Jon Anew sat in the park in the shadows of a large office building that he used to call home when the day to day 9-5 grind was all that mattered. Those days seem a lifetime ago now, as he has recently begun his leisurely years of retirement. As usual the sun is shining down but is accompanied by a warm breeze that waifs over him as he enjoys his pastrami sandwich from Nico's Deli. The pace is slower now for sure but Jon longs for the camaraderie of his weekday power lunch partners who like him have also retired. While content to have moved on to this new phase of his life, Jon can not help but feel a sense of loneliness that this new routine or lack there of has left him to face. He watches the stay at home moms push their children on the swings and ponders what the afternoon has to offer. Will it be a nap or perhaps a game of Scrabble with his adoring bride of 50 years? Savoring the last bite of his sandwich, (because as usual Nico has proven to be the master of the Pastrami sandwich) he begins to clean up.
As he is about to leave, a young well dressed man approaches and sits down at the table where Jon has been sitting. He extends a hand and introduces himself to Jon. His name is Peter Scott and he recently has moved to the area. He has just begun working as a financial analyst at the corporate center that overlooks the park. After the two exchange greetings, they settle down and engage in some humorous banter and superficial conversation.. The time passes quickly and Peter abruptly announces that the hour has flown and it is time to return to the office. Jon and Peter shake hands, each one happy to have had the opportunity to enjoy each others company and engage in some much needed conversation. Both get up from the table and head off in separate directions, one with the chance to resume the fast pace of the day and the other happy to continue to just take life as it comes.
Over the course of the next year Jon and Peter would eat lunch together every day without fail. They talk about their families, their new experiences in life, their favorite teams, and the changes that are taking place at the corporate center where Jon was once happily employed. Their relationship really was making a big difference in helping with the transitions that they were both experiencing in their lives. The distraction provided by their daily lunches was something that they both appreciated and looked forward to everyday.
As the second year of their daily lunch meeting began, Peter learned that he would be leaving San Diego for Maine as his company was transferring him. While Jon was saddened to learn the news he understood the unpredictable nature of life and the responsibilities that raising a family brought with it and he wished Peter well. The two enjoyed their last lunch together as they had every other day and then shook hands one last time, as they went off in their own directions. As Peter went his way and Jon went his, they both couldn't help but think about how much easier that year of transition had been for both of them because of their relationship. At that moment they recognized and appreciated the huge difference that it had made in both of their lives. Suddenly the rain begins to fall and the two disappear into the afternoon mist.
Every September students all over the nation are faced with the daunting challenge of transitioning from one grade level to the next. We as educators are afforded the awesome opportunity to ease this transition while making connections and establishing relationships with them. This allows them to eventually settle in to their new learning communities. It is important to remember that they arrive in our class rooms with a variety of needs,expectations and interests. Some will walk in smiling, some will walk in frowning, some will walk in with the proverbial "chip on their shoulders". It is imperative that we meet them where they are and make a consistent effort to understand their individual currencies. We need to recognize their insecurities. We need to work on reducing their anxieties. We need to establish a presence immediately that exudes passion and enthusiasm! We need to reassure them that we are in this together and that together we will meet all challenges and ultimately conquer all challenges. We need to impress upon them that "we are better together". 1.
As educators we spend a great deal of time with our students and invest a great deal of time in helping them to grow academically and socially. Throughout the course of 180 days we are afforded the opportunity to become "difference makers" in their lives. Our words, attitudes and actions will be monitored at close range and may be the subject of dinner conversations for many families. Students will look forward to coming to our classrooms every day based on the climate that is created there and based on our engaging methods that we use to inspire and motivate. For some of our students, our classrooms will be the only opportunity for structure and stability that they are afforded each and every day. This is not something we can overlook when designing a student centered classroom where an important component of success is based on the relationships that are cultivated.
We must consistently pay attention to cultivating our relationships with our students. Time needs to be taken throughout the days weeks and months to find out what is going on in their lives, both inside and outside of the classroom. When students believe that their teachers care about them they are more compelled to invest themselves and make a positive contribution within the learning community. Conversely it is equally beneficial to the relationship to allow the students the opportunity to know us not just as educators but as people as well. As fathers and mothers, sons and daughters. It is important that they understand that we fulfill a variety of roles in life. The modeling that we do as citizens will have a profound impact on their social development and eventually may influence how they contribute to society as well..
The late Rita Pierson in a "Ted Talk" prior to her passing, eloquently stated that " Every Kid Needs a Champion". In order to become that "champion" we have to begin to develop a relationship with that kid and be willing to accept first and foremost the "currencies of that kid". Once we do that we can begin to establish their trust and respect and be on our way to championing who they are and who they ultimately may become. Every student who walks through our door has the potential to be that kid. The question is are we ready to be the person who makes the difference?
