I never thought about taking an honors class until my counselor mentioned honors geography. She explained to me how it worked the same as normal geography, just a little more advanced. I thought about this for a while and eventually I decided I was up for the challenge.
I have always been a good student but never a great student. I knew I could do better but all I needed was a little more motivation. My dad recognized this and made a deal with me early in the year saying if a I kept above 3.5 GPA I could get a car my junior year and every time I got a 4.0 he would move the date a month earlier. That was just the motivation I needed to make a goal for all A’s every term, but I never could quite reach it.
I thought the only solution to get all A’s was to work harder and get easier classes. Before the second semester I told my counselor I wanted to quit my only honors class, which was geography. I really did enjoy the class, the teacher, and the activities we did. It would get hard for me to keep up because the work was much more difficult and I felt the students in the class were so much better than I was because they were already 4.0 students.
After class one day near the end of second term I went up to Mr. Fawson to tell him I had switched out of his class for the next semester. He looked disappointed at this news. I explained how much I liked this class but I couldn’t reach my goal because it was difficult for me. Mr. Fawson said he knew I could do it and then added, “Go talk to your counselor one more time and tell her you changed your mind to get back into this class. I know you can do it.”
A couple days later I went into school early to switch back into Mr. Fawson’s class. After that, I went to tell him, he seemed very happy of my choice to get back in.
This term I worked harder than ever before. I did countless extra credit for every class, stayed before and after school to retake tests, and did all my assignments. When the reports cards came out I was very anxious. I ended up getting not only a 4.0 and all H’s. I was so proud of myself. After school that day I walked into Mr. Fawson’s classroom with the biggest smile on my face. I handed him my report card. He looked it over for a minute then he looked up and smiled, I could tell he was very proud also. He looked at me and said, “I knew you could do it, you made a goal and worked hard to achieve it.”
I’ll never forget this moment. He got me to believe in myself when I didn’t. Now for high school I plan on taking more advanced classes with the same goal of a 4.0.
Sunday, April 14, 2013
Friday, April 5, 2013
Never Give Up on a student, even if they are ready to give up on themselves
Okay so that's really too long of a title for this post, but I don't know any other way of saying it. Last week marked the end of our third term and with it one of my favorite moments of the year. Sure we all enjoy teaching those that get it all the time. They think we are more clever and funny than we really are. They make our jobs and even our lives easy. This is not a story about a failing student that got an A, or even a D student that improved. I have often felt that one of the toughest things to do is to go from good to great. This story is about a B+ student who is a good student, but didn't see herself as an A student and therefore was discouraged, frustrated and ready to give up.
At the end of second term Marianne approached me. (Note: names have been changed) I need to begin by saying that Marianne liked class, she was a good student. But not a great student. Like a lot of students she had gotten by doing a good job and getting an A throughout most of her life. She signed up for honors geography and learned real quick that she was going to have to do much more to get an A. I know she was disappointed. Both 1st and 2nd terms she got a B+. This was below her standard and like many students she wanted to transfer out to the regular class to make sure she would get an A. When she approached me at the end of 2nd term she had already done so. Marianne was totally capable; she just had to believe and work more efficiently and study a bit more.
Funny thing was she didn't really want to transfer out of the class. She said, "this is my favorite class and you are my favorite teacher I just want to get an A" I understood what she meant and realized that in today's climate where A's are so sought over and mean so much to self esteem and parental pressure that this was a natural response for her to have. We spoke for a few minutes and finally I said, "I don't think you should transfer out. You can get an A. You just have to act like an A student. You need to do all the work and make sure it is high quality, complete, and in on time. You can do that. You might need to study more, but you can do that too. I think this is important for you to keep at this and work harder and make this happen."
I know that Marianne never wanted out of the class. I know she liked it. But she needed to make a few minor changes. Most important of which she needed to believe that she belonged with all the other honor students. It can be an intimidating climate when everyone is an alpha and really is intelligent and hard working. I said, "You are as smart as anyone in this class, but you don't always believe it. It's time to start believing. I don't want you to transfer out and I don't think you really want to either."
