You Hate Kids?

I recently had a comment left on a previous post causing me to pause and think. The comment:

There was some further conversation within the comments but I stand by my original thoughts that you have to remain centered around kids in everything you do. With that in mind, I don’t think you can be a good teacher if you “hate” kids. Sure you might be able to present the content well and be an expert in your discipline. However, so much of a teacher’s effectiveness lies in their ability to create strong and positive relationships. I may be wrong, but if I hated kids, I don’t think I would be even remotely close to a “good” teacher, regardless of your definition of “good”.  How can you do your job well if you hate the very thing your job centers around?

The example that was given in the comment strand was a pastry chef could be a great chef even if they hated croissants. Now, it may be possible that a chef hates croissants.  However, if they do and make a halfhearted croissant the consequence is hardly life threatening. If a teacher took a halfhearted approach to kids, I feel as though the consequences are worse in the long run. I feel as though the best teachers are able to connect with kids on a personal level to create meaningful relationships that I doubt are possible if you don’t “like” kids.

As a parent, I would be appalled to think my son’s teachers hated kids. Kids are able to pick up on those feelings and it will certainly impact their state of mind when they sit in the classroom. In my own experiences, I learned very well in classes where the teacher’s love for their students was evident and came through in the work they did. I even recall a brilliant teacher who clearly knew his subject matter but just as clearly hated being a teacher as well as the kids in his room. His inability to connect with the students ultimately impacted the learning and I can vouch for that first hand.

Am I wrong? Can you be a good teacher and hate kids? 

My First Radio Interview

Below is a recent radio interview I did as a result of "winning" the State of Illinois Teacher of the Year. Normally, I would think of posting this, but I think I actually had a few noteworthy things to say in this one...enjoy!

Naperville Teacher Is 2011 Illinois Teacher Of The Year by wdcbnews

Why I Write

Writing has always been a part of my life. Since I was young, I always enjoyed playing with words and using them to illustrate a point or tell a story. I still have notebooks filled with thoughts, ideas, and poems from my adolescent years. If nothing else, they provide a glimpse into my mind at different periods in my life. I change and so too does my writing. This blog and the writing I have done on it, has changed the way I teach more than anything in my career. It holds me accountable for my words and actions while providing me an outlet for my ideas. The simple act of writing something and clicking “post” is really profound. By doing that I am sharing my thoughts, ideas, and in some case my very being with the world. Some people will hate it, some people will love it and in both cases I am better because of it.

My beliefs and opinions are constantly challenged and therefore always evolving. However, even as those thoughts change, the reasons behind my writing stay the same. 

• I write because I want to challenge and be challenged.

• I write to reflect on what I’ve done, what I’m doing, and what I will do.

• I write in hopes to express ideas that don’t make sense until I put them in writing.

• I write to share my ideas in hopes it might help someone else.

• I write on behalf of those who can or will not write for themselves.

• I write to hold myself accountable for my thoughts and actions.

• Mostly importantly…I write because I enjoy it.

Why do you write? If you don’t, what is holding you back? 

Does Technology Help?

I think technology helps kid’s learning experiences in school and helps them in life. The problem is I cannot prove it.

Technology in the classroom has gotten some bad press as of late with the recent article in The New York Times. The primary focus of this article is schools where great amounts of money have been invested in technology will little or no gains in terms of test scores. As a teacher that has pushed technology use in the classroom, this was a tough pill to swallow and something I have reflected on at great length since originally reading the article.

With that being said, I think there are a few reasons why this article hits home with some and leaves others scratching their heads. As I have tried to wrap my head around the implications of this article I have come up with a few thoughts and certainly welcome feedback and conversation.

On one side of the argument are those that claim too much money is being sunk into technology at the expense of other programs and in some cases, staffing. I actually agree with this. In many districts, technology is purchased wholesale so that everyone can have an IWB in their room or that the latest and greatest software throughout the district. I have seen firsthand those purchases sitting unused or not used in a way that benefits students. Why not be wiser with our purchasing so that technology is being put in places where it will be used to benefit students. In addition, let’s make sure teachers are training on how to use these new tools so they don’t become glorified paperweights or wall decorations.

Another argument being made is that many technology tools don’t even help students but rather they help teachers. Again, I see some validity in this argument. The best example of this is the Interactive Whiteboard or IWB. Many districts, including my own, have sunk many thousands of dollars into popping these babies on nearly every classroom wall. My initial question is, why? Yes, they are interactive by definition but for who? The teacher? The one student that gets lucky enough to be the chosen one to go up to the board? I have seen more interaction with some dry erase markers, a desktop (an actual top of a desk), and a creative teacher.  If there is not a direct connection to student learning (not test scores) or engagement, then why are we buying it?

According to the article, standardized tests scores are not being raised as a result of technology usage. Standardized tests only gauge an individual’s ability to regurgitate facts. They do not illustrate any abstract thinking or an ability to think creatively or in a critical manner. When “they” say that technology does not improve test scores, they are probably right…but I am ok with that.

So, what good is technology and why should we have it in classrooms? Here are a few things that might not be on “the test” but I think might be worthwhile technology pursuits.

Global Collaboration – Technology allows students to connect with other students around the globe. This builds global perspective and empathy within our students. Many examples exist where students can connect and learn with/from students on the other side of the world. Is this on a test? Can this be done in a textbook?

Ease of Communication – Many technology tools allow students an ability to communicate and express their ideas in ways not normally possible. I have seen non-verbally communicative students able to express simple thoughts through the use of an ipad. Students that are unable to articulate their thoughts in writing have the ability to use voice recognition software to express and record their thoughts. This will not show up in standardized tests, but certainly shows up in classrooms where student’s frustration due to inability to communicate is eased.

Save Time – This might seem trivial but technology can help teachers and students save time. We are no longer typing papers multiple times but simply editing within a word processing program. Why spend hours thumbing through outdated paperback resources when a quick click can reveal more recent and more accurate info? All this time saving leads to more learning opportunities as well as more free time after school. If we can get things done quicker, is that not a good thing for kids and teachers?

Options – Technology is just another option in the arsenal of a good teacher and a good student. Many of the tools available allow teachers to present and share information in varying formats. This helps throw a larger net to engage and interest learners. More importantly, technology gives students options and choice in how they demonstrate and document their learning. For example, there are many ways to illustrate reading comprehension beyond a book report. Technology provides an array of options for students to show the learning beyond a bubble test.

Many of these items I have listed are not tested and frankly I don’t have any data to support them. I only have my observations and opinions for my experience in a classroom. I would encourage and ask you to share you examples of how you see technology helping your students and your teaching. 

Questions For a New Teacher

This coming week I have been asked to speak to a group of preservice teachers back at my old college, North Central College in Naperville, IL. I have been given a blank slate as to what I am allowed to talk about. With that in mind I decided to take my recent post, Letter to First Year Teacher Me, and develop it into a prezi. Here is the result...

Questions for a First Year Teacher on Prezi

A Simple Phone Call

Tonight I was driving home from work while talking on the phone with my wife. We were simply rehashing our days when the house phone rings in the background. My wife went over and noticed that it was my son's school calling and instantly said, "I wonder what he did wrong now." She then hung up on me to take the phone call from the school.

Now, I should explain that my son is...well my son. What I mean is that if he is anything like I was in school, we will be getting many phone calls from the school. That's not to say I was "bad" kid, but I certainly made sure all my teachers earned their paychecks. I knew once I had two sons, that my wife and I were in for a fun, wild and sure to be long ride. In fact, we've already had a few phone conversations with his teacher and assistant principal. Yes, he is only in kindergarten but I did say he was my son. :) Back to the phone call...

As I walked in the door my wife was still on the phone with his teacher and gave me a "thumbs up" sign. After hanging up, she informed me that the phone call was to let us know how well our son was doing both behaviorally and academically. She even went so far as to say he was a good leader in the classroom and a great role model to other students. Needless to say I was a proud father.

I instantly walked over to my computer to email his teacher thanking her for the call. The positive parent communication is something I do as a teacher and now have been on the receiving end of it as a parent. Too often parents only hear when things go wrong or if there is a problem. My own wife instinctively thought something was wrong when she saw the caller ID. This phone call from my son's teacher reaffirmed my belief in the value of positive phone calls and emails. As a parent now, I can clearly say it is a great thing to receive and I wish all teachers would do this as often as they can. Mark it in your calendar or put it in your planner but commit to calling a designated number of parents a week to share good news.

Letter to First Year Teacher Me

By Terabass (Own work) via Wikimedia Commons

I am an eternal optimist and truly believe in my heart that time travel will be possible one day. It is with this belief I write this letter that I will one day travel back in time to deliver to “First Year Teacher Me”. Yes, I realize that if in fact future time travel is possible, I would have probably already delivered this but let’s not get caught up in the details of the space time continuum or the true role of a Flux Capacitor.

Dear First Year Teacher Me,

As you are reading this letter I know you are sitting in your desk very early in the morning getting ready for the school day to start. You are staring at a blank sheet of paper because you have no idea what to teach because you never truly had a mentor to help get you going. Well, look no further, your mentor is here and I plan on clearing up a few things you never learned in college.

First, there is no such thing as controlling a class. Yes, you took that classroom management class where they taught you about Glasser, Piaget, and even some Skinner. You even put together a nice binder for a final project where you made a nice cover page and had appendixes of nice rules and consequences. Well, I have news for you; you cannot and will not ever control a kid. When a kid says, “make me”, you need to understand that you can’t. Rather than focusing on controlling the kids in your class you need to build relationships built on honestly and respect.

Next, content is not king. In fact, it is not even heir to the throne in your room. Very few of the classes you took in college will have a direct connection to the content you are teaching in your classroom. In some cases, you will be learning right along with your kids and that’s ok. You don’t need to be the expert and being honest with the kids will go a long way in building positive relationships. Despite what talking heads and politicians will like you to believe, the content crazy culture of standardized testing is not good teaching. Don’t teach to the test. Period.

Another piece of wisdom I would like to impart on you is to surround yourself with positive role models and peers. They will be there when you fall flat on your face and fail and also be there to put you in your place when you start to think you have all the answers.

As your first parent teacher conference comes up, you will no doubt be nervous and bit uneasy. You will think of parents as someone you need to justify your job to or in some cases as the “enemy”. Neither of those thoughts are true. Be open, honest, and find ways to build a positiverelationship with parents. I would suggest you send home a minimum of five positive calls/emails/notes a week. Parents love this and it is a nice way to end the week focusing on something positive.

You will get roped into boring meetings and training sessions that will suck the very life out of you…sorry, haven’t figured this one out yet. J

Many ideas you had about schools due to your own experiences are not necessarily right in today’s classrooms. Here are a few things I know you will be tempted to do because you know no better:

• Assign homework – You don’t have to and I urge you to read Alfie Kohn’s book The Homework Myth.

• Hand out detentions – While discipline in extreme cases is warranted, I urge you to build relationships first built on trust and respect rather than fear and punishment.

• Grade everything a kid does – Not everything a student turns in or does in class needs to be graded. Athletes are only “graded” on game day…apply that to your classroom.

• Kick a kid out of class – With the exception of extreme cases this should never, ever be done.

• Eat the “Double Spirit Burger” in the school cafeteria – Just trust me on this one and don’t do it.

• Give extra credit for tissue boxes – Always make sure a student’s grade reflect their learning…not their behavior.

Before you do anything on this list just ask yourself the question, “how would I react if I was a parent of one of the kids in my class?” I’ve got news for you; you will have a couple of sons who will test many of your beliefs on education when they start school. There are many more things I will need to pass on but I will save that for another time. Just remember that you are a mediocre teacher at best…but there is hope for you. Never think you have it all figured out and always try to make each year better than the previous. The moment you think you have all the answers and that you are done improving, it will be time for you to head over to a new profession. Surround yourself with educators better than you and learn everything you can from them. Be a sponge and always remember that every single decision you make must be centered on the kids in your class. If not, don’t do it.

Regards,

Future You

PS: Join Twitter and start a blog…

Painting Pumpkins

This afternoon my wife and I took our sons to the MortonArboretum in Lisle, IL. We have been members there for a few years and go there on a fairly regular basis. Today happened to be a special occasion of sorts with a scare crow walk, food vendors (including some fine micro-brew), and various crafts for the kids. We took the boys to the back of the park where they could pick out and decorate a pumpkin of their choice. Naturally, we paid the nice volunteer for the pumpkins and settled in for some sure to be messy pumpkin painting.

As we sat down, another family with two boys, slightly older than mine, took up the spots across from us on the picnic table. When my boys settled in they began painting their pumpkins without any directions from me or my wife. However, as they got started one of the boys across the table turned to his dad and asked what he should paint on his pumpkin. The dad proceeded to tell both of his sons what they should paint and the boys then began painting their father’s designs. After this happened, my youngest son Kaleb looked up to me, having heard this exchange, and asked me what he should paint on his pumpkin. I simply responded with, “Whatever you want.”

Too often parents and teachers tell kids what to do without giving them the power and freedom to make their own decisions. Kids will generally do what they are told to do…but is that what we want? When they do what he tell or ask them to do, they are learning what we want and in the manner we want. Yes, kids need guidance in life, but guidance and control are not the same things. Give your kids/students tools and opportunities to succeed but leave the decisions and work up to them.

Bringing the Dead Alive!

As many know, I teach social science as well as language arts at the 6^th grade level. If you have ever taught in the junior high setting or have a junior high aged child, you know how difficult it can be at times to keep them engaged and excited about a topic. In my language arts class we have been studying biographies and in social science we have been studying Ancient Egyptian Pharaohs. These are not typically on the top of any lists for high interest for students. However, you would not have known that this week in class.

With both of these topics I want students to be able to walk away with some basic biographical information about the individuals and their impact on their respective societies. Rather than have students write a paper or do a super-awesome-multi-colored-animated-sound-effected-Power Point, I decided to use one of my favorite programs Crazy Talk. This is a facial animation program that I have used in the past with all sorts of projects. I often refer to these projects and “Bringing the Dead Alive” and we go out of our way to find the creepiest pictures possible.

Here are a couple samples of the two projects that students created. I am a huge fan of options and choices and this is just one way to help students demonstrate their comprehension of a topic. Many students are already asking when we will be using it again and are using study hall time to “play” with the program.