Recently Jared Covili from UEN participated in Canyons district TEDx Event. In his talk he spent a few minutes highlighting a few of things I have done. Here is the TED talk
Showing posts with label environment. Show all posts
Showing posts with label environment. Show all posts
Tuesday, April 29, 2014
Sunday, April 27, 2014
In the news
I was contacted by a reporter, Louise Shaw about a month ago. She said she was doing a story on what students were learning in their classes and had contacted the district and my name was given to her. She came into the class for a period, interviewed students, took a few photos, and wrote an article about my interview with Mahmoud. Without a doubt it is nice to get recognition for the positive things we do in our classes. This project is of great personal value for me since it took so long to come to fruition. I love the fact that I was able to connect with Mahmoud and then have a meaningful interview that I could show our class, it means a lot to me and to them.
As far as being in the paper I am glad that she interviewed members of the class and that they were prominent in the article. Sure it's nice to see your own name in the paper for good things, but this was about sharing with my class and I am pleased that they are able to share in the moment as well. We read the article in class Friday, it was a neat moment to share in with them. They were pleased to see the article, especially those that saw their names in print.
Here is the article:
WEST POINT — It’s a problem that has deep roots in history and seemingly no viable solution.
It’s a problem that has stymied U.S. presidents and world leaders.
And it’s a problem students at West Point Junior High are taking on as well.
The conflicts that have divided Israelis and Palestinians revolve around land and authority.
Students in Jared Fawson’s World Geography classes were introduced to those problems by viewing the documentary, “Promises,” that follows the lives of children very close to their own ages.
Children in the documentary are both Palestinian and Israeli. One Jewish child is the grandchild of a Holocaust survivor and is a secular Jew, one is the child of a rabbi. The Palestianian youths lived in refugee camps. One had a father in prison at the time.
Though the children lived within 20 miles of each other, “they exist in completely separate worlds,” according to a review on promisesproject.org.
“They possess an acute awareness of the political reality that surrounds them,” it said, “and have a freshness of expression that is inspiring, in contrast to the entrenched and often embittered opinions of adults.”
The students in Fawson’s class could be said to have the same attributes.
“They just need to be more willing to cooperate,” said Chenille Morris, a ninth grader at West Point, of the two parties staking claims in Israel. “They don’t see each other as human. They hate each other. Both sides have in mind what they want, but they’re not willing to give.”
A fellow student, Harlee Sorrells, said it’s wrong when, because of the past, people won’t work together for their future.
The documentary was filmed between 1997 and 2000, with a follow-up segment added in 2004.
During those seven years, the youths in the documentary share what they’ve learned from their parents and from their own personal experiences and fears.
To add to their stories, Fawson was able to connect with one of the youths in the documentary last month, 10 years after it was filmed.
Now 26, the youth answered Fawson’s questions about what he sees as the problems and solutions to the Middle-East conflict.
His responses have been shared with students in subsequent classes, further shaping their views.
“We need to wake up and to think in a very positive way,” said the Palestinian, who the Clipper was asked not to name.
The young man spoke in favor of a one-state solution and of the region becoming a “100 percent democratic place.”
With one state, elections would determine representation and whoever won would have responsibility for the people, who would all have rights.
“We don’t need walls and stupid check points,” he said.
That was also a conclusion ninth graders were reaching.
“Both sides want Jerusalem, the Red Sea and the resources,” said Chenille. “ There’s no way to split them up. They already live together ... they should elect representatives from both sides.”
Fawson led a discussion on what happens when a group like Hamas “continues to sow discord and chaos.” He pointed out that public opinion and support shifts away from a group when it changes from what might be considered freedom fighters, to being more like terrorists.
Several students referred to the positive effects of the nonviolent protests in America relating to race relations as proof change that can be positive.
“Peaceful protests ended with integration of schools,” said one, adding that Israel could do the same.
“They could be all one nationality but have religious diversity,” said another.
“It’s complicated,” said Fawson.