She smiled and said, "Well what can I do, I just transferred out?"
I responded, "That's easy. How did you get out of the class? Tell your counselor you had a change of heart and you are up to the challenge."
Marianne agreed and had a look of determination that she didn't before we spoke. Later that day she found me and told me she was back in. I reiterated how important it was that she believed she belonged and that she had to see herself as an A student.
Grades came out a couple days ago. Marianne not only received an A, but also got an A in every class. Something she hadn't done all year. Equally impressive were the H's in citizenship that went with the A's. She came in after school to show me. It was a nice moment for both of us. She got to prove to herself she could do it and let me be a part of it. I said, "I hope you realize that you can accomplish anything you set your mind to. This wasn't as easy as you would've liked it to be, but you made some personal changes and set a goal and you made sure you achieved it. You have learned a valuable lesson in life at a young age and most importantly you have proven to yourself that you can."
Priceless smile.
Getting students to believe and then do what is necessary to achieve is what this is all about.
At the end of second term Marianne approached me. (Note: names have been changed) I need to begin by saying that Marianne liked class, she was a good student. But not a great student. Like a lot of students she had gotten by doing a good job and getting an A throughout most of her life. She signed up for honors geography and learned real quick that she was going to have to do much more to get an A. I know she was disappointed. Both 1st and 2nd terms she got a B+. This was below her standard and like many students she wanted to transfer out to the regular class to make sure she would get an A. When she approached me at the end of 2nd term she had already done so. Marianne was totally capable; she just had to believe and work more efficiently and study a bit more.
Funny thing was she didn't really want to transfer out of the class. She said, "this is my favorite class and you are my favorite teacher I just want to get an A" I understood what she meant and realized that in today's climate where A's are so sought over and mean so much to self esteem and parental pressure that this was a natural response for her to have. We spoke for a few minutes and finally I said, "I don't think you should transfer out. You can get an A. You just have to act like an A student. You need to do all the work and make sure it is high quality, complete, and in on time. You can do that. You might need to study more, but you can do that too. I think this is important for you to keep at this and work harder and make this happen."
I know that Marianne never wanted out of the class. I know she liked it. But she needed to make a few minor changes. Most important of which she needed to believe that she belonged with all the other honor students. It can be an intimidating climate when everyone is an alpha and really is intelligent and hard working. I said, "You are as smart as anyone in this class, but you don't always believe it. It's time to start believing. I don't want you to transfer out and I don't think you really want to either."
She smiled and said, "Well what can I do, I just transferred out?"
I responded, "That's easy. How did you get out of the class? Tell your counselor you had a change of heart and you are up to the challenge."
Marianne agreed and had a look of determination that she didn't before we spoke. Later that day she found me and told me she was back in. I reiterated how important it was that she believed she belonged and that she had to see herself as an A student.
Grades came out a couple days ago. Marianne not only received an A, but also got an A in every class. Something she hadn't done all year. Equally impressive were the H's in citizenship that went with the A's. She came in after school to show me. It was a nice moment for both of us. She got to prove to herself she could do it and let me be a part of it. I said, "I hope you realize that you can accomplish anything you set your mind to. This wasn't as easy as you would've liked it to be, but you made some personal changes and set a goal and you made sure you achieved it. You have learned a valuable lesson in life at a young age and most importantly you have proven to yourself that you can."
Priceless smile.
Getting students to believe and then do what is necessary to achieve is what this is all about.
Sunday, March 31, 2013
You Tube Clean a Great Tool
Every once in a while you come across a little find that is a big deal, YouTube Clean is such a find. We all have watched YouTube videos only to have the comments or side videos ruin the experience. Few things are more annoying than the side videos and lame and inappropriate comments. The nice thing about YouTube Clean is all you have to do is type clean directly after the word YouTube in the URL for this to work. For example one of my favorite Improv Everywhere YouTube videos is Dollar Store Black Friday the URL is as follows: www.youtube.com/watch?v=2a5pWMZxlIA
(Note: this is not the embed code, it's the actual URL.) To convert this to YouTube Clean all you have to do is add clean after youtube and before the .com It will look like this www.youtubeclean.com/watch?v=2a5pWMZxlIA
That's all you have to do. No annoying comments or side videos. Just the video itself.
At times I will have a URL on my website calendar to have students watch for homework and I always worry about it having inappropriate comments and side videos. This is a nice way to not worry about that.
If you are showing to a group now you don't have to worry about comments being profane or the side videos being objectionable.
Give it a try it's easy.
It won't filter the video itself though, so don't think if has profanity or suggestive scenes it will be taken out, it won't. It only removes the side videos and comments.
(Note: this is not the embed code, it's the actual URL.) To convert this to YouTube Clean all you have to do is add clean after youtube and before the .com It will look like this www.youtubeclean.com/watch?v=2a5pWMZxlIA
That's all you have to do. No annoying comments or side videos. Just the video itself.
At times I will have a URL on my website calendar to have students watch for homework and I always worry about it having inappropriate comments and side videos. This is a nice way to not worry about that.
If you are showing to a group now you don't have to worry about comments being profane or the side videos being objectionable.
Give it a try it's easy.
It won't filter the video itself though, so don't think if has profanity or suggestive scenes it will be taken out, it won't. It only removes the side videos and comments.
Monday, March 25, 2013
Student Choice Project: Inquiry, passion, focus for students and the teacher
Fourth term traditionally has been final project term. I have tweaked this for the past five years and last year felt good about the types of projects that were being produced. However, that didn't save me from tinkering again. Inquiry and passion are two important ingredients in learning and education and I feel that I have to allow my students to tap into them more than I previously have done. Which led me to decide to allow student's to choose their own topic and presentation method (website, video, art, slide show, etc...)
I decided to ask my students about this process with a google form survey. The results were surprising in some ways, not so much in others. I wasn't really surprised that students were roughly split on whether or not they cared about the presentation method. I was surprised that while students wanted to choose their topic, they wanted a comprehensive list to view when considering topics. Nearly every student accepted the presentation methods I suggested, only a couple students made suggestions in addition to the ones I offered.
I think it's important to remember that while these students are ninth graders (14-15) they still look for and need guidance. They are passionate and inquisitive, but probably aren't as knowledgeable as they'd like to think they are. Especially when deciding a big final project. I believe they want to make informed choices before offering up a selection. Passion is one thing, focus is another, and I think the two combined make for an exciting proposition.
My plan is to implement a bit of the 'genius hour' idea and allow students a 45 min class period once a week to work solely on their projects. I will have to plan for some sort of ticket out the door accounting, but overall I am not worried about them using their time wisely. They get to pick the project so it will be what they want to do, not what I chose for them.
Also I believe most projects fail or aren't as successful as they could be because they are not structured properly. Too many teachers say this will be due in eight weeks and then are shocked when no one has started a few days before they are due. I am going to have an element of the project due each week so that as long as they follow the plan they will finish on time without any rush the day before. It will be a natural conclusion to their work.
My job along the way will be to push, prod, guide, challenge, get them to critically examine and think about their topic, add perspective and point of view, and help them understand and evaluate to the best of their ability their topic. In order to do that I will have be totally engaged in the process. I will need to be the teacher I dreamed of being when I started this journey. It's easy to sit behind a desk and let students work, sometimes it's good to let them get their hands dirty and get messy with the work, but I need to be at my best in order for me to expect them to be at their best.
While they are working on a focused, passion, inquiry driven journey I will have my own project. Can I transform my classes into the students I know they can become by being the teacher I know I can be? This is my drive, my passion. This is my final project of the year.
I decided to ask my students about this process with a google form survey. The results were surprising in some ways, not so much in others. I wasn't really surprised that students were roughly split on whether or not they cared about the presentation method. I was surprised that while students wanted to choose their topic, they wanted a comprehensive list to view when considering topics. Nearly every student accepted the presentation methods I suggested, only a couple students made suggestions in addition to the ones I offered.
I think it's important to remember that while these students are ninth graders (14-15) they still look for and need guidance. They are passionate and inquisitive, but probably aren't as knowledgeable as they'd like to think they are. Especially when deciding a big final project. I believe they want to make informed choices before offering up a selection. Passion is one thing, focus is another, and I think the two combined make for an exciting proposition.
My plan is to implement a bit of the 'genius hour' idea and allow students a 45 min class period once a week to work solely on their projects. I will have to plan for some sort of ticket out the door accounting, but overall I am not worried about them using their time wisely. They get to pick the project so it will be what they want to do, not what I chose for them.
Also I believe most projects fail or aren't as successful as they could be because they are not structured properly. Too many teachers say this will be due in eight weeks and then are shocked when no one has started a few days before they are due. I am going to have an element of the project due each week so that as long as they follow the plan they will finish on time without any rush the day before. It will be a natural conclusion to their work.
My job along the way will be to push, prod, guide, challenge, get them to critically examine and think about their topic, add perspective and point of view, and help them understand and evaluate to the best of their ability their topic. In order to do that I will have be totally engaged in the process. I will need to be the teacher I dreamed of being when I started this journey. It's easy to sit behind a desk and let students work, sometimes it's good to let them get their hands dirty and get messy with the work, but I need to be at my best in order for me to expect them to be at their best.
While they are working on a focused, passion, inquiry driven journey I will have my own project. Can I transform my classes into the students I know they can become by being the teacher I know I can be? This is my drive, my passion. This is my final project of the year.
Tuesday, March 12, 2013
Class Dojo
Okay I realize that it has been an extra long time, way too long. For that I need to revamp what I am doing myself, a new years resolution in the middle of March. I attended UCET this past weekend and picked up a lot of great new ideas, tools, sites, etc... One of which surprised me Class Dojo. When I first saw this site I was taken aback. Here were these silly looking monster avatars that I could attach to each students names. I imagine this would work great with 3rd/4th graders but deep down I knew my 14-15 yr old 9th grade students would enjoy them. After putting the student names in, there is an option to add them by list, it attaches a monster to each name. If you give students the rights they can go in and pick the monster of their choice. Who knows I may get to that point, but what I really like is the option to randomize which student is selected. We were beginning class presentations and rather than just selecting who went next I decided to ask Class Dojo for help. The randomizer works well and does a nice job of picking students from all over the alphabet. We sat back and randomized and the students knew the order. I am certain this site is capable of much more than being a randomizer, in fact it has a great behavior management system, I am totally satisfied with the randomizer for now and so are the students. Nothing like having a monster avatar to get you motivated to work. If you haven't tried it or think your students are above it, think again. I'm betting any age group will fall for the monsters.
Tuesday, September 25, 2012
8 things the school year has taught me so far
We have just started the fourth week of class. Here are my thoughts
1. It's much easier to blog in the summer. Not sure I need to list obvious reasons as to why, just wish I had more time to carefully reflect.
2. My focus this year is to increase critical thinking. Overall, I think I am keeping to that focus. My lesson plans are designed better, they have a natural flow and go from lower level to higher levels. I think this is the best I have ever started out a year and is due in part to this focus. I start with basic knowledge/comprehension and then move to application/analysis, then finally to synthesis/evaluation.
3. Frontloading your year takes a lot of patience and hard work, but four weeks in I can see that this is going to pay off all year. I am more focused and so are the students. I have had to spend a few days getting students used to using programs such as Google Earth and how to share docs on Google Drive and how to use Canvas. Now after using those programs I don't have to explain as much and students just know what to do.
4. Allowing students to publish thoughts/opinions on a forum such as Canvas, I know other schools use Edmodo or another such program, is not only a great way to see what each student has to say about a subject, but gives everyone a voice. As you know only a few of the same kids participate in class discussions, so this forum is much better at allowing EACH and every student a voice. They have time to consider their answer and thoughts before being put on the spot. Whether they are shy or outspoken all of them have an outlet and time to consider their thoughts before hitting submit.
5. Technology has made some things easier, but it still has bugs and is not the same in person. Nothing beats in person.
6. Students are funny. Here is an exchange from this year. If you know Utah geography this will be more funny, if you don't it's still funny.
In an attempt to get to know everyone I memorized everyone's names. After I was successful I then asked the rest of the class if they wanted to try as well. One such student was attempting to get all the names and came to a student named Logan. She then said she needed a hint. I responded that since it was a geography class I would give her a geography clue. I then said Utah State, which is in Logan, Utah. A good clue that most students would have gobbled up. She got excited and shouted out "Idaho". Now I'm not certain where she was going with her answer, but she had heard his name mentioned at least a few times. Let's face it, she just blurted out without thinking.
7. Everyday and each class is a new adventure. Although I teach the same subject, each class is a different experience. In the morning students are still waking up, after lunch they are wired, and no two classes are the same. Funny how each class has its own personality. It's what makes it fresh and exciting.
8. It's taken me a few weeks but I finally feel like I am fully back in gear. Took me a couple weeks but I have my mojo back. I was energized and physically in shape, but it not in teacher shape. My voice is finally up to par as is my stamina and my wit. I imagine the students feel the same. It takes a few weeks to get rolling. So far this is the best start to any school year I have had. Fingers crossed for best year ever.
1. It's much easier to blog in the summer. Not sure I need to list obvious reasons as to why, just wish I had more time to carefully reflect.
2. My focus this year is to increase critical thinking. Overall, I think I am keeping to that focus. My lesson plans are designed better, they have a natural flow and go from lower level to higher levels. I think this is the best I have ever started out a year and is due in part to this focus. I start with basic knowledge/comprehension and then move to application/analysis, then finally to synthesis/evaluation.
3. Frontloading your year takes a lot of patience and hard work, but four weeks in I can see that this is going to pay off all year. I am more focused and so are the students. I have had to spend a few days getting students used to using programs such as Google Earth and how to share docs on Google Drive and how to use Canvas. Now after using those programs I don't have to explain as much and students just know what to do.
4. Allowing students to publish thoughts/opinions on a forum such as Canvas, I know other schools use Edmodo or another such program, is not only a great way to see what each student has to say about a subject, but gives everyone a voice. As you know only a few of the same kids participate in class discussions, so this forum is much better at allowing EACH and every student a voice. They have time to consider their answer and thoughts before being put on the spot. Whether they are shy or outspoken all of them have an outlet and time to consider their thoughts before hitting submit.
5. Technology has made some things easier, but it still has bugs and is not the same in person. Nothing beats in person.
6. Students are funny. Here is an exchange from this year. If you know Utah geography this will be more funny, if you don't it's still funny.
In an attempt to get to know everyone I memorized everyone's names. After I was successful I then asked the rest of the class if they wanted to try as well. One such student was attempting to get all the names and came to a student named Logan. She then said she needed a hint. I responded that since it was a geography class I would give her a geography clue. I then said Utah State, which is in Logan, Utah. A good clue that most students would have gobbled up. She got excited and shouted out "Idaho". Now I'm not certain where she was going with her answer, but she had heard his name mentioned at least a few times. Let's face it, she just blurted out without thinking.
7. Everyday and each class is a new adventure. Although I teach the same subject, each class is a different experience. In the morning students are still waking up, after lunch they are wired, and no two classes are the same. Funny how each class has its own personality. It's what makes it fresh and exciting.
