Year 17

I received my 15-year service award from KISD today. This means I’ve been teaching for seventeen years.

17 years.

4 different schools.

6 different classrooms.

7 different grade levels.

At the end of every May, I get energized about the next August. I go through what worked, what didn’t work, and what I should do differently next year. I think because of this tendency, I struggle with recognizing my successes. I know I’m a progressive and always trying to push myself to be a better teacher, but I think I need to recognize what went well rather than just focusing on what I want to improve upon. So that’s what I’m going to do today.

  • I really enjoyed being the team lead this year. It surprised me, actually. I think after spending ten years over at Vistas, I thought of myself as a lone wolf, but I don’t think that is actually the case this year. I loved bouncing ideas off of other people and being able to capitalize on the strengths of the group rather than just myself.
  • I was supported by my administration and team when I introduced some maverick ideas, such as the team policy of buying back late points.
  • I had students thank me for putting so much effort into my class. One student said that this was only English class he didn’t fully “BS” during high school. I know that sounds snarky, but it was honestly a compliment.
  • I learned a lot from my first ear teaching Advanced Placement. Like all discoveries, some were energizing, some were eye-opening, and some were disappointing, but I feel way more prepared going into the 2018-2019 school year.
  • I am loving the way my classroom looks right now. It feels like a place that I want to be.
  • I have a good start to getting my classroom library organized thanks to students!
  • I have so many ideas for next year! Bring it!

Innovator’s Mindset: Chapter 1

Regarding Blockbuster: How many times do we hear teachers complain about “today’s” students? We can’t sit and (falsely) remember what students were like 20, 30, 40 years ago and begrudge the students in our classes. Just because it USED to be done that way mean it’s any good.

When I read that BB had the chance to buy Netflix, I’m glad they didn’t. BB didn’t have the vision. If BB had bought Netflix, it would not have been as effective or instrumental in changing the entertainment industry. If you give a reluctant teacher technology, it’s going to get used appropriately (or to its full extent).

I like analogies, but I’m deeply disturbed at the corporate comparisons. BB? Starbucks? Schools *aren’t* business and I bristle at the attempt to brand us as such.

Official school leaders and unofficial school leaders. I think the unofficial ones are just as significant as the recognized ones. Who do you go to when you need a question answered? A paraprofessional. Do we have any paras in this book study? I don’t think we do. Why not? Aren’t they leaders who can change the culture in campus? They may not have the same job/role that I do, but that just means they have a different lens.

Innovation: new and better. Is “better” not innovative? Like Klein Education Foundation grants, it has to be innovative, but once it’s been done, it’s not considered innovative to replicate, right? Why?

Again, another CEO reference. I get that we can learn from the business model, but isn’t that how we got into this mess in the first place? Assembly lines? Profit? A part of me cringes each time I see for-profit corporations here, especially when the author seems so anti-test culture. I find it a little puzzling, even hypocritical.

I understand that we are all defining our terms, but how do we support this? I know what I WANT to do, but I physically can’t. I had every intention of gamifying my classroom again this year with quests, adventures, boss battles and game resets. I have the knowledge, the experience, and the passion, but I don’t have the time. So how can I make it happen?

Uh… but a blog post IS an essay. So that question is rather silly, don’t you think?

I like those questions, but people don’t like teachers who ask questions. Troublemakers.

What innovation isn’t: different for the sake of being different. But the example given is missing a lot of other factors: choice, stakeholder buy-in, finances, and laws. I watched Super Size Me and still remember the amazing school lunches one school promoted. The cost of the food was still the same, but I’m sure the cost for human resources would be astronomical. You’d need people to prepare and cook and clean. We may know what is best for kids, but until we put our money where our mouth is, they seem to be empty promises to our students.

Cuurently, I’m struggling with Schoology. I had hoped to only use Schoology as my grade book this year, but I’m learning quirks about the program. What frustrates me is that those who take risks make more work for themselves, while those who play it safe avoid extra stress. While I think it’s worth it in the long run, right now, it’s frustrating.

Discussion Questions

1. I am *really* liking the ability for my students to “buy back” late points. I think eventually I want to move it to a blog, but for right now, I’m trying to get them to focus on the skill. Before, students who turned in late assignments would have their grade penalized, sometimes so heavily that they’d still fail. When a previous school had a no zero policy, students would turn in careless work just to say that they didn’t have a zero. I’d rather have thoughtful and well-done work. Is the assignment a 50 because it didn’t meet the objective or is a 50 because it was turned in late. So if I have a student who is failing and won’t be able to graduate because they have turned in every assignment late, I have a few choices: 1. Fail them even they they may have mastered the material 2. Pass them without regard to their behavior and essential giving them a curve, which is unfair to the students who used their time wisely. 3. Take control.

Gamification gave me an idea. They can redo assignments up to full credit, so I wanted to make a distinction between grades and behavior. So far, it seems to be working.

2. In order to create opportunities, I think modeling is a good way to encourage innovative. When people see  success, they will jump on board. If not innovate themselves, but at least to mimic the activity.

Sometimes my most innovative students are the ones who seem to struggle with completion. Perhaps group work by pairing them up with people who have a different set of strengths? I struggle with this. I truly think innovation is a higher order thinking skill, and you generally need to scaffold to get there. I have a few ideas that would be easily supported in a gamified classroom, but I dint have the time right now to see them to fruition. It’s sad.

3. I think now more than ever, you have to be able to communicate and work with others. Work is made for extroverts, and I think that’s a downfall. But that’s off topic.

