Its only a few days away and I can already feel the excitement building with colleagues I work with for the second annual EdCamp TO at York University. If you're unfamiliar with the EdCamp model, its an unconference, meaning that the day's topics and schedule are decided by the participants the day of. This is fabulous because it encourages organic discussion about topics that really matter in education. And the discussions themselves are moderated rather than led and so you're not sitting, twiddling your thumbs listening to a rehearsed speech delivered alongside a powerpoint presentation. Stakeholders from all angles in education - administrators, parents, students (from highschool to MEd, PhD) teachers, teacher teachers, professors (public, private, catholic), etc. are all in attendance. What a great opportunity to expand your mind with viewpoints on a variety of ed topics!
If you are interested in coming - its FREE and registration is still open. Register Here
This year I am eager to discuss: learning frameworks for literacy, creating classroom communities, inquiry-based education, new classroom models, technology integration and PD for teachers.
What are YOU interested in discussing?
Why We Should All Unplug
People with passion change the world - @jjash, written on a piece of tree struck by lightning at the edge, and given to me...
- connect to nature (the locale is extraordinary - quiet, serene and peaceful), and yourself (numerous solitary retreats and activities exist to steal away and just ruminate), then connect to others in a deeper way to strengthen your practices, broaden your perspectives and go deeper into your role as a lifelong learner.
- create a written piece to help explore, question, thank, apologize or celebrate a significant person in your life as a learner
- collaborate on an e-book with individuals from a broad range of backgrounds, experiences, outlooks and places through a unique peer-review process which is both frightening and mind expanding
- hear a loon, smell some moss, see the lake ripple, see some stars twinkle and shoot across the night sky, hike a trail to a hidden lake, plant an apple tree, stretch your muscles and your mind, open your heart, eat together (food that will BLOW YOUR MIND) and sleep - dreaming of the change you’ll be sure to make now that you’ve been to The Edge.
Not 'Pulling the Plug'! UNPLUG'D
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| Who am I other than a "new teacher"? |
When I was asked by my colleague and friend to come camping with her in the summer to this thing she called Unplug’d up in Algonquin, I thought: awesome! I’m not very outdoorsy, but it sounds really cool! A whole bunch of people interested in being better educators than they already are? Sign me up. My husband thought I was nuts for a few reasons. First he said: You? Camping!? You’ve got to be kidding me. Then he said, “but you JUST finished teacher’s college and you haven’t even been hired yet! Why are YOU going? Isn’t this kind of thing a retreat for teachers to recuperate over the summer?” Yes, I suppose I am not mother-nature’s best girlfriend and the idea of pitching a tent or hiking are somewhat foreign to me, but his “new teacher” comment really got under my skin. “You don’t think I need to recuperate after the year of school I’ve just finished!?” and also, “I don’t think that’s the main idea of this trip, honey. Its bigger than that. The drive for these people coming together is not solely to get together to relax.”
After visiting the website for the Unplug’d community and speaking more about what the trip entailed, I couldn’t register fast enough. And now its upon us. Next Thursday I will be going to Toronto to begin this “life changing experience”. I am eagerly awaiting it. The countdown has begun!
So what IS my motive for going other than the sunrise yoga which I hear is pretty stellar? Well, its threefold, actually. 1. In the face of a highly competitive job market I need to be inspired and shaken into a more positive “I can do it!” mindset. 2. I already know from my limited experiences with team teaching, tweetups, blog collectives and group unit planning, that I grow and flourish when I’m connected to other passionate educators - AND I can officially call myself an educator now, so why not? 3. I truly believe that you can be a better educator if you nourish your PLN, and build relationships of support and cheerleading. What better way than to connect IN PERSON to other teachers, administrators, parents, trustees and, well, people for education in general, to discuss what matters most? Learning. This year we are going to share stories about education from a variety of perspectives and addressing a broad range of pressing issues. Maybe its risky to sign on for this trip and to come at it from a new teacher perspective. I don’t know. With great risk comes great reward, right? Oh, I hope so.
Rapport For Beginner's
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| Building Rapport with Students is Half the Apple Photo courtesy Ivy Dawned http://www.flickr.com/photos/ivydawned/7404061774/in/pool-26241990@N00/ |
I always find it inspiring to chat with fellow teachers on effective teaching practices as well as the characteristics of memorable educator's that they have had in their past - who have had a positive impact on their own pedagogical approach. Talk runs the gamut from behaviour management techniques, assessment and evaluation, to creative and engaging lessons and activities, but what I find the conversation always comes back to is building relationships with students to create a community of learners. For teachers and students alike, the memorable teachers were fair, kind, funny, passionate and human. They looked their students in the eye. Admitted when they were having a bad day. Were interested in their students on a human level - cared about their growth, interests and struggles inside and outside of the classroom.
If I were to bet money on it, I'd bet that most teachers (or people who are drawn to teaching) have a handle on what it means to build rapport with a student. I'm not talking about something that new or innovative here, but I'm writing about it because I feel it is the MOST important part of being a good teacher. Once you have relationships, your classroom family is built and onboard and that is half the battle (or "half the apple") ;)
If I were to bet money on it, I'd bet that most teachers (or people who are drawn to teaching) have a handle on what it means to build rapport with a student. I'm not talking about something that new or innovative here, but I'm writing about it because I feel it is the MOST important part of being a good teacher. Once you have relationships, your classroom family is built and onboard and that is half the battle (or "half the apple") ;)
I'll admit I was complimented by my own faculty advisors and associate teachers during my bachelor of education for my ability to build rapport with students. This shocked me, and made me feel warm and tingly inside. According to them I appear to have an extremely self-depricating side, and yet am able to come across as confidently vulnerable and am ready and willing to show my weaknesses in order to model that anyone can "get better" at something if they put the effort forth to do so. I am also dry and sarcastic - which works for the junior set, but is a bit confusing for primary - or so I have discovered. It is something I am naturally able to do, but I'm not sure how I do it and so I decided to research what it is I might be unconsciously doing when I do what I don't know I am doing....
Interested on the topic of building rapport, I came across this great article from Social Psychology.org.
According to the article characteristics which lend themselves to building rapport are, "showing a sense of humor; availability before, after, or outside of class; encouraging class discussion; showing interest in them, knowing students' names; sharing personal insights and experiences with the class; relating course material in everyday terms and examples; and understanding that students occasionally have problems arise that inadvertently hinder their progress in their courses."
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Why focus on building relationships? "the most common positive effects of rapport on their academic behavior were, in order: to increase their enjoyment of the teacher and subject matter; to motivate them to come to class more often, and to pay more attention in class. Thus, rapport seems to facilitate both student motivation for learning and their enjoyment of the course, and enhances student receptivity to what is being taught." The days of scolding, and throwing chalk and the strap are long over. Hopefully writing lines and detention and sending students down to waste time sitting in the principals office are too. I realize that there are students with certain behaviour exceptionalities, and it might be difficult to have a break through with them at first, but don't abandon hope. Work at it. Building rapport with your students is a wonderful pre-emptive behaviour management strategy.
The tips found in the aforementioned article are for post-secondary education, but I feel are greatly needed in any good teacher from JK-12! Its not just teachers and EAs that can benefit from keeping these things in mind, but principals and other administrators as well.
Volunteering recently, I witnessed a principal who is top-notch at building rapport with the entire school community (staff, parents and most importantly - the students!) It is inspiring to watch him burst his head through the crack in the door of a kindergarten class and yell joyously, "You're the best! You're the best! You're the best! You're the best! You're the best! " over and over until all the kids feel inspired and like they could conquer the world. How cool is that?
The Vicinity of Success
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| Photo Courtesy of Stefan Andrej Shambora via Flickr |
You’re in the vicinity of success, the conditions are right for you to succeed. But you can’t just sit there and wait....
These days, graduates, you have to go after your own success.As you know far better than me, it’s a difficult time to become a teacher in Ontario. There are peaks and troughs in the hiring of teachers, and right now we’re in a trough — too many late-career teachers, too few students entering schools. If you’re interested in the details, you can read the report from the Ontario College of Teachers called “Transition to Teaching”....
The report points out that recently graduated teachers like you are highly committed to your profession: nine of ten of those polled were devoted to long-term teaching careers because they want to make a difference in students’ lives. But relatively few have secured long-term jobs. Last year, among first-year teachers, one in three was unemployed; only one in eight had secured a regular teaching job....
You can read the rest of his speech on his blog if you're interested - his message contained a great metaphor that gave the crowd shivers - it rang SO true.
So here I sit, recently graduated from my bachelor of ed program with primary/junior qualifications and even an extra certificate denoting that I've completed Brock's inaugural year of the Educational Technology Leadership course. I am brimming with hope, but not a lot of positivity (I'm working on it!).
I have done quite well, and, despite not being employed in the public education system (yet!), I am very proud of my accomplishments. "Kudos to me!" says me. I got great marks, highly successful teaching evaluations, I learned a lot, had excellent associate teachers during my practicums and, more impactful than any of this, met some awesome kids and some wonderful colleagues in the process. This was the year that I built myself, what will be, in many ways, my inspiration, my sounding board, my think tank, even my lifeline in my future career, my PLN. How lucky am I? Very.
But something is troubling me! I've been looking all over for the post-bachelor of education survival guide. No such luck. So here is my only advice: if you need support you've got to speak up and ask for it. I've been fortunate enough to receive quite a lot of helpful (and some not-so-helpful, but "well-meaning") advice in my quest for a job in education.