Footnotes: 1. "we are better together." Angela Moses
Thursday, May 1, 2014
Monday, April 14, 2014
Coping With the F Word !
"What is the point of being alive if you don't at least try to do something remarkable?"
John Green
Let me start off by squelching all of the thoughts that this is going to be a post every bit as dramatic as the title suggests. No, this post has nothing to do with our ability to deal with four letter words. Nor does it have anything to do with profanity. However, it has everything to do with a challenge that children and young adults struggle with throughout their formative years in education. The challenge is one which all of the stakeholders in the educational community must face, with eyes wide open and arms extended, ready to embrace. Anything less will limit and inhibit the true growth potential of our children.
While it is a challenge that both educators and parents struggle with at times , it is one where both must persevere in the end. Both must figure out a consistent way to develop and maintain a positive culture of learning that encourages students to take risks, despite the possible consequence of failure. In other words students need to feel that it is "okay"to fail. They need to understand that if they do fail, they will still have the support, guidance and encouragement from the people who they trust and need it from the most. They need to believe that if they do fail, their support system will not look at their failure through an "end game" lens but rather they will change lenses, take another look and encourage a fresh start. Most importantly if they do fail they need to believe that it is important and necessary to try again and again.
Ultimately if our children do not fear reprisals for their failure they will be more likely to set higher standards of learning for themselves. They will reach for them and they will push themselves far beyond their comfort zones. Thus accomplishing what they believed previously impossible.
As role models that have experienced our own failures, we must be willing to share these experiences with our children. We must point out our own failures and the failures made by humankind in the past. We must also point out present day failures, in order to demonstrate our own resiliency. Empathy is a key component of the growth process. Children need to understand that people prior to them have failed, people are failing now and people will fail in the future but the world still continues to make remarkable progress.
Children must also have a concept of what constitutes failure. This is where the waters get muddied. Here we have many challenging questions without easy answers. Is failure the inability to accomplish a goal? Is it performing below expectations that are set for us? Is it mediocrity? Is failure a lack of understanding ,or the inability to demonstrate understanding? Is failure what occurs when promises are broken? More than likely you can argue that it is all those things. You can argue that we all interpret failure differently based on our own individual reactions and the reactions of those that we care about. If we want our children to grow up and become confident adults we will help them to develop a healthy perspective when viewing the concept of failure. We will also help them to understand the lessons taught by failure. In the end, they may turn a negative event into something that could have positive implications in the future.
Coping with failure is not a new challenge. When the first humans began to walk the earth they encountered challenges, they succeeded and they failed. In fact they probably failed more than they succeeded. Yet they survived and eventually because they did, the human race eventually prospered. Tens of thousands of years later despite the failures of our ancestors we still prosper today.
Our children are capable of accomplishing remarkable things but they must be able to cope with failure, if they are to become confident and productive adult citizens. The survival of the world that they will eventually inherit depends on it. I have every confidence that they will. However, they will only do so if we as their role models encourage them to take risks that fly in the face of failure and are accepting of those failures, once they occur.
John Green
Let me start off by squelching all of the thoughts that this is going to be a post every bit as dramatic as the title suggests. No, this post has nothing to do with our ability to deal with four letter words. Nor does it have anything to do with profanity. However, it has everything to do with a challenge that children and young adults struggle with throughout their formative years in education. The challenge is one which all of the stakeholders in the educational community must face, with eyes wide open and arms extended, ready to embrace. Anything less will limit and inhibit the true growth potential of our children.
While it is a challenge that both educators and parents struggle with at times , it is one where both must persevere in the end. Both must figure out a consistent way to develop and maintain a positive culture of learning that encourages students to take risks, despite the possible consequence of failure. In other words students need to feel that it is "okay"to fail. They need to understand that if they do fail, they will still have the support, guidance and encouragement from the people who they trust and need it from the most. They need to believe that if they do fail, their support system will not look at their failure through an "end game" lens but rather they will change lenses, take another look and encourage a fresh start. Most importantly if they do fail they need to believe that it is important and necessary to try again and again.
Ultimately if our children do not fear reprisals for their failure they will be more likely to set higher standards of learning for themselves. They will reach for them and they will push themselves far beyond their comfort zones. Thus accomplishing what they believed previously impossible.
As role models that have experienced our own failures, we must be willing to share these experiences with our children. We must point out our own failures and the failures made by humankind in the past. We must also point out present day failures, in order to demonstrate our own resiliency. Empathy is a key component of the growth process. Children need to understand that people prior to them have failed, people are failing now and people will fail in the future but the world still continues to make remarkable progress.
Children must also have a concept of what constitutes failure. This is where the waters get muddied. Here we have many challenging questions without easy answers. Is failure the inability to accomplish a goal? Is it performing below expectations that are set for us? Is it mediocrity? Is failure a lack of understanding ,or the inability to demonstrate understanding? Is failure what occurs when promises are broken? More than likely you can argue that it is all those things. You can argue that we all interpret failure differently based on our own individual reactions and the reactions of those that we care about. If we want our children to grow up and become confident adults we will help them to develop a healthy perspective when viewing the concept of failure. We will also help them to understand the lessons taught by failure. In the end, they may turn a negative event into something that could have positive implications in the future.
Coping with failure is not a new challenge. When the first humans began to walk the earth they encountered challenges, they succeeded and they failed. In fact they probably failed more than they succeeded. Yet they survived and eventually because they did, the human race eventually prospered. Tens of thousands of years later despite the failures of our ancestors we still prosper today.
Our children are capable of accomplishing remarkable things but they must be able to cope with failure, if they are to become confident and productive adult citizens. The survival of the world that they will eventually inherit depends on it. I have every confidence that they will. However, they will only do so if we as their role models encourage them to take risks that fly in the face of failure and are accepting of those failures, once they occur.
Tuesday, April 1, 2014
Educating the Digital Citizen
"Come mothers and fathers, throughout the land. And don't criticize what you can't understand. Your sons and your daughters are beyond your command. Your old road is rapidly agin. Please get out of the new one if you can't lend a hand. For these times they are a changin."
-Bob Dylan, 1963
The technological innovations and achievements of the early part of the 21st century have made it abundantly clear that we are in the midst of a "digital revolution". A revolution that continues to accelerate change at blinding speeds, with no apparent end in sight. A revolution that provides opportunities that ultimately benefit both the individual citizen as well as the collective "global" community. A revolution that continues to create far reaching, cross generational impacts. A revolution that allows for endless opportunities for human connectivity and collaboration.
As 21st century citizens it is critical to the social welfare of our society that we are aware of the power harnessed within this digital world. Essentially there is virtually nothing that cannot be accomplished with the utilization of our electronic devices. (ie. IPad, Smart Phone, Lap Top etc.) We shop, we lend, we chat, we exercise, we play games, we self educate. The possibilities are endless! While the advantages and privileges gained from our digital citizenship are clear, it is equally important that we embrace the responsibilities that come with it.
As parents and educators we cannot afford to "get out of the new road". There is too much at stake to allow our children to pursue, new and changing digital opportunities, without the proper guidance and support. We owe it to our children to continue to educate ourselves about our own roles as digital citizens. We must model appropriate digital usage and behavior, as our children seek to establish their own identities as digital citizens. This is the world that they will inherit in the future. We must empower them to do so with confidence, when the torch is eventually passed.
As parental and educational leaders, it is critical that we present a balanced view of both the positive and negative impact of digital technologies. There certainly are clear and present dangers that exist. With the potential misuse of social media, emails and texts, there can be life altering consequences for both the victim and the perpetrator. States and counties across the nation continue to draft social norms and laws that seek to create effective parameters. The hope is that they will ensure the safe use of all digital technologies and resources.
Limits should be put in place to protect the young digital user. However we must be careful that the restrictions do not become completely prohibitive. Thus preventing their ability to grow as digital citizens or to gain from the intellectual value of the various digital resources.
There is positive growth potential available through the use of social media. The members of my PLN (professional learning network ) can attest to this. We need to share with our children, what we have learned, how we use it and how to transform it into a powerful and effective learning tool. Our ultimate hope is that we can help guide and nurture productive citizens of the 21st century, digital or otherwise.
Yes " These Times are a Changin" and will continue to do so. However, " getting out of the new road" and casting a blind eye, when it comes to something as important, as guiding and educating the 21st century citizen, is out of the question. Our children need us now, more than ever.
-Bob Dylan, 1963
The technological innovations and achievements of the early part of the 21st century have made it abundantly clear that we are in the midst of a "digital revolution". A revolution that continues to accelerate change at blinding speeds, with no apparent end in sight. A revolution that provides opportunities that ultimately benefit both the individual citizen as well as the collective "global" community. A revolution that continues to create far reaching, cross generational impacts. A revolution that allows for endless opportunities for human connectivity and collaboration.
As 21st century citizens it is critical to the social welfare of our society that we are aware of the power harnessed within this digital world. Essentially there is virtually nothing that cannot be accomplished with the utilization of our electronic devices. (ie. IPad, Smart Phone, Lap Top etc.) We shop, we lend, we chat, we exercise, we play games, we self educate. The possibilities are endless! While the advantages and privileges gained from our digital citizenship are clear, it is equally important that we embrace the responsibilities that come with it.
As parents and educators we cannot afford to "get out of the new road". There is too much at stake to allow our children to pursue, new and changing digital opportunities, without the proper guidance and support. We owe it to our children to continue to educate ourselves about our own roles as digital citizens. We must model appropriate digital usage and behavior, as our children seek to establish their own identities as digital citizens. This is the world that they will inherit in the future. We must empower them to do so with confidence, when the torch is eventually passed.
As parental and educational leaders, it is critical that we present a balanced view of both the positive and negative impact of digital technologies. There certainly are clear and present dangers that exist. With the potential misuse of social media, emails and texts, there can be life altering consequences for both the victim and the perpetrator. States and counties across the nation continue to draft social norms and laws that seek to create effective parameters. The hope is that they will ensure the safe use of all digital technologies and resources.
Limits should be put in place to protect the young digital user. However we must be careful that the restrictions do not become completely prohibitive. Thus preventing their ability to grow as digital citizens or to gain from the intellectual value of the various digital resources.
There is positive growth potential available through the use of social media. The members of my PLN (professional learning network ) can attest to this. We need to share with our children, what we have learned, how we use it and how to transform it into a powerful and effective learning tool. Our ultimate hope is that we can help guide and nurture productive citizens of the 21st century, digital or otherwise.
Yes " These Times are a Changin" and will continue to do so. However, " getting out of the new road" and casting a blind eye, when it comes to something as important, as guiding and educating the 21st century citizen, is out of the question. Our children need us now, more than ever.
Saturday, March 15, 2014
The Wow Factor!
The greatest compliment that a teacher can receive from their students is to hear multiple utterances of the word "Wow" as students exit their room at the conclusion of that days lesson. One might even say that the word "Wow", when uttered by students is music to the teacher's ears.
Over 17 of the past 19 years I have been fortunate to teach an Ancient Civilizations curriculum to enthusiastic and passionate sixth grade students. Traditionally the unit that creates the greatest excitement and interest from my students is the one that focuses on ancient Egypt. There are many reasons for this, but one stands out above all others. The development of their culture and history is full of "Wow" moments. From the construction of the Pyramids! To the role of the Pharaoh's! To the mummification process!, this civilization is one that continues to fascinate.
This week in an effort to launch the unit on ancient Egypt in an "engaging and exciting" manner, the first annual " Day of Wow" was born. Prior to the launch of the unit, students were asked to contemplate and then record moments that they considered "Wow" worthy. They could have been events of the distant past, the recent past or something of a personal nature that the students considered remarkable. While the students were busy constructing their moments, I was busy contemplating an environment that would help ensure what I hoped, would be an inspiring and engaging learning experience.
Upon their arrival on the "Day of Wow", tickets were handed out at the door along with a welcome greeting for each individual student. Festive music was played. Balloons were placed throughout the room, and a starry background spanned the length of the back of the room. The highlight though, was the "red carpet',"where the students would deliver their " Wow" moments. (Watching various students strut up and down on this staging area was priceless) The reaction from the students was awesome as I heard the word "wow" echoing throughout the room for the first several minutes of class that day. Needless to say they were impressed, engaged and ready to learn. There was an exciting anticipation awaiting the next moment.
Next it was my turn to be "wowed" by them. They did not disappoint. The moments that they presented over the course of the next two days reflected a passionate effort in both preparation and presentation. The presentations were varied and rarely were duplicate moments presented. Some of the moments were inspiring, some were of a tragic nature and some reflected a personal triumph. All were meaningful! Throughout the two days, we all learned a great deal about each others, passions and interests.
The last presenter in each class held a secret that successfully and officially launched the unit on Ancient Egypt . They delivered a story that would " wow" the students yet again, leaving them wide eyed and fascinated. After launching the unit we reflected upon the ability of humans throughout history to create these "wow" moments and how engaging and exciting history could be if we viewed it from this perspective.
The last thing I told the students was the story of the Pharaoh's, the "living gods', in an effort to leave them with one final " wow" moment as we brought the experience to conclusion. I have every reason believe that they left that day "hooked" on what they had learned and on what was yet to be learned in the upcoming days. As they left I reflected upon the tremendous success of the past two days with great pride, recalling the progress that they all had made in developing into more passionate, enthusiastic and mature learners.
