We Were Created For Significance

The title of this post is a quote from Angela Maiers in a TEDx presentation I watched last year. It really resonated with me because as a teacher I try to impress upon my students that they are significant, that they positively impact not only me and each other but that they can also have a significant impact on their local community. Over the years my students have designed, developed and implemented several projects that highlight their ability to be agents of change within the community and they have been validated and felt like they matter not only by collecting and analyzing data, but also because of recognition they receive from others though projects like the Siemens We Can Change the World Challenge and the GlobalSchoolNet.org Cyberfair program.

I was prompted to watch the presentation again because of two important events that have happened to me over the last few days that have made me feel significant. The first was receiving notification of a successful submission to the Microsoft Partners in Learning U.S. Forum .This will be my second year attending the event and I am absolutely thrilled at the prospect of visiting the Redmond campus once more to spend two days learning with and from innovative educators from all over the country. Attending last year had a huge impact on my life as an educator. I was inspired and reenergized and my teaching throughout the year has been positively impacted because Microsoft sent the message loud and clear that as an educator, I matter.

The second event was receiving an email from a local senator congratulating me on the work that my students have been doing to raise awareness of sustainability in our local community. I have no idea how he heard about it and I was just so excited to tell my students that other people are recognizing their significance too. I also realized how much these events affected me personally. This school year has been challenging and rewarding, hectic and exhausting and as we draw closer to summer vacation it has been just that little bit harder to get out of bed in the morning, I’ve struggled to find the motivation to keep up with my Blog and I’ve been feeling slightly overwhelmed with necessary end of year school business. Being told by both Microsoft and a local senator that the work I do is significant and meaningful has totally changed my outlook in the last few days. I’m ready and able to finish the year strong with as much enthusiasm and passion as I started the year with.

The purpose in writing this post has not been to be boastful, but to confirm the message that Angela is conveying in the TEDx talk. Using the two simple words “You Matter” can have a tremendously positive impact on the people around us. All over the country, as the school year comes to a close, educators are participating in their own version of Survivor. As Angela states, big people need to know they matter too. In the last few remaining weeks of school I am determined to remind not only my students that they matter but also my colleagues. I want to let them know that I see them, that I value and appreciate them and that they are significant. I cannot think of a more powerful and simple way to thank my colleagues for another great year of learning.

So What Do Kids Want To Learn?

As a math and science teacher I often feel like I only get to know half a child. With a background in elementary education I miss reading kids’ stories and reflections and sharing their ideas about what they are reading. I got some small insight into what my students are thinking with this tweet from a student last week:

Social studies ? Those people are all dead. L.A? I speak English don’t I? Math? Calculators! BOOM!

It may have been tongue in cheek but still, it made me stop and think. If these things seem irrelevant to our kids how do we make them relevant? Secondly, what exactly do they want to learn about?

This year my teaching partner and I have been piloting a new class dubbed Sciracy-a blend of science and literacy. We have embarked on several projects with the aim of finding authentic and natural connections between the two subjects .We decided for the last few weeks of school we would open up this time for the kids to follow their curiosity .What topics are you interested in? What do you want to learn about? What questions do you have? Where do you want to travel on your personal learning journey?

We didn’t really have much more vision than that; we just threw it open to the kids to see what would happen. The direction was that they had to generate a “non-Googleable” question and answer it.  I suspected that some kids would dive right in while others would have no clue where to begin but I was wrong. They all had at least three topics they wanted to pursue and they set about initial research quite hungrily. After digging around for a while the kids naturally started to refine their thinking , honing their searches and discovering the areas that really motivated them to delve deeper.

Across the fifty four students the breadth of fascination is staggering. Some questions that have been developed so far include:

Can we launch our Golden Gnome (class mascot) into space?

Would a Tyrannosaurus Rex survive in the 21st Century?

Can we add composting to our recycling efforts in the school cafeteria?

What would it take to start a successful Football team at BCS?

How can we start a school radio station?

Was Merlin a scientist or a magician?

What will be the most sustainable materials to make clothes with in the next five years?

For fifth and sixth graders I find these questions impressive, but as their teacher I also feel overwhelmed about how to manage the diversity of inquiry and learning.George Mixon, a colleague, suggested I try the GROW model. GROW is an acronym for Goal-Current Reality-Options-Wrap-Up and provides a framework for me to play a coaching role to help my students learn new skills, solve problems and make informed decisions about their progress. The goal is to for my students to develop the skills and strategies that will enable them to drive their own learning journey.

I’m excited to see where this takes us all and I’m now ready to respond to my student's tweet.

Goals? Tell me where you want to go. Current Reality? Tell me where you’re at.  Options? Tell me what you can achieve. Wrap-up? Show me how you’re going to do it. BOOM!