A Taste:
Get a principal to recommend you to the supply list.
Get an interview with a school board.
Do the interview of your life.
Take any job they offer.
Apply to all the boards.
Move up north.
Teach in a first nations community.
Go abroad.
Take AQ courses.
Do your Masters of Education.
Keep volunteering and get "known".
Build your experience profile.
Don't resort to bar tending (unless absolutely necessary).
You'll probably get a job within the next five years if you keep volunteering.
*gulp*
Being a life long learner (on my own AND through accredited universities) yes, I'll spend thousands of dollars past the initial 10-20K for my degree to take extra AQ courses (and no, not solely for getting placed in a higher earning bracket while I still can, but to actually broaden my horizons and expand my mind). But as I browse my options on a local university's Continuing Teacher Education website I find myself at a bit of a fork in the road. Do I take the course(s) that I hear principals are "buzzing about," that boards must see in order to even consider your resume? Or do I specialize in something that I'm really extremely interested in? At a recent career fair, a representative from the TDSB said, "Focus on one area and specialize. Make sure that area is one that rocks your world."
A Taste:
Get a principal to recommend you to the supply list.
Get an interview with a school board.
Do the interview of your life.
Take any job they offer.
Apply to all the boards.
Move up north.
Teach in a first nations community.
Go abroad.
Take AQ courses.
Do your Masters of Education.
Keep volunteering and get "known".
Build your experience profile.
Don't resort to bar tending (unless absolutely necessary).
You'll probably get a job within the next five years if you keep volunteering.
*gulp*
Being a life long learner (on my own AND through accredited universities) yes, I'll spend thousands of dollars past the initial 10-20K for my degree to take extra AQ courses (and no, not solely for getting placed in a higher earning bracket while I still can, but to actually broaden my horizons and expand my mind). But as I browse my options on a local university's Continuing Teacher Education website I find myself at a bit of a fork in the road. Do I take the course(s) that I hear principals are "buzzing about," that boards must see in order to even consider your resume? Or do I specialize in something that I'm really extremely interested in? At a recent career fair, a representative from the TDSB said, "Focus on one area and specialize. Make sure that area is one that rocks your world."
I went to the Conference of Independent Schools of Ontario open house/ job fair at the Ontario Science Center a few months back. After waiting 45 minutes to turn left into the jammed parking lot, I waited about 30-40 minutes in each of three lines to speak to 3 schools. Not necessarily schools that I wanted to teach at, but the schools with the shortest lines. None of them were hiring. Keep hoping.
A professor of mine told me to "look for dirt". She meant, if you see an area that is expanding and building new homes, hang in there, volunteer in the new schools where new surveys are opening up. They might have understaffed and brilliant things can happen if they know you. Keep searching.
I was told by a well-meaning elementary school VP that in order to get hired by my local board, principals can only recommend teacher candidates who have FSL, Music or double qualifications (P/J/I or J/I/S) - to be maximized in a K-8 rotary system, I suppose. Keep learning.
Friends say, we don't know what the fall holds. If teachers are getting their banked sick days taken away, many close to retirement will retire. I don't feel hopeful when I hear this! I feel bad for the teachers who have earned those days. Those teachers who don't get pension until they're 67 and have a hard decision to make. Keep perspective.
They remind me that teacher attrition within the first 5 years has a staggering statistic. "Don't forget!" they say...many of your colleagues at teacher's college weren't intending to teach in traditional classrooms, or even in Canada. Keep realistic.
In the washroom after the convocation ceremony was through, I overheard a conversation happening between 2 stalls (not sure if men do this, but its a common occurrence in women's washrooms). "My interview is next week!" said one grad excitedly. "Oh really?!" said another. "Mine was 2 weeks ago. I start an LTO in September." As I listened, I wondered to myself, "How is this turnaround time even possible!? We just graduated!" As I pondered this, I continued to apply my lipstick and had to remind myself to stop circling over and over again (I was starting to look like the Joker from the Dark Knight). I am happy for these successful teachers. They've made it through the "vicinity" of success and have hit the bullseye.
I don't pretend to speak for all new teacher candidates. This is just my experience. But for any new teachers out there, looking for jobs, a modicum of advice: as we new teachers forge our own paths toward success, I urge you not to be sucked into the negativity that can consume us in this sometimes negative, jobless realm. Stay positive. Keep your eye on the goal. Keep your hand in it. Try something new and above all: don't give up. Teaching is about supporting one another, collaborating and working together. Just because our beginning into the profession is a competitive one - it shouldn't remain that way once we're in.
