Student Voice and Choice

Greetings colleagues!

When I started this new job four months ago, I was pretty terrified. I try to be organized and polished whenever I teach as I am NOT someone who flies by the seat of my pants. Teaching broadcasting was a WHOLE new thing, and I was making it up as I went for most of the first quarter. I now feel way more comfortable in this role as I'm figuring out what I want my students to know and do.

As a Social Studies teacher, I was always grasping for "wins" - good days, good class periods, and good moments. They did not often happen as I was a pushy teacher. I had high expectations. Students didn't get to goof off very often in my class. But now I'm a "fun" teacher - I still push and still have high expectations, but students get to goof off (ish) in my class. Students get to have fun because they are making up stories, they are creating videos, and they have an audience ready for their broadcast every week. Talk about student CHOICE AND VOICE!

I really thought about this the other day when a student said to me, "Mrs. Jeffrey - look at the board. You put the four of us (students) together. No other teacher would EVER do that!" I said to him, "Well, you do your work for me. If you were together in another class, would you not get anything done?" He said, "We don't have classes together, but I bet we wouldn't get anything done." So I said, "Every week you have to create a tangible product. If you don't get your work done, then you don't have anything in the broadcast." As I walked away from him, I heard him say to his colleague, "I've never thought about it that way before." WINNER WINNER CHICKEN DINNER!

I will totally own that it's completely different being an enrichment teacher. I get to make up my curriculum because I have incredibly open standards (in fact, there are no broadcasting standards... I use Language Arts and theatre standards). This allows me to give students more choice and voice throughout the year. I really struggled with giving students voice and choice when I taught Social Studies. It's a difficult thing to do!

So how can you give students choice and voice in your classroom? Here are some ideas...

One time that I always tried to give students choice was when I had an "open era," i.e., we're covering between 1810 - 1860. I would want to know what they wanted to learn about and I wanted to know which applications they wanted to use. This was a perfect time to use a tic-tac-toe board or dinner menu. It wasn't entirely open-ended, but students had more say in their work.

For each broadcast, there is always one entirely original video. I give students theme options, but the main idea, the story plot, the script, the camera shots, and music are solely the students' creation. They can be quite fun to watch. For the rest of the segments, I often choose the topic, but sometimes I don't hear from staff members, so the students get to design their own themes. Even though the structure is set, students still write the script, design the camera shots, and create music. I always get to see and hear their voice throughout, and they still have choices along the way.

Find a way to make student's work public. This can happen at your own school! A brag board is where you have a student post their work and write about why they're proud of this work. Pair up with another class (whether on your team or not), and have them visit your brag board, look at the student's work, and leave a comment. This could be on a cork board in the hall or through a digital Padlet. Let the students be proud of what they've done so that other students can be proud of them too!

Our school has an advisory period, so each class shows the broadcast every week. I also post the broadcast on YouTube and try to remember to tweet out about it as well.





Let your students speak, both figuratively and literally in your class. Let them share their voice. But give them a choice in what they want to say as well.

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

Visual Essays

Greetings colleagues! I am writing to you this week as I'm finishing up my LAST unit of the school year! In fact, it is my LAST unit as a Social Studies teacher (for now). I recently accepted a job as the broadcasting teacher and technology specialist in my school. I'm excited but super overwhelmed. My job is going to look so different next year that I cannot picture it right now. This summer - it's so close!

But I digress. The unit that we just finished up was over Reconstruction in the United States. Yes, the Civil War is quite significant, but Reconstruction certainly changed the United States for a good 90 years or so, plus has lingering consequences today. To get my students to understand its impact, I had them do the DBQ Project's Reconstruction DBQ while also doing a case study on a modern case of racism (within the last five years). I felt it was important for students to see related connections - it also makes history more relevant!

The culmination of each DBQ is a 5-6 paragraph essay. I'll be honest; it's the end of the year, and I definitely didn't want to grade another essay! So I had my students do what I call a "visual" essay. This is when the students follow the same process as creating an essay, but in the end, they take the writing process and create something visual. The best three applications that I've found for creating visual essays are Piktochart, Spark Page, and Canva. For this unit, my students used Piktochart.

We spent four days going over the DBQ packet. The students analyzed four documents to answer the question, "North or South: who killed Reconstruction?" They completed the DBQ packet by filling out an outline in which they responded to the question with their opinion, and used evidence from the documents to support their answer.






They then took their outline and turned it into a Piktochart.