I Made it to the Weekend!

What a week it’s been! Monday professional development, Tuesday District math meeting, Thursday 54 students to the river for water monitoring, Friday 54 students into downtown Birmingham and in between all that two  class Skype sessions with our friends in Bear Creek Vancouver,  meetings with parents, a tutor session with another parent on the capabilities of Khan Academy and , oh yes, a smattering of teaching! Some of these things are unavoidable and some, no, many of these things are self-inflicted. I don’t know how I do it, but I do know why I do it.

The things that cause me the most stress in a week at school are oftentimes the things that I bring upon myself. Taking 54 students to the River Rouge requires extreme preparation and organization which happens before, during and after school. Physical testing bins have to be loaded with oranges, flags, tape measures, timers, thermometers, and meter sticks. Chemical testing bins have to be loaded with the correct testing tabs for phosphates, nitrates, pH, Dissolved Oxygen, Fecal Coliform, and B.O.D. Color charts, timers, thermometers, goggles, vials, foil, gloves, and distilled water are all required to conduct the tests. Benthic testing bins need trays, tweezers, magnifying glasses, identification charts, spoons, gloves, ice cubes trays and nets. On top of that add 12 tarps and 15 pairs of waders , it makes for quite a haul .Not to mention organizing the 54 kids into groups, training them to conduct the tests and complete the paperwork, transporting them there and back, all the time ensuring they are safe both in and out of the water. Why do I do it? These photographs answer that question.

Taking students outside of the classroom brings joy to both me and the kids. I’ve never seen them happier than when they catch a crayfish or spot a snapping turtle. Chemical testing in the classroom is nowhere as much fun as it is on a riverbank when testing water you have just scooped straight out of the river yourself. And measuring the speed of an orange as it bobbles in the current towards you as you’re standing in the middle of a river -well you just can’t recreate that in a classroom can you?

And two field trips on consecutive days what was I thinking? Friday was the culminating field trip for a unit about sustainability. Students have been studying how local businesses fulfill the needs and wants of the community and how they can be more sustainable. On Friday afternoon we dressed up as eco-clowns and descended upon downtown Birmingham armed with brochures, flyers, cameras, Flipcams, clipboards  and Larry ( the Trash Free Friday mascot ) ready to educate and inform the local business community. As I walked into a local beauty salon cold, with five students with green hair and clown wigs I had a moment of complete confusion about what I was doing. As soon as my students began to speak it became clear. Despite their own nerves, they were so articulate about their learning and were true ambassadors for their school and class. When they were turned away they thanked people for their time, picked themselves up and headed into the next business with just as much enthusiasm as before. Fifty four students managed to hand out over one hundred brochures and post ninety flyers in windows about their project. By the time I got home I had already received an email from one of the businesses requesting a spot on our honor roll. Why do I do it? Because on Friday afternoon my kids made a real difference in their community and had a great time doing it.

At the beginning of this post I said I didn’t know how I do it. That’s not true. I manage to do these crazy wonderful things because I don’t do it alone. I am fortunate to be surrounded by people who are equally as passionate about kids having authentic learning experiences as I am. My amazing Skype partners in Vancouver, Monica Noakes and Natalia Russo, are patient and persistent as we struggle with technological issues. They are tolerant when I go missing in action for a few days and they understand that sometimes learning is messy. My science team mate , Tammy Brown, is an organizational whizz kid and is right there by my side before and after school loading bins, folding tarps, counting oranges and checking that I don’t forget anything , thereby ensuring the success of my Rouge trip. My partner in crime, Rick Joseph, is flexible and open to any outrageous suggestion I make. He is the yin to my yang and always has my back, covering my weaknesses and playing to my strengths. Most importantly I have a truly outstanding parent population. There is absolutely no way I could make these experiences happen for my kids without their support. They unfailingly volunteer to join us no matter what the request, taking time out of their busy schedules to support us, contributing immensely to their children’s education. Thank you all for not only helping me do my job, but for helping me love my job.

Thinking Inside The Box

I foolishly attempted to clean up my classroom during my lunch break last week and time ran away from me. I dug out five huge washing machines boxes that I had been hoarding  for months, sure they had some useful purpose .They were scattered around my room for me to ponder upon that purpose when my fifth grade math class arrived, and that’s when a possible purpose became apparent.

The students immediately asked what they were for, thinking I had some cool activity planned for them and rather than being disappointed when I explained I didn’t, several of them excitedly asked if they could work inside the boxes! Curious, I agreed and watched as the kids organized time allocations and order of rotation. Within minutes I had a room full of boxes of kids! Some students paired up while others climbed in alone with cushions and stools. Some boxes had legs hanging out, some had heads sticking out some were completely closed in. I was fascinated and interested to see whether kids would be productive or merely amused and distracted by the novelty of it. Sure enough, the majority of students who opted to work inside the boxes were highly productive.

Intrigued, I asked the kids why they liked being inside the boxes and answers included being able to close out distractions, getting comfortable and being in a darker environment. I thought for sure this must be a fifth grade thing but was amazed when my sixth grade math class did the exact same thing. I knew there was something more to this when a sixth grade student clambered out of the box to check if he had completed a problem correctly. I constantly have to remind this child to show his work and when I asked him where it was he told me it was in the box. I asked him to go get it and he explained that it was in and on the box. He had scribbled his work on the inside of the box!

I flattened the boxes when the kids went home but the next day they ran in asking if they could work in the “learning pods” and the “think tanks” again!!And it certainly made me stop and think. We increasingly ask our students to be creative and innovative, to dream, discover, and design. As I reflect on my own creative process the physical space I inhabit plays an important role. Here I am typing behind closed doors in a quiet space. I frequently get ideas when I’m walking or swinging on my patio chair or reading. I find I’m at my most creative when I’m alone, and once I’ve had time to formulate my own thoughts I feel confident to share them  articulately with colleagues to facilitate a more meaningful discussion.

As we rethink and redesign teaching and learning to meet the needs of the 21^st century student, we also need to rethink what a classroom looks like. Technology has enabled us to provide students many choices in how they learn and how they demonstrate their learning. Our classrooms also need to provide choices in terms of “learning spaces”. Sitting on stools under harsh fluorescent light may work sometimes for some kids but I’m now convinced that I need to provide some alternatives. I’ve always had floor cushions and carpet space but I’d like to provide more options to help create an environment where creative juices can flow freely. I asked the kids what environment they would like and it certainly got those juices moving. They dreamed of spaces that offer solitude and spaces that facilitate collaboration, indoors spaces, outdoor spaces, bright colorful spaces and darker muted spaces, quiet spaces, lively spaces; spaces that allow movement, spaces that allow stillness.

When we talk about 21^st century tools a big old empty box isn’t the first thing that comes to mind but the boxes themselves have inspired a torrent of creative thinking in my room. Students have asked to paint them and install them as permanent features. Who knows where this will take us, hopefully to the creation of a workplace that inspires imagination and the discovery of new ideas.

We're Not in Kansas Anymore

Like Dorothy, I was ripped from my comfort zone today and transported to a strange and unfamiliar land. I left behind the safe bubble that is my classroom and entered the mysterious business world .My journey was not facilitated by a tornado, but by the Oakland Schools Education Foundation’s Teacher-Business Leader Exchange Program.

I am one of twelve lucky teachers invited to be a participant in this pilot program which matches teachers with business executives. The exchange involves two days total-one day during which the teacher joins a business leader in their day-to-day job activities, and another day where the business leader spends a day in the classroom with the teacher. As a committed lifelong learner I willingly accepted the invitation because I have absolutely no knowledge of the business world, and I hoped that the experience would somehow help me enhance the classroom experience for my students.

In January I met my match and I couldn’t have wished for a better partner. Dan Hunter is the Deputy Director of Oakland County Economic Development & Community Affairs. He bravely took the first step and spent a day at Birmingham Covington School last month. He joined me at a before school event hosted by our Proud Dads organization. We Skyped with award winning author Frank Cottrell Boyce as part of our Battle of the Books campaign to discuss his book Cosmic. Frank happens to be my cousin and I was excited to have my daughter with me to share in a wonderful family event.  I’m not sure I gave Dan the most attentive reception as a result!

We moved on to my classroom, which was in complete disarray from the previous day’s Valentine’s party. After rebuilding the room and taking attendance I originally intended to introduce Dan and let him sit back and watch the show, but I couldn’t let the opportunity to have an expert in my classroom slip by. Dan was put to work and spent the next two hours talking to two classes about his job and answering questions from his avid audience. He was amazing and brought wonderful posters and flyers to share with the kids. After a team meeting with administration, we ate lunch in my room and Dan was able to observe two math lessons in the afternoon. I totally got the better part of the deal!!

My day began with a tour of the Raleigh Michigan studios in Pontiac, less than a year after the filming of the Disney prequel “Oz: The Great and Powerful.” Accompanied by various members of the business community I sat through a presentation in one of two screening rooms at the facility .I immediately saw authentic connections that could be made with my math classes to teach concepts like ratios, rates, percent, area, conversions and problem solving, but I had a nagging sensation that something was different and I couldn’t put my finger on it until we continued the tour. I was in awe as we walked through the 440,000 sq. foot facility and delighted at the possibilities it afforded to teach science concepts like energy, conduction, insulation and sustainability. Ironically, it was on one of the vast sound stages that I realized what was missing from my day-sound! My days are filled with the sounds of children talking, laughing, playing, shouting, vying for attention, running, moving, jostling, huddling, yelping, debating, creating…learning. This enormous place was hollow, empty, and strange to me. It also saddened me because such a wonderful facility should be filled with similar sounds, activity and creative energy.More details about the story of the studio and why it is so eerily quiet can be found here.

