At the end of most of my sessions, I try to build in time for reflection because it’s a great way to process new learnings, consider applications, and bring our time together to a close. One of my favorite ways to do this is to use Padlet and show the real-time reflections in the room. I’ve done this several times recently and it’s because of how one experience caused me to pause and take note. Normally, I encourage participants to share key takeaways and next steps. Not too long ago, I was doing this and several constructive comments were written regarding some choices made over the course of the day. Instead of just reading them and letting them sit there, I wrote some notes speaking to each comment and addressed each of them as we came back together before the end of the day. There were intentional choices made during the day that were important to point out and explain. This exercise was very powerful for me. Not only did I read the comments, I modeled processing them.
We often discuss coaching as an effective model with teachers and students because of the feedback loop involved. Yet, I rarely see it in action. That is not to say that it doesn’t happen. But how often and where? As part of our evaluations? During professional learning opportunities? Even if we consider session evaluations as part of the feedback loop for professional developers, do we read and process them? Do we read them, fixate on the negative ones, get defensive, and not change anything in our future work? I’m all too guilty of this myself. I’m not quite sure what made me approach this differently, but I did. And it was a powerful practice for me. I will be very intentional of doing this again in future work, as uncomfortable as it may be. It’s important for growth and a great way to feel empowered. Imagine if we all practiced this and modeled this process for educators and students.
It’s the last week of school before break. You are reaching your limits, and so are your students. Your personal holiday busyness is bleeding into your classroom…and you just want to put a movie in. I get it, I’ve been there. But before you do, think.
Did you know that watching a movie for entertainment (not tied to curriculum), is not considered fair use and is a violation of copyright?
What message are we sending students and parents by watching a movie during instructional time?
Could this time be used for something else?
Instead of watching a movie this last week before break, here are five options to consider:
Give students more time to get in and play with all those great sites that you discovered during the Hour of Code week.
It may be tempting to pop that movie in, but look at all of these meaningful activities that could happen instead. Imagine the problem-solving, critical-thinking, creativity, collaboration, and fun that could take place. Share what you end up doing with your students – I’d love to know!
The Edcamp Foundation has partnered with Remind again this year to bring #EdcampGift 2015. This is a great way to engage with fellow Edcampers and share stories. Oh, did I mention that one person will also be selected each day to donate $100 to their favorite Edcamp?!
Join the conversation by using the #EdcampGift hashtag on Twitter and Instagram!
Over 14,000 educators across the state of California gathered for the first California Teachers Summit taking place at 33 colleges and universities. In an effort to empower those in attendance, part of the day was designed to bring the Edcamp unconference model in and allow voice and choice.
You may be wondering why I was involved if I’m not a California teacher. Well, my friends in the Bay Area have already adopted me…AND the Edcamp Foundation asked me to help. How could I say no to a trip to Bakersfield at the end of July?
Friday was truly a special day for the 500+ attendees at CSU Bakersfield because I got to introduce them to Edcamp. The CSU Bakersfield staff were a little anxious about the two hour chunk of time that had no set schedule, but I promised them that they could trust me to help guide everyone and to also trust the process. Sure, there were people that were uncomfortable. There were also skeptics. But I saw a session board grow in front of my eyes in five minutes and I knew that they were ready. With the reminder to contribute to the conversation, use the rule of two feet, and a little luck…they were sent on their way. As I walked the campus making my way into a variety of sessions, I could feel the energy. It was electrifying. It was invigorating. People were sharing, taking notes, and learning.
As we ended our time, there were takeaways shared through a Padlet. The overwhelming majority of comments were positive and reflected the same energy that I witnessed. As the day drew to a close, all attendees were once again asked to reflect on their day and share their thoughts with the group. Several people highlighted choice of learning, getting the opportunity to learn from others, sharing best practices, and building community. It is through the California Teacher Summit and the Edcamp unconference that these highlights came to be. Because, we are better together.
There are over 14,000 educators that experienced a little slice of an Edcamp; And for that, my heart is happy.
December of my senior year in high school, I gave into the voices and tried to end my life. I was behind the wheel of my dad’s car and a dark road spread out in front of me. Tears stained my face and I was set on making the pain end. 5 miles from my house, I tried to run the car off the road into a power pole. I truly believe that God stopped me before it was too late and I was able to pull the car back onto the road. It was in this moment that I recognized my depression and asked for help.
This event seems so long ago, and yet it’s not. There have been other dark places since. But I know that it gets better. I know that depression, anxiety, and suicidal thoughts still exist in my life. There are days that they show their faces and I retreat into myself. My extroverted self withdraws and wants nothing to do with anything or anyone.
Depression is real and can pull you under like the strongest riptide imaginable. Educators are not exempt from it. No one is. But talking about it is the first step. The more we talk about mental health as a whole, the more honest we can be. These candid conversations could mean more than we even know. I share my story among other educators that want to openly discuss mental health issues and support Project Semicolon through #semicolonEDU
My story isn’t over.
HOW IT WORKS
In the words of Nick Provenzano… I want people to ask us about this punctuation mark on our wrists so we can share our story. The more people know about mental health issues, the more we can get rid of the stigma. The more we get rid of that stigma, the more people will feel comfortable sharing their stories. We need students to feel comfortable sharing these feelings with their teachers and we need teachers to better understand mental health so they can support these students and their colleagues. It is not a fun conversation, but it is one we need to have if we want to help people and possibly save lives. There is something all of you can do to show your support.
I would love to see pictures across the Internet from all of my PLN on Tuesday, July 14th with a Semicolon drawn (or tattooed if you are up to it) on your body to show support for all of the educators dealing with mental health issues. Use the tag #semicolonEDU to show your support on Twitter, Facebook, and Instagram. Let’s show the world that we can come together and fight mental health stigmas by showing our support for one another. I know we can do it. Read Nick’s full #semicolonEDU post here and read Joe’s story here
The past few weeks have afforded me the opportunity to attend several great conferences where I was able to learn, connect, and share. It’s so refreshing to be able to do all of those things. Which made me question why it was so great to be able to do ALL three and not one over the other.
Learning: I love learning because I never want to stop soaking up all the knowledge and goodness of this world.
Connecting: I love connecting because my social being craves interactions with others. Tell me your dreams, your ideas, or your mistakes. I will share mine. We can learn from one another and develop deeper relationships.
Sharing: I love sharing because this world can already be such a selfish place, so I want to give back to those that shared with me and beyond. Much like Dean Shareski has said, it is our moral imperative to share. We can learn so much from sharing, so let’s do it.
I am thankful for the friends and colleagues that allowed me to learn, connect, and share at SETDA, ISTE, and Sugar Valley Tech Summit. I continue to grow as an educator, leader, and person because of you.
Conversations in my workplace and among my peers from other state departments have me thinking a lot about silos lately. They seem to be literal and figurative these days. We want more collaboration in our own workplaces, among different teams, and between PK-12 schools, service agencies, postsecondary, and business/industry. Yet we remain siloed and silent.
We claim to be working together…and some of us are. There have become great models of collaborative relationships that are mutually beneficial and support students. Which is why we are all here, right? Yet, we have so much more to do.
It was such a great experience to partake in the Instructional Improvement System workgroup with the Education Information Management Advisory Consortium through CCSSO. It is my hope that the conversations that took place, carry on, and move in a forward progression to be able to work with one another. It makes me giddy at the thought…states working together to share valuable resources. We would model the very thing we’re asking our schools and students to do.
I envision siloed and silent no more. I promise to try to make this happen.