The 95% - Who We Should Be Making Decisions For

My principal started our first staff meeting of this school year by showing a video with someone speaking about how decisions should be made for the benefit of the 95%, not in fear of what the 5% will do.  This concept is also discussed in George Couros's book, The Innovator's Mindset.   On page 149 of his book, Couros asks, "Is this serving the few or the majority?" in regard to decisions we make at school.

I have always believed in this idea, but have had trouble living it in my classroom because of restrictions our school placed on things.  Therefore, I was super excited when our principal showed his growth by sharing this video.

I successfully advocated to have Google Hangouts unblocked at our school.  Many teachers complained that students would use it to cheat, chat during class, etc.  When I approached my principal to ask that it be unblocked, his first concern was the possibility that other teachers would be frustrated with the inappropriate use of Google Hangouts by some students.  I quickly told him that would be the "5%" we discussed in our first staff meeting, and that I thought the 95% should have the opportunity to use this amazing learning tool.  He laughed, joked that the 95% video was coming back to haunt him, and got Google Hangouts unblocked.

The global connections my students have made have been amazing.  We hung out with Canada to discuss the Global Read Aloud Book, Pax.  We also learned about how our cultures are similar and different.  We hung out with New Jersey and Puerto Rico to share virtual Valentines and opinion pieces on the appropriateness of celebrating Valentine's Day at school.  We connected to discuss theme in a short story we all read.  And. . . we became more aware and understanding of differences in people.  The 95% were AMAZING!

Yes, there were those who misused, and continue to misuse, Google Hang Outs.  It has been something we have had to address as teachers.  However, the gains have far outweighed the negatives.  Also, we have learned to teach our students to be better citizens with the technology they have available to them.

Unblocking Google Hangouts most certainly served the majority, not the few.  I wonder what else could serve them if we opened up opportunities instead of "locking them down".  I hope to find out!

Update:  As of June 2017, Google Hangouts will be blocked again.  Sigh. . .  I will be looking for an alternative way to continue video communications for my students.

I Want to be a School Teacher!

In his book, The Innovator's Mindset, George Couros discusses the difference between classroom teachers and school teachers.  They both do amazing things, but I want to be a School Teacher.  Don't you?  

Vision

I was challenged this week to create a vision for my teaching by the Unshakeable book study (book is by Angela Watson).  Because I am also reading The Innovator’s Mindset by George Couros(for the 3rd time) and being challenged to blog more, I decided to combine the two challenges.

Vision Statement:  I want to be an innovative risk taker who strives for success so that my students will be innovative risk takers who strive for success.

It is sometimes difficult to be open and honest in front of 8th graders.  They don’t always naturally care about their teachers.  However, I have found that the more I am open and honest with them, the more the seem to care about me, their peers, and themselves.  Incredible sense of community is being built in my classroom through this openness.

I have been purposefully sharing with my students the new things I am trying (and sometimes failing at), my struggles to change at times, and my joy in succeeding at something new.  And I notice they are sharing these things as well.

A wonderful side effect of all of this is that when I assign a project, I see them taking risks to learn new ways to produce final products, seeking help when stumped, and supporting each other through their growth.

Result: My classroom is a place I want to be and learn - and I hope it is for my students as well!

The Relationship is EVERYTHING!

I was participating in a webinar last week which was designed to help teachers deal with students who have ODD (Oppositional Defiance Disorder).  The facilitator stated, “It’s all about the relationship.  The relationship is everything.  If the relationship is missing, there is NO effective intervention to be found.”

No Effective Intervention to be found!  WOW!  Powerful!

As a special educator, I deal with many students with ODD.  I have seen the need for the relationship so many times.  Teachers or assistants come to me complaining about how a student won’t follow instructions, even the most basic.  Then, they want that student to be punished.  I have always tried to explain that the student will not comply with even the simplest of requests if they don’t feel that the person requesting genuinely cares about them.  I know the teachers and assistants DO care, but sometimes the actions they take don’t indicate that to the students.

Teaching is hard.  Learning is hard.  Both are complicated when a child has a diagnosis like ODD.  However, that is when, as adults, we need to reach inside ourselves and find a way to let these students know we care - so they will care in return.

If adults focus on the relationship, we can then begin to find effective intervention!

Please feel free to add your relationship building ideas to the shared document linked here:

Ways to Build Relationships with Students

New AND Better - Innovation in Action #IMMOOC

George Couros mentions in his book, Innovator's Mindset, that in order to call a practice innovative, it needs to be both new and better.  Also in that book is this quote:

Today I am sharing about three practices I have started using in my classroom that I would call innovative.  These practices also leave the students at least as tired as the teacher at the end of the day.  Sometimes they are more tired than me, and I am energized by all of their hard work!

