Tag: #michED

Reflective Teaching Day #30 – IF I weren’t afraid

Posted on by Sweat to Inspire

Day 30- @TeachThough  30 Day Reflective Teaching Challenge 

What would you do (as a teacher) if you weren’t afraid?

If I weren’t afraid I would start my own school. I feel the current path that public education is heading down is full of the best intentions but politics and funding seem to rule where the intentions end up. I want to build a school where the world is the classroom. Teachers are the guides. Learning is fun and engaging. Where students don’t have to ask why we are studying a topic because they picked it. Where teachers will show the relevance of topics. Student spend their days motivating teachers and never wanting to leave until sapped of energy instead of the other way around.

Desire to learn is a natural thing. Some how our current society/school model has drained this natural instinct. New schools need to be created without the old school norms. Free from being a political pawn each election season. Where learning is the focus, not day care and seat time. Where a culture of learning is cultivated with the growth mindset.  Students will work at their own pace growing until skills are mastered.

This seems Utopian and full of “buzz words”. It does exist. We have to strive for it everyday. If I weren’t afraid I would stop trying to change my current school and go build a school every child, teacher and community deserves.

What looks best on paper… doesn’t always turn out best….

Posted on by Sweat to Inspire

As a NFL fan, this time of year is the best time of year. The air-waves are full of pundits, sharing their opinions about how prospective players will perform in the “league”.Hope abounds for all teams future.  Pundits all project where many of the players will be drafted, based upon previous performance and combine results. Players get a paper rating based on all of the measurables the NFL or pundit values. Often players receive many different ratings from the pundits.  Teams complete their own ratings and select players based upon their criteria. Some players live up (or down) to their “paper” rating, while many surprise even the best scouts predictions, by not living up to expectations or exceeding them.

Education has now started playing this “rating” game. Test scores are used to predict how students will perform in their future. Teachers evaluations are now being based upon these scores. Predictions of outcomes are used to measure success, not true successes. This can be dangerous. Just ask the teams that drafted: Ryan Leaf, Charles Rodgers, Brian Bosworth, Tim Couch, etc. They received rave reviews after the draft but on the field the players faltered. Every classroom has at least one student who does well on the test but fails to produce on other class activities. These students might need help with social skills or task completion skills vital to being successful in life but not measured on tests.

On the other hand we have hidden gems, those that exceed the projected performance. Some students struggle on tests, but always produce great results on projects and participate in every way possible. Theses students cry when they receive poor test grades and ask for re-take and redo opportunities often. The NFL comparisons are Tom Brady (6th round pick) Shannon Sharpe (8th round) and Richard Dent (8th round) all pro-bowlers or future pro-bowler. They have the immeasurables.

Test have yet to be able to measure: determination, heart and will to succeed. Our students all have these traits to some extend or another. Education needs to remember that our students are so much more than a test score. What their paper states might look great or bad. Teachers need to help it improve but not make students feel it determines their future. Teachers need to remember what looks best on paper isn’t always best. Albert Einstein did not do well in school, but he turned out okay! The “Unabomber” did great in school, yet ended up a serial killer.

The needed struggle with change in education

Posted on by Sweat to Inspire

Education is changing at a rapid pace. Over the last two years, my school district has made more changes than the previous 12 that I worked there. Schools are dealing with so many changes teachers heads are spinning.

  • Curriculum changes,
  • Legislative changes
  • Testing changes
  • Evaluation changes
  • Instructional methods changes
  • Technology Changes
  • and of course students changes

Many arguments say it is about time the outdated American educational system made some changes. Educators are trained to ask question, to seek information and find out the reasons changes are made. Highly Effective educators seek research data that supports a change in their instructional practice. ALL schools require data to support changes to be presented as part of school improvement plans.

Currently teachers feel enormous changes come from outside of the school district, based upon legislative agendas. The majority of this “legislative” change has little research and data supporting it. Teachers and Schools lobby to get more data and research but few are listening. Teachers feel threatened by these changes that they had little voice in making. Feeling defeated teachers start to put up walls, not wanting to listen to any ideas about change.

Education at the same time, is attempting to evolve into a better machine for the 21st century and beyond. Blended learning models, flipped classrooms, standards based grading and many other student centered changes are happening. Sadly,some teachers overwhelmed with change, resist the changes that they can. Teachers need to look at these changes carefully. DO they make learning improve in my classroom? Will they help my students become engaged and take ownership of their learning? IS it something my students need? (Are my students performing WELL now?) Are the results there or is it change for change sake?

Educators need to look at change in 3 ways:

1. Change you can’t control- Legislative change we can not do anything about once laws are passed. Sadly many legislators don’t listen to our voice on these issues. We can dwell on this change, just deal and move on. (Knowing we voiced our opinion when we could)

2. Changes where our students benefit-Research shows that my students will benefit. This is a change I have to make and invest time to make it happen in my classroom. This might mean I have to replace a current technique or instructional plan. This change might be hard work, but most things worth doing are hard work.

3. Change for change sake- IF a change shows no value to our students, it should not be made! Teachers have to be careful with all the educational jargon and “sales” pitches on new “programs”. It is always best to talk to teachers who are using the tool to hear first hand how it works and if it improves students’ learning. Remember that what works in one place, doesn’t always work in another. Look for data that shows repeated successes.

 

Change is an essential element in education. Without change, students would still be writing on chalkboards, watching film strips, and in one room school houses. Struggling with change, is natural. Educators must question changes to make sure it is what is best for their students.

We must remember not to fight the NEEDED change because we can, since we can’t fight the BAD legislative laws that change how schools operate. We have to remember to separate the political fights from our students’ classroom needs.

 Below is a link to an #mschat on Educational Change.

 

[View the story “#MSchat 4-3-14 Managing Change in Education ” on Storify]

Michigan Council of Teachers of English 2013 Presentation

Posted on by Sweat to Inspire

On Friday Oct 5, 2013 I will be co-presenter at MCTE Conference. I feel luck to have collaborated with my partner Kattie Hogan in linking science and literacy.  Our project was just the beginning of fusing science instruction with a focus on literacy skills. Our goal is to create independent collaborate learners. Not there yet but work towards it every day. Below is the Presentation: