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Best advisory ever: A How-To & How-Not

HowTo: Have a good advisory

  • Eat. Stop at the store. Pick up some donuts, mini-muffins, and assorted fruit. Advisory isn't a fun place for students. Make it more inviting. Bribery through food is a good start.
  • Apologize. Mainly apologize for using the "curriculum" you're supposed to be using. Be honest. Tell them you were trying to the the right thing, but some times the "right thing" isn't what's right.
  • Talk. This is big. At this point students will most complain about how stupid advisory is and how it could be used for so many more useful things. Complaining is good
  • Share. Show a couple video clips you particularly like. Show a couple video clips students like.
  • Enjoy. The first advisory meeting you've had all year that wasn't forced or awkward.

Advisory (a.k.a. mentor/mentee, homeroom, seminar, etc.) is designed to be a time where students meet with a teacher to form a relationship outside of the traditional teacher/student interactions. Teachers meet with the same group of students for all four years of high school with the expectation that deeper and more lasting relationships will be formed between students and teacher. I believe that a well executed advisory can be a positive influence on school culture and student success. However, our system is broken.

In a nutshell, here are the major problems:

  • We meet with our advisories every two weeks for 30 minutes. This isn't enough to form lasting relationships.
  • Activities and "curriculum" used for advisory are developed on an "as-we-go" basis.  There just isn't time to develop this stuff on the fly.
  • A small, under-attended, over-stressed committee of five or six individuals designs the "curriculum" that is used for advisory. Six simply isn't enough people to tackle this monumental task.
  • All levels use the same "curriculum" materials. All grade levels- and especially freshman and senior levels- should have their own goals and activities.

Today, I quit. I stopped using the materials provided. I stopped using any formal materials. I couldn't put my students or myself through that uncomfortable hell of pushing through an activity that neither of us thinks is appropriate or helpful.

If you had been visited my classroom during this time you wouldn't have been blown away by anything that happened. If you had been in my classroom for every other advisory to see the awkward and forced interactions that used to be the norm you'd understand my enthusiasm more clearly.

As educators we want so much for advisory to be valuable that we forget the most valuable part is just getting to know our students. You don't need a formal curriculum for that. You just need time and desire (a few donuts don't hurt either).

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Multitasking. Really?

"But I'm multitasking!"

-What nearly every student tells me when I tell them to get off their MyBook and focus on their academic work.

"If you're multitasking, why is it you're not getting anything done?"

-A rough paraphrase of my usual response

Somehow all my students have been sold that multitasking is a wonderful thing and they should do it whenever they can. Did they learn this in middle school? Is it just a part of pop culture now?

In my opinion, multitasking is best when you don't have much to accomplish in a large block of time. I love multitasking. When it comes down to getting some serious work done I turn off the twitter, shut down email, facebook, the aggregator, and the youtube. I might keep the tunes, but turn it to something low key and quiet.

The world of my students teaches them they should be doing 5 things at once. They don't need that reinforced at school. Perhaps we should be teaching them focus.

I could be wrong. After all, I'm notoriously bad at focusing.

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Week 1 = Done

Week one of my new job is done! We only had students on Thursday and Friday (today), but the rest of the week was jammed full of "professional development" and meetings. This semester I have mainly upper level freshman classes, which means the last couple days has involved lots of wide eyes and not a lot of conversation. The students were just starting to open up a little bit today.

Observations on my new school and job so far:

  • They've done an excellent job keeping class sizes down. Science classs are capped at 24. If it's a lower level class, they're capped at 15. It's not just a "desired-but-not-implemented" goal either.
  • Technology-wise, the perception within the school is that they're ahead of the curve. They have LCD projectors, a few interactive whiteboards, and six laptop carts (for 1400-1500 students). From my perception they're behind the curve. I miss networked copiers, dual-screen LCD/computers, and four laptop carts for 400 students.¹
  • I'm bugged that no staff meetings, professional development, or other teacher events seem to start on time. They've all actually started between 10-15 minutes after the scheduled time.
  • I'm clueless on a lot of school policies and procedures, and I'm not sure who to go to for information. They need a cheat sheet of some sort for this stuff.

Overall, I'm definitely glad I'm here. It seems like it'll be a good fit, though there's some culture shock coming from a small school in Michigan to a large school in Connecticut. I feel like I'm subbing for someone else. It doesn't feel like my school, or my classes, or my classroom yet. I guess it takes a bit for 6 years of growing accustomed to a certain environment to wear off.

