Changing Our Schools to Meet the Needs of Today’s Kids...
I feel that we could make some big changes to today’s schools:
1. We need to incorporate PD into the regular day/week. It NEEDS to be scheduled. Some teachers may want to read journals. Some teachers may want to blog. Some teachers may want to work on the University classes. Some teachers may want to work with math manipulatives, or plan a unit of team teaching. This PD needs to have a point or a personally created portfolio – something for accountability, as long as the teacher has input into this.
2. Teachers/administrators need to leave their work at work in order to maintain healthy lives. This could mean an 8:00-5:30 or 7:30 – 5:00 work day. Perhaps there should be one or two evenings scheduled for two hours. Weekends are for self and family. I feel that this is important for health and longevity. Change and initiatives do not usually come from overworked and tired staff.
3. Students could be at school from 7:30 to 9:00 and 3:30 – 5:30 if they or their parents need them to be. This is crucial. Kids need our support. We can schedule this into the work day. For example: The average teacher would teach 4 hours/day, prep and correct for one, lunch and breaks – one hour, PD for one hour, supervision/extra curr – 2 hours. This extra curricular might include supervising kids in the gym, lab, resource, tutoring, playing games, talking, counseling…Our day needs to support our kids. Today’s kids are on their own and this is often for hours before and after school and lunch hour. Why can’t they be at school, just like they are at home. Have a large common TV/computer/games room – multifunctional room. Provide breakfast and snacks… Let’s face it – much of the best times at school for teachers and kids are all of those informal times.. These kids with two working parents, single parents… they need us.
4. Let’s invite parents to have a cup a coffee when they get off of work when they come to pick up their kids. Kids ages 14 and up could come and go, and perhaps kids ages 11-14 could too, with parental permission and/or guidelines. We (staff and parents) could create this outline together. Maybe this is happening.... Let me know...
Any thoughts?
Wednesday, March 21, 2007
Tuesday, March 20, 2007
A Few Difficult Days
Difficult days
I’m certainly not a poet like Kelly, and if only I could sound as eloquent as several other bloggers… I guess this is part of the reason why they blog. I started to blog as an experiment – just to see if I could. Then I continued to blog for my grad studies. Now, I’m blogging to connect. I simply could not have fathomed the connections – from people in positions just like me, to gurus and experts. I have been spending time perusing elearnspace, which takes about Connectivism, and until I began this journey into rss feeds, checking my google reader each day, I really didn’t contemplate the possibility of such a journey. For the past few days, I have been pondering over my learning. As June 30th looms ahead, I have been worried about many things. I will be finished my Master’s Degree – where will I find those invaluable leads? Colleagues are moving/retiring. Technology is changing so rapidly – how will I continue to grow.. Where can I continue to study?
Now I know where I have some “connections”!
I’m certainly not a poet like Kelly, and if only I could sound as eloquent as several other bloggers… I guess this is part of the reason why they blog. I started to blog as an experiment – just to see if I could. Then I continued to blog for my grad studies. Now, I’m blogging to connect. I simply could not have fathomed the connections – from people in positions just like me, to gurus and experts. I have been spending time perusing elearnspace, which takes about Connectivism, and until I began this journey into rss feeds, checking my google reader each day, I really didn’t contemplate the possibility of such a journey. For the past few days, I have been pondering over my learning. As June 30th looms ahead, I have been worried about many things. I will be finished my Master’s Degree – where will I find those invaluable leads? Colleagues are moving/retiring. Technology is changing so rapidly – how will I continue to grow.. Where can I continue to study?
Now I know where I have some “connections”!
Saturday, March 17, 2007
Class Act Portals
I have been reading some interesting work by Tom March on Class Act Portals, and I have been contemplating class and topic. A Class Act Portal is relatively the same as a class blog, but with the following differences:
- The new blog/portal needs to be a passionate interest for the teacher. The reason for this is that the teacher’s passion will rub off on the students. The topic should not just be selected because this is where the class is at in the curriculum.
- The topic should be timely; something from current event could have sparked the topic.
- The topic should also lend itself to technology: blogs, photos, podcasts…
Tom March provides a list of possible topics that may spark your interest. I’ll keep you posted.
- The new blog/portal needs to be a passionate interest for the teacher. The reason for this is that the teacher’s passion will rub off on the students. The topic should not just be selected because this is where the class is at in the curriculum.
- The topic should be timely; something from current event could have sparked the topic.
- The topic should also lend itself to technology: blogs, photos, podcasts…
Tom March provides a list of possible topics that may spark your interest. I’ll keep you posted.
Monday, March 12, 2007
Cell Phones....
I thought about discussing this issue in a diplomatic way, but I decided that there are times that I do need to “be unreasonable”. Usually I am very easy going; I love to listen and help people, but when teachers are upset about kids having cell phones, I am often a little annoyed. I have studied leadership styles and do tend to favor Greenleaf’s servant leadership, focusing on listening and empathy, but when teachers complain about kids and their cell phones, while carrying their own in their pocket, it really irritates me. I do believe that there are some rules which are different for kids and adults, but not too many. I teach 50% of the time, so I’m not just sitting in my office telling teachers that it isn’t an issue. (I’m really not saying that’s what full time administrators doJ.)
I had my first student cell phone encounter about a year and a half ago, before there was any real discourse on the topic. The student’s phone rang, and he looked at me with sheepish eyes. I politely asked him if it was an emergency and he said not really. I told him that I didn’t want to see or hear it again in class, and if it was an emergency then he could leave it on and set it to vibrate. He could then be asked to be excused and he could take his call outside of the classroom. At that time his brother was involved in a serious court case. That was the end of that, and I know this boy still carries his phone every day to school. I have never had an issue with him again. (And as a VP, I deal with discipline; I’ve never heard of those behavior specialists… sigh)
I think that if we treat kids, regardless of their age, with respect, the same way that you or I want and expect to be treated, then they will. Of course, there will be times that they falter, the same way that we all can. I have engaged in regular discussions with kids regarding the use of cell phones, and they understand the issues better than we do. They don’t want people cheating and they don’t want their pictures/videos taken without permission any more than we do. In my classroom, we come up with the rules together, and then they help enforce them. I make it sound so simple, but it isn’t always this easy. I’ve been in a few debates with kids, but in the end we usually agree on the important issues.