When asked about words that would be synonymous with "wow" my students used words like, awesome, spectacular, overwhelming, fantastic, tremendous and phenomenal. Isn't that exactly what we want all learning experiences to be?
Over 17 of the past 19 years I have been fortunate to teach an Ancient Civilizations curriculum to enthusiastic and passionate sixth grade students. Traditionally the unit that creates the greatest excitement and interest from my students is the one that focuses on ancient Egypt. There are many reasons for this, but one stands out above all others. The development of their culture and history is full of "Wow" moments. From the construction of the Pyramids! To the role of the Pharaoh's! To the mummification process!, this civilization is one that continues to fascinate.
This week in an effort to launch the unit on ancient Egypt in an "engaging and exciting" manner, the first annual " Day of Wow" was born. Prior to the launch of the unit, students were asked to contemplate and then record moments that they considered "Wow" worthy. They could have been events of the distant past, the recent past or something of a personal nature that the students considered remarkable. While the students were busy constructing their moments, I was busy contemplating an environment that would help ensure what I hoped, would be an inspiring and engaging learning experience.
Upon their arrival on the "Day of Wow", tickets were handed out at the door along with a welcome greeting for each individual student. Festive music was played. Balloons were placed throughout the room, and a starry background spanned the length of the back of the room. The highlight though, was the "red carpet',"where the students would deliver their " Wow" moments. (Watching various students strut up and down on this staging area was priceless) The reaction from the students was awesome as I heard the word "wow" echoing throughout the room for the first several minutes of class that day. Needless to say they were impressed, engaged and ready to learn. There was an exciting anticipation awaiting the next moment.
Next it was my turn to be "wowed" by them. They did not disappoint. The moments that they presented over the course of the next two days reflected a passionate effort in both preparation and presentation. The presentations were varied and rarely were duplicate moments presented. Some of the moments were inspiring, some were of a tragic nature and some reflected a personal triumph. All were meaningful! Throughout the two days, we all learned a great deal about each others, passions and interests.
The last presenter in each class held a secret that successfully and officially launched the unit on Ancient Egypt . They delivered a story that would " wow" the students yet again, leaving them wide eyed and fascinated. After launching the unit we reflected upon the ability of humans throughout history to create these "wow" moments and how engaging and exciting history could be if we viewed it from this perspective.
The last thing I told the students was the story of the Pharaoh's, the "living gods', in an effort to leave them with one final " wow" moment as we brought the experience to conclusion. I have every reason believe that they left that day "hooked" on what they had learned and on what was yet to be learned in the upcoming days. As they left I reflected upon the tremendous success of the past two days with great pride, recalling the progress that they all had made in developing into more passionate, enthusiastic and mature learners.
When asked about words that would be synonymous with "wow" my students used words like, awesome, spectacular, overwhelming, fantastic, tremendous and phenomenal. Isn't that exactly what we want all learning experiences to be?
Saturday, March 1, 2014
Answering the Call
Our lives as educators began many years ago when the actions of a special, gifted professional touched our lives on a personal level. Maybe it was their use of humor to make learning fun. Maybe it was their storytelling that made the content engaging. Maybe it was their compassion that made us feel safe and willing to take risks. Perhaps it was an unending feeling of inspiration when we sat in their classroom. Maybe we don't even know when or how it happened, just that it did. Make no mistake about it though, there was a defining moment for all of us when something inside of us revealed that we were destined to become teachers.
Over the years we have become those special, gifted people who inspire and engage and have even influenced those "defining moments." for others.
As leaders of learners we remain cognizant of the potential impact of our words, attitudes and actions upon the lives of our students. The impact can be positive or negative. However, that judgement is reserved for them based on our influence, on any particular day. We must prepare not only to provide a quality instructional experience but the experience should leave our students inspired and motivated and eagerly awaiting the arrival of the next day. We must be careful when infusing our personal opinions within the learning environment to remember that they carry influence, even if we preface our statements with " in my opinion." We become their "role models". As a result, our responsibilities require us to guide and nurture them in a manner that will allow them to flourish rather than wither.
How many times have we said, "We are here for them?" When we establish and build strong relationships with our students, and create a positive learning culture with them, then we begin to fulfill that promise of " being here, for them." Whether you are a veteran teacher, a student teacher or a teacher navigating through your early years, our mission is clear. We must prepare today's learners to become productive adults and enable them to make meaningful contributions for their communities. For the mission to be accomplished, our approach must be varied according to the strengths of the learner and the learner must be challenged. Furthermore the learner must be actively engaged in the learning process and the learner must be invested in the outcome. Successful accomplishment of the mission allows for the prosperity of both the learner and our society.
