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We made it. Yesterday was our final day of Home Learning. For this year. That we know of.
I, for one, am sighing a big sigh of relief. Teaching online took unexplainable tolls on me. There was an underlying stream of stress that was bubbling quietly below the surface. The kind of stirring that you can't fully understand until it is gone and your whole being exhales like its been holding its breath. Like I said, unexplainable. In an attempt to flush out and calm down some of my buzzy cells, I am leaving town for a week. Detox, regroup, and breathe again. I've been blogging about what I am passionate about. A new kindling of passion is my love for children's books. I have a feeling that will be a focus of mine this summer. I'm still in the brainstorming stages, checking out the plethora of options. Just checking out the menu forming in my mind. Eventually I will have to decide (or decide not to decide), but for now I am enjoying the ideas and holding everything lightly. I don't want to tie myself down after feeling an influx of lightness. PS I am committed to blogging every week even when I don't have much on my mind. This week, that's a good thing. Then not much on my mind. That's exactly what needs to be there. Not much.
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When I first started blogging and posting and Tweeting a year ago, my goal was this: -To combine solid pedagogy with technology avenues to allow for creativity, expression, and achievement. I didn't want to just show how to use tech-anues (technology avenues...just made that up). There were so many people already doing that. So I dove into Visible Learning, Best Practices, Asking Questions and other philosophical and pedagogical resources. I learned a lot. I was excited about going forth with peda-tech. (Pedagogy and technology...made that up, too.) My hope was to take the best pedagogy and merge it with the best technology.
I find myself reflecting on this original goal. I am wired to learn. I often find myself eager to change and improve my craft. I rarely do things the same way from year to year. If you know what I am talking about, you know it is a blessing and a curse. I've been paying attention to the things that really get me excited. Paying attention to when I am lost in the zone, the flow, the flow-zone. What do I gravitate towards? What do I WANT to do, but don't let myself do because it is too small or too simple or too this or too that? Here's what I am wondering and pondering... I've been wanting to delve into some tech-anues. Break them down, figure them out all by myself. But in my mind that is too simple, too small. After all, there are an ocean of tutorial fish out there, so why wouldn't I just go to those and learn? (And I do and I will, but...) I'm certified in FlipGrid, Nearpod, Seesaw, Book Creator, and Screencastify. Not for the glory, though the badges are cool to be sure. I've done it so I can learn a new platform in a systematic way. And that works, to an extent. But I find that I still do not come away with all the learnings I crave to have. I want more and I want to be the driver. As I am typing this, I am transferring my reflection to my students. How does this same line of thinking apply to them? I think it ties back to inquiry. The joy of discovering things by yourself. But I digress. I find that I get in a rut and use tech-anues in the same way. Need to post a video? Flipgrid. Need to post a drawing? Seesaw. Need to create a book? Book Creator Need to record your screen? Screencastify. Need a ready lesson? Nearpod. As I continue learning more about strong and simple ways to teach, I am going to give myself permission to go play, discover, dig, and meander. And ironically, as a side-product, I believe I will become better equipped "take the best pedagogy and merge it with the best technology." (Am I allowed to quote myself?) And that makes me very happy and excited to start my summer! (After a vacation, of course!) P.S. Blogging helps me think through things. I don't always follow through. I don't always make sense. I don't always have ideas. BUT I do learn to know myself better. I do sort out my ideas. I do nudge myself in life-giving directions. So, just a little shout-out for blogging! What do I value about Twitter?
How do I grow with Twitter? What do I want more of on Twitter? What do I have to offer my Twitter community? These are questions I've been asking myself lately. My word for the year is INTENTION and I am feeling a nudge to be more intentional with my Twitter time. These questions are not heavy, but exciting to me. One thing I value about Twitter is all the wisdom, expertise, and inspiration I soak up from amazing educators, technologists, readers, writers, thinkers, and doers. When I ask for help and ideas, help and ideas I get. When I message someone with a question or to make a connection, 9 times out of 10 I get a message back. People encourage me. I feel like I can post things without fear, because people know that I am testing my wings. It truly feels like a community to me. I grow on Twitter because I follow people who share things peak my interest, open my mind, and point me in curious directions. Twitter is like a springboard for me. I see something interesting and I bookmark it or investigate. I love it when an idea flies across my feed that I had never thought of before. It gives me energy to learn new things. I don't know if I can word this right, but think I want more concrete ideas on Twitter. I value pedagogical and/or philosophical conversations. I am open to thinking about things in new ways. (Here comes the but) But I think I am looking for more focused learning for myself. I'm not sure what this will look like, but I am going to have fun figuring it out! I am also wondering what I love and what I want to share with the world. I've dabbled here and there, and that has been fine. Perhaps that will be my "style" for a while until I find my focus. My hope is to think about this more. I look forward to doing some more thinking about my self and what I truly am passionate about. To be clear, I 💙 Twitter. I am happy to "waste" time looking and learning. AND I am hoping that some intentionality will enhance my Twitter experience even more. I look forward to it! This realization hit me yesterday. |
 Photo by Toa Heftiba on Unsplash | For one thing, soon I will have the time and space I need to reflect. To think about what went well this year and what didn't. To think about what I want to do again next year. In a nutshell, I will have |
|  Photo by kyo azuma on Unsplash |
I'm not going to lie, I panicked a bit when I first thought about going back to school. But then I remembered I have the summer to regroup. I am going to have time to get ready to rejoin what is yet to be known. Panicking will happen again, to be sure. Right now, though, I am choosing to see the reality without carrying it around with me.