The only thing that filled the void was the huge passion displayed by my guide, Raleigh Studios investor Linden Nelson. As a key architect in the project, he engaged us with the stories of his vision and dreams for the future of the studio and his commitment to investing in Michigan. Three times in the course of the morning he referred to the most valued asset and treasure in our community, our children. The connection between the business world and the education world suddenly became apparent to me. We have a common goal: the health and growth of a community, and that begins with education.

If we are to achieve both high quality education and a diverse and vibrant local economy, business and education partnerships are essential. Making connections beyond the classroom is critical for students to achieve success in the 21st century and the business leaders within our community can help schools make those connections.

Abraham Lincoln stated:

“A Child is a person who is going to carry on what you have started.  He is going to sit where you are sitting and, when you are gone, attend to those things which you think are important.  You may adopt all the policies you please, but how they are carried out depends on him.  He will assume control of your cities, states, and nation.  He is going to take over your churches, schools, communities, and corporations.  The fate of humanity is in his hands!”

The fate of our community is in the hands of our children.I spend my days with companions like Dorothy-kids who are full of heart, courage and wisdom. It’s time we started hooking them up with the “wizards” of the business world who can share with them their talents and expertize to create a healthy, vibrant community. I want to take this opportunity to thank Dan and his colleagues who took time out of their busy day to help me identify the connections that can be made between my classroom and their offices. I hope that this program is the spark that inspires business and education leaders to find innovative ways to make connections that help us utilize the vast amount of talent in the business community to strengthen, enhance and enrich the quality of education and grow the leaders of tomorrow.

I Know I'm Teaching When...

I know I’m teaching when

A student has that crumpled up facial expression that says “This assignment is challenging.”

Students won’t leave at recess time.

Students create their own assignments and lesson plans.

I get unsolicited emails from students sharing something interesting they found online.

Students are completely oblivious to the fact that I am even in the room.

I overhear a group of students debating about who has the “correct” answer.

I don’t know the answer to a question but can get a student to answer it themselves.

Students are teaching me.

Students can articulate a problem they are having and develop their own strategies to solve it.

Students can tell me what they are most proud of.

Students can identify the next steps on their learning journey.

Nobody asks to go to the bathroom for an entire class.

I’m late to class and the lesson has already started.

I’m utterly exhausted and couldn’t be happier about it.

When do you know you are teaching?

Personalized Professional Development

My teaching partner and I launched the 2010-2011 school year by showing our students the movie Blindsight. The film documents the efforts of six blind Tibetan teenagers who set out to climb the 23,000 foot Lhakpa Ri on the north side of Mount Everest. The journey was different for each child as they each faced different challenges but their determination, courage and the help and support of their Sherpas and guides resulted in a successful journey for each of them.

The movie inspired us to begin our own learning journeys together. The school year was the mountain we had to climb. Each of us would face different challenges but by helping and supporting each other we would be successful. We wanted to make the journey as personal as possible for each student so for one hour each week we set aside time for students to explore their own learning paths. The aim was to empower our students to formulate and answer their own questions, to pursue their passions, to take more ownership of their learning. When experts were needed to help them on their journeys we looked first within our own classroom for student Sherpas, then within the school, then the wider community and, with the use of technology, the global community. As the students became more and more comfortable with autonomy they started to develop more sense of when, where and how to dip into the collective wisdom to consume, connect and create. No two sessions looked the same as students worked individually, in pairs, in groups or with adult experts they had invited into the classroom. The one common element was that learning was taking place. Learning about poetry, film making, lego, art, algebra, chemistry, history, biology, bullying, community service… whatever floated each kid’s boat.

Sadly, the schedule for this school year was different and we were unable to offer these types of sessions in the same way as we did last year.  I‘d almost forgotten about them until this weekend when my district administration sent out a survey about professional development and what we would like it to look like. My dream version of P.D. would be just like the sessions we offered our students. There would creativity and innovation in its design and teachers, as learners, would be empowered to follow their passions and natural curiosity. There would be flexibility about how and when they learn, and as autonomy grows so would the teacher’s ability to determine when and how to use collective wisdom. There would be less focus on P.D. delivering something, and more focus on P.D being used to help teachers develop into expert practitioners.

I feel fortunate to work in a district that has invited teachers to take part in a discussion about Professional Development. Is the type of personalized professional development I described even possible? I’m not sure, but then again I never thought it was possible for six blind teenagers to climb Mount Everest!