1.  BreakoutEDU takes the concept of an Escape Room and makes it applicable to education.  Teachers create or use pre-created games (available on the website for free) aligned with teaching standards to set up locked boxes for students to "break something out of".  Usually, students just break out a sign that says "We Broke Out".  They follow clues requiring them to work together, collaborate, and problem solve (all 21st-century skills).  I can't believe the level of engagement out of students who are typically not engaged in anything that requires reading.  I teach intervention reading to 7th and 8th grade students.  Notice in the pictures below how students are leaning in, wanting to be a part of what is happening.  How is it new?  Most of my students have never participated in activities like this, and I haven't used it to teach prior to a little less than a year ago.  How is it better?  BreakoutEDU requires students to move, collaborate, problem solve, and think critically WHILE involved in learning curricular standards.  And best of all, at the end of the period, student brains are a bit tired, but excited and begging to do another Breakout! Also, I fell so in love with BreakoutEDU that I began showing it to other educators across Indiana at conferences when given the opportunity!

2.  Open Devices During Class Discussions:  Recently I have started having designated students have a device open during class discussion time.  So many interesting questions pop up during discussions, and having instant access to Google has made our discussions much more productive.  How is it new?  Students are used to discussing with no devices.  How is it better?  We have instant access to answers, improved search skills, and increased engagement during discussions.  And best of all, students are doing the work instead of me (later, at home, when I should be blogging)!

3.  Google Hangouts:  I began using Google Hangouts in October to allow students to connect with other students across the world as part of the Global Read Aloud.  Since then, we have used it from Indiana to connect with classes in Canada, Virginia, New Jersey, and Puerto Rico.  It has been a fantastic experience for my students.  The other teacher(s) and I decide what topic we will be discussing (theme of a book, opinions on a topic, etc.).  We then have the students work in groups of 2 or 3 to connect with each other.  It has been amazing to watch students who are typically not wanting to share in class discuss things intelligently with this format.  How is it new?  Prior to using Google Hangouts, my students were forced to only discuss with peers within their classroom.  How is it better?  We work on standards while building empathy and understanding of people around the world.  Best of all, I get to watch and facilitate while my students do amazing work!

I encourage you to try one of these Innovative Practices, or something else you have been wanting to try.  It WILL be worth it!

#IMMOOC Week 1 Round 2

Well, here I go again! Growth Mindset has me believing I can successfully finish IMMOOC this time and keep my blog updated. Here is a bit of what I wrote in September when I started my blog up again at that time.

"I started this blog a little over two years ago. Unfortunately, it ended then as well.

However, this summer I have again been inspired to blog (and hopefully keep it up this time).  George Couros's book, Innovator's Mindset, has played a large part in motivating me. Seeing George Couros speak in person has also motivated me. Being a part of IMMOC and sharing other's journeys has motivated me.  But still, I resisted.

This past weekend, I got the opportunity to see Ron Clark speak at ISRA Fall Conference in Noblesville, IN. That inspired me as well.

The message through these sources has been made clear to me. I need to share what I know. I need to share what I do. I need to share, period!  Even if the only person reading my blog is me, it will be worthwhile."

I still believe all of the things I stated. I still know I need to do this. I am reading and focusing on the ideas in The Innovator's Mindset for the 3rd time because, quite simply, it is worth reading again and again. There are more gems of knowledge floating around in that book than I could grasp in just one reading.

The gem I am choosing to focus on for the rest of this blog post is from p. 9 of the introduction:  "Twenty-first-century education is not about the test; it's about something bigger."  Focussing too much on "the test" will stop innovation in its tracks!

Unfortunately, I have spent the last 2 days administering our state test. Fortunately, I work with some of the most amazing students. Fortunately, I have an administrator who knows that constant test prep isn't good education. Fortunately, I believe I am a good educator despite what the results of this test might "show". Fortunately, there are people in my life (colleagues, friends, family, and my online PLN) who encourage me and keep me going when I get discouraged.  

Did I mention that I teach students with learning disabilities, other health impairments, autism, and histories of school failure (defined by not passing "the test")?  

I wish the individuals who decide my students need to take this test, with most of the accommodations and tools they rely on to help them in class taken away from them, had to watch those students take "the test". For what they would see is this:

1.  Children persevering though the odds are stacked against them.
2.  Children encouraging each other to do their best because Mrs. Guiff believes in them no matter what.
3.  Children who are so much more than test takers:  sons, daughters, siblings, grandchildren, athletes, musicians, artists, dreamers.  
4.  Children forced to spend more time sustaining their attention than they are able to successfully do on a "normal" day.
5.  Children who rise to the challenge no matter what.
6.  Children managing anxiety.
7.  Children, just children.

I feel blessed to be able to teach in a place where I am able to look my students in the eye and tell them I won't judge them based on one test score, I know they show me their capabilities on a daily basis, and they prove to me just how worthy they are. I am glad to teach in an environment where I am allowed to teach children, not just tests. 

And I will continue to do that as innovatively as possible!