Technology has made collaboration and sharing ideas easier than ever. My fear is that it has had a detrimental effect on initiative.

Innovator’s Mindset: Introduction

Before I even started reading this book, I felt a little awkward.

“Am I an innovator?”

I mean, I want to be. I really buy into the disruption theories. I try to keep on top of research and best practices. But do I truly innovate?

I guess my most honest answer is “sometimes.”

“…our job as educators is to provide new and better opportunities for our students.” (2)

Regarding tech, it’s not the tech that makes learning relevant. A tablet in the hands of a classroom teacher who uses weak instructional practices will still use weak instructional practices.

I think the space/student example is a little weak.

Regarding Dan Brown’s comments: I’m an-risk student myself. I failed 2nd grade because I refused to homework. I only succeeded in high school because I found a “home” in room 124. I got kicked out of college for having a 0.0 GPA. So how did I get here? I know where I lost interest and have tried to prevent that in my classroom.

“We forget that if students fail to leave school less curious than when they started, we have failed them.” Ouch. Do my students leave more curious? I don’t honestly know. By the time I get them, they are just ready to graduate. I find that my curious students are still curious, but I struggle with my reluctant learners: did they learn anything or just do assignments? This is where scaffolding hurts me. If they do the scaffolded assignments AFTER the major work is done, what’s the point? I fall victim to the idea that if I don’t take a grade on it, they won’t do it. But even if I do take a grade, I have a sizable amount of students who don’t do. What’s the solution? If I figure it out, I’ll give KISD a book discount. 😉

I have always called the teachers who refuse to change dinosaurs because they can’t evolve. In fact, I think the word evolve is more appropriate than change.

Time is money in education. It’s sad to me that many times pedagogical practices revolve aid around a budget rather than what creates the most effective classroom environment.

I really feel like in my time in Klein, PD has been making a shift. I feel like the GT program is historically where we spent our time innovating, while the level classes got left with worksheets, bland audio books, and busy work.

I feel like PLC can be the time for innovation, but not always. Your group has to have the same goals and values for it to work.

Be more dog? Be more PIRATE! Dave Burgess stole my shtick!

Students are so used to being told that they have to write a certain page number, a certain word count, to write their thesis WITH THREE REASONS. Why? Is easier for the teacher, honestly. Just teaching one thesis makes it simple for examples and assessment. But writing is not one size fits all. The three-prong thesis may work often, but not always.

We have to support our risk takers and people who actively work against pedagogical golden calves. It’s hard work, teaching and working and modeling and grading and giving feedback and learning and… it goes on and on.

“focus on the learner rather than the administrator” We ask have different roles. We see things through different lenses. It’s not “us versus them.” At least it shouldn’t be.

The adjacent possible. THIS is what frustrates me the most! It is so tantalizingly close, but I’m never able to get there. I know what I want to do. I know how to do it. I just need the time to do it.

I can’t change anyone. I model. I explain. I share my experiences. I talk about control. And I start with baby steps. I push a lot of boundaries and I create a lot of frustrating for myself. Like with Schoology. I want to get the data from tests and rubrics. I learned the hard way NOT to put zeros or mark assignments as missing in Schoology. But I don’t expect everyone to do that. I LIKE figuring things out and solving problems. But if I can get my colleagues to feel comfortable with grading using rubrics in Schoology, I’ll be happy! Then we can have a new goal next year.

I’m buying in after the introduction. I realize that I because I’m a problem solver and always looking for the next door to open, I might focus on I need to fix or improve. I take it personally when my students don’t do the activity that I ask. Why? What can I do? There are days that I feel so defeated because there is nothing more that I can give them except a smile and opportunity to fix their mistakes.

I’m. So. Excited!

Have you seen a cartoon lately that shows the tired old trope about teachers dreading going back to school?

Sure you have.

Image result for teacher back to schoolImage result for teacher back to schoolImage result for teacher back to school

 

Let me tell you a little secret.

It’s not true.

Sure, there may be a few crankers out there that are counting down the minutes until they retire, but for the most part, your teachers are excited about the new school year and are ready to meet you! Seriously. I don’t know one teacher who plans on making their class boring. I don’t know anyone who rehearses scenes designed to embarrass anyone.

Instead, we are pumped! I know everyone in my hallway spent HOURS (including Saturdays) getting their rooms clean and ready for you. I know that my English IV teachers spent time talking about how we can get our students to learn the content without being boring. We talk about how we can be fair and respectful and fun – all while teaching what the state of Texas tells us we have to teach. We are ready to implement the training and new strategies that we tried out over the summer.

So what did I do this summer? Here are some highlights:

  • I went to a training over how to better manage my classroom and how you use technology. To be honest, I think this was meant for middle school teachers who were just now getting Chromebooks rather than a old fart like me who’s been on a 1:1 campus since 2006.
  • I attended a training on poverty.
  • I spent an afternoon discussing the power of short stories (as opposed to long, full length novels).
  • I spent a week in San Antonio at the International Society for Technology Education.
  • I spent a day refreshing myself with brain theory and how to engage brains: engaged brains learn better!
  • I learned about Google Choice boards.
  • I was trained how to be a coach for other teachers.
  • I went to a session about grit, mental fortitude, and growth mindset.
  • I learned about Schoology.

My room isn’t completely ready. I don’t have all of my plans and materials ready for the entire week. My Schoology class(es) have nothing in them yet, but I’m ready for the class of 2018!

Sure, I’m counting down the days until June 2nd, but that’s because of graduation! The big payoff!

I hope you guys are excited as I am!