I'm a Slave to My Keyboard

Whoa! The Fischbowl thread regarding technologically illiterate teachers is definitely heated, which I assume was the intent. It left me thinking: Are we a slave to our own fiefdoms?

Assumption 1: Teachers reside indignantly on their throne.I witness many teachers attempting to keep ahead of the curve, incorporating technology, and facilitating instruction geared towards all learners. Instruction that is relevant now and prepares students for the future – at least what we think is the future.

Rarely do I come across colleagues that are so comfortable in their ability to be the sage on the stage that they are unwilling to accept any change. What I do find is that teachers resent being asked to jump through administrative hoops, read frequent three-page emails, or to prove that they think or reflect beyond the classroom. Gloom and doom really turns off a lot of people; furthermore, they become defensive and default back to what is familiar. The demands of teaching a modern day classroom have tripled since I began teaching over a decade ago. I can only imagine those with twenty years or more. Time is a balancing act, and teachers are asked to juggle. If we do not meet the needs or standards of one – wham – it is a criticism cornucopia. I’ll be frank; time handcuffs the spirit to be constantly fresh. Do I provide meaningful feedback to student work product? Do I research new ideas and approaches to teaching content in the classroom? How many meetings will I be attending this week? When can I catch a school game or play in addition to any other school responsibilities? Oh…and…find time to blog? At some point, people need to spend time with their families and embrace an activity other than the art of education. I struggle to achieve balance.

Assumption 2: If it's not in print, professional development does not exist.It is not about technology, but let’s be honest, it is. If you blog, either participating or actively reading, you care about technology to some degree. If you signed up for the 21 century class – and a myriad of other courses marketed to improve education – you care about your profession and the future of our students. Yes, some people are bliss in their non-technological world; they choose to be on the outside. Those outsiders look at our Gilded Age of shiny computers and see it is not always a friendly or patient place to be. Come on in, but I’ll only show you once, and if your learning curve is a little longer than the norm... How arrogant to assume that professionalism is curtailed because they do not doggedly pursue one method? Just like our students, maybe we have failed to define a purpose for these techphobes?

What is it really about? Are we simply defending our domain - our interests? If it is about constructivist learning, this approach has been around long before computers were a staple in the classroom (an approach that I learned about in my methodology classes). If it is about teaching the whole child, we haven’t even tapped into affective and character education. If it is about not being complacent, then this is a conversation worthy for the picking. When you ask, require, bemoan the use of technology, the conversation takes a side road that is confusing and counters student-driven learning. It becomes, “I need to blog or email,” instead of discussing the big picture.

In our land of learning, divisive tactics create "haves and have nots" and serve not the learning that will occur far, far from now. We must not forget. Basic is not synonymous with bad. Meanwhile, I'll email my colleague two feet away.

The Tortoise or the Hare?

As I return to school refreshed and energized to begin the new year, I am enthusiastic to connect to new students and see the faces of those who are familiar. I miss our interaction, the focus in my day, and the purpose of what I attempt to accomplish - achievement. Student achievement sounds so innocuous; it is doable on paper, right?

How do I define achievement? Students possess a willingness to open their world to new perspectives. Students are thoughtful, continuous learners who think critically and compete successfully because their skill set enables them to problem solve. Students communicate effectively and maintain the ability to both lead and work productively on a team. Students strive for balance in their lives, are content in the decisions they make, and learn from mistakes in their past.

I, as one facilitator of learning in public education, am always my own worse critic: Will I inspire? Are my lessons up to par? How can I reach every student? What do I maintain, alter, and edit? I've spent my summer reading and preparing. You name it - pedagogical books, online articles, and content enrichment. How do I roll all what I have learned into one productive, results-oriented package? Am I a student achiever? Would I pass my own test?

School reform baffles me at times. Aren’t we always in reform, hmm, improvement? It is assumed that educators do not see gaps in learning, are apathetic or defensive, and fail to acknowledge the need for improvement. In my reality, the majority of colleagues that I interact with want the best for all students and put in time well beyond what our contract states. They are realistic but not jaded. Much like Aesop’s fable, we are asked to “run and fix” the myriad of problems that exist under the umbrella of education. Yes, we are in a race with the world, but slow and steady just may win. Let’s take time to pause and reflect.

The ideas of growth, challenge and metacognition were reinforced to me throughout last year’s 21c; they continue to guide my actions in 2007-2008. My students, still eager and some a bit breezy from summer rest, provide crucial feedback as I explore incorporating more online materials, visuals, audio bites, manipulatives, etc. I have already received a thumbs-up by a couple of parents and students regarding my webpage. It is great to hear their thoughts. As for 21c this year, I would like to see a transition from in-depth philosophical discussion to more practicum. We are like any class. Some of us are ready to move faster, and others need more time to process. I guess my Goldilocks pace would fall somewhere between Ricochet Rabbit and the digitally phobic turtle duo "slow" to make change.

I look forward to a year that promises to bring new opportunities to grow – boy– don’t they always if you are looking!

