Archiving the Journey: Part 2

Well, the summer is rumbling along and I am fighting myself for more time: more time to write, more time to think, more time to prepare, more time to just breathe!


I am home full time - doing the Mr. Mom thing (my god, I can’t believe how much I love this gig!) but find that this job is all-consuming. It hit me with a (refreshing) jolt the other day as I opened up a letter from my school with my new timetable in it! It was a jolt because I hadn’t really thought about going back for so long that I was really stunned that my summer was coming to an end. I guess when I view my summer in its entirety, it seems to stretch out forever. Yet it too must come to an end!


So, in terms of where I left off, where has my journey led me? I have managed to create a couple of spaces for my self and my students. The first is my teaching blog - my central space that I will hold discussions and post assignments for my students. I think I will use this space to write about my thoughts as per the classroom development, thinking about issues that we all are facing, posting assignments that each of my students will then complete on their own blogs, and of course, a space where all of my own students can link to their own and fellow classmates’ blogs.


I’ve also created a wiki for my class - I see this as an interactive classroom website, as well as a space for all of us to contribute to. As the year progresses, I’d like to get my kids to create their own wiki as a published on-line research report (say, a wiki on cars) yet I fear that this is an entirely too linear use of this resource. We’ll see how the year progresses.


I’ve been thinking about my limitations of technology - from the shortage of classroom computers (I have 3) to the limitations of the home (what if my students don’t have the internet at home?). I’m thinking about hi-jacking the lab in the mornings before school (my kids can come early to publish if needed) as well as during some lunch times.

I’ve been thinking about setting the ground rules to keep my kids safe - but that does not mean sheltered. I am adamant about them being on the web (yes they need to be taught how to manage, as well as how to be responsible) as this is truly the wave of NOW, not even the future. What an incredible resource to not even use!


So I am off to tweak my blog, my wiki and start looking for rules of conduct! What a journey!

Archiving the Journey: Part 1

Well, the official half-way point has been reached in my summer vacation (I love being a teacher!) and I find that I am battling a slight case of rising panic about getting ready for September; already the anxiety is rising in my throat as I write these words. There is so much I want to get done by the time school starts! Yet, I know that my strength as a teacher is vision, and my greatest weakness as a teacher is the ability to follow through on this vision!

I have not posted for some time, but I am still well on my journey of integrating technology into my practice. I mean really and truly integrate it into my practice. I do not want to continue treating it as an add-on to my teaching. I have realized that I have been reacting towards the computer in my classroom with trepidation because I couldn’t see how to authentically use it - not as a centre, or a patronizing 40 minute time playing on KidPix with not authentic purpose. I also know that my students are miles ahead of where I am in terms of using a computer. I have been trained, I believe, that the internet is a beast that is untamable, and to let kids loose at it is asking for trouble (as stalkers are lurking around every URL, waiting to snatch my students! This fear of what is out there has closed me off to everything good that is out there! I admit that I am not on Facebook, don’t know how to text message, am slightly afraid of my cell phone but I have become addicted to YouTube and am getting to know Google a little better (but look! I can hyperlink! Aren't I snappy???).

I have also hooked into a few educational PodCasts - as I find that in engaging in the conversation surrounding technology has been the best in getting to understand how to broaden my teaching, and engage my students! One particularly fascinating one is the November Learning series led by Alan November. His conversations have been particularly inspiring. I have also been listening to Driving Questions with some interest. It was in one of the latter’s podcast that he spoke about how to get others involved in becoming 2.0 classrooms, meaning that they are truly using technology to deliver their programs, not just assisting.

By no means am I looking to co-op the spaces lived by my students, but I am looking to hitch a ride of this revolution. I looking at starting a class blog (not the anonymous one I have sought refuge in here), and getting my students to have their own blog as well. I want to post our learning and get them to respond to it, to keep the conversations going well past home time. I want them to publish their writing/thinking in an authentic manner, and have the other students engage in this process, whether to comment on issues raised by their peers, to assist in revising their work, or even to support the reflection that is crucial in becoming a better writer.

I want blogging to expand simply a writing application. I want to integrate our numeracy program into our blogs - and to start I think I want to our blogs to support of math journals, for now - the limitation I seem to have now is only my failure of my imagination.

I think to date, my biggest limitation has been the belief that I have to know it all before letting my kids loose on it. However, if this is be a journey (which more authentic learning happens, then through simply a guided tour by a dis-enchanted tour guide) then we need to be able to move together. I do need to lay the ground rules, though. I need (before beginning) to think about our collective rules surrounding blogging (last names?), how we are supporting each other (how do we respond constructively?), and our protocol for dealing with others not in our class - because I hope to reach out to others in this great space, whether they are other grade 6 student from around the world, or even learned experts in fields.

I hope to add the internet to our literacy program, as children are reading books they also need to be taught how to deeply read the texts that are just a click away. How do I handle that? My main goal is to engage them within the overarching question: How is this helping you become a better reader? I still want to put our reading strategy instruction at the fore-front of my literacy teaching, and adding the internet as another source of text.