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¹ Though interestingly enough, most staff and students at my old district seemed to feel as if we were behind most schools in the tech department.

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Ready for day 1

Despite the problems I've been having lately with my new position, I feel (mostly) ready to go for day one. As part of my continuing crusade against my previously poorly designed presentations and handouts, I decided to peruse what my blogosphere (the one in my aggregator) had to say about the matter. I found plenty of great stuff, which is nearly inevitable given the quality of educators out there sharing. Here's my plan:

Getting to know you

I've always felt teachers often spend too much time explaining who they are, or what the course is, or what the rules are right away on the first day. I knew my first day plans would focus first on who my students are, then work my way into expectations and procedures.

I vaguely recalled an old post on dy/dan where a beginning of the year "get to know you" activity was shared that struck me as not being stupid.¹  It took me awhile to re-find it (luckily Google Reader had a pretty good search), but upon finding it I knew I had something. I had to track back to his original post from 8 months earlier in which he posted the original blank document.

Here's my version of the document:

Silly Bus

I really dread going over the syllabus every year. It's boring. It's so not a good indicator of what the course is about. But, we're required to have them, so lucky for me, in the same post where Dan introduced the above activity, he shared his more interesting syllabus. It required student participation, it looked good, and as Dan mentions, is different from the 47² other syllabi they've received that same day. At minimum, I figure a different syllabus will earn a couple cool points with students on the first day of school.

Here's my effort (blank):

And then...

I believe my fellow teachers generally go right into lab safety³, so I figure I'd better follow their lead at this point, since I'm still the relatively ignorant rookie. Instead of just reading each of the rules and making students sign their safety contracts, I figure I'll split them into pairs/threes and have each group design and create a safety poster explaining a rule of the lab. Then each group can come up, explain their poster and the importance of their rule, and we're not all bored to death.

Good reading

A few (other) good reads regarding the first day(s) of school I've found:

  • FirstDay Wiki
    • created by the aforementioned Dan Meyer, it has several good ideas for opening day, and you can add your own if you'd like.
  • An Open Letter to Teachers
    • from Bud the Teacher, a motivational post on getting ready for the new year. Read it.
  • What's matter?
    • Doyle does such a great job of verbalizing (textualizing perhaps) science as a process. Science as not a set of memorize-able facts. This post on something he's done the first day of school regarding how matter isn't all we typically think it is makes me want to use his idea, but I'm not sure I could carry it out in the expert way he's described.
  • Do it the right way, not the Wong way
    • Tom in his typically cynical tone nails problems with the "classic" book The First Days of School by Harry Wong. This post in itself probably contains more valuable information for new teachers than the entire book.

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¹ I guess I'm not a big ice-breaker fan. Perhaps it comes from my somewhat introverted nature. I've always hated ice-breakers.

² 47 may be a slight exaggeration, but you get the idea.

³ Communication between everyone teaching my classes has been pretty slim, so this is based upon my best guesses.

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The new kid at school

Do you remember your first day in high school? Perhaps you were in a new building- more likely than not surrounded by many new, unfamiliar, and large faces? I vaguely remember being excited, yet apprehensive and anxious. Would I be able to hack it? Would I make some good friends? Would it be a fun experience or drudgery?

Waiting for the bus

Today is my first official day to report for my job teaching at a new school in a new state, surrounded by new teachers (and soon enough new students). I feel very similar to how I felt nearly 15 years ago on my first day of high school. Will I fit in to the existing school culture? Will the district and school be supportive of my desire to try out new projects, teaching methods, and technologies with students? Will I find a good group of teachers to collaborate with?

This feels very different than my first day teaching ever. Back then, I was scared. I was scared because I really didn't know what I was doing. In retrospect, I really didn't have a clue. Through some very long hours and watching and listening to well-respected teachers from all over (plus several years of practice), I've reached a place where I'm confident in my abilities. Not complacent- I feel it's very important to constantly strive to improve even if you're already the best (I'm not)- but confident that I'm able to engage students in learning instead of "forcing" them to learn. However, if I was teaching back in Michigan again this year, students coming into my class would already know me somewhat. They would at least know of me, and know what I was basically about. Now I'm in a situation where I have to earn my respect from students, teachers, and administrators alike. Will it initially mean more disruptive students testing the boundaries? Less flexibility from other teachers and administrators?

I'm again anxious and apprehensive heading into a new high school. Though this time, I bring so much more with me than I did 15 years ago- or even 6 years ago. I also bring with me the confidence that my anxiety and apprehension will be my drive to constantly improve the learning experience for my students.

I'm ready. Let's go!

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Image Source: The Dreaded Yellow Thing by Frazzled Jen via Flickr

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In trouble for purposeful reflection

For the last several weeks I've been following the story of a student teacher who has been blogging his triumphs, failures, and frustrations of his credential program and of teaching in the classroom.

Recently a teacher from within his department confronted him on it with the ominous: "We, the department, know you're blogging.¹" The blog is anonymous to protect the innocent, though the confronting teacher noted he could recognize people mentioned in the blog.

I won't go through his whole story here (if interested, please read more at his blog), but needless to say, it could end with his removal from the credential program.

In my recent job hunt, I was asked by some if I was worried potential employers would see my blog. I wasn't. I'd like any place that hires me to know that I am an active participant in my own global learning community. I wanted to get hired by a district and school that is supportive of the use of technology for personal professional development. If a district has a serious problem with a teacher that blogs, then I'd have serious reservations with accepting a job at such an institution.

In an episode of David Warlick's Connect Learning podcast, Chris Lehmann of the Science Leadership Academy in Philadelphia discusses what he looks for when he's interviewing for teaching positions. Instead of trying to determine whether teachers will be toadies of the system who'll turn their monthly lesson plans turned in on time, he specifically looks for teachers who are active learners in their own right², both in their personal and professional lives. What better way to actively participate in your own learning that utilize a blog to share and have conversations about ideas?

There are too many schools (and teachers) out there who seem afraid that someone will find out what we're actually doing in the schools. I understand there are real and important issues in protecting student privacy, but I don't feel the system should be afraid of the general public finding out there is a group of thoughtful, reflecting, constantly improving educators out there.

Recently I posted a portion of some student work. I didn't mention who the student was or really any details about the student whatsoever. Yet, if that student saw it posted he/she would obviously know it's their work. His/her parents and some of his/her friends would probably also recognize it. Was that "unprofessional?" Did it break an "unstated, implicit confidentiality" between teacher and student? I argue it didn't. Or was I wrong?³

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¹ Everytime I've read that I think of the movie Congo: "We. are. watching. you." It's probably an inappropriate association.

² Among many other things.

³ This may be the clearest instance of preaching to the choir. Evar. If you're reading this blog (especially commenting on it), you're probably not blog-o-phobic. Oh well. Your thoughts on the matter are still appreciated.

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Learned selfishness

A little background: This year, I essentially threw out all large tests in my classroom. I still utilize small quizzes, but I wasn't feeling the validity of large tests. Instead, I developed what I call "artifacts." Essentially I have the students create something (a book, song, comic, presentation, etc.) that demonstrates their knowledge of the content area. I give them the ability to choose the format in which they will display their knowledge, but give them a rubric (I know...not everyone's favorite) that describes what content their artifact should include.

For my second semester Earth/Physical Science class, when I started thinking about designing their final exam project (as opposed to a formal written test), I had what I thought was a great idea: I'd have them design it themselves from the ground up. I figured they'd created multiple artifacts by this point and are familiar if not comfortable with the format; why not let them design the rubric?

I put them in groups and assigned each a different section of the trimester to go over and decide which parts were important enough to be included in the final exam project. I gave them a pep talk about collaborating together to create something useful for the entire class.

Noncommunicative At best, this is how they worked.

The normally very chatty class was the quietest it may have ever been during that time of "collaboration." Quite frankly, there wasn't any collaboration. Indeed, there was very little cooperation. It was essentially groups of individuals working independently of one another.

After that class period, I had time to reflect upon the utter failure I had just experienced. I was at first upset with the students for not trying to work together, then with myself for not structuring it well enough. However, in the end I realized the problem was much bigger than any of us.

Our entire educational system is based upon individual achievement. Sure, students are exposed to group work, but in the end it's always their own grade their worried about. Grade conscious students are essentially taught to take over groups to ensure they get a good grade, while less motivated students quickly learn ride the coat tails of those who will do all the work for them. The problem in my class was that these students do not know how to collaborate. The concept of completing something for the good of the community (rather than the individual) was foreign to their school experience.

I decided to take a few steps back with them to explain why I feel collaboration is an important skill, and then explain what it means to collaborate in the classroom. I showed them the Did You Know 2.0 video. I explained how I (and a multitude of others) feel that collaboration is an important 21st century skill. I explained how I felt their lack of collaboration was as much the fault of the system as it was their own.

I then set them up in new groups, and asked for essentially them same thing, but now with a little more background and clarification. I got a little more collaboration, but it was high maintenance. In essence I felt like I had to drag the collaboration out of them. I suppose that should be expected after 10 years of being taught selfishness at school.

This opened my eyes even further to the shortcomings of our current school system. What type of system encourages people to shun others for their own benefit? To not share their knowledge base lest someone else gain from it? I don't feel like I was throwing away much of the current "schooliness" in asking students to collaborate in this way. I felt like it was just a baby step toward a better model of school, yet it took a huge amount of energy for me to communicate what is essentially "sharing."

Halfway through writing this post I happened upon Clay Burell's post attempting to define what he commonly terms as "schooliness." In it, I see much of the frustration I've been feeling towards the system that tends to punish community, collaboration, and independent thinking. Surely we can do better in our schools. Our students deserve it.

Photo credit: Bright_Star via Flickr
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Authentic learning without technology? No way!

Walden PondThere' s a school in them there Woods. Matt Schlein raised the funds to purchase 260 acres of land and open the Walden Project- an innovative high school where class is held outdoors (except for when they have it in a motley-looking tent). The curriculum is based around Thoreau's writing, but by no means is no means limited. The NPR article notes:

"There's no need to go out in the hall or grab a new book. That's because everything is related, so class discussion about the recent primary vote in neighboring New Hampshire is just another aspect of the school's simple mission. Like Thoreau, students are supposed to be exploring their relationship to self, their relationship to culture and their relationship to the natural world."

This sounds quite similar to all the edu-talk about creating authentic learning environments through the use of global personal learning networks and other technological tools. The Walden Project doesn't utilize technology (though, as a joke, their tent has a satellite dish), but yet it sounds like authentic learning is taking place. One student is managing a corner of the forest. He's selectively culling some trees to determine if he can increase the biodiversity of plant life.

Personally, I'm drawn to the Walden Project model- I love the outdoors and would love to get to spend my days teaching in such an environment. I realize this isn't a feasible solution for the vast majority of schools and students. However, I do find it interesting that while many of us edu-bloggers are talking incessantly how technology can create authentic, interconnected learning, here's an example of a completely different solution that seems to basically have the same goals in mind. Perhaps technology is just a filler for those of us who don't have 260 acres of land to teach on...

From NPR :: via Treehugger

Photo credit: Storm Crypt via Flickr

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Thoughts on Personal Learning Networks

In my few short days as an active member of the educational blogging network, I've been (somewhat) involved in some stimulating conversations regarding the idea of using Personal Learning Networks in the classroom.

I first encountered the idea from a post last week by Clay Burell on his blog, Beyond School. Essentially the idea is for educators to create and utilize their own Personal Learning Network (PLN) to enhance the learning experience by bringing in experts into the classroom (i.e. via Skype) for as he puts it "quick in, quick out" sessions. Ideally teachers would also model and help students create their own PLNs in their individual areas of interest.

Better than this, Clay has begun to actively implement his plan. Utilizing his twitterverse (people following him on Twitter), he has had a few international discussions via Skype (see here and here) with fellow educators on his ideas. He has also begun to work with his students to utilize Twitter and Skype to construct their own PLNs. I applaud him for blazing the trail. My hope is his work will be the first step in convincing school administrators and tech directors to allow student access to networking tools. Currently, students at my school do not have this access.

The idea of students building and utilizing a personal learning network greatly appeals to me. As a teacher, one of my goals is to help students become citizens that contribute positively to their communities. Setting up a PLN allows students to take their learning beyond school walls. It can help them to individualize and specialize their learning in a meaningful way that would be nearly impossible in a traditional classroom. As someone who is more interested in helping students become resilient life-long learners as opposed to regurgitators of irrelevant knowledge, I can't help but get excited about these new possibilities. Perhaps Ewan McIntosh said it best (via Intrepid Teacher, via The Economist):

"It’s more about helping learners become more world-aware, more communicative, learning from each other, understanding first hand what makes the world go around."

More and more questions seem to arise the more I think about this:

  • What would this learning format look like in a school?
  • Can this type of learning be measurable?
    • Should it be even be measured?
  • Will students "buy-in" to the idea?
  • How can I convince the district to unblock Twitter for a basically untested use of technology?
  • Is promoting the use of Twitter and Skype in the classroom essentially marketing these products to students? Is that ethical?

I am excited about the prospects. I am jealous of those in situations with access to these tools. I feel experimentation with these networking tools in the classroom is necessary, even if the outcomes aren't as expected.

A few other bloggers have added their thoughts on the same thread: