Rolling out the Chrome

Yesterday I handed out the Chrome User Agreement and had the kids read and sign them.  The gist is that they need to take care of the Chromebooks and they are their responsibility.  After that, I assigned the devices, recorded it in a Google Doc, and went about putting them to use.  We did have some connectivity issues--I needed to set up the wireless for each student's user profile--and that took time, but on the whole it was painless.  The kids had a good time choosing user icons or taking selfies for their sign on page.  It was fun on the whole.

After set up, our first order of business was an introduction to Quizlet.  I created a vocabulary set and put the link on my web page.  The kids had a pretty easy time maneuvering through the site and in all it was a successful venture.  Next time, I'm going to have the students create the set--putting the onus of responsibility on their shoulders.  Today I plan to have the kids create their own GoodReads account.  I'll be back to record the results of that venture later.   

Chromebooks for All

Well.  Ok. Not all.  But a few of our classes here at Navy High have been lucky enough to receive class sets of Chromebooks.  I have been included in a pilot program that is offering 1:1 Chrombooks for our classrooms in an effort to reduce the amount of paper consumption in our school.  Though there have been some hiccups along the way--Google Docs is still having a hard time staying connected--I can see the great opportunities this is going to offer both my students and me.  Currently I am working hard on my website, trying to create web-based study tools and posting them there for the kids to have access.  I have full plans to almost completely remove the necessity of paper--and offer those options up to only those who specifically request paper copies (I'm thinking the few folks who do not have access to the internet via Smartphones or computers outside of school).

In truth, I'm nervous about what being a connected educator actually means; I've always utilized tech in my classes, but almost exclusively as a presentation tool rather than an student-centric mode of delivering information.  I have purchased and begun reading Troy Hicks' The Digital Writing Workshop and I am exploring some of the flipped classroom literature, not because I plan to flip, but because it puts the tech in the students' hands more often than not.  I'm well on my way here, but like anything else, it is going to take time for the dust to settle and to see if I can be as or more effective utilizing these new tools.  I'll keep you posted.

Knocked Down a Peg (or two)

At the end of last school year I had the wind knocked out of my sails. I had planned a multi-post description of the wonderful things I did in my classroom to prepare my students for the exams. I had pictures of kids collaborating, pictures of work which showed higher-level thinking. But then the exam came. And instead of the triumphant cherry on top, the unthinkable occurred. So many kids did not pass. So many kids did not earn mastery.


I sat down, wrote to Regent Bennet the following letter:


Dear Regent. Bennet,

I teach at a charter high school in Buffalo, NY. My class population consists of city kids and the accompanying issues. I do not mention that as an excuse, but merely to paint a picture. My students come out of the same feeder schools that ultimately earn a 47% graduation rate according to the latest data released by Buffalo Public Schools. My students, however, are special. Not that they come from a different place, but they have arrived at a different mindset since attending our school.
For the past two years our school has been adopting the Common Core Standards in English. All of my lessons are aligned to the core--and my students are receiving a rigorous education. We read classics by Fitzgerald and Steinbeck and performed plays by August Wilson and William Shakespeare. Our students have not taken the easy route, but rather have been asked to perform higher level cognitive tasks from the first day. In the weeks leading up to the exam I stressed their ability read and think analytically, but the importance of also being prepared for specific tasks associated with the test. They were already familiar with the format, as we have all of our Juniors take the English Regents in January. My kids, who are all invested, jumped into the task. We reviewed the grading rubrics, discussed what a “well-developed paragraph” looked like, and analyzed the sample essays and paragraphs from the January exam. Afterwhich, the entire Junior class graded the Practice Papers and were successfully trained in assessing student work.
Why am I spending this much time explaining our exam prep? Simply to showcase the fact that our students were prepared for the exam as we knew it. Imagine my disappointment when I received the rating package after the exam on the 11th and realized that the goal posts had been moved. Not only had the opportunities to pass, according to the conversion chart, shrunk from 70 in 2012 to 57 this year, but the exemplar papers showed an enormous jump from what was considered a 1 and a 2. My students knew the exam. They were made aware of the expectations, but somehow these expectations have changed. I’m left to explain to kids who “bought in” to the fairness of the test that they were not successful because they did not meet the expectations. They, of course, will suspect something is amiss, especially since they were intimately aware of what they had to do, and for the most part, did it.
I am not a rabble-rouser. I have felt throughout my entire teaching career, which spans two states and two countries, that the powers that be are working in the best interest of the students. Now, after 13 years of teaching, I am beginning to doubt that is the case. If I am wrong in my thinking, please explain. My students and I are waiting.
Most Sincerely,
Melinda Callihan
Humanities Department Chair

I did not receive a response. But, perhaps my own was more important. I sat down to reflect. What I decided upon has changed my practice. I can't wait to share with you all the journey my students and I are beginning.

The beginning of something colorful

Many of you already know how I am--heck, the only people who are actually reading this thing are my friends right now anyway. So, when the time of year rolls around where we are asked to sharpen our No. 2s and place our desks in nice, tidy rows, it's no surprise to anyone that I start to get antsy. Check that; downright anxious is more appropriate. No really. I am currently breaking into hives. I'd insert a photo, but that would not be attractive--nor would anyone be appreciative.

In years past I would begin making my copies of past exams ready to drill and kill thrill the kids with review packet after packet. Don't get me wrong. I was never a pick up your packet at the door and don't breath a sound until the bell rings kind of teacher. But, I will say that my mode of test prep was limited at best. Sure, I would occasionally deliver what was a mind-blowing lecture about the importance of adding elaboration to your paragraphs, but for the most part it was the kid and the exams. That has worked for me for over 12 years. This year, however, I have a different group of kids. This year, I have kids who aren't satisfied with the idea that the last three weeks of school should be about nothing more than silent practice. So I've changed.

Changed what I'm doing, changed how I'm delivering the materials, and hopefully, changing the outcome.

This week we finished reading Gatsby (yep, in time for the movie). I'm a sucker for film tie-ins. I knew that as soon as I finished the text it would be time to use up my allowance of paper for the year. But I just couldn't. I knew that this group of kids totally check out when they are lectured. I also knew that this group needs to be engaged in small group discussion in order to make progress. So what about my tried and true test prep methods? Out the window. And you know what, that felt. . . liberating. My mind started running wild with all the possibilities. There could be group discussion about what makes good writing. There could be arguments between children over what needed to be added to a paragraph.

There could be colored pencils!!!

So. That's what I did. I have jumped ship and am sailing according to my students' currents now. Join me on my journey.  I'll periodically post updates of our progress and some of the fun things we've been up to lately.

How to "re-brand" the distractions

I have a confession.  I'm easily distracted.  And that, my friends, isn't a horrible thing.  It does, however, make instant access to the internet a problem at times though.  Confused?  Let me explain.

This morning is a perfect example.  I logged on to my computer and previewed my calendar and emails from yesterday.  Then I refreshed my Twitter feed and discovered a new blog post from a Principal I follow about tech integration.  I clicked on that, which led me to look at MOOCS.  After Googling MOOCS, I signed up with Coursera because of an interesting course they offer free online about Modeling.  I could go on, but I think you get the picture.  I jump from idea to idea--but what is lost here?  Aside from time, I have actually gained a broader understanding of some of the available resources on the web.  I signed up for a course.  I discovered the possibilities for a new classroom management application.

I think that I'm going to re-imagine distraction and, rather, see myself as being particularly open to opportunity.  After all, I feel like that is one of the greatest determiners of success in the field of education.

Why I am moving from "sage on the stage" to "guide on the side"

Ask anyone why they go into teaching.  I'm pretty sure answers one and two, in no particular order, are 1. They love English (or History, Science, etc.) and 2. They love kids.  I cannot tell you how many teachers I know say they went into teaching because of the kids.  The shocking thing about most of those teachers, however, is that if you went into their classroom, it is clear that they may "love" kids, but their instructional techniques are not "about" kids.

Have I made you upset yet?  Are you thinking, in utter indignation, that you do too love kids.  And that your lessons are all about the kids.  Perhaps that is so.  And if that is the case, then I'm singing to the choir here.

The point that I'm making is that most teachers, due to pressures of one sort or another, feel as though they need to be the "sage on the stage."  One of my most trusted and admired teacher friends said that with all the materials she needs to cover, there isn't time for projects and such.  If I hearken back to my very first teaching class I remember the main thrust was the majority students really only remember what they do and say--and can only absorb about 10 minutes of lecture before they zone out.  So. How do I take that into account when planning my lessons? 

The truth?  I haven't actually.  Not until now.  I'm late to the inquiry model of teaching.  Again, I'm sure I've lost some of you.  The ones who have been doing that for ages (hollah! Math and Science peeps), and the English and history teachers who are thinking, nope that won't work for me (yep, that was my perspective only a few months ago).  Truth is, I couldn't envision a world in which I didn't stand at the front of the room, document camera on, projector going, and me delivering what I knew to be mind-blowing advice on how to "attack the prompt" and how to organize an effective first paragraph. This year, however, the tides have changed.  And why would I do something different?  That method worked.  That is, until now.  This year I feel like I'm floundering in terms of getting the students prepared for the dreaded Regents exam--and it's only one month away! Yikes!!!!!

So.  What do I do?  I decided that perhaps I needed to revise how I approached the learning in my class.  I cannot afford to be the only person dispensing learning--and I cannot expect my students to be able to successfully move on to the next phase of their education being passive in the process.  After really considering my goal for the end of the year I have decided to embark on writer's workshop (a format I think is incredibly suited for the inquiry model).  I'm not sure how it is going to be arranged yet--I have a vague sense of giving out model essays, several prompts, and watching them "go to." The idea that the kids are at the center of their own learning makes me happy, though, so I'm going to muddle through and put something together that I hope will be of value.  I want them to take charge--to work out the kinks on their own (with guidance, of course).  After all, what I'm doing now clearly isn't working. 

Wouldn't Einstein would be proud?

Sometimes I'm wrong

I'm tired today.  Not because I worked hard, trying to drag the metaphors out of a student's head, or helping another craft a "perfect" sentence.  I'm tired because today has been tiring.  The kids have been rowdy--I guess that is to be expected after a not-so snowy, though certainly dark and dreary Buffalo winter.  The sun is finally shining and the weather is inching above 70, so the kids, along with the rest of the city, are moving toward a summer mood.  

Today we finished reading The Great Gatsby.  Normally that would be a great time--I love the scene where Nick and Jordan have their last meeting.  How torn Nick is; how Jordan so casually mentions the engagement.  But my students were not paying attention to those things today.  Instead, some of them were trying to sleep (HOW COULD THEY). Others were giggling over some private joke (GASP).  And still others were busy trying to complete their math homework before their next classes (THAT'S JUST PLAIN RUDE).

BUT, there is a happy end to this story.  The bell rings, we are one paragraph from the end, and all the kids jump up and run to the door, afraid of being the last in the lunch line.  I'm busy yelling after them, reminding them of the homework assignment due tomorrow, when I hear one young man, near the back of the room say, "Please, let's not stop." So, in the midst of the chaos in the hallway, the papers strewn about, this student and I savored the last words in the book.  And when it was finished he promptly said, "that was dumb."  Whoa.  What? But then he clarified: he wanted a happy ending, one where Daisy was everything Gatsby had imagined she would be.  But, life isn't like that, is it?  Just like Daisy didn't turn out to be who Gatsby thought, our students don't either.  Sometimes, they just surprise us and miss part of lunch to read a great book.

So.  I've been busy suggesting that my friends, all wonderful teachers, get started on their own blogs.  Up until two days ago, it never occurred to me that I should be taking my own advice.  So.  Here we are.

My goals with this blog are to not only chronicle the events in my own learning, but to also reach out to others and, hopefully, expand my own PLN (personal learning network).  So.  Here we are.

Let's get started.