Now, let’s hear yours.
I had my first student cell phone encounter about a year and a half ago, before there was any real discourse on the topic. The student’s phone rang, and he looked at me with sheepish eyes. I politely asked him if it was an emergency and he said not really. I told him that I didn’t want to see or hear it again in class, and if it was an emergency then he could leave it on and set it to vibrate. He could then be asked to be excused and he could take his call outside of the classroom. At that time his brother was involved in a serious court case. That was the end of that, and I know this boy still carries his phone every day to school. I have never had an issue with him again. (And as a VP, I deal with discipline; I’ve never heard of those behavior specialists… sigh)
I think that if we treat kids, regardless of their age, with respect, the same way that you or I want and expect to be treated, then they will. Of course, there will be times that they falter, the same way that we all can. I have engaged in regular discussions with kids regarding the use of cell phones, and they understand the issues better than we do. They don’t want people cheating and they don’t want their pictures/videos taken without permission any more than we do. In my classroom, we come up with the rules together, and then they help enforce them. I make it sound so simple, but it isn’t always this easy. I’ve been in a few debates with kids, but in the end we usually agree on the important issues.
Now, let’s hear yours.
Sunday, March 11, 2007
Leader Talk
I have been invited to participate in a new blog - Leader Talk which was just created by Scott McLeod. Like usual, I was a bit hestitant to begin, but I think this blog will be a great opportunity for educational leaders to create a community where we can discuss and hopefully debate current and relevant educational issues.
I had a difficult time with a topic for my first post - which was today - but I had the opportunity to listen to a CD on leadership by Kevin Burns. He is a motivational speaker from Red Deer, Alberta. It was quite inspiring and it caused me to take some time to reflect on my journey.
Take a few minutes to have a look at some of the great posts at www.leadertalk.org, and get involved with the discussions.
I had a difficult time with a topic for my first post - which was today - but I had the opportunity to listen to a CD on leadership by Kevin Burns. He is a motivational speaker from Red Deer, Alberta. It was quite inspiring and it caused me to take some time to reflect on my journey.
Take a few minutes to have a look at some of the great posts at www.leadertalk.org, and get involved with the discussions.
Thursday, March 08, 2007
Civilization
My son has been playing a computer game for quite a few years called Civilization. He and his uncle (my brother) have played thousands of hours over the past five or more years. I paid no attention to this game; I trust my brother implicitly - he is 26 years old. Anyway, if my son's golf career doesn't take him to Georgia (where he is dreaming of going), then he is going to study archeology at the U of S. I just recently realized where this love originated - Civ.
I believe in this era of connectivism and constructivism, educationally based computer games can play an integral component.
The 12 Principles of Civilization ™
Although it exists online, a web community is primarily a human association. To best identify the necessary elements for building such community, it’s vital to look to the study of human interaction. The 12 Principles developed by RealCommunities, Inc., are based on sociological principles and offer a framework for creating and sustaining vibrant web communities. These principles are also a tool to help community producers remain rooted in their community vision while making strategic or tactical decisions. Once we’ve established the underlying human qualities that drive our coming together online, the 12 Principles give us a unifying view from which to design and implement technologies to support and enable such online communities. And finally, they provide a methodology for figuring out community functionality priorities.
These principles are ordered in two groups: The first six relate to the underlying human needs and expectations inherent in any community, while the final six focus on the framework and structures that must exist to ensure a group’s viability and success. None of these principles exists in a vacuum; each relates to and depends on the other factors. For instance, without identity and trust, there can be no reputation. In many cases, each principle stems from the previous principles. Thus, identity grows out of shared purpose, trust flows from identity and reputation builds from trust.
1. Purpose: We have a shared goal or interest.
2. Identity: We know who’s who.
3. Reputation: We recognize and build status based on our actions.
4. Governance: We regulate and moderate behavior according to shared or stated values.
5. Communication: We have ways to share information and ideas.
6. Groups: We can relate to each other in smaller numbers.
7. Environment: We interact in a shared space that is appropriate to our goals.
8. Boundaries: We know who belongs and who doesn’t.
9. Trust: We know with whom we’re dealing and that it’s safe to do so.
10. Exchange: We have a system of exchange or barter and can trade knowledge, support, goods, services, and ideas.
11. Expression: We have a group identity and know what other members are doing. We can easily indicate our preferences and opinions.
12. History: We can look back over our history and track our evolution.
Moving up the pyramid from foundation (history) to high-individual need principles(purpose) illustrates both the relationship between principles and their relative importance.
Online tools can facilitate each of the 12 Principles in online communities if the tools are designed and implemented to help community members answer their questions. We will look at examples from sites that have effectively expressed one or more of these principles.
I believe in this era of connectivism and constructivism, educationally based computer games can play an integral component.
The 12 Principles of Civilization ™
Although it exists online, a web community is primarily a human association. To best identify the necessary elements for building such community, it’s vital to look to the study of human interaction. The 12 Principles developed by RealCommunities, Inc., are based on sociological principles and offer a framework for creating and sustaining vibrant web communities. These principles are also a tool to help community producers remain rooted in their community vision while making strategic or tactical decisions. Once we’ve established the underlying human qualities that drive our coming together online, the 12 Principles give us a unifying view from which to design and implement technologies to support and enable such online communities. And finally, they provide a methodology for figuring out community functionality priorities.
These principles are ordered in two groups: The first six relate to the underlying human needs and expectations inherent in any community, while the final six focus on the framework and structures that must exist to ensure a group’s viability and success. None of these principles exists in a vacuum; each relates to and depends on the other factors. For instance, without identity and trust, there can be no reputation. In many cases, each principle stems from the previous principles. Thus, identity grows out of shared purpose, trust flows from identity and reputation builds from trust.
1. Purpose: We have a shared goal or interest.
2. Identity: We know who’s who.
3. Reputation: We recognize and build status based on our actions.
4. Governance: We regulate and moderate behavior according to shared or stated values.
5. Communication: We have ways to share information and ideas.
6. Groups: We can relate to each other in smaller numbers.
7. Environment: We interact in a shared space that is appropriate to our goals.
8. Boundaries: We know who belongs and who doesn’t.
9. Trust: We know with whom we’re dealing and that it’s safe to do so.
10. Exchange: We have a system of exchange or barter and can trade knowledge, support, goods, services, and ideas.
11. Expression: We have a group identity and know what other members are doing. We can easily indicate our preferences and opinions.
12. History: We can look back over our history and track our evolution.
Moving up the pyramid from foundation (history) to high-individual need principles(purpose) illustrates both the relationship between principles and their relative importance.
Online tools can facilitate each of the 12 Principles in online communities if the tools are designed and implemented to help community members answer their questions. We will look at examples from sites that have effectively expressed one or more of these principles.
Thursday, March 01, 2007
Connectivism and Constructivism
Learning Theories - There is much to ponder. I think that the 21st century classroom needs to have technological literate teachers who believe in accomodating students with differentiated instruction to accomodate multiple intelligences. These classrooms need to have foundations of constructivism, perhaps just moderate constructivism, and I also like the discussions revolving around connectivism. Knowledge is rapidly changing; it doesn't last forever.
George Siemens has provided valuable information which I have tried to internalize:
I have been reading about connectivism and I understand this to be a comprehensive learning theory. Learning is network formations; learning focuses on the process and educators can enable the connections (as well as other sources). Today's curriculum courses are "cracking" because they are one dimensional and much of what we are teaching (the knowledge that we are distributing) becomes useless. The knowledge growth is so rapid - knowledge has a shelf life. There are so many new types of connections related to the attainment of knowledge such as Wikipedia (open source applications), rating pages, ... New knowledge and connections are being created so rapidly.
Content is so different today: creating, saving, accessing and sharing has become so different. Anyone and everyone is involved in these simple tasks, tasks that were once so difficult and time consuming. We need a model for teaching that will keep what is important current - this is a challenge. I believe much of this theory of learning, and I especially like his discussions regarding hard and soft knowledge.
In addition, there are factors on perception - belief, emotions and motivation. I firmly believe that these three factors play the largest role in learning. I also favor the theory of multiple intelligences; I believe that there is a genetic component involved in which method of learning works best. Factors affecting perception and multiple intelligences strongly affect my beliefs about learning and teaching. However, I feel that curriculum development needs to be guided by connectivisim and constructivist learning theories. Educators must address this issue of the shift in this definition of knowledge, and students need to become competent in managing the abundance and types of knowledge.
After reading several blogs tonight (G-Town Talks), I tried making a few connections.... If we could embrace these learning theories: constructivism, connectivism, and multiple intelligences... would there be such controversy about rules regarding cell phones and mp3 players?? Would teachers be more willing to embrace students'personal tech devices, because as we utilize these theories, we would need to be building more safety and security into our daily teaching?
Just a thought to ponder. ..
George Siemens has provided valuable information which I have tried to internalize:
I have been reading about connectivism and I understand this to be a comprehensive learning theory. Learning is network formations; learning focuses on the process and educators can enable the connections (as well as other sources). Today's curriculum courses are "cracking" because they are one dimensional and much of what we are teaching (the knowledge that we are distributing) becomes useless. The knowledge growth is so rapid - knowledge has a shelf life. There are so many new types of connections related to the attainment of knowledge such as Wikipedia (open source applications), rating pages, ... New knowledge and connections are being created so rapidly.
Content is so different today: creating, saving, accessing and sharing has become so different. Anyone and everyone is involved in these simple tasks, tasks that were once so difficult and time consuming. We need a model for teaching that will keep what is important current - this is a challenge. I believe much of this theory of learning, and I especially like his discussions regarding hard and soft knowledge.
In addition, there are factors on perception - belief, emotions and motivation. I firmly believe that these three factors play the largest role in learning. I also favor the theory of multiple intelligences; I believe that there is a genetic component involved in which method of learning works best. Factors affecting perception and multiple intelligences strongly affect my beliefs about learning and teaching. However, I feel that curriculum development needs to be guided by connectivisim and constructivist learning theories. Educators must address this issue of the shift in this definition of knowledge, and students need to become competent in managing the abundance and types of knowledge.
After reading several blogs tonight (G-Town Talks), I tried making a few connections.... If we could embrace these learning theories: constructivism, connectivism, and multiple intelligences... would there be such controversy about rules regarding cell phones and mp3 players?? Would teachers be more willing to embrace students'personal tech devices, because as we utilize these theories, we would need to be building more safety and security into our daily teaching?
Just a thought to ponder. ..
Tuesday, February 27, 2007
Vancouver Sun Run
The Vancouver Sun Run is being held on Sunday, April 15, 2007, and my sisters want me to go with them. I love to run, and I try to run a bit - in my spare time - lol. This is supposed to be one of the biggest charity races, breaking a new record with over 50 000 participants in 2006. I am quite excited about the possibilty, but I have to work out all of the details.
Wish me luck with training! Two of my sisters are 12 and 14 years younger than I am, so I better find some time to do a little! (One sister is older and I know I can keep up with her- Thank goodness!)
Wish me luck with training! Two of my sisters are 12 and 14 years younger than I am, so I better find some time to do a little! (One sister is older and I know I can keep up with her- Thank goodness!)
Widgets
I have been researching the use of widgets, which I'm sure most of you will know more about this than I do. Apparently they have been around for quite some time, only they were called badges or modules? Now with Vista, obviosuly they may become more popular. I understand that the new windows comes with already installed widgets (weather and news). I'm supposed to be receiving Vista in the mail; I bought a new computer in January. From the brief reading that I have done, there are two kinds of widgets: web and desktop. I have been tryint to install a couple of web widgets onto my blog, and I think that I have been successful - bookmarking and a calendar. I plan on adding Flickr, but I have to get to my marking and my paper. I am hoping to do more reading and work with these widgets over the weekend.
These widgets may prove to be a very popular and convenient method to manage all the "new knowledge" of this digital era, another step in creating networks.
These widgets may prove to be a very popular and convenient method to manage all the "new knowledge" of this digital era, another step in creating networks.
A Not So Good Day...
If today there is no full moon, I don't want to go back to school. Plain and simple. Today, I had "discussions" with more kids than I think I had in the entire year, or so it seemed. My colleagues tell me that I sometimes tend to exaggerate, but I really don't think I do.
In addition, my laptop is gone with the technician. I hope he drops it somewhere along the way; it has never worked properly from day one, which has only been about seven months. Today, he found that the touchpad does not work properly, so now he is going to blank the entire machine. He took it to repair it about 3 weeks ago, and it worked for perhaps an hour or so. He is an excellent technician; I keep telling him that it is just a dud. Hopefully someone will correct me if I'm wrong; my brother works as a computer system anaylst and he tells me that 1 out of every 4 machines do not work exactly they way that they should. Now maybe he told me this when he was having a computer moment; I'm not sure...
What else... My daughter plays hockey on two teams, and one is finished; my son plays for the Midgets and they are done. Anyway, the two teams that should be finished, apparently are not. Everyone now wants to play exhibition games. I admire the organizers and coaches thier energy, dedication and enthuiasm for the sport. But, some of us are ready to move on to the next thing.
Educational issues.. The Education Act states, "Every pupil is accountable to the principal's general deportment at any time that the pupil is under the supervision of the school and members of the teaching staff, including the time spent in travelling between the school and the pupil's place of residence." I have some difficulty comprehending this issue, and I have consistently interpreted this as the time that elementary students are walking to and from school. I have disciplined several elementary students for fighting/bullying incidents on the way to and from school. This could before school, at lunch and after school. I do have concerns over the legalities of students who drive around at lunch hour, before and after school. If senior students are choosing to take alternate routes/methods to and from school what control do I want/need to have over this. I have heard of administrators keeping student keys at the office over lunch hour, but this seems too uncontrollable and risky. I find this a a very "grey" area... I need to write a news article on this subject, so I'm going to remind students that they may be disciplined under this section of the Education Act.
In addition, my laptop is gone with the technician. I hope he drops it somewhere along the way; it has never worked properly from day one, which has only been about seven months. Today, he found that the touchpad does not work properly, so now he is going to blank the entire machine. He took it to repair it about 3 weeks ago, and it worked for perhaps an hour or so. He is an excellent technician; I keep telling him that it is just a dud. Hopefully someone will correct me if I'm wrong; my brother works as a computer system anaylst and he tells me that 1 out of every 4 machines do not work exactly they way that they should. Now maybe he told me this when he was having a computer moment; I'm not sure...
What else... My daughter plays hockey on two teams, and one is finished; my son plays for the Midgets and they are done. Anyway, the two teams that should be finished, apparently are not. Everyone now wants to play exhibition games. I admire the organizers and coaches thier energy, dedication and enthuiasm for the sport. But, some of us are ready to move on to the next thing.
Educational issues.. The Education Act states, "Every pupil is accountable to the principal's general deportment at any time that the pupil is under the supervision of the school and members of the teaching staff, including the time spent in travelling between the school and the pupil's place of residence." I have some difficulty comprehending this issue, and I have consistently interpreted this as the time that elementary students are walking to and from school. I have disciplined several elementary students for fighting/bullying incidents on the way to and from school. This could before school, at lunch and after school. I do have concerns over the legalities of students who drive around at lunch hour, before and after school. If senior students are choosing to take alternate routes/methods to and from school what control do I want/need to have over this. I have heard of administrators keeping student keys at the office over lunch hour, but this seems too uncontrollable and risky. I find this a a very "grey" area... I need to write a news article on this subject, so I'm going to remind students that they may be disciplined under this section of the Education Act.
Friday, February 23, 2007
What is Learning?
Learning
I have been contemplating learning. What do I really believe? This is such a complex question, that I want to try to answer. I have so many thoughts, and for me the acquisition of language has been the most difficult. According to Gardner, I am quite confident to say that I would rate my linguistic ability in the bottom half of my abilities of the intelligences. My definite strengths are mathematical-logical, interpersonal, intrapersonal, bodily-kinesthetic, spatial and naturalistic. My ability to comprehend language is fairly strong, but to me my expressive language is lacking. There is so much I have to say and want to say, but it seems like I have only ever been able to communicate about 10% of what I have mulling around inside of me.