Listening to the young man who had grown up with the conflict and was now an adult gave students “a personal connection to the conflict ... one that helped break down barriers and open the world up in a way that it couldn’t get in any other way.”
Student Mike Nash said the study of the conflict in the Middle East has helped him realize what’s going on, how bad it is and what really needs to be fixed.
“If kids could get along and make friendships,” he said, “the kids could teach their kids and it would eventually come to them not being enemies anymore.”
Read more: The Davis Clipper - International issues tackled by local students
As far as being in the paper I am glad that she interviewed members of the class and that they were prominent in the article. Sure it's nice to see your own name in the paper for good things, but this was about sharing with my class and I am pleased that they are able to share in the moment as well. We read the article in class Friday, it was a neat moment to share in with them. They were pleased to see the article, especially those that saw their names in print.
Here is the article:
WEST POINT — It’s a problem that has deep roots in history and seemingly no viable solution.
It’s a problem that has stymied U.S. presidents and world leaders.
And it’s a problem students at West Point Junior High are taking on as well.
The conflicts that have divided Israelis and Palestinians revolve around land and authority.
Students in Jared Fawson’s World Geography classes were introduced to those problems by viewing the documentary, “Promises,” that follows the lives of children very close to their own ages.
Children in the documentary are both Palestinian and Israeli. One Jewish child is the grandchild of a Holocaust survivor and is a secular Jew, one is the child of a rabbi. The Palestianian youths lived in refugee camps. One had a father in prison at the time.
Though the children lived within 20 miles of each other, “they exist in completely separate worlds,” according to a review on promisesproject.org.
“They possess an acute awareness of the political reality that surrounds them,” it said, “and have a freshness of expression that is inspiring, in contrast to the entrenched and often embittered opinions of adults.”
The students in Fawson’s class could be said to have the same attributes.
“They just need to be more willing to cooperate,” said Chenille Morris, a ninth grader at West Point, of the two parties staking claims in Israel. “They don’t see each other as human. They hate each other. Both sides have in mind what they want, but they’re not willing to give.”
A fellow student, Harlee Sorrells, said it’s wrong when, because of the past, people won’t work together for their future.
The documentary was filmed between 1997 and 2000, with a follow-up segment added in 2004.
During those seven years, the youths in the documentary share what they’ve learned from their parents and from their own personal experiences and fears.
To add to their stories, Fawson was able to connect with one of the youths in the documentary last month, 10 years after it was filmed.
Now 26, the youth answered Fawson’s questions about what he sees as the problems and solutions to the Middle-East conflict.
His responses have been shared with students in subsequent classes, further shaping their views.
“We need to wake up and to think in a very positive way,” said the Palestinian, who the Clipper was asked not to name.
The young man spoke in favor of a one-state solution and of the region becoming a “100 percent democratic place.”
With one state, elections would determine representation and whoever won would have responsibility for the people, who would all have rights.
“We don’t need walls and stupid check points,” he said.
That was also a conclusion ninth graders were reaching.
“Both sides want Jerusalem, the Red Sea and the resources,” said Chenille. “ There’s no way to split them up. They already live together ... they should elect representatives from both sides.”
Fawson led a discussion on what happens when a group like Hamas “continues to sow discord and chaos.” He pointed out that public opinion and support shifts away from a group when it changes from what might be considered freedom fighters, to being more like terrorists.
Several students referred to the positive effects of the nonviolent protests in America relating to race relations as proof change that can be positive.
“Peaceful protests ended with integration of schools,” said one, adding that Israel could do the same.
“They could be all one nationality but have religious diversity,” said another.
“It’s complicated,” said Fawson.
Listening to the young man who had grown up with the conflict and was now an adult gave students “a personal connection to the conflict ... one that helped break down barriers and open the world up in a way that it couldn’t get in any other way.”
Student Mike Nash said the study of the conflict in the Middle East has helped him realize what’s going on, how bad it is and what really needs to be fixed.
“If kids could get along and make friendships,” he said, “the kids could teach their kids and it would eventually come to them not being enemies anymore.”
Read more: The Davis Clipper - International issues tackled by local students
Sunday, October 6, 2013
Treat every student as if they are your favorite
There are few concepts that have changed my life more than the following: "treat everyone as if it was their last day on earth". You are kinder, gentler, and a better version of yourself when you live up to this mantra. A while back I decided to apply this concept to my teaching. With any application there is usually an alteration of some sort. In this case I decided that the way I would make it work would be to treat every student as if they were my favorite. With some students this was no problem, because they already were, but with most it required a personal adjustment. I realized that I did treat some students differently than others. Certainly a lot of that is deserved, based on the way they act and behave, but I had no idea how this concept would not only change my perspective but theirs as well. The tough students aren't so tough anymore, the difficulties decrease. The interesting thing is this happens because of the way I treat them, which in turn influences how they treat me and their peers. If you are treated as if you are important, you will step up your game and try to live up to it.
One of the things I wanted to come out of this was that each student would feel welcome, comfortable, and confident in my presence. I wanted them to feel as if they were as important as anyone else in the room. I think we all have been in a situation where it is apparent that we are not as important as someone else, a feeling that makes us feel second class. I even came up with steps that would serve as a checklist to make sure I was treating each student equally. Among these were learning each student's name the first day of school, at the start of each class greeting each student by name at the door, giving personal feedback and positive notes in student journals, emailing parents and expressing to them how their son/daughter was doing in my class as well as saying something positive about them. There were other steps as well that escape me at this moment. For the most part I felt that I achieved my goal. I believe that many students actually believed they were my favorite student, and if not they would at least say that felt valued in class.
Not too long ago one of my colleagues ran into a former student of ours and was catching up with her. She mentioned that she felt that she was my favorite student. This is not the first time that this particular teacher has heard such news. He commented to me that he was impressed that students feel that way in my class. The interesting point I want to make here is that because of treating each student as if they are my favorite I believe it as well. I look around the class and don't see problem students, I see potential and opportunity. It has truly changed the way I teach and interact with students.
If you are searching for a richer experience and ways to connect with students try treating all of them as if they are your favorite students, especially the tough ones. The results will not only affect them, but you as well. Sure there are some students that are a lot harder to get to than others, but it will definitely change your outlook and attitude, which you will quickly realize will change your students as well. In the end you only truly have control over yourself. It is much easier to change one person, yourself, than try to change each student. Plus what a great moment it is when you look at your class and realize you are happy to see everyone and that each student really is your favorite.
One of the things I wanted to come out of this was that each student would feel welcome, comfortable, and confident in my presence. I wanted them to feel as if they were as important as anyone else in the room. I think we all have been in a situation where it is apparent that we are not as important as someone else, a feeling that makes us feel second class. I even came up with steps that would serve as a checklist to make sure I was treating each student equally. Among these were learning each student's name the first day of school, at the start of each class greeting each student by name at the door, giving personal feedback and positive notes in student journals, emailing parents and expressing to them how their son/daughter was doing in my class as well as saying something positive about them. There were other steps as well that escape me at this moment. For the most part I felt that I achieved my goal. I believe that many students actually believed they were my favorite student, and if not they would at least say that felt valued in class.
Not too long ago one of my colleagues ran into a former student of ours and was catching up with her. She mentioned that she felt that she was my favorite student. This is not the first time that this particular teacher has heard such news. He commented to me that he was impressed that students feel that way in my class. The interesting point I want to make here is that because of treating each student as if they are my favorite I believe it as well. I look around the class and don't see problem students, I see potential and opportunity. It has truly changed the way I teach and interact with students.
If you are searching for a richer experience and ways to connect with students try treating all of them as if they are your favorite students, especially the tough ones. The results will not only affect them, but you as well. Sure there are some students that are a lot harder to get to than others, but it will definitely change your outlook and attitude, which you will quickly realize will change your students as well. In the end you only truly have control over yourself. It is much easier to change one person, yourself, than try to change each student. Plus what a great moment it is when you look at your class and realize you are happy to see everyone and that each student really is your favorite.