8. It's taken me a few weeks but I finally feel like I am fully back in gear. Took me a couple weeks but I have my mojo back. I was energized and physically in shape, but it not in teacher shape. My voice is finally up to par as is my stamina and my wit. I imagine the students feel the same. It takes a few weeks to get rolling. So far this is the best start to any school year I have had. Fingers crossed for best year ever.
Monday, September 3, 2012
My Personal Manifesto 2012/13
Tomorrow school starts again. It is a time of new beginnings and excitement. It is a time of renewal and opportunity. I love the first week of school. It really is my favorite week. I am a purpose driven person and as much as I love the summer, I love having a purpose even more. Tomorrow my purpose begins anew. My personal manifesto this year is to become the teacher I have always wanted to be.
For me that begins with making sure that my room is one of opportunity, excitement, challenge, and safety. Each and every student should feel a part of something grand. All should feel welcomed and valued; especially the ones that need it the most. Each student should feel that they have are free to share and speak their mind whether or not they agree with me or others. They should feel that they are learning and what we are doing is valuable. They should be excited to come to class each day, especially when the weather changes and the novelty of being back in school wears away.
I want to do big things that matter this year. That will require some risk taking and vision, which means that there is the possibility of stumbling and falling along the way. I want to challenge my students to think about themselves and the world in ways they never have before. To see the world from multiple perspectives and opinions and see that there is not one right way to look at things. I want them want to make a difference in their community. I want them to believe that all things are possible and that if they are willing to work hard enough they can accomplish anything.
I believe that teachers have a wonderful opportunity to be inspiring. I want my students to not only dream but to act on those dreams. I want them to want to be better people and citizens. I want them to follow their passion and make their world a better place for everyone. I want them to carry their enthusiasm from the first day to the dog days of winter and to the final week of the year. To seize each day and make the most of their education.
Tomorrow each student starts out fresh. It doesn't matter what they have done, good or bad or not at all, it matters what they do from here on. One of my favorite sayings is that if you want to be an A student then act like one, do the things that A students do. I need to heed my own advice and realize that if I want to be the teacher I dreamed about when I decided to become one, then I need to act like that teacher.
So here's to making this the best year yet. Here's to taking the excitement of Sept and spreading it to January and extending it to June. Here's to becoming the teacher I have always wanted to be. It begins tomorrow. My personal manifesto for this year is to make sure it never ends.
For me that begins with making sure that my room is one of opportunity, excitement, challenge, and safety. Each and every student should feel a part of something grand. All should feel welcomed and valued; especially the ones that need it the most. Each student should feel that they have are free to share and speak their mind whether or not they agree with me or others. They should feel that they are learning and what we are doing is valuable. They should be excited to come to class each day, especially when the weather changes and the novelty of being back in school wears away.
I want to do big things that matter this year. That will require some risk taking and vision, which means that there is the possibility of stumbling and falling along the way. I want to challenge my students to think about themselves and the world in ways they never have before. To see the world from multiple perspectives and opinions and see that there is not one right way to look at things. I want them want to make a difference in their community. I want them to believe that all things are possible and that if they are willing to work hard enough they can accomplish anything.
I believe that teachers have a wonderful opportunity to be inspiring. I want my students to not only dream but to act on those dreams. I want them to want to be better people and citizens. I want them to follow their passion and make their world a better place for everyone. I want them to carry their enthusiasm from the first day to the dog days of winter and to the final week of the year. To seize each day and make the most of their education.
Tomorrow each student starts out fresh. It doesn't matter what they have done, good or bad or not at all, it matters what they do from here on. One of my favorite sayings is that if you want to be an A student then act like one, do the things that A students do. I need to heed my own advice and realize that if I want to be the teacher I dreamed about when I decided to become one, then I need to act like that teacher.
So here's to making this the best year yet. Here's to taking the excitement of Sept and spreading it to January and extending it to June. Here's to becoming the teacher I have always wanted to be. It begins tomorrow. My personal manifesto for this year is to make sure it never ends.
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