I believe that knowledge is constructed, and that there are certain truths. The amount of knowledge is vast and unfathomable. These truths are created by our society, but nonetheless they comprise standard knowledge. Knowledge is situated and constructed differently by each individual. My daughter knows how to sing and play the piano. She has learned piano by listening and memory; her teacher says she has an “ear” for music. She can’t be bothered to read the notes. She has learned through one type of situation, a cognitive apprenticeship if you like. My son is a very good math student; I believe this is genetic. My father and my three brothers were exceptional math students. One of his strengths is math-logic. He has also become a very good golfer; this he has learned from his family, mainly his father and grandfather (definitely not me). He has learned through a community of learners, repetition and guidance. One area of future interest for him is archeology, and I am quite certain that this came from watching the Learning and History channel, playing computer games like Civilization. He also reads historical novels – the same ones several times. I’m not sure where this love for history came from, but I do know that his love of reading came from my modeling.
Some things that my children know have been self-taught. For example my son can draw and fade his golf ball. His father likes to think that he taught him this, but he didn't. He watches the golf channel for hours. My daughter is very interested in creative writing. She has been writing stories, and magazines on her own for many years. At this very moment, she is working on her magazine (and it isn't for school).
I can honestly say that I recall very little from high school. I did well in most of my subjects, but nothing really mattered to me, other than leaving my family home. Going to school was very difficult. I never felt safe, secure, normal or accepted.
The point I am leading to is that I truly believe that learning can only occur in nurturing, safe and caring environments, and this is what is holding many of our students back from learning, and becoming all that they can be. I think that we have vastly and ignorantly ignored this vital component - this hierarchy of needs for both students and educators. When I was in elementary and high school, I felt very isolated. I hope that as educators, we try to have the understanding and compassion about what many kids are going through each and every day at school. My experiences have shaped me into the educator and person that I am today, and each and every day that I go to school I want to help everyone be all they can be. I want them to feel safe and important. My own children have “learned” the most from these teachers. I believe the thing that matters the most to our students is that they are accepted, nurtured and encouraged. This has to come first; this has to be the foundation. If people feel secure, then they can be guided and coached to learn and thrive. Everyone wants to feel like they truly belong, to a community.
I have been contemplating learning. What do I really believe? This is such a complex question, that I want to try to answer. I have so many thoughts, and for me the acquisition of language has been the most difficult. According to Gardner, I am quite confident to say that I would rate my linguistic ability in the bottom half of my abilities of the intelligences. My definite strengths are mathematical-logical, interpersonal, intrapersonal, bodily-kinesthetic, spatial and naturalistic. My ability to comprehend language is fairly strong, but to me my expressive language is lacking. There is so much I have to say and want to say, but it seems like I have only ever been able to communicate about 10% of what I have mulling around inside of me.
I believe that knowledge is constructed, and that there are certain truths. The amount of knowledge is vast and unfathomable. These truths are created by our society, but nonetheless they comprise standard knowledge. Knowledge is situated and constructed differently by each individual. My daughter knows how to sing and play the piano. She has learned piano by listening and memory; her teacher says she has an “ear” for music. She can’t be bothered to read the notes. She has learned through one type of situation, a cognitive apprenticeship if you like. My son is a very good math student; I believe this is genetic. My father and my three brothers were exceptional math students. One of his strengths is math-logic. He has also become a very good golfer; this he has learned from his family, mainly his father and grandfather (definitely not me). He has learned through a community of learners, repetition and guidance. One area of future interest for him is archeology, and I am quite certain that this came from watching the Learning and History channel, playing computer games like Civilization. He also reads historical novels – the same ones several times. I’m not sure where this love for history came from, but I do know that his love of reading came from my modeling.
Some things that my children know have been self-taught. For example my son can draw and fade his golf ball. His father likes to think that he taught him this, but he didn't. He watches the golf channel for hours. My daughter is very interested in creative writing. She has been writing stories, and magazines on her own for many years. At this very moment, she is working on her magazine (and it isn't for school).
I can honestly say that I recall very little from high school. I did well in most of my subjects, but nothing really mattered to me, other than leaving my family home. Going to school was very difficult. I never felt safe, secure, normal or accepted.
The point I am leading to is that I truly believe that learning can only occur in nurturing, safe and caring environments, and this is what is holding many of our students back from learning, and becoming all that they can be. I think that we have vastly and ignorantly ignored this vital component - this hierarchy of needs for both students and educators. When I was in elementary and high school, I felt very isolated. I hope that as educators, we try to have the understanding and compassion about what many kids are going through each and every day at school. My experiences have shaped me into the educator and person that I am today, and each and every day that I go to school I want to help everyone be all they can be. I want them to feel safe and important. My own children have “learned” the most from these teachers. I believe the thing that matters the most to our students is that they are accepted, nurtured and encouraged. This has to come first; this has to be the foundation. If people feel secure, then they can be guided and coached to learn and thrive. Everyone wants to feel like they truly belong, to a community.
Learning: once we are safe, secure and encouraged to learn, we learn within a situation. Sometimes these situations are forced upon, and sometimes these situations are created by choice, but there has to be a connection to a situation before the learner can begin to construct his/her lown knowledge. Because I feel that motivation is key, I think the learner retains more in a situation of his/her own choosing. The other key indgredient is inate intelligence.
Just a few thoughts…
Tag
What’s working well? Well, I think that there are several things that are going well. I think that my journey into blogging is going well. I enjoyed reading Jeff Boulton’s discussion on connectivism – how this peripheral medium facilitates this new learning theory. After perusing a few sites, I realize that this theory seems to be a combination of theories including behaviorism and constructivism. Bloggin allows us to create a community of learners. My next step is to begin the filtering process – creating those connections that I find fit into my situated context of learning.
What brings you great pride and joy? I enjoy watching people learn. Yesterday when I was on a road trip for my son’s midget hockey team I spent some time chatting with my sister-in-law, which we often do, but it isn’t always about learning. She was talking about her community college class, how much she loves the technology and what she is learning. She was so excited talking about PowerPoint and Access. When people are learning and loving to learn, you can see so much pride and fulfillment in their eyes. This makes me happy.
How have you made a difference for good in the lives of those you serve? I can never know for sure; I just hope I have helped a few along the way…
What brings you quiet satisfaction? I really appreciate when other colleagues discuss the important issues. I don’t want to hear the negatives, unless I have to… I want to hear ideas, collaboration and excitement. For too long, (the first ten years of my career) it seemed almost taboo to ask others for help and ideas. This absolutely and completely confused me. I just could not understand the point of this – we weren’t in a race, (I like to win those), there were no big prizes at the end of the day.
What have you learned over the last few months? That is a big question for me today! I have learned so much over the past few months! I have learned more about blogging, podcasts, assessment from Stiggins, connectivism, and much more! I have been reflecting on my journey as a teacher, for my EC & I paper which I am working on. I have learned about problem based learning from our curriculum consultant…. No wonder I’m exhausted!
How can you use this information (above) to move your organization forward? This is the golden question. I feel very strongly that PD needs to be mandated. Teachers are too busy, and I know that many of you are thinking, we’re all busy, it’s just an excuse… Most individuals, professional or not, do not know exactly what professional development will do for them until someone guides and/or pushes them to the starting line… I am going to continue to share my knowledge with my staff and students, and hopefully some of my excitement will rub off on them!
I think that Jeff and Steve should try..... answering.... with very profound answers.
What brings you great pride and joy? I enjoy watching people learn. Yesterday when I was on a road trip for my son’s midget hockey team I spent some time chatting with my sister-in-law, which we often do, but it isn’t always about learning. She was talking about her community college class, how much she loves the technology and what she is learning. She was so excited talking about PowerPoint and Access. When people are learning and loving to learn, you can see so much pride and fulfillment in their eyes. This makes me happy.
How have you made a difference for good in the lives of those you serve? I can never know for sure; I just hope I have helped a few along the way…
What brings you quiet satisfaction? I really appreciate when other colleagues discuss the important issues. I don’t want to hear the negatives, unless I have to… I want to hear ideas, collaboration and excitement. For too long, (the first ten years of my career) it seemed almost taboo to ask others for help and ideas. This absolutely and completely confused me. I just could not understand the point of this – we weren’t in a race, (I like to win those), there were no big prizes at the end of the day.
What have you learned over the last few months? That is a big question for me today! I have learned so much over the past few months! I have learned more about blogging, podcasts, assessment from Stiggins, connectivism, and much more! I have been reflecting on my journey as a teacher, for my EC & I paper which I am working on. I have learned about problem based learning from our curriculum consultant…. No wonder I’m exhausted!
How can you use this information (above) to move your organization forward? This is the golden question. I feel very strongly that PD needs to be mandated. Teachers are too busy, and I know that many of you are thinking, we’re all busy, it’s just an excuse… Most individuals, professional or not, do not know exactly what professional development will do for them until someone guides and/or pushes them to the starting line… I am going to continue to share my knowledge with my staff and students, and hopefully some of my excitement will rub off on them!
I think that Jeff and Steve should try..... answering.... with very profound answers.
Thursday, February 22, 2007
Convention and Sports
I attended our annual teachers’ convention yesterday, which turned out to be only one day because of the new family holiday. For the past (almost twenty) several years, convention has had the same structure: two days, keynote motivational speaker, several greetings, and break-out sessions. Two earlier conventions stand out in my mind: Minot and our own staff retreat to Fort San. These two were fantastic. Minot was a great opportunity for staff bonding. In addition, I was young and we stayed up most of the night singing and visiting. The other convention was a staff retreat which my principal concocted, which turned out to be a success. Not only did we bond, but we had some great PD! We collaboratively developed a vision and we really took some time to understand and appreciate one another.
Anyway, I found this years’ convention to be quite enjoyable, and I think one of the main reasons is because it was a little different. It was one day, and I attended a lunch meeting. I like change and I think so did the majority of the teachers. I’m not sure what I would mandate for convention if I had to decide for the entire school division, but I do think that a little change is important. Convention used to be the only opportunity for PD, but I think that the perhaps the goals need to be readdressed. Are we getting together to socialize with our colleagues? If this is so, then we need structured activities to foster this. Are we getting together for information dissemination? For motivation? For professional development? A combination of purposes? If we need to focus on professional development, then perhaps the one-day shot is not enough.
I have been thinking about the lunch meeting regarding outdoor pursuits, and I was impressed by the passion that I saw from some of my colleagues. I can relate: my kids are actively involved in athletics: hockey, ball, curling, badminton, volleyball and golf. My husband played Junior A Hockey and he loved and lived it, so I understand the passion. I think that some of our school coaches who are passionate about their work could take it to the next level – this is just encouragement. Too often, in my rural setting there are too many kids that can’t compete, especially when it comes to golf. This saddens me because I know how much pleasure my son has obtained from this sport. Some sports are very expensive – golf – equipment, shoes, fees, rain gear… This stuff really is needed, and many kids cannot participate. Other kids can see that they can’t get any better if their parents can’t get them a membership or lessons. Perhaps we can spend more of our money on really developing more of these life-long sports like golf, biking, hiking and curling.
Just a few thoughts…
Anyway, I found this years’ convention to be quite enjoyable, and I think one of the main reasons is because it was a little different. It was one day, and I attended a lunch meeting. I like change and I think so did the majority of the teachers. I’m not sure what I would mandate for convention if I had to decide for the entire school division, but I do think that a little change is important. Convention used to be the only opportunity for PD, but I think that the perhaps the goals need to be readdressed. Are we getting together to socialize with our colleagues? If this is so, then we need structured activities to foster this. Are we getting together for information dissemination? For motivation? For professional development? A combination of purposes? If we need to focus on professional development, then perhaps the one-day shot is not enough.
I have been thinking about the lunch meeting regarding outdoor pursuits, and I was impressed by the passion that I saw from some of my colleagues. I can relate: my kids are actively involved in athletics: hockey, ball, curling, badminton, volleyball and golf. My husband played Junior A Hockey and he loved and lived it, so I understand the passion. I think that some of our school coaches who are passionate about their work could take it to the next level – this is just encouragement. Too often, in my rural setting there are too many kids that can’t compete, especially when it comes to golf. This saddens me because I know how much pleasure my son has obtained from this sport. Some sports are very expensive – golf – equipment, shoes, fees, rain gear… This stuff really is needed, and many kids cannot participate. Other kids can see that they can’t get any better if their parents can’t get them a membership or lessons. Perhaps we can spend more of our money on really developing more of these life-long sports like golf, biking, hiking and curling.
Just a few thoughts…
Thursday, February 15, 2007
Teacher Supervision
Another interesting thought came to me today when I was conducting a teacher supervision… related to professional development. I feel that this experience is one of the best types of pd, and the sad part of this is that only administrators get to benefit from this process. I have observed many competent teachers, and during this process I have reflected on my own practices. I think to myself, “Do I do that? Should I try this?” Today, I thought that why couldn’t we ask teachers to select/partner up with one other staff member and ask them to do a “supervision” of each other. They would not have to submit their evaluations to anyone, just perhaps a record-taking process. That process should include observations followed with discourse, and I think that if they could select their partner(s) they could gain a tremendous amount of insight, ideas and support. This could be a way to build a staff as a team….
Just an idea, perhaps a crazy one…
Just an idea, perhaps a crazy one…
Trying To Encourage PD and Change...
After having a few more discussions with colleagues regarding changing teacher practice and philosophy over the past week, I really think that professional development must be required to maintain professional status and the time for this need to be incorporated into the regular school day. Educators are busy and most of them will not create the time to develop and reflect. I think that they feel this may be important, but they probably don’t feel that they have the time and the energy “at this point in their in their life’.
The school day could be structured differently: the school could commence at 8:00 am – students at school from 8:30 – 4:30 or 5:00; teachers could work until 5:00 with 3 hours working time built into their day. Some of this time should be devoted to professional development, perhaps 5hours/week and the rest of the time – 10 hours for preparation… The younger students 5 – 14 could be at school for the entire time if needed/wanted by families, because many of the older students are roaming the streets until parents get off of work. Time for structured play, educational movies, reading time (hour at a time for 10-14 year olds) exercise, and homework… could be built into this day. Teachers would be encouraged to only work at school, so that they can have more “normal” working lives. I have often felt that one of the reasons that teachers do not want to add PD to their lives is because they are so used to working at home. The thought of adding more work to their home lives is just not appealing, regardless of how important it might be.
Just a few thoughts…
And... thanks Dean.
The school day could be structured differently: the school could commence at 8:00 am – students at school from 8:30 – 4:30 or 5:00; teachers could work until 5:00 with 3 hours working time built into their day. Some of this time should be devoted to professional development, perhaps 5hours/week and the rest of the time – 10 hours for preparation… The younger students 5 – 14 could be at school for the entire time if needed/wanted by families, because many of the older students are roaming the streets until parents get off of work. Time for structured play, educational movies, reading time (hour at a time for 10-14 year olds) exercise, and homework… could be built into this day. Teachers would be encouraged to only work at school, so that they can have more “normal” working lives. I have often felt that one of the reasons that teachers do not want to add PD to their lives is because they are so used to working at home. The thought of adding more work to their home lives is just not appealing, regardless of how important it might be.
Just a few thoughts…
And... thanks Dean.
Tuesday, February 13, 2007
Tentative
I'm feeling a bit unsure of this entire blogging process... I was slightly alarmed to read a new post which referenced my blog... Thank you, but I feel the sudden need to proofread everything that I have written for fear that there may be too many idications of my lack of intellect and insight. I'm trying... I have never really enjoyed this writing thing; I would much rather talk, do Calculus or read - almost anything else...
Now that my nauseousness has passed, I really would like to share my thoughts and ideas about problem based learning. I need some quick, relevant and practical literature to help me understand how to implement. I understand the basic components and its constructivist foundation, but I have been searching for practical ideas. For example, my grade ten math class is working on rational and irrational numbers, solving equations and polynomials. We were doing a review today on all of the basic operations involving fractions. I want them to create a visual to represent what it means to divide and multiply fractions - illustrate 5/6 divided by 1/2. They thought I was crazy. We discussed this for awhile, and I think that perhaps tomorrow they could do this in small groups, even with a few variables! We'll see! I think this may be a good practical example of pbl, but I would appreciate any thoughts and directions...
Now that my nauseousness has passed, I really would like to share my thoughts and ideas about problem based learning. I need some quick, relevant and practical literature to help me understand how to implement. I understand the basic components and its constructivist foundation, but I have been searching for practical ideas. For example, my grade ten math class is working on rational and irrational numbers, solving equations and polynomials. We were doing a review today on all of the basic operations involving fractions. I want them to create a visual to represent what it means to divide and multiply fractions - illustrate 5/6 divided by 1/2. They thought I was crazy. We discussed this for awhile, and I think that perhaps tomorrow they could do this in small groups, even with a few variables! We'll see! I think this may be a good practical example of pbl, but I would appreciate any thoughts and directions...
Monday, February 12, 2007
A Girl Like Me
I was perusing a couple of blogs when I watched a short video:
http://missprofe.wordpress.com
Perhaps I've had a rough weedend and day, with many troubling issues, including a tragic event in a neighbouring community. Other issues include community sports and approaching deadlines for my Univserity class. In addition, I've been feeling sick, along with my daughter. While I was groaning and trying to sleep last night, my husband was tending her while she was vomiting much of the night.
Anyway, this particular short video, caused me to recall my intense feelings towards acceptance. I have always been passionate about human rights. One issue that I have come across over and over in my experience is the intolerance and abuse towards people who are of an alternate sexual orientation.
I think my human rights' soap box was built as a result of one of my relatives who kept her brother's existence a secret from me for about thirty years. I learned of his existence when he died; he had been institutionalized his entire life because he was mentally challenged. I was shocked. I thought we were past that; this was about five years ago. While teaching, I have contiunally heard many slanderous comments towards students with differences, including slow learning and sexual orientation. My sister has Down's Syndrome and she is a beautiful young lady who seems to be accepted by society. Of course, this would not have been true fifty years ago, or in my relative's case, at all. I believe that we are learning; it's just a very slow process.
Anyway, back the the video. It angers me when I hear young people who are so sad because of what society expects from them, regardless of what it is: skin color, sexual orientation, intelligence, or body image. To me, this is key issue when we are standing in front of our classes each and every day.
http://missprofe.wordpress.com
Perhaps I've had a rough weedend and day, with many troubling issues, including a tragic event in a neighbouring community. Other issues include community sports and approaching deadlines for my Univserity class. In addition, I've been feeling sick, along with my daughter. While I was groaning and trying to sleep last night, my husband was tending her while she was vomiting much of the night.
Anyway, this particular short video, caused me to recall my intense feelings towards acceptance. I have always been passionate about human rights. One issue that I have come across over and over in my experience is the intolerance and abuse towards people who are of an alternate sexual orientation.
I think my human rights' soap box was built as a result of one of my relatives who kept her brother's existence a secret from me for about thirty years. I learned of his existence when he died; he had been institutionalized his entire life because he was mentally challenged. I was shocked. I thought we were past that; this was about five years ago. While teaching, I have contiunally heard many slanderous comments towards students with differences, including slow learning and sexual orientation. My sister has Down's Syndrome and she is a beautiful young lady who seems to be accepted by society. Of course, this would not have been true fifty years ago, or in my relative's case, at all. I believe that we are learning; it's just a very slow process.
Anyway, back the the video. It angers me when I hear young people who are so sad because of what society expects from them, regardless of what it is: skin color, sexual orientation, intelligence, or body image. To me, this is key issue when we are standing in front of our classes each and every day.
Saturday, February 03, 2007
Wikis
Wikis
Last week I started a wiki for my colleagues, and I just sent out invitations to join this past Thursday night. I think that I invited about twelve people. I have posed the question/topic for contributions for our next staff meeting, and two staff members have contributed. On Monday, I am planning to ask the staff who I missed for invitations, and I am going to ask a couple of them for feedback. I'm not sure how this will work; hopefully they will use this venue to bring up items and try to collaboratively solve them. Time will tell.
Last week I started a wiki for my colleagues, and I just sent out invitations to join this past Thursday night. I think that I invited about twelve people. I have posed the question/topic for contributions for our next staff meeting, and two staff members have contributed. On Monday, I am planning to ask the staff who I missed for invitations, and I am going to ask a couple of them for feedback. I'm not sure how this will work; hopefully they will use this venue to bring up items and try to collaboratively solve them. Time will tell.
Protecting Children From Technology?
Educators and parents spend a tremondous amount of time tyring to protect their children from evils, including the Internet. Should we continually and completely block and protect kids from the Internet?
Children need to be exposed to technology and not protected from it. Last week I was discussing the use of blogs with my grade seven computer info class. I was explaining to them that I was contemplating incorporating the use of blogs into our class, but that I was a little concerned about privacy and purpose. Later when the students had some free time to check their student email and Blackboard, one of the students showed me his friend’s blog. At the same time a student beside me, showed me his piczo website. Both of these sites were filled with pictures, names, comments… I was pleased and concerned at the same time. I spend a tremendous amount of time checking our media/Internet forms to ensure that kids have permission to have their pics on our school website. After viewing these two student sites, I noticed one particular picture of a student. This particular student’s parents have emphatically stated on their Internet form that they do not want any pictures of their child on the Net. Is it my responsibility to ensure that our students are not violating the privacy of other people? What should I do now? Most teachers have no understanding of blogs, piczos,.. I can’t possible police what kids are putting on the Net at home. I did spend quite some time talking to both students and then the entire class about placing things on the Internet. I think that now, I should get the kids to create blogs and/or sites and teach them about privacy and permission, even though there are no hard fast rules. It is crucial for us to take the lead. If most educators don’t understand what kids can do on the net, I can assume that there are just as many, or more parents, who are unaware.
Children need to be exposed to technology and not protected from it. Last week I was discussing the use of blogs with my grade seven computer info class. I was explaining to them that I was contemplating incorporating the use of blogs into our class, but that I was a little concerned about privacy and purpose. Later when the students had some free time to check their student email and Blackboard, one of the students showed me his friend’s blog. At the same time a student beside me, showed me his piczo website. Both of these sites were filled with pictures, names, comments… I was pleased and concerned at the same time. I spend a tremendous amount of time checking our media/Internet forms to ensure that kids have permission to have their pics on our school website. After viewing these two student sites, I noticed one particular picture of a student. This particular student’s parents have emphatically stated on their Internet form that they do not want any pictures of their child on the Net. Is it my responsibility to ensure that our students are not violating the privacy of other people? What should I do now? Most teachers have no understanding of blogs, piczos,.. I can’t possible police what kids are putting on the Net at home. I did spend quite some time talking to both students and then the entire class about placing things on the Internet. I think that now, I should get the kids to create blogs and/or sites and teach them about privacy and permission, even though there are no hard fast rules. It is crucial for us to take the lead. If most educators don’t understand what kids can do on the net, I can assume that there are just as many, or more parents, who are unaware.
Wednesday, January 31, 2007
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