Help! I'm Drowning in Paper

In my course syllabus, I outline the reason I assign homework. It reads: "The purpose of homework is to build sound study habits, reinforce skills and core concepts, and practice independent study and research outside the classroom learning environment. Students are expected to write the homework assignment in their calendar each day. Homework is designed to prepare the student for the next class session; therefore, it behooves you to be prepared and take responsibility for your learning."

What do I mean by responsibility? My objective in assigning homework is to ready students for class discussion, application, and critical thinking exercises. I take responsibility in creating lessons with outcomes that are relevant and student-centered. I expect students to engage in their learning – to plug-in. I know this is a process and if the mark is missed...we both adjust. It is that balance of expectations, accountability, and flexibility.

One of my philosophical beliefs is that homework is about quality not quantity. I also try not to assign homework over the weekend. To me, the weekend is an opportunity to build family time and participate in extracurricular activities. I impress upon my students the homework that is given is important; moreover, it is essential that students grasp the core concepts or foundations. I refuse to spoon feed. My goal is that we – the teacher and student – will scaffold the information examining depth in meaning. As Marlys enthusiastically illustrated in her presentation, it is about passion and the spark when "sharing excitement in discovery." It always amazes me the outstanding outside sources students independently bring to class to help augment our class discussions. They often teach me and open my eyes to fresh connections. Homework serves as a starting point to comprehend, analyze, and reflect. So, is it reasonable to simply ask students to ponder the daily plan? Is this enough to bring them to class charged, and will they do it?

In the past I have given surveys to my classes. One comment that frequently comes up is that I do not assign a lot of "busy work." Students like this and buy-in (at least most do) to the need to complete what is assigned because it ties directly into the discussions and student journal entries assessed the next day. I am realistic; most students complete assignments because they are graded. From my viewpoint, the “work” at home serves as a part to get to the whole. I see value in it, but do they? If the student, either an adult or child, does not see the importance of an assignment it will most likely not get done. My attempt to remedy a homework rut is variety. Homework is a combination of traditional and non-traditional assessments. To juxtapose the seriousness of traditional work product, which in my opinion is critical, I ask my students complete what would appear to be a zany assignment. At first they are a little baffled but as one of my 9th graders said to another last week,"Hey, it's Cornils - it'll connect.” I like to keep them thinking beyond the class period. It generates excitement. I value homework that generates passion for learning. The homework question is difficult. I continue to struggle with the challenge of inspiring intrinsic learning in a reward-oriented culture. Students have provided me with positive feedback about their learning, but I always feel I need to do more.

The homework articles stimulated thought. I maintain that homework at the high school level has merit. Whenever I read articles about the search for understanding, the author encourages philosophical approaches that are not always grounded in practicum. I do, however, like figuring out the puzzle pieces to make learning better. I am left wondering: (1) how proficient are we at teaching students the assessment game, and (2) how do we buoy our own existence through criterion and norm-referenced standardization at the local, state and national levels?

I attempted to be brief when I began this post. Well, I suppose prolixity dominated once again. As I embark on grading journals over break, I will remember that kids also feel like they get dunked into pool of endless paperwork. At least I can feel positive about there being no hypocrisy in the thorough completion of my homework. :)

You Talkin' to Me?

Have you every noticed how repartee can quickly spiral into provocative debate? At times I believe that we, the collective group of those who care about youth and their future, shoot ourselves in the foot. Our wheels are spinning in a whirl of preparation, change, upholding valued tradition, etc. In this frenzy to forecast the future, correct every injustice, and meet every need while maintaining rigor, we become so myopic that the big picture is mired. Pick your flavor of reasoning – overwhelmed, exhausted, disillusioned, or misunderstood - we solve nothing. Interesting, aren’t these similar answers students reason to excuse their vacillation in progress?

To me, the big picture is to make learning social studies relevant and meaningful to students. It is the electricity of connectivity. My hope is that within the extrinsic forum of school – and let’s face it life – I will spark an intrinsic desire to go beyond. I am, however, concerned that too much massaging of the student self-concept will foster a
trompe-l’oeil of their perceived importance.

There are many things I do because I must. Part of school is learning how to adapt, cope, and problem-solve. Dare I say, it also teaches some to master the art of playing the game. Students are in a developmental stage of life, which is shaped by experience. Experience is not always pleasant or hand-picked. Sanitizing experience sets one up for future failure; a time when the safety net of home and school may not exist.

The MSNBC link below addresses a study on narcissism. I plan to show the clip entitled, “What About Me?”, to my sociology students. I am interested to hear their responses, and most importantly, if they view adults as being as self-absorbed and deserving of a reality check as we perceive students to need.

What About Me?
http://video.msn.com/v/us/msnbc.htm?g=6e65bb17-d518-45c8-81cc-ce9c01eb37bf&f=00&fg=email

Are You Thirsty?