Did this go well? Yes! It was great for the end of the year, the students appreciated learning about something that connected to present-day, and though the Piktochart iPad app is lacking in some usability, they enjoyed trying a new app and liked the creativity and choices that it offered.

This week I'm encouraging you to try something new, maybe fun, and definitely engaging with your students. Think outside the box and get your students to connect to your content!

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

You gave students choice... and it bombed...

  

...now what? It's time for a reflection.

My co-worker and I just finished our cross-curricular project, and boy has it been a unit! We were quite euphoric with how it turned out, and were glad that the project was more of a success than we anticipated. One thing is nagging at the back of my brain - how did giving students choice work? Was THAT successful?

To answer that question, I am going to jump into "story time" and travel back to last summer. Right before the school year began, I attended a GAFE (Google Apps for Education) conference here in Colorado Springs. I was pushed by many of the attendees and presenters (in a good way) to update and elevate my curriculum this current school year. The big "buzz word" was choice: giving students a choice in your classroom. And I believe it, and I believe in it, so I tried to provide my students with choice (to give them a voice). It was a complete and utter failure.

Sometimes I wonder why teachers and teacher bloggers don't talk more about their failures, and, when giving advice, don't always talk about what might go wrong. I feel like I had a preconceived and naive belief about how choice and flexibility would transform my classroom. I would liken this to all the feels that teachers get when watching Robin Williams' speech in A Dead Poet's Society.

That was going to be my classroom this year... I was wrong. What I failed to take into account, and what I was never pushed to question, was who the students were that I had coming into my classroom. My students had eight years of traditional schooling. Often times, in my own opinion, I did not see rigor and high expectations in their previous classes. Students, in the past, did not have the option to make their own choices and did not have the capacity and maturity to make wise decisions on their own. This led to a very rough beginning to the school year (no Robin Williams moments here!) and a lot of reflection about what best meets my students' needs.

So... I gave my students choice... and it bombed. What are the next steps?

Number one: don't give up! So it didn't work this time. Why didn't it work? Figure that out, then don't do that again. It is okay to fail, but do not punish your students if the failure is one you.

Number two: figure out what your students need. Many options or open flexibility can be overwhelming if it has never been an option before. I know that when I start my next school year, I need to survey the students about their previous schooling. This will then drive HOW I teach in my classroom. I can decide how much choice I offer from the start.

Number three: start small to large. Start by giving your students two or three possibilities (not unlimited), then expand from there. I run a more project-based class so I can start with open selection when it comes to a type of project (Slides, Explain Everything, iMovie), then over time, students can have a choice when it comes to topics and content. Ideally, by the end of the year, the students have complete discretion in the classroom to display their voice.

Number four: take your time. If you realize that students still don't have the maturity to have choice, then do not give them that option. Make sure they are ready to move to the next step. Do not set up your students to fail.

As I said at the beginning, now that I've done this big project at the end of the year, was giving choice beneficial?

Yes! 

It was due to my failures at the beginning of the year and reflecting upon WHY there was failure. It was also dependent on me slowly adding in more choice as the year went on. I also feel like we gave students good options when it came to historical figures and project presentation options for this unit. 

Was it perfectly successful? No, not quite. Both my colleague and I learned a lot doing this project for the first time and have discussed changes that we will make. We still saw students choose the easy options, and I still need to figure out why they didn't want to push themselves. 

But I can see how choice works in my classroom and am excited to see it work even better next year. Keep the faith! Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

Moving away from mindless

Hello, colleagues!

I read an excellent blog post from Bill Ferriter. It really made me think about my curriculum; what is worthwhile and what is mindless. 

"Inane tasks are the norm rather than the exception to the rule in the lives of students. It’s reading truncated excerpts of obscure non-fiction works and answering multiple choice question after multiple choice question. It’s solving questions 14-33 on page 86 of the textbook and showing your work. It’s making YET another PowerPoint for YET another class — and then delivering YET another five minute presentation to your peers on some topic that you are going to forget before the end of the month. Worse yet, inspiring tasks are like white rhinoceroses: Oddities that are rarely seen, long remembered, and hunted by darn near everyone."

I have to say - no one is complete at perfecting their curriculum. No one "has it down" and no one is doing it right all the time. Every teacher knows that at some point, there will be mindless tasks in the classroom. But as Bill said it, it should be an exception instead of the norm. 

credit: LOC

So this morning I was thinking about how I can change mindless tasks in American history into something greater. 

• While learning about the federal government of the US, instead of just learning about the differences between a Presidential Proclamation and an Executive Order, have the students read and analyze two important documents: Presidential Proclamation No. 2537 and Executive Order 13769. Have students watch interviews with those interred in Japanese-American internment camps during World War II and with green card holders who were turned away at the airport in 2017. Then have students blog, create a Twitter thread, or design a Snapchat Discover story about how the federal government impacts an "everyday" American citizen.
• Instead of making students memorize the fifty US states and capitals, have the students pick five states they have never visited. Students then use Yelp and TripAdvisor to see what they can do if they visit the capital. Students then design five interactive Google Maps with the five places they would visit in that city with information, reviews, and photographs.
• When studying American Indians, instead of mapping the geographic cultures and doing a Venn Diagram on the similarities and differences, talk to students about how the Plains tribes would use every part of the buffalo in their lives. Talk about how each part was used, and if you have a local museum (like the Pioneers Museum), bring in artifacts for demonstration purposes. Then have students keep track of everything that they throw away for a week. Give students the opportunity to brainstorm and work together to repurpose the waste into something they could use in their daily life, or how they could remove that waste completely from their lives.

In the end, I think the goal of teaching is to interest and motivate our students. This does not happen every day, and it does not happen all the time. I deal with 110 beings every day, plus myself, and we have emotions and home lives that sometimes get in the way. However, if we can move them away from the mindless more often than not, then I think we're doing all right.

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

Thinking outside the box

Good morning colleagues!

My class is currently one week deep into a cross-curricular American Civil War project with Language Arts. The students have done some overarching research on important historical figures during the war, found the characteristic that this person best exemplifies, and have started designing their "improvement hour" project.

Yesterday I had the students fill out a Google Form about how they are doing on their project, and any stumbles that they had. I used the data results to guide the students needing to be spoken with immediately, which students I could meet with that day, and which students I could meet with the next day. It allowed me to prioritize my conference order.

One student had this answer, and it made me pause.

Important #middleschool words: "It was just hard to think about things like most of the time your teachers make ideas then you have to 1/2

— Rachel Jeffrey (@historicalipad) April 14, 2017

whatever they say but this time you are making ideas with your brain,well I don't know it is just hard to think like this I guess." 2/2

— Rachel Jeffrey (@historicalipad) April 14, 2017

Though what she said is both encouraging and discouraging, I am happy for a few things. I am glad that I saved a project like this for the fourth quarter. Though my classroom style is not typical, my school is quite traditional. It took a lot of breaking down walls and barriers this year to get my kids ready. A project like this would have bombed in the first quarter. I am happy that I am doing this project at all. Those that read my blog often know that I am not having the best year. I refused to let myself get in the way of me having my students do something that benefits their present and future. I am glad that I am giving my students something with many choices. They are getting to decide what they do and how they do it. I had a quick spark of inspiration last week and also added that the students combine their project with something they are passionate about. I have seen more "buy-in" as the project as gone on.

Love how this turned out! #edchat #classroom #middleschool pic.twitter.com/ZGFUbbnJdZ

— Rachel Jeffrey (@historicalipad) August 1, 2016

I am happy that I have this on my wall. I never pointed it out to students, but I've been pointing it out a lot this past week (especially the "this is too hard"). I said to one student, "I know you never look at it." He said, "Actually, I've looked at it a lot." Boom! I consider that a win :)

I think where I'm going with all of this is that this project has been reassuring. I am glad that I decided to elevate the Civil War unit. It is a challenge, but it is pushing my students outside the box and is forcing them to think in ways that they might not have thought before. This is authentic 21st-century learning that demonstrates the relevance of history while preparing them for the future. This has been the most creative, innovative unit that I've created, and I am proud of my students, my teammate, and myself.

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

Designing an Interactive Google Map

Good morning colleagues! I was not planning on blogging today, but I wanted to share about my awesome Spring break while ALSO demonstrating how to create an interactive Google Map!

In Drive, create a new map

Title your map, then add a layer and title

In your locations layer, click the pin, search for your location, and add to map

You can change the color and icon of your location.

In locations, add a second location. You can add an image and text description of your location.

Click on the "directions" icon. This will add a new layer where you can search from point A to B.

Change your map sharing directions so that everyone can see it!

And of course, here is my map of my break. Enjoy!

I hope that you could see a way to use these maps in your classroom, and I hope this was helpful in walking you through how to create one. Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

Creating digital stories

Hello, colleagues!

I have not had a great week. In fact, turning 33 hasn't been pleasant so far. We've had a rough week of testing, and I found out that I was not accepted to the Google Innovator Academy. Whenever I have a crisis of conscience, I like to reflect on myself, my curriculum, in this case, my application, and my future in education. It's hard not to be bummed even though I knew it was a long shot. It was my first attempt, and I don't think I presented how innovative I am as a teacher. One thing that became apparent to me is that I have to put myself out there. I have good ideas, but I need to present them. I can no longer let my introversion get in the way of my big and bright future. So with that, I am going to share a unit that I just finished with my students: creating digital stories.

What is a digital story? To me, a digital story is a story made digital. Seems simple enough, right? I'm not a Language Arts teacher, but I want to my students create historical stories. I want them to be creative but historically accurate. I don't want my students to retell history but instead present something in a new and different way. I'm not letting my students create stories over whatever they want, but they do have a choice in what they create.

So here is a quick and dirty version of creating digital stories in your American history classroom. 
1. Have the students choose a topic. In my class, they picked from a list of Colorado historical and modern topics. Students chose their top nine, and literally, everyone was able to get one of their top choices.

Ss being introed to CO history topics. Love hearing, on a Monday, "There are so many cool topics to choose from!" #sschat #edchat

— Rachel Jeffrey (@historicalipad) February 27, 2017

2. Have the students briefly research the subject (5Ws) in order to find three characters (real people) involved in their topic.
3. After researching further, have the students pick one person that they will investigate. This individual will be the students' narrator (does not matter if male or female).
4. Have the students find an abstract idea that best fits with their person. It could be a "good" or "bad" abstract idea; in the end, they are using this open-ended concept to create an essential question that guides their story.

5. Have the students design a plot line that tells a STORY, not the personal history of this person. I told the students that their story could take place over no more than five years.
6. Have the students design their script. The script is the expanded version of the plot line entirely written out in first-person. The idea is that the student embodies their character as the narrator.
7. Have the students research to find images that they will use in their digital story. Students were required to find a new image every ten seconds. A minimum of eight of their images had to be found from Library of Congress, the Denver Public Library, or our local Pikes Peak Library District.

8. Have the students upload their images to iMovie in which they will recite their script over the images as a narration.

These are some of my favorite projects over the years...

This is a solid project that my students have done for six years. They really enjoy diving into Colorado history, they love having choice, and they enjoy designing iMovies. But a word of caution...

I just spent the last six hours retooling a SOLID project I've done for five years. How do Ts teach the same thing over and over every year?

— Rachel Jeffrey (@historicalipad) February 26, 2017

Thanks for reading. Because of Spring break (for two weeks!), my next blog will be on April 8th! I'll see you then :)

- Rachel

@historicalipad

My Teacherspayteachers website

Elevate.

Hello, colleagues!

I'm going to share an idea that I had this week that I'm pretty excited about. Every spring, eighth grade American history teachers partner with their Language Arts teammate to do a Civil War research paper. We've done this for the past eight years that I have taught here, and it's a unit that just doesn't excite me. I don't hate the project, but I am not a fan of the content or the fact that the students create a research paper. Civil War technology is not compelling; I cannot get excited about it in any capacity (and it includes photography, and I LOVE photography). I also don't want to grade 110 research essays after I've already had the students write three analytical essays throughout the year.

Every year I want to elevate the project. I'm not trying to make it better, but am more focused on creating something that works for my students and for myself. The lightbulb went off this week when I was thinking about my Google Innovator project. I decided that I wanted to do a "trial run" with this unit. If I do or do not become a Google Innovator, I believe in character education and want to continue to elevate my content.

So my plan is to have the students research a person from the American Civil War.

They will investigate the person and find a characteristic best demonstrated by this individual.

I then want the students to take this personality feature and try to emulate it in some sort of genius hour project. My thought is that it will lead to community building, whether in the classroom, in the school, or in the community of Colorado Springs. For example, say they choose Clara Barton who was a nurse. They pick the characteristic of selflessness. They emulate Clara Barton's selflessness by performing random acts of kindness for a stranger for a week. I'm still thinking this all through, but I want them to address my unit essential question: How can we emulate the best of the past? I'm also thinking about finding primary documents for them to access through Actively Learn, and they will continue with flipped learning.

This would only, however, take up my portion of the unit. So for my Language Arts counterpart, I was inspired by a colleague who sent me a Pinterest pin about a wax museum project. I asked my colleague if she would be interested in having the students research these people (together; we have a shared wall) then present their wax figure in her class. She just ate it up!

I tried to create an eclectic bunch of people to study because I'm hoping through this project that the students emulate the best of the past and also see themselves in history. I'm not sure if I could ask for anything more.

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

End of unit reflections

Hello, teachers! Sorry for the missing blog last week! I came down with a cold last Friday but felt the need to go photograph some beautiful frost in town that same day. I'm pretty sure I made myself sicker, so my mind was not ready for blogging last week :(

This morning I am reflecting on a unit that my classes completed on Friday. It was a four week unit over what I call the pre-Civil War era (1820s - 1859). For the first two weeks, students were put into large groups in which they "presented" a whole class lesson on a decade (purely giving content). For the last two weeks of the unit, the students worked individually in which they picked three events in one decade to dive "deeper" into. They used a tic-tac-toe board to pick the products that they wanted to create while also choosing the proficiency level that they wanted to demonstrate.

What worked: Most students enjoyed "teaching" for a whole class period (in a large group). They were nervous overall, but they shined in front of the class. This set them up for success in presenting in front of the whole class. I could tell that some students accessed their group presentation rubric as most students improved upon their eye contact and projection for their second presentation. I also liked that when students presented individually that they weren't required to show memorized content, but instead talked about what they created and how their events caused change (the essential question for the unit). This helped with their confidence and talking to their colleagues instead of just reading from the screen. I heard many students say that they enjoyed having a choice in their topic and product creation, and I felt having the tic-tac-toe board at this point in the year ensured the success as they were comfortable with choice (as opposed to the beginning of the year).

What didn't work: I liked the students taking on the class lesson piece, but I do not feel like I set up the students for success in their content presentations. This unit, more than any prior, made me realize how weak my students' research skills are. This could be a whole other blog topic - teaching students how to investigate on the internet. I don't feel like I train them well in this aspect, and to some extent, expect the students to come to eighth grade prepared with research skills. I know that this is wrong, and I know that my students don't know how to analyze and dive deeper online. Do I know how to teach the students to research on the internet? I'm not sure, but I feel like I need to scaffold their research better. Unfortunately, this means created focused research handouts for each topic. That is something I need to create over the summer if I want to do this unit again (and I know for sure that I do).

I need to, somehow, clean up my directions. I'm not clear if this was all on me, but my students were missing what they were supposed to DO for the second half of the unit. The students just wanted to regurgitate information, when I kept telling them to be persuasive; that they are trying to persuade someone to move to the historical location to ensure that the historical event happens (because, you know, they are time travelers). I know that when I go through their products that most of them will miss that mark.

One struggle (that I've dealt with in the past) is that the students want to make sure that they are doing the assignment "right," so they keep asking me how their product looks, they are checking in with me, and they are asking me questions. This prevented me from checking in with all of my students. I was also trying to get through their research handouts as they were working, but I could never find time. The missing feedback from me did not help the previous issue of my students repeating content instead of being persuasive.

And the BIGGEST problem with this unit is a student problem: time management. Even though I had checkpoints and due dates in place, they were not enough. The students put off their project until the last minute and then scrambled the night before presentations started. I told all of the students to be prepared to present on the first day, but in one class I had to go ask 19 students to present before I could find five students ready to go. I believe that next time I will have more stringent due dates and clearer time management strategies to ensure that their time management is on point. I heard many complaints that I gave too much homework, but it was evident that putting it off until the last minute meant that they had a lot of homework in one night! I wrote on the board how much time they had which effectively ended this complaint.

I had a frustrating week when it came to presentations, but in the end, I know that this was a solid first start to a new design for a unit. I am happy with what I created and am excited to "fix it" for next year!

Thanks for reading. I'll see you next week :)

- Rachel

@historicalipad

My Teacherspayteachers website

First Week Recap

Good morning! It has been an EXHAUSTING week as it was the first full week of school! Welcome back to Skyview! Because I am so tired, I struggled with coming up for a blog topic this week. I figured a recap of my week would be best, to try to reflect on how everything went. 