Oh, so much to be done!

I also want to get my students to create wikis surrounding research that they are doing - this gets us to produce texts in an authentic manner. I have also thought about recording our book talks (which are the crucial components of my literacy instruction) and posting them as a podcast, to coop the i-pod craze that seems to be gripping the kids at my school. How cool would that be to actually require the use of these things that we seem to always be fighting! What a great way to share the learning that we are doing with others as well! Oh, the applications!

So this is the journey to date. I ramble on quickly as I want to get it all down. I also want a written account for myself, and others, to let me know how this process is going. I feel that if I write it all down then it makes it all real, and then forces me to continue. I’ve already stated how far I’ve come - I need to continue! Only four more weeks of vacation left to go - yet I already know that the greatest learning will happen when I actually get my kids involved.

So my journey has progressed - more than a few steps have been taken, but lots more are going to happen! I can’t wait until September!

Step 1: Take a Step...

I’m still rather consumed with the thoughts surrounding technology. So much so, that I took my first step. I looked at my (lame-ass) website that I use this year and updated it. I realized that I spend an inordinate amount of time on my paper newsletters, messing with clip art and fonts, a-waiting for student contributions, to what end? Is it really appreciated? I reached a point where I had to demand a pop-quiz from my students the day after I sent home the newsletter (inevitably a week late) to ensure that they all had read it.

I am still on the reduce paper idea. I updated the website and sent out mass emails to all my families, and received positive feedback already. So there is step 1: Take a Step.

Techno-Bloggo-Boy!

I had the privilege/horror to attend yet another workshop last Wednesday. I say horror as I was dreading yet another day away from my kids (why is it so much work to get ready for a supply teacher?). However, I was looking forward to sitting down and spending the day with my principal and lead literacy teacher (I am the lead math teacher: Numeracy PLC chair).

In this workshop was a cheesy slide show that blew me away! Check it out:
http://www.youtube.com/watch?v=GIqk4agzKPE

In it were references of technology which got me to thinking: How do I use technology in my daily teaching? The sad answer is that I don’t. Which then begs the critical question: WHY?

Why, in a world so technology driven is it that I am doing little to nothing to prepare my kids to live in a world dependent upon it. Is the weekly trips to the lab really doing it, where all they really do is surf to pre-determined sites or play banal games that only slightly challenge their intellect?

I think I am so resistant to using technology because I cannot see how to integrate it within my practice. Yet, this yet another case of doing what I am doing simply because it is always what I have done. It is a fundamental failure of imagination, a paralysis of paradigm (I love that line!). In the video, it said that the most in demand jobs of the future haven’t even been invented yet! And yet again, I ask, what am I doing?

I have always been dependent upon my imagination. I need to see something in order for me to get it to work. I haven’t seen anyone truly use technology in their classroom, besides just an add-on. So, my mind has been racing the past couple of days (thus not being able to sleep on a Sunday morning) with the possibilities.

So here is what I’ve come up with so far. I started with the idea of doing a classroom blog - not everyone contributing to one blog, but each student having their own blog under the umbrella of the teacher’s blog. I came across a website that seems to offer this, and browsed the possibilities - they seem really amazing! I am also being driven by the desire to get rid of paper. If I can do more on the computer, then I will have less paper to use. Also, if I keep all the information on the web - then, theoretically, it is much more accessible, right?

I’ve been trying to break it down into subjects. For reading, they could engage in reading projects where they are reading traditional books (please, let’s not get rid of those!) and searching for information on the web. This could be a mixture of guided reading groups with me, independent at their desks and then groups out on the computers. I need some way to track, or to hold the kids accountable for what they are reading. I thought of a simple T-chart, with information listed on one side, and response on the other side (depending on the type of strategy we are learning, would be the response for my kids.). For writing, they can go through the traditional paper writing, complete with process and all (as provincial testing is still paper bound), and have personal descriptive narrative/response journal-ing happening on line on the blog site. They are also responsible for responding (positively) to other members in the class.

For math, I can assign homework linked to the website, and have a math journal component as part of the homework expectations. This all is dependent on organization. How do I manage all of this?

I had some training in the spring to run an on-line course for the local university - this inspired me to post assignments that are expected from my kids. I think it is possible, yet it is dependent on me being able to visualize and organize it! Again, dependent upon my imagination!

So we’ll see how it works. The ball is rolling, so to speak. The summer will give me time to un-paralyze my paradigm!

Assessment, Accountability, and all that jazz...

I’ve been reading a couple of blogs from the states and there are quite a few issues that either I just don’t get or have no knowledge base to begin to understand. From the vast complaints I read about, it seems that education in the states is in the crapper - to put it bluntly.

On the subject of accountability, for instance, there seems to be a lot of contention... which got me thinking: What are my beliefs on accountability?