I left today’s session with one word buzzing in my mind - growth. As mentioned in previous posts, I value both constructive discussion and the modeling of application. The two pieces pave the path to connectivity; one should not supplant the other. I suppose I prefer the combo meal approach: A variety of ideas are available to consume, but the ability to choose what is desired lies with the individual.

In particular, I thought Barb K. demonstrated a great application to use in the classroom. Her “tweaked” version of a gallery walk shed an interesting light. After a brief PowerPoint the class was instructed to respond. I purposely wrote big ideas, an umbrella viewpoint, on constructivism. As Barb predicted, I was anxious to read responses from my peers. One of Jeff K.’s comments posed a valid question: How do we take the next step to foster these ideals?

I cogitate about the role in which balance plays in ideals and practicum. I know the word balance has been one of discussion as of late. Doesn't balance in one form or another exist in our daily practice? Are we not required to compromise, reconfigure, or edit our curricular goals? I do not mean modification to meet the needs of the learners, nor to facilitate learners in designing their goals. But, rather, forces dictate and evaluate what determines quality in learning. Forces drive curriculum; furthermore, teachers are one of these forces. So I question, do we as a group take the wind out of our sails? For example, have you ever witnessed the collective group known as education engaged in one of the following behaviors?

1. quick to react, but slow to ponder
2. on a mission to send their message
3. my way or the highway
4. mollify, mollify singing a lullaby
5. the swoop, stop and drop tactic – sending bombs to marginalize the perceived enemy
6. seeing a light and thinking a train is barreling in one’s direction

I, too, ask how we can take the next step. I concede that endless barriers exist; however, my mantra is to best serve the students. I would never assert that my perspective or techniques, or any one perspective and methodology for that matter, is a universal remedy. How do we as a group shift more to the practicum of the great philosophical ideas elucidated in discussion? Wherever you are on the spectrum of constructivism, the big idea of “learning is a journey, not a destination” is worth exploring to me.

I noted as one of my big ideas during the gallery walk: Learning should be a thirst for knowledge, why do students believe they have had enough to drink? I suppose the same question could be asked of teachers. Okay…perhaps working simultaneously on the District Social Studies Curriculum Revision Team and 21st Century Learners has sent my brain into temporary overdrive. However, is it that bad to be a little idealistic? Idealism really can be a good thing; it inspires, encourages growth, and is the catalyst to set change in motion. The realities of practice ground those ideals to find a happy medium, or maybe this is just a theoretical safety net?

My wish is that as spring unfolds we all continue to drink from the fountain with our thirst never quenched. And, yes, I do mean water not Kool-Aid!

Polishing the Noggin

The January 23rd session activated my brain cells. My initial reaction was that I learned something new, polished ideas that I ruminate, and felt energized to participate at the next meeting. The daily plan was well-organized and focused. I appreciated the opportunity to delve into the application of ideas. I found the shift away from loquacious philosophical discussion, which has its place and purpose, towards community collaboration more meaningful. The learning models presented were powerful. Tracy M. provided many excellent additions to our resource toolbox, and Terry S. demonstrated the value of streamlining prior lessons to a more constructivist approach. The discussion of big ideas and identifying commonality of cross-curricular objectives reflected the goals that our cohort hold: Students not only make the connection but continue their thinking beyond.

Bravo to the planning committee – their hard work is greatly valued!

Assumption, Assumption - What's Your Function?

Most are familiar with the "assume" adage. As I observe, listen, read and partake, I have come to the conclusion that it is important to be mindful of the following:

1. Successful student learning takes shape in many forms. If our goal as educators is to reach all children, one methodology is not superior. We do not have an enlightened few or reticent old guard. It is not that black and white.

2. Critical analysis is part of the learning process for many. Just because one questions or asks for clarification does not make the person negative or out to disable the program. According to an education text, constructivism is an "educational theory that emphasizes hands-on, activity-based teaching and learning during which students develop their own frames of thought." I like the idea of honoring the process of developing one's own frame of thought.

3. If you defend your position, this does not automatically make you arrogant and defensive. If you do not agree with the prevailing perspective, you are not automatically arrogant and unyielding.

4. Technology is not a panacea. It is imperfect as is any instrument of teaching - including the educator. Unless we begin to see a reenactment of War Games, is it necessary to sweat the small stuff? How many times has the overhead projector bulb burned out, chalk disappeared, or a video snapped? Perhaps technology is another aspect of what teachers often master in the moment - rolling with it.

5. If someone offers you advice or encouragement, it is not meant to be patronizing. If you disagree with the content and scope of the discussion, you should not be dismissed as having growing pains.

6. In my experience, students will rise to the expectations you establish within your classroom. Technology can be a powerful tool to incorporate high expectations. However, the assumption that all students have home access to technology can present problems. Whether it is socioeconomics, limitations to the Internet, or "tech-free" households, some students will perceive themselves at a disadvantage without ready access.

Text Reference: Johnson, J., Dupuis, V., Musial, D., Hall, G., Gollnick, D. (1994). Introduction to the Foundations of American Education, 9th Ed. Massachusetts: Schuster & Schuster