)
One textbook or article or video from this semester mentioned a phrase that I haven’t been able to get out of my head. Should teachers be the “Sage at the Stage” or the “Guide by the Side”?
Sage at the Stage
The generally accepted method of delivering instruction is that the teacher has all of the knowledge and it is their job to dump all of the information into the children’s heads. I’ve seen plenty of cartoons, both political and otherwise, depicting this idea through numerous metaphors. Now, don’t get me wrong, there are many instances where this is the case. However, I think it’s safe to say that the overall feeling of education is shifting toward…
Guide at the Side
When my grandma was trying to text on her new phone, she kept saying “Don’t do it for me! Show me how so I’ll know!” Now she also asked “So when I want to put a space, I push the spacebar?” but that’s beside the point. My grandma is a smart woman. Students, from preschool to social security, generally need to DO in order to LEARN. This is why patience is such an important quality in a teacher. How often have you heard “Oh, never mind, I’ll just do it myself!” or “If you want it done right, do it yourself!”? Teachers need the patience to watch students make mistakes and figure them out for themselves.
Welcome to STAAR Season 2017! For those of us teaching courses with EOCs (end-of-course exams administered by the state), this is the most stress-filled, anxiety-ridden, headache-inducing time of year, and that’s not just my allergies speaking (hello, Spring!).
A little background for any readers not in or from Texas: STAAR stands for State of Texas Assessments of Academic Readiness. High schoolers take English I, English II, Biology, Algebra I, and US History. They must pass all five tests in order to graduate, and they can retest every time it’s offered (December, March, and in the summer) until they pass it. Every state has their own version of the STAAR test, and as with everything else in education, those tests are constantly changing. Even the STAAR made a significant change this year, removing the short answer response (SAR) questions from the test (which is a whole debate in itself!). Continue reading →