So many changes...

While it genuinely was my intention to continue to write in my blog after my summer course, unfortunately, a new assignment as a Grade 3 Spanish bilingual teacher took up more time than I ever imagined.  After switching from high school to elementary, I have a whole new appreciation for what these teachers do for our students.

That being said, I have learned so much about young children and have begun to see the behaviours develop now that they will take to high school and probably, exhibit the rest of their lives.  I see Student A who thinks he's worthless because his younger brother can seem to do it all, and mom and dad love that.  I see Student B who will avoid writing at all costs, even if he is the master of the subject.  Then there is Student C who is used to bossing everyone around, and now that her peers are not taking it anymore, is developing anger issues because she no longer gets her way and doesn't know how to communicate otherwise.

While I watch all of my students grow, and worry about each one like most teachers do, I have noticed that there are a few behaviours that are exactly the same, whether they are 8 or 16 years old.  These particular behaviours are the ones that keep popping up in educational articles, in professional discussions and inundate my email and social media feeds.  After spending countless hours reading and talking about this, and seeing both levels of early and late education, the consensus is in: we are raising a bunch of wusses.

Yep.  I agree.

Yet, this has left me more confused than ever.  If what we're doing as a society is creating entitled children who think the world owes them everything, then this is something that cannot continue.

In teacher's college, and to this day, we are encouraged to create "authentic tasks", activities that allow students to give input about how they would like to demonstrate their learning, an activity that reflects something that they would have to do in a "real-world" application.  In theory, this is fantastic.  Of course!  Children, please work with me and teach me how to better your learning experiences.  However, this is what I get in return:

                 "Awwww...but I don't wanna do this."
                  "I don't care if most of the students want this, I'm gonna do what I want to anyways."

Wait a minute.  What?  But I gave you the ability to tell me what will work for you, an opportunity to come together, share ideas and choose something collectively.

                  "Well, my mom and dad let me do what I want, and I don't want to do this."

Ahhhh...now I get it.  Here is the "power" that parents are taking away from themselves and giving to their children.  As I have read many times before, it is no longer the parents saying to their children, "eat your peas and then you can have dessert".  No, parents are now negotiating the peas.  "If you eat 5 peas, then you can have dessert."

Not only are we reinforcing crappy eating habits in this particular example (obviously the dessert is much more important that the vegetable), but we are giving children more power than they deserve.  As parents, it is our prerogative and duty to teach children that we make certain decisions because it is what is best for them.  No negotiations.  End of story.

Because you see, what I encounter in the classroom at both Gr. 3 and Gr. 10 is the child that believes that they can take their way out of everything.  That they do not have to follow instructions; that they do not have to do what is asked of them; that they don't have to hand anything in on time because they didn't feel like getting it done by the due date.  All of these things are creating a huge disservice to our next generation.  But, hey, their kids right?  Yes, they are children, but we are teaching them throughout their education that these behaviours are acceptable, and consequently, will continue to be acceptable in the real world.

The reality is, they are not.

The student that thinks he doesn't have to follow instructions could be the student who is driving on the road and disregards all rules for safety.

The student that thinks that she does not have to do what the class is doing could be the student that can't hold down a decent job because she has no idea how to work with others.

The student that thinks he does not have to submit things on time could be the student gets fired for not doing his work or goes into a financial crisis because he cannot learn to pay his bills on time.

The student that thinks she can do anything she wants could be the student who believes that she should get any job she wants, just because she wants it.

These are real world applications, and no matter how much we change the way we parent or educate, this things remain constants.  These are the "authentic" tasks that students need to be able to succeed at to be positive, contributing members of society.

While I support opening the dialogue with children and learning about their interests, strengths, and weaknesses, I also believe that children need to learn that there is more than just their opinion.  That there will be many obstacles and disappointments in life and they have to be strong enough to overcome them.  That people work hard for what they have in life and honestly, if they want to achieve the same, then being a wuss is just not an option.

The End Is Only The Beginning - A Reflection

When I decided to sign up for this particular course, I thought it would be a fantastic starting point for me personally and at this point in my career.  Although I consider myself to be fairly knowledgeable when it comes to computers, I knew that there was so much more to learn.  Despite having some tech knowledge, I can honestly say that I was challenged in this course and I am grateful for it.

The world of technology and teaching are constantly changing and I didn’t want to feel left behind anymore.  By combining all three levels of this course, my teacher gave me access to more information, topics and resources than I could have imagined.  Because of this, I got a glimpse of not only what others were doing in my level, but I also got to see what others were achieving in the second and third levels.  It is clear to me now that I have only learned the tip of the iceberg and that using technology effectively in the classroom is a life-long goal.

There have been so many posts, so many resources, so many ideas, that there were times when I felt just completely overwhelmed (oh, how it reminded me of OAC Calculus days…).  However, I am very thankful to the others in this course, to the ones who took to time to answer my questions and provided support when I really couldn’t figure it out.  This reminds me of what I need to do when it comes to students who feel overwhelmed as well; I can empathize and make it a goal to show them that they can do it by providing the necessary support.

One of the greatest things I have learned is that technology in the classroom is not just all about students.  There are many resources and opportunities to support and connect teachers.  Sometimes we just don’t get the right PD and social media allows us to connect to other educators that are knowledgeable, or even just willing to work out a problem with us.  With these tools we can create stronger bonds, share resources and not have to “reinvent the wheel”, and become involved in the evolution that is education.  Being able to connect with a Spanish teacher and students in another country has me really excited.  I don’t know exactly what the outcome will be, but it will be an amazing learning experience.  I have also learned that given the right training, we can become role models for one another, including students, when it comes to using the internet and social media in responsible and enriching ways.

This is my next goal.  As I learn about what is acceptable in my new school board in terms of technology, I want to integrate more technology into my teaching to challenge myself and my students.  I want them to be safe and responsible global citizens and I believe that I am part of that learning.  By working together with students and showing them the potential for learning and creativity is crucial.  As these young boys and girls progress, so too do their skills in an ever-increasing virtual world.  Providing positive technology for learning will hopefully extend to positive technology for living.  I always remind students to not only take care of themselves, but to take care of one another too.  Through proper use of technology and social media I can show students that their care and support for one another can be extended to the online world as well. 

My professional journey continues here on my blog and at @SraTBlanchette. 

How to Connect With Other Teachers in the Social Age http://t.co/ktSo9heufm via @edudemic

— Sra. Blanchette (@SraTBlanchette) July 31, 2015

The Solar System - A Collborative Presentation

With this task, I decided to incorporate some of the learning and resources I have acquired to create a lesson on the solar system.  A topic for the junior grades and with a vast array of resources on the web, I wanted to create a presentation where the students researched the planets and then came together to create slides on the whole system.  Since I have not done this with students before, I thought it would be a good starting point, where I could provide an example for them using the sun.  Here is what I came up with.  Please feel free to provide any feedback.

And People Think That Shakespeare Is Dead!

If I had a dollar for every comment that Shakespeare is irrelevant and that we should just do away with its impracticable content for today's world, I would be rich.

As an English teacher, my love of Shakespeare started to form in high school but then really took off when I was the one that had to teach it to teens.  How do I make these stories relate to a modern teen?  How do I help them understand what they claim to be "Old English"? And what is going to be my prepared answer when they ask me why do they have to learn this?

I think the answer is because we should read pieces of genius, that Romeo and Juliet are really not all that different from teen love today and that there is so much that is hidden in the Bard's work where reading between the lines and making connections are critical.  But I have also discovered something else today.

As I sit in the doctor's office I noticed a copy of New Scientist with Shakespeare on the cover on the coffee table.  Shakespeare on the cover of a science magazine?  It seems that Shakespeare's works still hold valuable clues when it comes to the knowledge of celestial bodies in the 1500s, the existence and symptoms of many mental illnesses, and even how the grandnesd of his vocabulary moves our brains.

Now this is cross-curricular if I have ever seen it.

To think that I can now tie in information from the plays to how Shakespeare talks about the stars is sure to make some science teachers happy.  And link to the characters' mental illnesses definitely relates to the large focus on mental health right now.   I guess what I'm trying to say is that I'm glad that there are still non-English majors out there that are trying to fight for Shakespeare to stay alive, giving more reasons for why he is so important.  Now...if we can only convince the teenagers.

Can You See Me Now? - How Video Conferencing Breaks Down Borders

Just like any other topic, there is no shortage of programs that enable video conferencing.  Gone are the days of instant messaging everything and even the early programs such as AOL.  The world is getting smaller, and video conferencing fills a great need in the business world and in people’s personal lives.

From my own personal experiences, research online and speaking with others in the professional world, I have decided that there are a few programs that are still the favourites despite new developments.  Firstly, I am still a major user of Skype.  I remember when it first came out (I was living in England) and throughout my years abroad I have always used this program to stay in contact with my family and friends.  It is reliable, popular, and mostly, free.  I think if video conferencing is not part of your daily routine, then have a great free option is the way to go.  It also has a mobile version, which is awesome.  However, where I have struggled with Skype before is sometimes the connection is weak (even though we both have great internet access) and video had to be turned off, and that I have to delete the read messages from all devices.

In the business world, some of my professional friends have told me that GoToMeeting is their choice.  This is a paid program, but it seems to fulfill the needs of a business meeting.  With abilities to share your screen and documents in real time with others in the meeting, people can display information and allow real time discussion.  Although this might not be what we will use in schools, it could be something that educators can use since it also has a training aspect.

In this course, Hangouts was the conferencing method of choice.  I found it easy to use and I don’t think many people would have a problem operating it.  It was awesome to have a conversation and discuss topics with my fellow educators in this course, since meeting in person was obviously out of the question.  As a teaching tool to meet other teachers, this is awesome.  Just this morning I saw that my professor in Mexico was invited to share in a video conference with Alberta Education.  Since there is a big Spanish Bilingual Program here, it is amazing that Alberta Ed. is staying connected to professionals from all areas of the Spanish speaking world.

This brings me to the question: what am I going to do with this tool?  How can I use this with students to bring authenticity to some projects?  After some thinking, I am going to cue from Alberta Ed.  Since I will be part of the Spanish program, I really want to connect with other teachers and students in a Spanish speaking country.  Call it the modern day pen pal, students will be able to speak and see other native speakers.  They can talk about their personal lives, school, and create a connection with someone that they would not otherwise meet.  How awesome is that?!  They could even take this one step further with video blogs or combined projects when the differences in time are just too much.  As for me, I can use it as an opportunity to further my Spanish and learn about techniques and tools used in another country.  Any opportunity to connect with native speakers and practice Spanish while connecting to learning is of the utmost importance and all-around win-win situation for students and teachers.

Engaging Presentations for Education

While I have been a faithful user of Powerpoint for many years, I have come to learn that there is so much more out there when it comes to presentation software.  I realize that what I am learning about right now is just the tip of the iceberg, and this is where I really value the input and reviews from my fellow educators.

As I move into a new district, school and grade, where do I begin?  What is best for student learning and my own (as time will be very precious to me this year)?  Also, what paid programs are already supported by the board and is it possible to subscribe to new ones?  I have so many questions and reservations as I move into the unknown.  I hope that my coworkers will be willing to share with me and that the school will offer enough technology to support interactive student learning.

Here are a few of the programs that I stumbled upon and am interested in learning more about.

Prezi

I first learned of Prezi a few years ago but I have yet to use it. My school did not support the purchasing of software, and when it was approved, it would take forever to obtain. Now that I am part of a school board, I am hoping that this is something I can have access to and learn along with the students. Since it is non-linear, I think this would be great for subjects such as Social Studies.

Museum Box

Another paid application, Museum Box allows users to create a virtual box that creates an interactive way to learn about an argument, person, idea or event. I could really see students using this as they could explore, create and share their learning with one another. Why not explore Latin American countries, famous authors, particular celebrations, etc? The possibilities are quite endless here.

Haiku Deck

Haiku Deck is an interactive software that comes in an app form and is very easy to share. This program focuses on creating fun presentations that focus on visuals rather than slides with a lot of writing. It is very easy to incorporate social media and to collaborate with others. Some aspects can be purchased, but they give you enough to start.  I think this would be a great way to introduce a topic for the audio and visual learners. 

 

Meet Haiku Deck from Haiku Deck on Vimeo.

Glogster

Glogster creates virtual posters where one can integrate resources from the net but also personal ones. Just by the presentation video, you can see that this would allow students to use many thinking and planning skills across the curriculum. What is also amazing is that it has a database that gives examples for students to learn from. Teacher applications could topics for PD, classroom reminders (ex. anti-bullying) and other issues important to a school. The posters can be printed.

My Reflection

I have to say, I am both excited to try and equally overwhelmed by all this new presentation software and resources that I can possibly use in the classroom.  While I have seen students use some of the more well-known software such as Google Docs and Skype, I think this ability to collaborate is pretty awesome.  The greatest advantage of these programs is the ability to SHARE.

There have been many students concerns in the past when getting together with group members was very problematic.  These programs can help solve that problem, which is amazing, since students need to learn how to work in a group inside and outside the classroom.  However, the major obstacle is the access to technology.

Unfortunately, not all students will have computers or internet access at home, and this is a real issue that we must consider.  Allowing students to use these programs in school is essential, and then if they can extend it to home, then great.  If not, we have to give all students the ability to achieve, create and collaborate at school.

Another thing that worries me, especially coming from a school that had such limited resources and money, is the issue of the price of some of these programs.  I don't mind paying for some of the resources myself, since I think it's only right to pay these people who have put in the time and creativity to make something awesome.  However, can I share my account with students?  Should I?  How do I ask a school board to pay for something like this and would they even consider it?  In a time when sometimes there are not enough chairs, desks, books, etc., how are they going to give me money for tech programs?  I honestly don't know how the whole thing works, but I am hoping that there is some support for new technology.

In terms of working with my colleagues, while I think these programs are awesome and can create some great resources for other teachers (like in the last slide collaboration), I also think there needs to be some face-to-face if the opportunity exists.  While I enjoyed talking to others in this course on Hangouts, I was the one that experienced the interruptions in internet and it affected my experience.  I know that it would be impossible for us to meet in person, which is why these programs are great, but I also really value the ability to sit down and collaborate.  Call me old fashioned, but I honestly think there needs to be a balance between personal and virtual interaction.  We need to learn a plethora of communication skills and extend that to our students to further prepare them. 

The Project of All Projects! Putting It All Together in Intro to Spanish

Instead of a short lesson that uses video, I wanted to share a final project that I have used in my Intro to Spanish class (LWS AD) for quite a few years with some great success.  Please feel free to use any ideas and provide feedback to help me improve as well.  Enjoy!

Objective: To produce a commercial in Spanish that incorporates the many grammar

concepts and vocabulary used within the course.

Expectations: Listening 1,2; Reading 1, 2; Writing 1,2; Speaking 1, 2 (Since the expectations are few, this project fulfills all overall expectations for the course)

Assessment: The rubric is attached.

Modifications/Accommodations: Time, extra support from me, lesser variety of vocabulary, more time to complete the project, etc. could be used to accommodate a student.

Wrap-up: Students provide a peer feedback sheet that outlines the 2 things that were done well and 2 things that could be improved.  I provide extra feedback on the rubric and ask students to comment anonymously on the project and what can be improved.

Here is a student example that achieved a perfect score.  Even though you may not speak Spanish, the planning, communication, and execution of the video are evident for all to enjoy.