Late last week, we were hit with the hard yet unsurprising news that the school year would be finished via Distance Learning. Most people figured it was coming; some folks were thinking that by May 4th - the initial "push to" date - we'd be able to work our way back into the buildings and get back with our students and colleagues. I fell directly in the camp of "not surprised, but definitely gutted."
Here's the thing...most of us really, really miss being with our students and collaborating with colleagues in person.While I continue to be impressed by all the work being put in from all levels - admin, technology integration specialists, teachers, paras, students and parents - there are just some elements of the job that can't necessarily be replicated in this current reality.
So, after those moments of feeling bad, feeling sorry for oneself, and being mad/upset in general, you just have to buckle in and say "alright, let's do this." The fact of the matter is there are so many variables out of our control, the best way to go is absolutely zero in on those things we can influence and make better.
With that said, we're going to make the absolute best out of these last few weeks. Lots of face time with students; fun and (hopefully) engaging activities; learning that can connect kids to each other (remotely), their family (when applicable), and the outdoors (essential!).
We'll make it work; we'll make it good; we'll take the best of this learning to the best of current practices and be better off in the long run.
Monday, April 27, 2020
Wednesday, April 22, 2020
Balance
Been thinking a lot about this concept lately, especially this week. Where I am, it's the middle of week 4 in the Distance Learning journey. We have made it through the initial transition period, most students, staff, and parents have - to varying degrees - figured out how to function within this new reality.
Now, I seem to be constantly thinking about just how much I'm pushing students (or not) in our academic areas. There are two sides to this precipice...the vital importance of each and every students' mental, emotional, and physical well-being. As I wrote over a month ago, a big worry I carried centered around my students who struggle with mental health, executive functioning and organization, and who greatly benefited from personal attention with myself and/or paraprofessionals. Beyond that, many 11- and 12-year olds dealing with this type of adjustment can be tough! On the other hand, there still exists the other responsibility of what we do --> teaching our students the content and guiding them through their learning. Finding that perfect balance between massaging student needs and expected learning, rigor, and pace is a constant battle.
Even though this is a source of angst and discomfort at times, I'm doing my best to lean into the reality that what we're doing isn't one specific "thing" or "type" of learning. Rather, it seems to have parts to a lot of things --> 'home schooling,' 'online learning,' 'distance learning,' etc. For a silver lining, these moments of introspection, the planning with finesse, the responsiveness developed to coordinate with colleagues, students, and families have all led to growth. Growth as an educator, growth as a parent, growth as a person.
I have come to appreciate (even more than usual) the countless moments of input/output feedback that happens all the time in the classroom. It cannot be replicated. At least not yet...that's another thought experiment for another day. I'd be curious to know how others feel about this idea of 'balance' these days...have any of your "cracked the case," so to speak? Any insights? Frustrations?
Now, I seem to be constantly thinking about just how much I'm pushing students (or not) in our academic areas. There are two sides to this precipice...the vital importance of each and every students' mental, emotional, and physical well-being. As I wrote over a month ago, a big worry I carried centered around my students who struggle with mental health, executive functioning and organization, and who greatly benefited from personal attention with myself and/or paraprofessionals. Beyond that, many 11- and 12-year olds dealing with this type of adjustment can be tough! On the other hand, there still exists the other responsibility of what we do --> teaching our students the content and guiding them through their learning. Finding that perfect balance between massaging student needs and expected learning, rigor, and pace is a constant battle.
Even though this is a source of angst and discomfort at times, I'm doing my best to lean into the reality that what we're doing isn't one specific "thing" or "type" of learning. Rather, it seems to have parts to a lot of things --> 'home schooling,' 'online learning,' 'distance learning,' etc. For a silver lining, these moments of introspection, the planning with finesse, the responsiveness developed to coordinate with colleagues, students, and families have all led to growth. Growth as an educator, growth as a parent, growth as a person.