In the 21st century, the landscape of learning continues to change and the expectations of the teacher and the learner continues to change as well. These changes are based on the implementation of state and national reforms that elevate the anxiety levels for both the student and the teacher due to the uncertainty of achievement. However if we are to continue to advance as a society, on a national and global level, then the foundation of learning must continue to be the imagination of the learner. Moreover, the teacher must continue to cultivate a culture of learning that inspires and allows the imagination of the individual learner to evolve to its fullest potential. For those of us that have already "answered the call" we will continue to adhere to and adapt to institutionally mandated reforms but we must never lose sight of the the reason that we "answered the call" to begin with.
Over the years we have become those special, gifted people who inspire and engage and have even influenced those "defining moments." for others.
As leaders of learners we remain cognizant of the potential impact of our words, attitudes and actions upon the lives of our students. The impact can be positive or negative. However, that judgement is reserved for them based on our influence, on any particular day. We must prepare not only to provide a quality instructional experience but the experience should leave our students inspired and motivated and eagerly awaiting the arrival of the next day. We must be careful when infusing our personal opinions within the learning environment to remember that they carry influence, even if we preface our statements with " in my opinion." We become their "role models". As a result, our responsibilities require us to guide and nurture them in a manner that will allow them to flourish rather than wither.
How many times have we said, "We are here for them?" When we establish and build strong relationships with our students, and create a positive learning culture with them, then we begin to fulfill that promise of " being here, for them." Whether you are a veteran teacher, a student teacher or a teacher navigating through your early years, our mission is clear. We must prepare today's learners to become productive adults and enable them to make meaningful contributions for their communities. For the mission to be accomplished, our approach must be varied according to the strengths of the learner and the learner must be challenged. Furthermore the learner must be actively engaged in the learning process and the learner must be invested in the outcome. Successful accomplishment of the mission allows for the prosperity of both the learner and our society.
In the 21st century, the landscape of learning continues to change and the expectations of the teacher and the learner continues to change as well. These changes are based on the implementation of state and national reforms that elevate the anxiety levels for both the student and the teacher due to the uncertainty of achievement. However if we are to continue to advance as a society, on a national and global level, then the foundation of learning must continue to be the imagination of the learner. Moreover, the teacher must continue to cultivate a culture of learning that inspires and allows the imagination of the individual learner to evolve to its fullest potential. For those of us that have already "answered the call" we will continue to adhere to and adapt to institutionally mandated reforms but we must never lose sight of the the reason that we "answered the call" to begin with.
Thursday, February 13, 2014
The Long March to Spring
Sitting here at my keyboard on a snowy New Jersey day, I reflect back on the first snowfall of the winter in mid-December,( which was actually Fall) and I remember thinking that either it was going to be a one shot deal and a mild winter would follow, or that the early storm was an ominous sign of things to come. Several Winter Storms and countless days of below average cold temperatures have resolved matters with brutal clarity. While the endless "Winter of 2014" continues to be one of historic consequence, I continue to find ways to ignore the "winter doldrums" and look for ways to march towards Spring, where conditions will ultimately, vastly improve. The comfort has been found in growing my PLN on Twitter, reading inspirational literature and continuing to feed my passion for writing, through "blogging".
In mid December which ironically coincided with the arrival of the first snow storm, I began to research the value of Twitter as an educational tool. Within weeks I was not only gathering resources to strengthen my craft but I was also providing contributions for others, as I began to develop my PLN. (Professional Learning Network) Over the past two months as I have watched the network grow to include, authors, publishers, military officers, educational administrators, and classroom leaders, I become consistently more and more impressed by the quality of people that have decided to hop on board and make a contribution. I am indeed fortunate to be able to learn from their, experience, wisdom and leadership. Members of my PLN are not only successful educators but also accomplished authors and their message has provided both inspiration and the opportunity for professional growth.
Within the past several weeks I have had the opportunity to connect with several different amazing books and authors. One that will not soon rest on my book shelf, is Teach Like a Pirate by Dave Burgess. In Teach Like a Pirate, Dave Burgess promises benefits for both the educator and student, suggesting that his approach will improve student engagement exponentially while transforming the educators life in the process. Burgess understands the risks of burnout for veteran teachers that result from day to day routines. He challenges his readers/educators to "walk the plank" and take risks in order to avoid the day to day monotony,while also keeping the student engaged at all costs. The books first "hook" is contained within Part I where the focus is on the Pirate System and Philosophy. Here , Burgess discusses the importance of "passion". The reader is forced to examine their own passion for their craft at this point and it is here that the inspiration begins. Part I concludes with the examination of "enthusiasm" and the point is made that even if the content of the lesson is lacking in excitement, all educators are always capable of bringing enthusiasm to the table that will engage their kids. After setting sail in Part I the reader is truly inspired and eagerly awaits, as Burgess charts the course for Part II.
In Part II , Burgess takes on the role of Captain Hook and provides dynamic tried and true engagement strategies for the reader. The strategies are enclosed in the form of " hooks" both appropriate for the title and also as a method of engagement. The belief is that students will be engaged once the proper hooks are provided. The inclusion of the hooks in this section are numerous descriptive, detailed and provided on various levels of learning from beginning to more advanced. The beauty however, is that they can be implemented with immediacy, once one figures how they fit in to their own units. Also in Part II Burgess challenges the educator to take a look at themselves and their own inhibitions. He challenges them to overcome them, in order to provide the most powerful engagement experiences possible for their students. As Part II comes to a close, the educator has a substantial tool box from which to work in order to " hook" and engage their students.
Part III signals the end of the journey but questions the destination of the educator. Here Burgess challenges the educator to question their own aspirations. The question he raises is "Do you want to become great"? He again pushes the reader to overcome their own inhibitions that might get in their way such as "ego" and cautions that "mediocrity will not motivate". He implores the reader to understand that their own greatness will lead to the greatness of their students and ultimately he says will allow them as educators to accomplish their true purpose.
The thing that must not be forgotten by those that read Teach Like a Pirate is that at the end of the day, its author Dave Burgess is an educator. He understands the daily challenges that we all face, he understands kids and he knows what it takes to engage and motivate them. He is real! and he is willing to do anything either through his writing or his professional development workshops to improve the quality of education for all stake holders who will ultimately benefit from his efforts.
While the sound of snow blowers echo in the distance I reflect upon the inspiration gained from Dave Burgess and the other members of my PLN. I look ahead to the near future with optimism when that sound is replaced by the "crack of the bat", as I march toward spring.
In mid December which ironically coincided with the arrival of the first snow storm, I began to research the value of Twitter as an educational tool. Within weeks I was not only gathering resources to strengthen my craft but I was also providing contributions for others, as I began to develop my PLN. (Professional Learning Network) Over the past two months as I have watched the network grow to include, authors, publishers, military officers, educational administrators, and classroom leaders, I become consistently more and more impressed by the quality of people that have decided to hop on board and make a contribution. I am indeed fortunate to be able to learn from their, experience, wisdom and leadership. Members of my PLN are not only successful educators but also accomplished authors and their message has provided both inspiration and the opportunity for professional growth.
Within the past several weeks I have had the opportunity to connect with several different amazing books and authors. One that will not soon rest on my book shelf, is Teach Like a Pirate by Dave Burgess. In Teach Like a Pirate, Dave Burgess promises benefits for both the educator and student, suggesting that his approach will improve student engagement exponentially while transforming the educators life in the process. Burgess understands the risks of burnout for veteran teachers that result from day to day routines. He challenges his readers/educators to "walk the plank" and take risks in order to avoid the day to day monotony,while also keeping the student engaged at all costs. The books first "hook" is contained within Part I where the focus is on the Pirate System and Philosophy. Here , Burgess discusses the importance of "passion". The reader is forced to examine their own passion for their craft at this point and it is here that the inspiration begins. Part I concludes with the examination of "enthusiasm" and the point is made that even if the content of the lesson is lacking in excitement, all educators are always capable of bringing enthusiasm to the table that will engage their kids. After setting sail in Part I the reader is truly inspired and eagerly awaits, as Burgess charts the course for Part II.
In Part II , Burgess takes on the role of Captain Hook and provides dynamic tried and true engagement strategies for the reader. The strategies are enclosed in the form of " hooks" both appropriate for the title and also as a method of engagement. The belief is that students will be engaged once the proper hooks are provided. The inclusion of the hooks in this section are numerous descriptive, detailed and provided on various levels of learning from beginning to more advanced. The beauty however, is that they can be implemented with immediacy, once one figures how they fit in to their own units. Also in Part II Burgess challenges the educator to take a look at themselves and their own inhibitions. He challenges them to overcome them, in order to provide the most powerful engagement experiences possible for their students. As Part II comes to a close, the educator has a substantial tool box from which to work in order to " hook" and engage their students.