Neat-o?
Oh, I said it and I stand by it.
I asked my Twitter colleagues if they had any ideas for how to do the infamous biography report with my students in creative ways and they delivered. I am finally taking the time to scour them and get my students ready to research and share their findings in creative ways. Here are the ideas that were shared with me: (In no particular order.)
1. From @BradyVenables
Co-create a template with the kids so they can decide what important facts are for bios!
I so often have to be reminded of including my students in the planning. It's the whole it-is-easier-if-i-do-it-myself mentality that creeps in so easily. (I am reminded of when I let my young sons help me cook...) And I get it. Sometimes it is best to just plop it out there with three easy choices. But I commit right here and right now to letting my students help sculpt our direction.
2. From @joliboucher (also suggested by @MrsErinFisher)
Here is a succinct Google Slides Template shared by Joli Boucher. What I love about this layout is that Joli not only gives students a template, she also coaches them in her descriptive text boxes on the side. Thank you so much for sharing this, Joli!
3. Michele Eaton @micheeaton shared this idea: 50 Ways to Tell a Story from @AZYearbookGiant. I love this because it gets me out of my default ideas and gets me thinking about new ways to think of information. Thank you, Michele and Jen Crutcher.
4. Matt Miller of Ditch that Textbook shared this Time Magazine Google Slides Template from Ryan O'Donnell @creativeedtech. I am in awe of this template! It is not just a template. Ryan gives different tips and resources along the way. He guides the learner in making a visually appealing and well-structured project. It is like having a coach within the slides. The visuals and humor in these slides make it highly appealing as well. What I like about these slides is that students have a structure, but then they can make it their own.
5. Kasey Bell was generous enough to point me towards her article on Fake Instagram accounts. Carly Black @teachmomrepeat made a Google Slides template to use with her students. Here is a guest blogpost by Carly on Kasey's Blog Shake Up Learning. Click on the picture below to find a link to Carly's template. Thank you Kasey and Carly!
Photo by Vicko Mozara on Unsplash Here I go reframing again. It can be a little addicting.
I pulled up the blogs I have been wanting to read.
I opened up all of my Twitter bookmarks I've been wanting to investigate.
I opened up some of my faves on Twitter.
My typical approach has been rolling up my sleeves and diving in. Begin with the end in mind! Figure out how to fix. Study how to improve. Dig deep. Swim hard. Go for the gold!
But there is a problem with diving in. It's called holding your breath. Such an apt metaphor for me. When I am diving in with a driven mind, it can feel anxiety producing. Like holding your breath. What if I don't find what I need? What if I am not enough? What if I can't fix things? Coming from a place of deficiency drives one in a fearful way. Oh, I love diving in and learning and growing and trying. But I would be lying if I didn't acknowledged the feeling I get sometimes of something nipping at my heels.
My behavior will be the same, but my perspective is changing.
I remember one morning I came downstairs and there was a life-sized unicorn pool-floaty thing in my living room. It took up most of the living room and I remember being so delighted by it! My son had blown it up as a birthday surprise for his girlfriend. So as I was thinking about this, an image came to mind. Me on a river with some of my best Twitter buddies, floating along in our choices of life sized pool-floaty things. Bumping into one another occasionally and laughing. Talking. Sharing. Floating along and seeing the sights and soaking up that which is beautiful and meaningful. Capturing images of what we want to remember.
I pulled up the blogs I have been wanting to read.
I opened up all of my Twitter bookmarks I've been wanting to investigate.
I opened up some of my faves on Twitter.
My typical approach has been rolling up my sleeves and diving in. Begin with the end in mind! Figure out how to fix. Study how to improve. Dig deep. Swim hard. Go for the gold!
But there is a problem with diving in. It's called holding your breath. Such an apt metaphor for me. When I am diving in with a driven mind, it can feel anxiety producing. Like holding your breath. What if I don't find what I need? What if I am not enough? What if I can't fix things? Coming from a place of deficiency drives one in a fearful way. Oh, I love diving in and learning and growing and trying. But I would be lying if I didn't acknowledged the feeling I get sometimes of something nipping at my heels.
My behavior will be the same, but my perspective is changing.
I remember one morning I came downstairs and there was a life-sized unicorn pool-floaty thing in my living room. It took up most of the living room and I remember being so delighted by it! My son had blown it up as a birthday surprise for his girlfriend. So as I was thinking about this, an image came to mind. Me on a river with some of my best Twitter buddies, floating along in our choices of life sized pool-floaty things. Bumping into one another occasionally and laughing. Talking. Sharing. Floating along and seeing the sights and soaking up that which is beautiful and meaningful. Capturing images of what we want to remember.
Not diving in and grabbing, but floating along and accepting.
Letting go of the things that don't delight us or challenge us or nurture us.
Just letting them flow by.
Trusting that we are enough. We will be enough.
Photo by Lance Grandahl on Unsplash
I think I am feeling unframed.
Been sitting at my computer all morning.
Hulu in the background. Watching touching videos.
Trying to figure out WeChat.
Marcopolo-ing with my family.
Getting up for lunch.
Eating two cookies.
Staring out the window.
Sending "The Pets will Thrive" video to my partner and son.
Figuring out my finances.
Planning for my online classes tomorrow.
Been sitting at my computer all morning.
Hulu in the background. Watching touching videos.
Trying to figure out WeChat.
Marcopolo-ing with my family.
Getting up for lunch.
Eating two cookies.
Staring out the window.
Sending "The Pets will Thrive" video to my partner and son.
Figuring out my finances.
Planning for my online classes tomorrow.
Wait. I'M not unframed.
My life IS unframed and I am feeling it.
Maybe you are feeling it too.
This puts me into a freeze frame.
Not sure what to do next.
Wondering if I am widdling away this precious time.
Thinking I need to go on a walk.
Hoping to learn a bunch and get ready for a better week of learning.
Feeling trapped by the more restrictive guidelines.
At the same time having no ambition to go anywhere.
Not sure what to do next.
Wondering if I am widdling away this precious time.
Thinking I need to go on a walk.
Hoping to learn a bunch and get ready for a better week of learning.
Feeling trapped by the more restrictive guidelines.
At the same time having no ambition to go anywhere.
Photo by Caleb Minear on Unsplash
I feel frozen.
It is hard to move and take action.
And a gentle reminder comes my way. When something is unframed, it can be reframed. And that is the process I am going through.
I have placed a weight on myself to be thee very best online teacher I can be for my students. This is the question that keeps traipsing through my mind. "What am I missing?" eLearning just doesn't quite feel right yet. I am trying to find that balance between "keeping things the same" and trying new ideas. Is there a better way to organize things? How can I keep us connected? And on and on and on. I keep asking myself, "What is missing?" But what if I reframed that question?
I have placed a weight on myself to be thee very best online teacher I can be for my students. This is the question that keeps traipsing through my mind. "What am I missing?" eLearning just doesn't quite feel right yet. I am trying to find that balance between "keeping things the same" and trying new ideas. Is there a better way to organize things? How can I keep us connected? And on and on and on. I keep asking myself, "What is missing?" But what if I reframed that question?
What new things can we try together to stay connected?
What pillars do we already have and how can we enhance them?
How can we bring joy to elearning?
Instead of kicking myself with "What is missing?" (fear-based), I want to reframe it and think, "What can we add? Or change? Or enhance?" (trust-based) Trusting myself to find the right resources. Trusting my students to lead the way.
I know it is the exact same question just reframed, but I'm gonna go out on a limb and say that reframing matters. I can shift my mindset to one of deficiency or nurture the mindset of abundance.
It's a small little shift, but one I am making more than usual these days as I learn to live in this unframed world we find ourselves in.
I know it is the exact same question just reframed, but I'm gonna go out on a limb and say that reframing matters. I can shift my mindset to one of deficiency or nurture the mindset of abundance.
It's a small little shift, but one I am making more than usual these days as I learn to live in this unframed world we find ourselves in.
Is there anything you need to reframe? I would love to hear your thoughts about coping and thriving during this unique time. While we are feeling confined, it is also a time to bust our worlds open to investigate, discover, try, fail, and fly.
Photo by pine watt on Unsplash
The district's internet was down for three days this week.
Here are some paraphrased thoughts we received from administration via email:
How wonderful to re-introduce our students to creativity.
What a great opportunity to write across the curriculum!
Awesome that students can read a good book.
So grateful for the increased opportunities to read, write, sharpen pencils, and talk with kids.
All good things.
Here are some paraphrased thoughts we received from administration via email:
How wonderful to re-introduce our students to creativity.
What a great opportunity to write across the curriculum!
Awesome that students can read a good book.
So grateful for the increased opportunities to read, write, sharpen pencils, and talk with kids.
All good things.
At first glance this seemed super strange to me.
"Re-introduce" our students to creativity?
Writing across the curriculum?
Reading a good book?
More opportunities for reading?
More opportunities for writing?
More opportunities for talking?
All good things, indeed!
"Re-introduce" our students to creativity?
Writing across the curriculum?
Reading a good book?
More opportunities for reading?
More opportunities for writing?
More opportunities for talking?
All good things, indeed!
So good, in fact, that we are already doing those things. It appeared from those statements that the perception is we are not reading, writing, creating, sharpening, and talking as much because of technology. When in reality the potential to doing MORE of those things with technology is exponential.
I had a huge aha develop over those three days: It's not the technology that is holding me back.
These are the things that are holding me back. These are things that have been "thrust" upon me.
I had a huge aha develop over those three days: It's not the technology that is holding me back.
- It's my adherence to the curriculum map, because we are expected to follow it to the tee.
- It's my feeling the heat and pressure of staying on schedule.
- It's my blind following and narrow execution of the standards.
- It's my trying-to-do-better-with-holding-students-accountable.
- It's my obsession with teaching the standard and not straying.
- It's my voice that says: "What standard are you working on now?"
- It's my focus on getting grades for the grade book, so progress reports don't sneak up on me.
- It's my fear of the high stakes test and that my students won't be ready.
These are the things that are holding me back. These are things that have been "thrust" upon me.
And to some extent that is true. But true does not equal truth. My truth. I've adapted so well, that you can't recognize me from another lion in the jungle. I've been praised for my efforts. I have praised myself. But these three days without internet was an eye opener.
Even though I scoffed at the comments sent to us via email, there rang a sad truth to what the writer said.
Our district's "scores" are growing and we are getting "better". "You are all awesome, look what you've done!
It must be because we are doing the right thing!"
I'm here to say: Not true. In so many cases we are NOT doing the right thing. What we may be doing is making good little test takers.
We are expecting students to sit for long lessons.
We are pushing a constant flow of "complex" texts.
We are expecting things that are not developmentally appropriate. And we are afraid.
What will happen if we are not teaching the given standard on a given day?
What will happen if we give children choices and can't grade the end results equitably?
What if we don't have an objective posted?
It is the straight-jacket approach that holds us back. I have talked to so many teachers who have said that they don't feel like they are good teachers anymore, that they can't follow their passion and knowledge of kids, that they are stressed and depressed and worn the hell out. It makes me so sad.
This week I saw the old me and I liked her.
- Truly giving students choice in topic and platform
- Giving ourselves permission to animate our shape poems even though our poetry unit is over
- Having my students brainstorm what rotations they'd like to have
I have a colleague that challenged me to give my students more choices to follow their passions. The new old me is taking up the challenge. I am doing that by giving them the choice of four (student generated) topics for next week. I assigned Flocabulary songs and activities and assigned collections in EPIC. I let them wander around in Wonderopolis and choose articles that intrigued them. They will share their learnings with the rest of us. I loosened the reins. It will be a mess to grade and keep track-of in a traditional manner. No matter. I will figure that out.
We must help one another loosen the straight jacket so we can breathe. We must loosen the straight jackets of our students. And play. And follow our hearts. And find joy in our teaching again.
We must help one another loosen the straight jacket so we can breathe. We must loosen the straight jackets of our students. And play. And follow our hearts. And find joy in our teaching again.
I have a confession. I love to 3D myself. My Bitmoji, that is. Mostly I do it just because it makes me happy. So this post is not reflective or thoughtful. Just a fun HOW TO post. And that is just what the doctor ordered!
You will need to have a Snapchat account and have your Bitmoji connected to it. The Bitmoji you can create changes every day, so I try to create them as I go along so I can pull them out as needed. Happy 3D-ing!
You will need to have a Snapchat account and have your Bitmoji connected to it. The Bitmoji you can create changes every day, so I try to create them as I go along so I can pull them out as needed. Happy 3D-ing!
Have you ever thought of one of your character traits and thought (or said outloud), "It's a blessing and a curse." While curse may be too strong of a word, I've thought it many times about myself.
I love my work and sometimes I willingly drown myself in it.
It's a blessing to love your work, but I am easily lured into working too much.
I am creative and always looking for new ideas.
It's a blessing to want to keep learning and growing and changing, but it can wear me out.
I tend to speak up when things aren't right.
It can feel like the pursuit of justice, but it can also feel like an uphill battle I have no right to be fighting.
When you are a speaker-upper, the conversation in your head may go like this:
"This isn't right. I need to speak up."
"Maybe it's just my ego. Who am I to think I'm right?"
"But I can't stay quiet."
"Maybe I should close my door and forget about it."
"Am I just a trouble maker?"
"It's not just me. Others are concerned too."
And that loop is pretty constant during the period of speakingupedness.
Last year I took a year off of being a speaker-upper. I was tired of my own self-righteous drive. I mostly stayed quiet and just did my own thing in my classroom. In many ways it was a relief. Let other people speak up, Jill. You don't have to "fix" everything or speak the "truth" to the powers that be. I needed that year to reflect. I came into this year knowing that I don't have to set things all the time. I came in with a softer stance. Ready to speak up, but not needing too.
A lot of my inquiries truly come from a curious place. I've talked to the superintendent when I didn't understand parts of the 5 year plan. I've spoken with the curriculum director about initiatives I didn't understand. But to keep it real, I've usually had my own "let me show you where you are wrong" agenda. I feel sheepish when I see that in print. It can be a good thing and an unfortunate thing. Sometimes I feel like the Lorax, who speaks for the trees.
In this current phase of speaking up, there are stressful decisions at every turn. And the devil on my shoulder whispers, "Give it up. You're doing this for the wrong reasons. Who do you think you are."
I love my work and sometimes I willingly drown myself in it.
It's a blessing to love your work, but I am easily lured into working too much.
I am creative and always looking for new ideas.
It's a blessing to want to keep learning and growing and changing, but it can wear me out.
I tend to speak up when things aren't right.
It can feel like the pursuit of justice, but it can also feel like an uphill battle I have no right to be fighting.
When you are a speaker-upper, the conversation in your head may go like this:
"This isn't right. I need to speak up."
"Maybe it's just my ego. Who am I to think I'm right?"
"But I can't stay quiet."
"Maybe I should close my door and forget about it."
"Am I just a trouble maker?"
"It's not just me. Others are concerned too."
And that loop is pretty constant during the period of speakingupedness.
Last year I took a year off of being a speaker-upper. I was tired of my own self-righteous drive. I mostly stayed quiet and just did my own thing in my classroom. In many ways it was a relief. Let other people speak up, Jill. You don't have to "fix" everything or speak the "truth" to the powers that be. I needed that year to reflect. I came into this year knowing that I don't have to set things all the time. I came in with a softer stance. Ready to speak up, but not needing too.
A lot of my inquiries truly come from a curious place. I've talked to the superintendent when I didn't understand parts of the 5 year plan. I've spoken with the curriculum director about initiatives I didn't understand. But to keep it real, I've usually had my own "let me show you where you are wrong" agenda. I feel sheepish when I see that in print. It can be a good thing and an unfortunate thing. Sometimes I feel like the Lorax, who speaks for the trees.
In this current phase of speaking up, there are stressful decisions at every turn. And the devil on my shoulder whispers, "Give it up. You're doing this for the wrong reasons. Who do you think you are."
Last week I asked a colleague, "Should I just shut up and sit down?"
She asked me, "Are you doing this for yourself or for the kids?"
Without a pause, I said, "The students. And the teachers."
That helped put things in perspective. I have a gift. When that gift is at work, I can think through things clearly and I work for change. I talk to the powers that be. I make sure I am not only speaking for myself. I stay as positive as possible. I am grateful when people listen and care. I am downhearted when I am not getting anywhere. But sometimes I just know I can't not speak up. Blessing. Curse.
Forgive me if this post is self-indulgent. I just had to think it through and talk it out.
I needed to breathe and this is my place to do that.
She asked me, "Are you doing this for yourself or for the kids?"
Without a pause, I said, "The students. And the teachers."
That helped put things in perspective. I have a gift. When that gift is at work, I can think through things clearly and I work for change. I talk to the powers that be. I make sure I am not only speaking for myself. I stay as positive as possible. I am grateful when people listen and care. I am downhearted when I am not getting anywhere. But sometimes I just know I can't not speak up. Blessing. Curse.
Forgive me if this post is self-indulgent. I just had to think it through and talk it out.
I needed to breathe and this is my place to do that.