I have come to appreciate (even more than usual) the countless moments of input/output feedback that happens all the time in the classroom. It cannot be replicated. At least not yet...that's another thought experiment for another day. I'd be curious to know how others feel about this idea of 'balance' these days...have any of your "cracked the case," so to speak? Any insights? Frustrations?
Thursday, April 16, 2020
Crystal Ball...
I don't have one of those. At all. Right now, trying to think about or guess as to what changes may or may not come within education from the pandemic crisis is a bit of folly. What does seem apparent is how many holes have been punched into our "systems" (no matter the industry) and how things are usually done. For every strength that's been exposed, there have also been weaknesses and gaps brought to light.
When I think about next year and beyond, some of the things I wonder about include:
-Increased choice and flexibility...will more students realize they enjoy the remote learning and schedule that comes along with it? Will schools and districts even give that type of option, especially for middle and high school students?
-While there had been some push lately for increased focus and support toward mental health for students (and to an extent, staff), will this serve as a springboard for even more commitment toward these goals?
-State standardized tests. Seems like life will continue to go on, even without students taking those this year. Don't get me wrong - I think there is incredible value in measuring student growth and progress. Perhaps there will be more of a move toward 'in-district' testing and the development of student portfolios showcasing growth and attainment of state standard mastery...?
-Sports and activities. No idea here, other than I really, really hope students can get back to experiencing the thrill and fulfillment that comes from being part of a team, choir, band, orchestra, theater ensemble, speech/debate team, etc. Will things have to be arranged differently?
-Smaller teams and units within even larger schools, providing a more close-knit and connected experience for kids?
-Increased relationships and partnerships between schools, their community, businesses, etc.? Maybe an increased emphasis around volunteerism and problem- or project-based learning?
There are so many more that are yet to come; just very interesting to think about.
When I think about next year and beyond, some of the things I wonder about include:
-Increased choice and flexibility...will more students realize they enjoy the remote learning and schedule that comes along with it? Will schools and districts even give that type of option, especially for middle and high school students?
-While there had been some push lately for increased focus and support toward mental health for students (and to an extent, staff), will this serve as a springboard for even more commitment toward these goals?
-State standardized tests. Seems like life will continue to go on, even without students taking those this year. Don't get me wrong - I think there is incredible value in measuring student growth and progress. Perhaps there will be more of a move toward 'in-district' testing and the development of student portfolios showcasing growth and attainment of state standard mastery...?
-Sports and activities. No idea here, other than I really, really hope students can get back to experiencing the thrill and fulfillment that comes from being part of a team, choir, band, orchestra, theater ensemble, speech/debate team, etc. Will things have to be arranged differently?
-Smaller teams and units within even larger schools, providing a more close-knit and connected experience for kids?
-Increased relationships and partnerships between schools, their community, businesses, etc.? Maybe an increased emphasis around volunteerism and problem- or project-based learning?
There are so many more that are yet to come; just very interesting to think about.
Wednesday, April 15, 2020
Building In Opportunity
With each passing day, I am becoming more and more convinced the chance for great opportunity to grow, expand, and improve teaching and learning lies within our current reality and beyond. As I mentioned in my post yesterday, this process has seemed to reveal practices and beliefs that are either "not as important" as we thought, still important but malleable, or downright unnecessary.
For starters, it's been amazing to witness my students' energy, enthusiasm, yearning for, and pliability towards learning. An old adage within the profession is that the students are always better at transitions and adapting than the adults (as a middle school teacher, this truth is bears out every year). I ache for the kids who thrive on social interaction and whose learning styles help them excel in a social school setting. I worry for the kids who may already struggle with mental health, students who have difficulties with organization and executive functioning, and students whose learning struggles were evident while at school and surrounded by resources. I feel terribly for seniors who can't finish out their high school careers among peers; 5th graders who may not get that chance to formally close the chapter on elementary school; and for spring sport athletes who may not get a season at all. But, with all that said, the students continue to amaze...they complete work, email questions, attend virtual class sessions, etc. Whatever we do with teaching and learning, the lesson is to never see the students as any kind of roadblock or hindrance...rather, they need to be at the center of planning and purpose.
Additionally, my colleagues have proven to be nothing short of fantastic through all of this! Veteran teachers who maybe weren't on the forefront of tech integration have worked incredibly hard to not only survive but thrive. Our district technology leaders have been AWESOME on a daily basis. Admin have worked tirelessly to support staff, students, and families while keeping the school community connected and optimistic. Special Ed, EL, Case Managers, and Paraprofessionals have all shown creativity and dogged determination in helping make sure ALL students feel supported and successful during this time. Our district Media Specialists have built and offered amazing opportunities for students of all ages to meet their learning needs and also enrich & extent their thinking.
I don't know if some of what I rambled about in yesterday's post would ever come to fruition...it was simply one teacher's thoughts around what an "ideal" day of learning might look like. There are realities around budgets, staffing, etc. But what I do know is that this crisis will force innovative thinking, problem solving, and pragmatic planing going forward. The smart thing - if one cares about what our future might look like - is to make sure one's voice is heard. After all, some things will be different...we might have a chance to really reshape some of what we do. If you never give an opinion or thought about it, it'll be tough to complain once we're "back to business."
For starters, it's been amazing to witness my students' energy, enthusiasm, yearning for, and pliability towards learning. An old adage within the profession is that the students are always better at transitions and adapting than the adults (as a middle school teacher, this truth is bears out every year). I ache for the kids who thrive on social interaction and whose learning styles help them excel in a social school setting. I worry for the kids who may already struggle with mental health, students who have difficulties with organization and executive functioning, and students whose learning struggles were evident while at school and surrounded by resources. I feel terribly for seniors who can't finish out their high school careers among peers; 5th graders who may not get that chance to formally close the chapter on elementary school; and for spring sport athletes who may not get a season at all. But, with all that said, the students continue to amaze...they complete work, email questions, attend virtual class sessions, etc. Whatever we do with teaching and learning, the lesson is to never see the students as any kind of roadblock or hindrance...rather, they need to be at the center of planning and purpose.
Additionally, my colleagues have proven to be nothing short of fantastic through all of this! Veteran teachers who maybe weren't on the forefront of tech integration have worked incredibly hard to not only survive but thrive. Our district technology leaders have been AWESOME on a daily basis. Admin have worked tirelessly to support staff, students, and families while keeping the school community connected and optimistic. Special Ed, EL, Case Managers, and Paraprofessionals have all shown creativity and dogged determination in helping make sure ALL students feel supported and successful during this time. Our district Media Specialists have built and offered amazing opportunities for students of all ages to meet their learning needs and also enrich & extent their thinking.
I don't know if some of what I rambled about in yesterday's post would ever come to fruition...it was simply one teacher's thoughts around what an "ideal" day of learning might look like. There are realities around budgets, staffing, etc. But what I do know is that this crisis will force innovative thinking, problem solving, and pragmatic planing going forward. The smart thing - if one cares about what our future might look like - is to make sure one's voice is heard. After all, some things will be different...we might have a chance to really reshape some of what we do. If you never give an opinion or thought about it, it'll be tough to complain once we're "back to business."
Tuesday, April 14, 2020
Thoughts on School, Learning, and What's Important
Forgive the random nature of this post, as well as some of the ramblings that will come along with it, but within the current reality we're all living in, I've had a bit more time than usual to reflect on school, learning, teaching, and what seems to be important.
It's quite amazing what kind of mental re-framing has been brought about through this pandemic. Along with that, it's been very inspiring to see what teachers, admin, students and parents have done to make this situation go as well as possible so far.
Thinking about what I've observed in society with skills needed to brainstorm, problem solve, develop, construct, and distribute necessary items...not to mention the need for people to cook, clean, workout at home as well as the overall appreciation and consumption of the arts, this is what my 'optimal school' going forward might look like:
-First off, a different look at grades and grading. Seriously, enough with the abstract and arbitrary measurements. Know your standards, understand how to articulate to students what their understanding of those standards looks like, develop work and assessments that inform teaching and respond to student needs, and create tests/projects/assignments that allow students to demonstrate their proficiency in regards to that standard.
-It sees as though "school life" will continue to go on, even with the cancelling of state standardized tests. Let's continue to place more emphasis on district-level measurements of growth, along with student portfolios, etc.
-For years, I've seen students every other day within a block schedule. I'd love to have the chance to see my students every day, even if that means a shorter amount of time.
-Along those lines, EVERY CLASS/SUBJECT IS IMPORTANT. Seriously. Classes like Family & Consumer Science/Home Economics have shown to be crucial --> cooking at home, maintaining a clean residence, SEWING!!, laundry, maintaining a budget, etc. Along those lines:
Yes, I'm sure this is all crazy and expensive and whatever. Maybe there are ways to get creative around something like this, maybe there would be too many limitations. But when thinking about developing the whole kid, the thought of a school day like that is very attractive, both as teacher and parent. Like I said at the start, this was a bunch of rambling, so thanks for reading!
It's quite amazing what kind of mental re-framing has been brought about through this pandemic. Along with that, it's been very inspiring to see what teachers, admin, students and parents have done to make this situation go as well as possible so far.
Thinking about what I've observed in society with skills needed to brainstorm, problem solve, develop, construct, and distribute necessary items...not to mention the need for people to cook, clean, workout at home as well as the overall appreciation and consumption of the arts, this is what my 'optimal school' going forward might look like:
-First off, a different look at grades and grading. Seriously, enough with the abstract and arbitrary measurements. Know your standards, understand how to articulate to students what their understanding of those standards looks like, develop work and assessments that inform teaching and respond to student needs, and create tests/projects/assignments that allow students to demonstrate their proficiency in regards to that standard.
-It sees as though "school life" will continue to go on, even with the cancelling of state standardized tests. Let's continue to place more emphasis on district-level measurements of growth, along with student portfolios, etc.
-For years, I've seen students every other day within a block schedule. I'd love to have the chance to see my students every day, even if that means a shorter amount of time.
-Along those lines, EVERY CLASS/SUBJECT IS IMPORTANT. Seriously. Classes like Family & Consumer Science/Home Economics have shown to be crucial --> cooking at home, maintaining a clean residence, SEWING!!, laundry, maintaining a budget, etc. Along those lines:
- computer science/coding and/or engineering classes...make that available as a choice for all
- Music choices and visual arts! Kids should be able to choose at least one of these to pursue
- Phys Ed and Health!! Fitness, mindfulness, awareness and practice of healthy living, daily exercise...these are all vital, and proving to be more and more crucial with each passing day.
- small teams of teachers (3-4 max) to house 75-100 students who can then feel part of a smaller community even within a large school
- a daily start with a homeroom or advisory to build sustaining relationships and work toward ways to build relationships and volunteerism out to the larger community
Yes, I'm sure this is all crazy and expensive and whatever. Maybe there are ways to get creative around something like this, maybe there would be too many limitations. But when thinking about developing the whole kid, the thought of a school day like that is very attractive, both as teacher and parent. Like I said at the start, this was a bunch of rambling, so thanks for reading!
Wednesday, April 1, 2020
Control
Here's a picture I took at one point today to share with students as we tried to execute Plans B and C with our main Learning Management System having difficulties. I mean, c'mon...why can't it still be flawless with an additional 20+ million users than earlier this year!
Look, what are you going to do? There's only so much control a person can have with all of this. In truth, it's been a good reminder that we can only control certain things, and other variables have a way of simply staying elusive. As teachers (and as a parent) we get constant reminders of this phenomenon, but life, work and learning in the time of COVID-19 has ushered in another level.
Sitting at my home workspace thinking I'm in control...? reminds me of the class line from Anchorman when somebody messed with the teleprompter:
Anyway, it's a good reminder to lean into certain mindsets: flexibility, adaptability, patience, understanding, perseverance. I don't know just how many new methods, ideologies and behaviors will arise from this situation, but I do know that those mindsets are evergreen - always in play, always helpful when riding any day's turbulent wave.
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