Learning to Teach - An Ed Tech Reflection
In my year as a teacher candidate, I’ve tried nearly every gadget out there and can say with all confidence that if you are going to jazz up your class and make an investment in technology, its best to start with the below tech tools and your options are limited only to your imagination.
Great Tech to Use inside the Classroom
Internet Access
Computers, Laptops or Tablets (to Share, yes, I said it, to Share)
Stereo, speakers or mP3 player and sound dock
Digital Projector
Document Camera
With internet access you can access, connect, create and share:
Google
YouTube
Class blogs
Backchannel
Interactive Math Manipulatives
Games/ Puzzles
WebQuests Web 2.0 Tools - Bitstrips, Timetoast, Popplet, Pearltrees, Delicious, Livebinders, Voki, Storybird, Glogster, Prezi, Soundcloud, Dipity
It goes without saying that students should have access to computers in class. They shouldn’t have to go to another class or pod or lab to get on one, when most have a veritable computer inside their backpacks (in the form of a smartphone). Those vocal students who aren't afraid to share how “boring” and “lame” school can be will always emphasize how much easier/ better/ more interesting a lesson might be using tech - they can guide you - harness their tech knowledge and outspoken nature! While I winced every time I felt I could have had a better lesson had I booked the computer lab or borrowed the digital projector instead of using 19 transparencies, I do agree with the kids, they shouldn’t have to feel like coming to school is stepping back into the stone age.
Computers are needed for a variety of things -word processing is a big one - giving students time in class to work on good copies and print them is just ONE of them. Looking up facts or queries on Google for research, students can also collaborate using computers and can connect to other students around the globe. Finally, students are BOTTOM line, much more productive and enjoy writing more if they can TYPE what they feel. Editing writing compositions after editing is also a biggie. Nothing is worse that having to re-write something, cutting and pasting - and not using glue and scissors to do so - is what the kids want to do. Also, yes, using a dictionary and a thesaurus is a skill, but the “student” versions in schools are missing many words we use on a daily basis. Why not let them have access to online versions built in to many word processors?
Having speakers and the ability to play music is key in class, and not just during Music class either. Low in the background can be nice (not for everyone, granted) but occasionally, can really set a mood for writing or artwork. Some students really enjoy listening to music on their iPods and I think this is okay too. The reason speakers are so essential is that you can get all the students’ attention - using an FM system or Sound system/ microphone is great. Playing YouTube videos where kids can hear the dialogue and sound effects is critical.
Gone are the days of having to wheel the giant rear-projection TV on a rolling cart into your room. Gone are the days of needing to find something on VHS. Most everything is avails online and with a digital projector and VGA cable - you can stream anything from your computer up onto a white wall or projection screen.
Teaching a unit on Space and being able to watch National Geographic and NASA videos has been invaluable.
Finally a document camera - You don’t waste transparencies, you can project a book for a read aloud or shared reading (you don’t need a “Big Book” copy any longer) You can actually put anything underneath like math manipulatives and model things like fractions, ratios, anything really using any of the math manipluatives. It really brings students to the front row of the action and they don’t have to huddle around a desk and you don’t have to do 1 million mini-lessons because everyone can see.
There are many more tech tools that have great functionality inside the classroom, but these 5 (if you want to call bandwidth "technology") are my necessities to reach today's learner. And "reach" has many meanings....
Not Done
My brain whirred. What should I do? How should I handle this? If I get mad and shout and make them feel bad will they ever do anything for me again? Will they shut down? On the other hand, if I don’t react, they’ll have gotten away with being completely disengaged and disrespectful. Where is the accountability if I don’t react? I asked my associate teacher, in front of the students, “What would you do in this situation? I’m stumped!” “Detention.” she said coldly. “Tomorrow, first nutrition break.” At that point, many students stood up and started complaining. The excuses started to flow. “I forgot.” “I left it at home.” “Can I hand in my draft copy?” “My printer is out of ink.” Others rushed to hand in what they had and claimed it was a good copy. “Is this your best work?” I asked as I collected crumpled paper. One had a dusty footprint on it.
I don’t want to make a grand sweeping statement about student engagement here. But I am tempted to blame something on a societal level other than myself and other than my students. They are typically okay. A bit chatty and easily distracted, but they generally try (most things) and do complete assignments (when its toward their report card mark).
Maybe I didn’t consider my students enough when creating the assignment. It was to write a song about a social injustice. We did a whole class on injustices in society and we listened to protest songs and then analyzed them. They were to work in pairs. They had 200 minutes to write a short song. Nada.
On their way out to gym I asked a few of them - put them on the spot really, and for that I feel a bit guilty - why they hadn’t completed their good copy. “I don’t know,” they said. “It was hard and I didn’t like it.”
I am not looking forward to detention.
Photo via Flickr http://bit.ly/gtP6JI
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