As I blogged last week, I was quite excited to try flexible seating in my classroom. To NO ONE'S SURPRISE, my students ate it up. The first day, I had them switching seats every 5-10 minutes to try all of the the different seating options. They actually did not care for trying all of the options (because I think they didn't want to move), but in the end, it was better that they did because some of the students are picking new seats every day. I have found that the students like the yoga balls, so I may have to purchase more further down the road. They like the big fluffy floor pillows, and some of them use the pillows with the camping chairs. I need to find a way to get donations, or tell the students that they can bring in more seating options too. Yesterday, I ended up taking 18 desks and chairs out of my classroom (I don't think my janitor was too happy about them all being out in the hall after school). My room looks quite large and rather empty, which is exciting! I kept an extra four desks in my classroom as I am going to lower the legs so they can sit on the floor and use a desk. Many students may prefer that option, so we will see how it goes over the next couple of weeks. 

I do think I will have a bit of a hill climb when it comes to using QFT (Question Formulation Technique) with these students. I'm not sure how the students will react to it. My classroom tends to be a bit different than other classrooms at Skyview, and I'm not sure how much choice they've had over the years. I worry that having such an open-ended curriculum will throw them for a loop, and they will react badly. But, if things are not going well, I know that I need to provide structure and support. 

I think we do have good students this year. We're both feeling each other out, and I think my students are trying to determine if I am being genuine and sincere. Middle school students usually wait for the inevitable (i.e. bad) to happen, so I think they're waiting for me to "flip". 

It has also been a great week for my mentee and myself. I know I haven't talked about my mentee much, but we had communicated a bit over the summer, so I was pleasantly surprised to have him as a mentee. We are communicating very well. I am trying to provide support in any way that I can, and he's great about coming to me when he needs something and he's been asking a lot of questions. Starting your first year of teaching is super stressful, so I'm just trying to help out when he needs it. I don't want to overwhelm him, but I think we already have a good enough relationship that he'll tell me when he just needs time and not help. 

I'm also excited for all of the new teachers in the building! We have a number of new staff members and a handful of student teachers. Their excitement and eagerness are spreading through the school and I feel like the culture of SMS is changing (slowly, but steadily). It's exciting for me because I feel like I'm helping change the way. It's a good feeling. 

My other big excitement is that my 10 Google Cardboards are on their way to my classroom! They're supposed to be delivered next Saturday (but the building will be closed), so I should get them on Monday, August 15th. When I went to purchase them on Thursday, I noticed that instead of paying $15 each, I could get two for $25! I posted only social media, and got another $75 in donations. That was a nice boost for the end of my work week :) I can't wait for my students to try Cardboard in the classroom. I hope that it's exciting and interesting for them!

I can't think of much else other than that I have a lot of work to do this weekend, and the cat sitting on my lap and the cup of coffee next to me are helping me stay focused. 

Enjoy your weekend and Go USA! I'll see you next week :)

- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!

Flexible Seating

Good morning! I woke up this morning quite groggy and exhausted. This has been one long week. I worked on Monday for a mentoring meeting, had Tuesday off, then the entire district came back on Wednesday. It is always tough, as all of you educators know, to go back and sit through "sit and get" sessions. I see what our district tried to do with pumping us up and getting us excited for the year, but sometimes it falls of deaf ears... and that is what happened for me this year. It is partially my own fault, that I only had an hour and a half of work time in my classroom over the three days. I could have gone in earlier... I could have stayed later... but made the choice not to. 

One thing that did happen is teachers came into my room and asked me why I hadn't set up my classroom yet. I replied by telling them that my classroom is set up and that I am using flexible seating this year. I was a little bummed with the faces and replies I got back. There was not much support going my way on this, and I am not surprised. It took me eleven years to get here, and I know it might take one week to send me back to seating charts. My mantra for last year was "Whatever", so at least my mantra for this year is "Cautiously optimistic". I am trying new things - I am working towards believing more in student choice, so it only seems fair that student choice with seating falls in with that. 

Over and over, I tell people that I'm the "non-traditional" teacher, yet my classroom had only desks, set up in pods or in rows. People... that's not "non-traditional"! I knew that my classroom had to look a little different if I was going to walk the walk. I really liked the furniture from MiEN that I saw in Louisville, Colorado for GAFE, but knew I could never convince anyone to purchase $500 chair/desk combos. So I started to think about what I could use in my classroom cheaply. I was sort of thwarted at every turn, but found some cheap camping chairs from Kmart and a couple of floor pillows from Amazon. (The floor pillows are actually pretty awesome. I wish I could afford more for my classroom.) I also moved all of my desks and chairs to the outside of the room. I am bringing in a long folding table (will purchase a tablecloth since it's rather gross) and will allow the students to use yoga balls or the regular chairs for seating, and will also allow them to stand at any place in the room. I may also purchase yoga mats or bath rugs to add more floor options, and I am intrigued with a low table and floor pillows. I know I have more time throughout the year to add more seating options.

So... from the very first day of school, I will have a Slides presentation in the front of the room telling students that they can pick where they sit. I really don't care. As I said "I really don't care out loud", it cements that it does not matter to me where the students sit. Yes, I will still have to move students for misbehaving (it IS middle school) and some students may lose their privileges and have to sit in a classroom desk and chair. But it's the IDEA that students have choice. I think some of them won't know what to do with this... it's too different and weird.

Again, I am cautiously optimistic. It's these little things that make me want to continue teaching.

Thanks for reading! I'll see you next week :)

- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!

#gafesummit recap

Hey guys: I want to be honest with you. I'm scared to death about this upcoming school year. To be even more honest, I have not been looking forward to going back. There are going to be some changes around me that I am not ready for, and because I am the eternal pessimist, I wasn't happy about it either.

But this past Tuesday, I was at a GAFE summit hosted by our own district! Holly Clark was there, and I have been in awe of this lady for awhile. Not only is she an amazing and engaging speaker, she always says it like it is (but really nicely), and her teaching ideas are phenomenal. Her presentation was called The Right Question (with ideas from the Right Question Institute), what I consider an innovative way to add student choice to your classroom.

Holly mentioned that it would be beneficial to read Make Just One Change in order to fully understand how to incorporate the QFT (Question Formulation Technique) into the classroom. I am glad that I did. I finished the book last night, and in order to help myself incorporate this into my class, I created a sketchnote.

 

(link to full size image)

When Holly presented on this topic, she modeled the six components of QFT for us. While it was incredibly valuable to see in action, at the time, I struggled to see how to incorporate the ideas in into my class. Reading the book helped me think through the entire process. I am excited to use these ideas in my class, and I hope that they work with my students. 

Step 1: come up with a QFocus. Instead of asking your students questions/prompts to get them excited about learning, you give them a focus that will have the students generate questions. For my American Indian unit, I ask the students How did American Indians change the history of the United States? Now, for my QFocus, I will tell the students American Indians changed the history of the United States. 

Step 2: produce questions. I will then have the students work in groups of three to generate questions. They generate questions based on the QFocus. They may come up with questions such as the actual essential question (How did American Indians change the history of the United States? or Who were the American Indians?) The students have 5-8 minutes to write down as many questions as they can. They cannot discuss the questions, judge them, nor answer them. They must write all questions exactly as they say them. If they make statements, they must change them into questions. 

Step 3: assign questions as closed or open-ended. The students look at the questions and determine if the questions are close-ended (have a one word answer) or open-ended (needs further explanation). They should also change three questions from open to closed, and from closed to open. 

Step 4: prioritize questions. There are options, for this step, to have students work individually or in their small group (or both). They have to decide on the top 3 questions, depending on the focus of their QFocus. In my case, for the American Indian unit, I am thinking I will have the students prioritize the order of the questions based on which questions need to be answered first. I am using these questions to help the students research and gain interest in American Indians. Once the students have prioritized, they have to justify their order to the entire class. 

Step 5: next steps. In the case of my American Indian unit, the students will continue to research and create new questions based on their research. They will be working in their groups of three on a unit project, so their research will support them in answering the essential question and making the video project. The nice thing about this is that students get to focus on their own interest with American Indians (i.e. student choice). It is almost like independent research, but with much more support from me. 

Step 6: reflection. I still have to think through exactly what this looks like, but I know that the focus will be how the QFT led to deeper learning, developing confidence, and applying new skills. I will likely have the students vlog using the app Recap and posting their reflection and unit project on their digital portfolio. 

I know that this is a lot, but I am envisioning (however scary it is), that I will film myself facilitating the QFT in class in order to a) personally reflect and b) give you guys a visual of what this looks like in action. QFT is making me excited for next year (which I was not at the beginning of this week), so at least year 11 won't start off as a bust.

Thanks for reading! I'll see you next week :)

- Rachel
@historicalipad
My Teacherspayteachers website
Donate a Google Cardboard to my classroom!

Now that I'm a mentor...

...I'm looking for ways to help my mentee. I have not been assigned a mentee officially for this year, but I am excited to move forward in my career into a leadership role. I was doing some research into mentor support when I stumbled across a page from Inc.com. They posted twelve questions that people should be asking their mentor and I thought it would make for an interesting blog post!

1. What do you wish you knew at my stage?

Pick and choose what you are going to do in the classroom - you cannot do everything. It will take time to add stuff to your bag of tricks, and that's okay! Start with what you are good at, then build from there. For example, I am quite good with integrating technology in my classroom. I integrated tech from the very first day of school. My tech integration has changed over the years, but it's something that I incorporate because I think it is important. Even though I am tech savvy, it took some time for me to use Twitter. I was really resistant to blogging until this summer! For my curriculum, it took me a long time to come to terms with giving students choice. This school year, I will have more choice for my students than ever. But like I said before, start with what you are good at and are comfortable with, BUT, keep growing and keep building your arsenal.

2. Who else would you recommend I connect with?

It sounds silly, but you first need to connect with your classroom janitor and with the secretaries in the front office. They will be your go-to people when you need something, and a smile and a please/thank you can go a long way. I have rarely argued with these people because of the foundation I created when I first started teaching at SMS. I would also encourage you to find a mentor whether it's the mentor that you were assigned or just someone that you can go to for advice. I would lastly recommend that you find someone to talk to whether it's a psychiatrist, a friend, a family member - someone who can listen to you and help you work through the problems that you will go through as a teacher. You might think that your spouse or partner is the perfect person for this, but they will get sick of you talking about school all of the time. Find someone that you can blow off steam with that understands what you are going through.

3. How can I work smarter?

This will take some time - after 10 years of teaching, I'm still trying to figure this out! Find ways to build in quick, formative assessments. Find ways for the students to provide feedback (*cough* Google Apps!) for each other; even grade each other! And remember that you do not have to grade everything and not everything has to go in the grade book. 

4. If you could do it all again, what would you do differently?

I wish that I would have studied backwards design from the get-to. I never realized how essential it would be for my lesson planning, and how helpful it would be to better integrate the Marzano tools that our district is implementing. When I started teaching with the iPads, I wish I would have spoken up about how necessary training was. I needed support, and I did not get it. I also wish I would have known about Capturing Kids Hearts training when I first started teaching. These three things could have transformed my teaching from the start instead of me figuring it out as I went.

5. What are you trying to accomplish this year?

I want to make sure my classroom Marzano scales are strong from the start of the year. This way, I can have my students "grade" themselves on the scale and reflect much more this year. I was inspired at the ISTE 2016 conference to have students create their own projects and rubrics which I will start second semester. I also want to continue to stay positive throughout the year - I always start strong at the beginning of the year, but it tends to wane second semester. I need to find a way to keep myself going!

6. Am I being crazy?

Yes! You're a teacher! But for all of the crazy moments, you will find those special moments that make you smile and laugh. 

7. What should keep me up at night?

Your job is to not be kept up at night. I've been there, and it's not fun. It's not fun replaying conversations with your colleagues or rereading angry parent e-mails in your head. You are a teacher - it is what you do, but it is not who you are. You cannot do it all. Find something to do and be outside of school so that you can sleep at night - it could be going to happy hour with friends, reading a really good book, learning a new language, or doing yoga. Find something that makes you happy and helps give you perspective.

8. What were your biggest failures?

My biggest failure as a teacher was four years ago - the first year I taught with iPads. I had a rough group of students and was completely unprepared to teach with iPads. There were numerous complaints outside and inside my classroom. I honestly thought I was getting fired. While it was the worst year I've had, it was the most growth I've had as a teacher. I learned a lot about HOW to teach. I learned to be less sarcastic, more engaging, and how to smile. I realized that no one was going to train me, and I had to really figure out how to teach with iPads. Now I have a good handle on what I am doing and no longer worry about getting fired - I really reflected and made changes.

9. What has been your most rewarding accomplishment?

My most rewarding accomplishment has been becoming the teacher that people can go to. I love having that reputation! I also love it when students come back to tell me that I supported them beyond my class - that means what I am doing is WORKING! It supports my curriculum and tells me that I am not shooting blind.

Thanks for reading! I'll see you next week :)
 - Rachel

• @historicalipad
• My Teacherspayteachers website
• Donate a Google Cardboard to my classroom!