Friday, August 23, 2013
My Teaching Philosophy 2013
At the advent of another school year I feel the need to give life to my thoughts about my teaching philosophy.
At the core of teaching is the sharing of knowledge. It is the passing of knowledge, unlocking mysteries, uncovering gems of wisdom, and a forum where every student will want to learn. In order for this to be achieved, basic principles must be established. It is basic principles that form my philosophy.
"No one cares how much you know until they know how much you care"
If I could sum up how I feel about teaching in one phrase I would use this simple yet profound thought. In order to get to the core of teaching(sharing knowledge, passing information, etc...), trust must be established. I firmly believe that you can get any, and I do mean any, student to do anything if they believe you care. I don't care what their circumstances are, their past educational experience, or ability level; they can learn and will if they believe you care. There is only one way to show you care and that is to DO it.
"Do unto others as you would have others do unto you."
The Golden Rule of Life pertains the same in a teaching setting as it does in any other facet of life. As a teacher it is your responsibility to model this as perfectly as you can. This means you cannot play favorites. This means you must treat all students and staff with the same respect you are hoping for in return. There is no better way of ensuring respect for you than by giving it to your students. You can demand respect all you want, but the teacher who truly as respect is the one who lives the Golden Rule. They will never have to beg for it, as it will come back to them as often as they give it out.
"You can't teach what you don't know."
Teachers should be the best example of how to learn. They should be passionate and actively engaged in learning. There are times when you can get by not fully understanding parts of the curriculum but that's all your're doing, just getting by. And if you are only 'getting by' then what are your students doing? How can you possibly assess them if you aren't certain of the answers yourself? The best teachers infuse their passion for learning to the students by sharing and being a co-learner with them. All facets for preparedness go with this statement, for if you don't know what you are doing, how can you prepare to do it?
"Never, never, never, give up."
The phrase made famous by the indefatigable Winston Churchill means that you believe that all students can learn and that there is a way to get through to them. The impact for positive and negative a teacher can have on a student is unparalleled. Other than parents themselves few individuals can instill the qualities of hard work and persistence like a teacher can. Again, you can't play favorites. You have to be upbeat and demand the best of your students. For if you won't, then who will? People follow those that inspire them and this is where teachers can be instrumental in teaching character to students; a will to achieve their very best; and to never give up no matter the odds. This is why I love being a teacher. It's like watching that inspiring part of your favorite movie over and over again. The part where it looked like hell itself would engulf the character, but because of perseverance he/she endures and beats the odds.
There isn't a more satisfying feeling as a teacher than seeing your students achieve when no one thought they could. Its priceless. As is teaching. Students always remember the teacher that cared. In the most humble way I can say this, "Why be forgotten when you can be revered forever?"
At the core of teaching is the sharing of knowledge. It is the passing of knowledge, unlocking mysteries, uncovering gems of wisdom, and a forum where every student will want to learn. In order for this to be achieved, basic principles must be established. It is basic principles that form my philosophy.
"No one cares how much you know until they know how much you care"
If I could sum up how I feel about teaching in one phrase I would use this simple yet profound thought. In order to get to the core of teaching(sharing knowledge, passing information, etc...), trust must be established. I firmly believe that you can get any, and I do mean any, student to do anything if they believe you care. I don't care what their circumstances are, their past educational experience, or ability level; they can learn and will if they believe you care. There is only one way to show you care and that is to DO it.
"Do unto others as you would have others do unto you."
The Golden Rule of Life pertains the same in a teaching setting as it does in any other facet of life. As a teacher it is your responsibility to model this as perfectly as you can. This means you cannot play favorites. This means you must treat all students and staff with the same respect you are hoping for in return. There is no better way of ensuring respect for you than by giving it to your students. You can demand respect all you want, but the teacher who truly as respect is the one who lives the Golden Rule. They will never have to beg for it, as it will come back to them as often as they give it out.
"You can't teach what you don't know."