I am fully in favour of assessment - specifically assessment FOR learning. It is only through assessment informed instruction that we can have any hope of truly moving our students along. In grade 3, this translates to having my students master certain sets of skills, but more importantly (read: MOST), they are to UNDERSTAND these skills. Too often I read and hear from fellow colleagues that the only way to close the achievement gap is through basic skill instruction. This doesn’t wash with me. I liken it to building projects. If one child is lagging behind the others, and the house is not getting finished - then what they DON’T need is lots of instruction on how to hammer, to use a drill and techniques to screw (in screws!). They need rich and deep instruction, they need a person who can work with them as they build the house. This person is giving precise, practical advice on what EXACTLY is needed next.

I think about writing instruction. I cringe when I see fellow teachers photocopying grammar sheets for the whole class to complete. Why does the whole class need this? What a good teacher needs to do is pull out from the assessment what needs to be taught. Is this a global problem throughout the room? If so, then the whole needs that instruction. If not, then perhaps a small group or even an individual. I think we get hung up on time - and in terms of time, a lesson is seen as a 25 minute tirade, complete with photocopied sheets, elaborate tricks and gimmicks. THIS IS WRONG. A good as anything lesson could be a short 1 minute intervention. "Try doing this," or "Have you thought about this?" Then give them a chance to give it a go!

So in terms of accountability, how does this relate? I believe that through examining what my kids are learning, and specifically what they need, then I am truly accountable to what is happening in the room. I have a firm underpinning to my instruction, clearly outlining the reasons why I am instructing. I am teaching this because of this need. Time is precious, and it is too often wasted with filler. To teach effectively, to fill in the achievement gap, we need to teach precisely.

Natural Man-Musk

I had the privilege of spending time with friends this past weekend, with whom I don’t often get the chance to talk with. My wife is really good friends with the Other Woman (no reason for capitals, just some unnecessary dramatic effect) so I am obviously paired up with the husband. This is a routine pairing, and while the women go off to do their thing, we are thrown together, most likely to engage in awkward conversation or subtle patronizing. You see, we share radically different professions, and I would be so bold as to extend that into radically different world views. When two people cannot see the other’s frame of reference, then awkwardness surely ensues.

The point of this, is that it WASN’T awkward (except for the hugging, which came at the end of the evening). We all balanced each other nicely and *shock!* I was able to move out of my comfort-zone-my-life-is-my-routine, everything-is-about-teaching mentality to see more of the outside world. It was refreshing.

Talk also came about to the topic of this blog. Granted, there is some audience-intent apparent here, but the ultimate goal of this blog is for me to write. In writing of my stories, I am able to better understand them, and ultimately, to improve my practice. However, I was reaching a sort of crisis/boredom point in that I was frustrated that there wasn’t an overarching theme apparent here. I was impatiently looking for a common thread that pulls all these rambling(s) together, yet none had jumped out to me so far. In talking to my friends, I was yet again reminded of my purpose - that is: to write. I needed to practice my craft and develop my skills. So, here we are.

In finding time to write, it is often an incredibly solitary position, though the process of writing isn’t solitary. This is what I teach my kids. I get them to write, and then to share with another, soliciting advice on how to improve their craft. They revise together, looking at content and ideas, expression of voice, and all the big changes they can make. Yet here I sit, dreadfully early in the morning, surrounded by my natural man-musk as I haven’t yet had a shower, listening for the sounds of stirring above me, hoping that the day won’t start yet. I’ve more to say, more to write, more to share... yet time is what I really need more of.

So it is with that in mind - time. In time, there will be patterns to my writing, more insights to be gleamed. Ultimately, it is really about the process. And that is what is truly important.

A Dedication for All

Well, I’m back at it (a little personal insert, if you will...). My youngest daughter just started daycare, throwing off my morning routine. And, as most educators are, I am resistant to substantial change and crave a routine of sorts. It has taken some time, but I think I am getting back to the craft. Well, let’s to it then!

Being in a new school, we are privileged to be a part of some interesting and unique experiences. Presently, we are thinking about dedicating the gym (something I had never heard of). We are currently tossing around local sports legends that possess the ideals and values that we desire of our students... and then it hit me! What if we dedicated the gym to someone within our local community, rather than a distant outsider. What if we dedicated the gym to a family that actually goes to our school who believes in the sports/values that we do... How cool would that be?

Part of the reason of this entry is for me to flesh out my ideas to present in a (reasonably) coherent fashion to my principal. My idea would require the staff to nominate a family (presumably) of children who go to our school who are active the in the sporting life of our school, and outside community. This would mean that we would say that all who enter and play within these walls show the same sportsmanship as _____________ (blank).

What if each teacher nominated a student from the first class of the building, effectively dedicating the gym to a wider range of students?

On the other hand, what kind of surreal experience would that be for a kid at school to play in the gym dedicated to her/him self? How would the other kids react to that? I think it is fair to say that sporting people in general are pretty competitive - so would this create resentment among the students - assuming they would even care?

I guess that is all this is - an ideal, a dream. We’ll see what the powers that be make of it.