Part III signals the end of the journey but questions the destination of the educator. Here Burgess challenges the educator to question their own aspirations. The question he raises is "Do you want to become great"? He again pushes the reader to overcome their own inhibitions that might get in their way such as "ego" and cautions that "mediocrity will not motivate". He implores the reader to understand that their own greatness will lead to the greatness of their students and ultimately he says will allow them as educators to accomplish their true purpose.
The thing that must not be forgotten by those that read Teach Like a Pirate is that at the end of the day, its author Dave Burgess is an educator. He understands the daily challenges that we all face, he understands kids and he knows what it takes to engage and motivate them. He is real! and he is willing to do anything either through his writing or his professional development workshops to improve the quality of education for all stake holders who will ultimately benefit from his efforts.
While the sound of snow blowers echo in the distance I reflect upon the inspiration gained from Dave Burgess and the other members of my PLN. I look ahead to the near future with optimism when that sound is replaced by the "crack of the bat", as I march toward spring.
Monday, February 3, 2014
The Potential of Collaboration in the 21st Century
Ever since humankind began to inhabit the earth, over hundreds of thousands of years ago we have long understood the value of working together. Whether it be our early ancestors who traveled in bands as hunter-gatherers, or our more modern ancestors who lived in villages, evidence exists to support the notion that our success is a direct result of our ability to work in "collaboration" with others. In the modern world the successful business model works because employees collaborate and work collectively to accomplish goals that are in the best interests of the company. In education, teams of passionate educators are formed, where collaboration occurs in an effort to fulfill a common vision that is established in the best interests of the students. While today's educators have the opportunity to come together and engage in passionate collaboration they don't always have to, due to the advent of social media.
The twenty first century has brought about new global opportunities for collaboration. Our ability to access Twitter or other forms of social media from the "internet" has created the potential for educators as well as others throughout the world to digitally exchange ideas and acquire resources that pertain to a vast array of content. This has led to unprecedented personal growth for both teachers and administrators that have embraced Twitter and other forms of social media.. Furthermore it has led to the consistent strengthening of their commitment to their craft. The ability for individuals to acquire followers and create Professional Learning Networks, based on their passions, their interests and their ability to provide potential contributions to their followers, has taken the power of Twitter to new heights. Each follower has the ability to provide resources for others within their network and as the network of followers grows in scope, the size of the collection of resources grows as well.
The sharing of resources is just one of the many benefits of using social media. Other benefits consist of "topic chats" ( ie. technology or school culture) with other PLN members, seeking to gain new ideas or perhaps new perspectives. When all is said and done, the networking opportunities whether in the form of sharing resources or perspective is an excellent form of professional development. Twenty first century collaboration, in the form of social media is immediate, far reaching and has unlimited growth potential. Anyone who has made a life long investment in education and the future of children will surely reap the benefits of this amazing tool.
The challenge that we face as educators is how to best share the wealth with our students. How can we guide them towards an understanding of the potential academic benefits of the global peer to peer collaboration that are available through Twitter and other forms of social media? Once we figure this out, then we can help them gain an understanding that Twitter and other forms of social media have an intellectual collaborative value that far exceeds its social benefits..
The twenty first century has brought about new global opportunities for collaboration. Our ability to access Twitter or other forms of social media from the "internet" has created the potential for educators as well as others throughout the world to digitally exchange ideas and acquire resources that pertain to a vast array of content. This has led to unprecedented personal growth for both teachers and administrators that have embraced Twitter and other forms of social media.. Furthermore it has led to the consistent strengthening of their commitment to their craft. The ability for individuals to acquire followers and create Professional Learning Networks, based on their passions, their interests and their ability to provide potential contributions to their followers, has taken the power of Twitter to new heights. Each follower has the ability to provide resources for others within their network and as the network of followers grows in scope, the size of the collection of resources grows as well.
The sharing of resources is just one of the many benefits of using social media. Other benefits consist of "topic chats" ( ie. technology or school culture) with other PLN members, seeking to gain new ideas or perhaps new perspectives. When all is said and done, the networking opportunities whether in the form of sharing resources or perspective is an excellent form of professional development. Twenty first century collaboration, in the form of social media is immediate, far reaching and has unlimited growth potential. Anyone who has made a life long investment in education and the future of children will surely reap the benefits of this amazing tool.
The challenge that we face as educators is how to best share the wealth with our students. How can we guide them towards an understanding of the potential academic benefits of the global peer to peer collaboration that are available through Twitter and other forms of social media? Once we figure this out, then we can help them gain an understanding that Twitter and other forms of social media have an intellectual collaborative value that far exceeds its social benefits..
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