Teachers should be the best example of how to learn. They should be passionate and actively engaged in learning. There are times when you can get by not fully understanding parts of the curriculum but that's all your're doing, just getting by. And if you are only 'getting by' then what are your students doing? How can you possibly assess them if you aren't certain of the answers yourself? The best teachers infuse their passion for learning to the students by sharing and being a co-learner with them. All facets for preparedness go with this statement, for if you don't know what you are doing, how can you prepare to do it?
"Never, never, never, give up."
The phrase made famous by the indefatigable Winston Churchill means that you believe that all students can learn and that there is a way to get through to them. The impact for positive and negative a teacher can have on a student is unparalleled. Other than parents themselves few individuals can instill the qualities of hard work and persistence like a teacher can. Again, you can't play favorites. You have to be upbeat and demand the best of your students. For if you won't, then who will? People follow those that inspire them and this is where teachers can be instrumental in teaching character to students; a will to achieve their very best; and to never give up no matter the odds. This is why I love being a teacher. It's like watching that inspiring part of your favorite movie over and over again. The part where it looked like hell itself would engulf the character, but because of perseverance he/she endures and beats the odds.
There isn't a more satisfying feeling as a teacher than seeing your students achieve when no one thought they could. Its priceless. As is teaching. Students always remember the teacher that cared. In the most humble way I can say this, "Why be forgotten when you can be revered forever?"
Tuesday, July 23, 2013
Failing class should be painful and hard, not the easiest thing to do.
"If you are going to fail, do it quietly."
I have not only heard this statement many times, but I have been guilty of thinking it myself. There are many things at play here and a possibility of endless discussions, but I want to focus on one point. Why do we not make it harder on struggling students than those that perform well?
I have been plagued with this thought the past few weeks as I prepare anew. Each year I take on a new challenge, this year I have decided that this will be my focus. I am still not totally sure what I am going to do, as will be shown in this piece, but I am prepared to make some changes and set up procedures for those that are not doing as well in class.
First off I need to point out that I worked at risk for many years and that this subject is important to me. I believe that each and every student has it in them to succeed and do well. That being said, many students have difficulties in some part of their life; whether it be home, social, a disability, etc... As a teacher we wield some influence but there are so many things going on in these kid's lives it is hard to have much more influence than the time they are in our rooms. For some that is enough, for others they need more. Much more. Yet it is this very group that fits the quote about failing quietly. Look I get it, we put our efforts where they are best utilized, we want to be effective, we want to help those that appreciate it, we realize that we are not going to be able to help every student, and some of these students are really hard to work with and just don't seem to care.
The problem in my class is there is no protocol for students who perform poorly. It is more of the better luck next time, you need to try harder, you need to study next time attitude. You see there is nothing that students would want to avoid or sacrifice like an extra assignment, early morning or after school study sessions, lunch time reviews, etc...My new thought is that I want to make it painful to fail my class, not easy. Just like earning an A is a badge of honor, I want it to be hard to fail. Failing should be the hardest thing to do in my class, not the easiest.
So here is where the protocols and procedures need to be put into place. This is where I am struggling and seeking advice. My first inclination is that if a student does poorly on an assignment, they will have to redo the assignment in order to receive some sort of increase in credit for it. I am not sure if I want to make it full credit or just an increase of some sort percentage wise. If a student does poorly on a quiz or test they will have to come in before school and fix the ones they missed. They won't get full credit, but they will receive an increase in percentage of their score. I am considering doing lunch time and after school reviews as well, just not sure how to implement these.
Note: these measures are mandatory. Again the point is to reward those that work hard and make it painful for those that don't. There is a lot to consider here and I think have lunch time and before and after school reviews will be the type of sacrifices that students will want to avoid. If you do a good job and study you are rewarded with a good grade and also exempt yourself from sacrificing before/after/lunch times to come in and do work.
Another thought is to have them reteach a section to the class they did poorly on. So if you prove mastery through assignments, quizzes, tests, portfolio, project you don't have to get up in front of the class and teach it. I think teaching it shows mastery and gets rid of the tediousness of redoing a past assignment/quiz/test. So if you don't do well you will have to really know it to teach it to everyone. I could use the lunch/before/after school times to prepare them. This is me thinking out loud. I am open for suggestions. Join the conversation. Let's make it painful for kids to fail, not easy.
I have not only heard this statement many times, but I have been guilty of thinking it myself. There are many things at play here and a possibility of endless discussions, but I want to focus on one point. Why do we not make it harder on struggling students than those that perform well?
I have been plagued with this thought the past few weeks as I prepare anew. Each year I take on a new challenge, this year I have decided that this will be my focus. I am still not totally sure what I am going to do, as will be shown in this piece, but I am prepared to make some changes and set up procedures for those that are not doing as well in class.
First off I need to point out that I worked at risk for many years and that this subject is important to me. I believe that each and every student has it in them to succeed and do well. That being said, many students have difficulties in some part of their life; whether it be home, social, a disability, etc... As a teacher we wield some influence but there are so many things going on in these kid's lives it is hard to have much more influence than the time they are in our rooms. For some that is enough, for others they need more. Much more. Yet it is this very group that fits the quote about failing quietly. Look I get it, we put our efforts where they are best utilized, we want to be effective, we want to help those that appreciate it, we realize that we are not going to be able to help every student, and some of these students are really hard to work with and just don't seem to care.
The problem in my class is there is no protocol for students who perform poorly. It is more of the better luck next time, you need to try harder, you need to study next time attitude. You see there is nothing that students would want to avoid or sacrifice like an extra assignment, early morning or after school study sessions, lunch time reviews, etc...My new thought is that I want to make it painful to fail my class, not easy. Just like earning an A is a badge of honor, I want it to be hard to fail. Failing should be the hardest thing to do in my class, not the easiest.
So here is where the protocols and procedures need to be put into place. This is where I am struggling and seeking advice. My first inclination is that if a student does poorly on an assignment, they will have to redo the assignment in order to receive some sort of increase in credit for it. I am not sure if I want to make it full credit or just an increase of some sort percentage wise. If a student does poorly on a quiz or test they will have to come in before school and fix the ones they missed. They won't get full credit, but they will receive an increase in percentage of their score. I am considering doing lunch time and after school reviews as well, just not sure how to implement these.
Note: these measures are mandatory. Again the point is to reward those that work hard and make it painful for those that don't. There is a lot to consider here and I think have lunch time and before and after school reviews will be the type of sacrifices that students will want to avoid. If you do a good job and study you are rewarded with a good grade and also exempt yourself from sacrificing before/after/lunch times to come in and do work.
Another thought is to have them reteach a section to the class they did poorly on. So if you prove mastery through assignments, quizzes, tests, portfolio, project you don't have to get up in front of the class and teach it. I think teaching it shows mastery and gets rid of the tediousness of redoing a past assignment/quiz/test. So if you don't do well you will have to really know it to teach it to everyone. I could use the lunch/before/after school times to prepare them. This is me thinking out loud. I am open for suggestions. Join the conversation. Let's make it painful for kids to fail, not easy.
Sunday, July 14, 2013
Do you still have the idealism you had when you started? 4 ways to regain and keep your enthusiasm
At a recent outing I was discussing teaching with some new acquaintances when one of them threw out the following question "I wonder how many teachers still have the idealism they had when they first became a teacher?" I have pondered this for the past week as I think it is an insightful and reflective question to ponder. I would like to think that I still have that enthusiasm and zeal. Certainly there is an innocence that all idealism springs from and along the way the innocence is altered and in some cases hardened. I have tried to be true to the beginner exuberance and add my years of experience to hone, intensify, and keep it fresh. In Zen Buddhism the phrase 'Shoshin' means 'beginner's mind'. It basically means to have the enthusiasm and open mindedness of a beginner. I not only try to instill this in myself, but in my students as well. Everyone is excited, or should be, the first few weeks of school, that excitement can be tempered and dampened by January. I believe it's important to remind myself and students of Shoshin. I have a few ideas that I will present that work for me.
1. Be invested. For me this means I know each and every student. I work hard to build a relationship of trust so that when the disappointments of December arrive I have solid footing with which to work with each student. I don't play favorites, rather try to make each student feel as if they are my favorite(a tough task with tougher students no doubt). I am not always as successful as I would like to be and certainly there are students that face stiff challenges and lack good social skills and awareness, but aren't those ones part of the reason we became educators? My goal is to be able to have frank conversations with students and have them want to change instead of resenting me. Within the first week each student should feel that I know who they are, value them as a person, and that they feel that they can be successful in my class.
2. Keep it fresh. Teaching the same thing again and again loses it's luster quickly. If you are new teacher you are just trying to stay above water, but if you have taught for sometime it's nice to have lessons and units from past years to use. While there is much merit in this it can also lead to burnout. I believe that the best educators are ones that take what they have and build on it every year. This past year I added a much more global element to my class. We skyped, we communicated, we shared, we collaborated, we did projects together, we had neat opportunities to meet and share with the world. Some of this put me behind where I normally was and I had to make decisions on what was most important. I felt I needed to branch out globally as much if not more than my students. I found the entire process invigorating in a way that I had never had in any way. We made presentations for schools all over the US, Canada, the UK, Ireland, and even Asia and Africa. Students not only got to meet others from these parts of the world, but they worked on assignments together. It was a thrilling process that required a lot of patience, at times I wasn't sure things would all work out, but in the end it became my favorite year. There were definitely some stressful moments, but the rewarding ones far exceeded even my most ideal expectations. I could have just retaught the same old lessons, and in some cases I did, but I needed to freshen things up for me which in turn made things better for all. A special thanks to Ms. Lynda Hall, Trevor Connolly, and the Kacherede Primary School in Uganda for taking a chance on my ideas and making them a reality.
3. Don't think you know it all. The years have given me experience and wisdom. I have become polished and confident. These can be good qualities. They can also lead to a feeling that you don't need to improve and that you are better than you are. The enemy of greatness is goodness. If you think you are good enough tnen you will never find out if you can be great. That doesn't mean you should wallow in doubt, it's important to be confident. It does mean you should actively learn and grow and try to better yourself. I have found that my experiences in conferences such as UCET and ISTE have not only been enlightening and inspiring and refreshing, but I found a community of like minded educators that I didn't know before. I realized through these experiences that I may not have all the answers, but I knew a whole community of inspiring educators who would help me along the way. If I thought I knew it all I wouldn't have gone and then this would be a much different entry.
4. Be positive. Is there anything that is more of a downer than hanging out with negative people? Sure life is tough and teaching can be difficult in it's best moments. However, cynicism brings out the worst in everyone. It is the polar opposite of creativity, innovation, and enthusiasm. My rule for having a bad day is simple: I won't have two in a row. I will change whatever needs to be changed, whether is it my attitude, the lesson, the material, the assignment, the activity, or the students. I will reflect and determine what needs to be done and then I do it. I can say that since I came up with this mantra over ten years ago that I have never had two bad days in a row. People are drawn to those that inspire them. Choose to be inspirational, remember your Shoshin, and you will make it through the tough times that will inevitably arise. I think it's also important to remember that bad times will pass, you will make it through, might as well do it with a smile. I have included one of my favorite quotes/videos. This is from Conan O'Brien's last show. He was disappointed about being let go, but still remained positive. The message is for us all.
Whatever your profession is I hope you enjoy it. Try to live Carpe Diem instead of just talking about it. Know your students. Care about your students. Care about your subject. Change it up and teach something new. Be humble and ask for ways to improve. Be positive. Remember you get decide what you teach everyday and how you deliver it. Autonomy is awesome. Be kind. If you have lost the enthusiasm you once had, find it, regain it, do whatever it takes to get it back. And on those dreary winter days remember your Shoshin; not only will you be glad you did, but your students will too.
1. Be invested. For me this means I know each and every student. I work hard to build a relationship of trust so that when the disappointments of December arrive I have solid footing with which to work with each student. I don't play favorites, rather try to make each student feel as if they are my favorite(a tough task with tougher students no doubt). I am not always as successful as I would like to be and certainly there are students that face stiff challenges and lack good social skills and awareness, but aren't those ones part of the reason we became educators? My goal is to be able to have frank conversations with students and have them want to change instead of resenting me. Within the first week each student should feel that I know who they are, value them as a person, and that they feel that they can be successful in my class.
2. Keep it fresh. Teaching the same thing again and again loses it's luster quickly. If you are new teacher you are just trying to stay above water, but if you have taught for sometime it's nice to have lessons and units from past years to use. While there is much merit in this it can also lead to burnout. I believe that the best educators are ones that take what they have and build on it every year. This past year I added a much more global element to my class. We skyped, we communicated, we shared, we collaborated, we did projects together, we had neat opportunities to meet and share with the world. Some of this put me behind where I normally was and I had to make decisions on what was most important. I felt I needed to branch out globally as much if not more than my students. I found the entire process invigorating in a way that I had never had in any way. We made presentations for schools all over the US, Canada, the UK, Ireland, and even Asia and Africa. Students not only got to meet others from these parts of the world, but they worked on assignments together. It was a thrilling process that required a lot of patience, at times I wasn't sure things would all work out, but in the end it became my favorite year. There were definitely some stressful moments, but the rewarding ones far exceeded even my most ideal expectations. I could have just retaught the same old lessons, and in some cases I did, but I needed to freshen things up for me which in turn made things better for all. A special thanks to Ms. Lynda Hall, Trevor Connolly, and the Kacherede Primary School in Uganda for taking a chance on my ideas and making them a reality.
3. Don't think you know it all. The years have given me experience and wisdom. I have become polished and confident. These can be good qualities. They can also lead to a feeling that you don't need to improve and that you are better than you are. The enemy of greatness is goodness. If you think you are good enough tnen you will never find out if you can be great. That doesn't mean you should wallow in doubt, it's important to be confident. It does mean you should actively learn and grow and try to better yourself. I have found that my experiences in conferences such as UCET and ISTE have not only been enlightening and inspiring and refreshing, but I found a community of like minded educators that I didn't know before. I realized through these experiences that I may not have all the answers, but I knew a whole community of inspiring educators who would help me along the way. If I thought I knew it all I wouldn't have gone and then this would be a much different entry.
4. Be positive. Is there anything that is more of a downer than hanging out with negative people? Sure life is tough and teaching can be difficult in it's best moments. However, cynicism brings out the worst in everyone. It is the polar opposite of creativity, innovation, and enthusiasm. My rule for having a bad day is simple: I won't have two in a row. I will change whatever needs to be changed, whether is it my attitude, the lesson, the material, the assignment, the activity, or the students. I will reflect and determine what needs to be done and then I do it. I can say that since I came up with this mantra over ten years ago that I have never had two bad days in a row. People are drawn to those that inspire them. Choose to be inspirational, remember your Shoshin, and you will make it through the tough times that will inevitably arise. I think it's also important to remember that bad times will pass, you will make it through, might as well do it with a smile. I have included one of my favorite quotes/videos. This is from Conan O'Brien's last show. He was disappointed about being let go, but still remained positive. The message is for us all.
Whatever your profession is I hope you enjoy it. Try to live Carpe Diem instead of just talking about it. Know your students. Care about your students. Care about your subject. Change it up and teach something new. Be humble and ask for ways to improve. Be positive. Remember you get decide what you teach everyday and how you deliver it. Autonomy is awesome. Be kind. If you have lost the enthusiasm you once had, find it, regain it, do whatever it takes to get it back. And on those dreary winter days remember your Shoshin; not only will you be glad you did, but your students will too.
Sunday, April 14, 2013
Marianne's story in her own words
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.
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.
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.
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