Collaboration

Came across this article and recognised the book as being a recommended read from our PL day with Tony Burkin.

As we contemplate IES and our union negotiations, we need to make sure we protect our ability to innovate and encourage the development of systems for 'true' and 'real' collaboration based on identified needs and student outcomes.

We are no longer professionals if we silo ourselves in our classrooms or ignore the changes that are happening in education.  

Creating a Learning Epidemic

Ideas People vs Finger Pointers

This found on a blog we follow!  I could not have said it better myself.

Ideas People vs Finger Pointers

How to Motivate Unmotivated Students

I found this post shared on a collegues blog...thanks Merryl.  It resonated with me and reminded me of previous discussions about just that.  Motivation is intrinsic...students have to want to.  But instead of that shallow praise it is much more effective to plainly state what the student has done and spark that internal dialogue that starts with "I can" or "I just did" or "I am".  No more "good girl/boy" or hollow "well done's".  Now this is a strategy that I have used with my own kids, often starting with "you just...".  Much better that they process the achievement and feel that internal understanding/pride/success.

http://www.smartclassroommanagement.com/2015/03/21/how-to-motivate-unmotivated-students/

Quality Change

A good read and thought provoking...how well are we leading change in our work environment?

http://karenmelhuishspencer.com/2015/03/12/leading-quality-change-with-michael-fullan-knowledge-seminar-series/

Used Effectively or Simply Used?

• Are students engaged?
• Are students creating artifacts as evidence of their own understanding?
• Are students constructing their own knowledge?
• Are students sharing their learning?
• Are student reflecting on their learning?

http://langwitches.org/blog/2015/04/09/used-effectively-or-simply-used/

Connectivity

 No longer can we believe that every child simply has a right to an education as delivered by an institution that was created for a world without access and technology. Instead, this moment demands that each of us recognize every child’s fundamental right to learn on his or her own, unmediated by any institution, given the amazing affordances and connections of the new, 

http://modernlearners.com/welcome-to-educating-modern-learners-3/

It's a big job!

http://connectedprincipals.com/archives/11494

Visible Learning Routines

I love the simplicity of these...very useful frameworks as we shift the locus of control from teacher to student.

http://langwitches.org/blog/2015/01/11/from-visible-thinking-routines-to-5-modern-learning-routines/

8 Characteristics of the Innovators Mindset

http://georgecouros.ca/blog/archives/5135

Sharing Content

I have always said that kids need to fail in a safe environment in order for them to truly get it. How many times have we told our toddlers not to touch because it's hot without them really understanding what hot means?  Wouldn't it be better to let them touch but ensure it is only hot enough to give them a fright?

So, when it comes to sharing digital content I have to agree with the following article.  Let them share and be there to guide and advise.  They will make mistakes...but aren't mistakes learning opportunities?

https://traintheteacher.wordpress.com/2015/04/05/cross-post-why-dont-we-teach-kids-to-share-content-coetail-coetail/

School Productions

The decision to 'not go ahead' with the traditional, bi-annual school production was fraught with emotion and angst.  The discussion was, at times, heated.  The community response will be the next big hurdle.

Everyone would agree on the positive effect the school production has on those who shine, those who love performing.  It is an opportunity to share and develop ones strengths, talents, interests and maybe an opportunity to tackle headfront some of those needs.

But what about those kids for whom the traditional school production just doesn't float their boat?  What about the hours of rehearsal with all that sitting and waiting?  What about the effect of stress on the teachers and helpers that put it all together?  What about the lost learning time in an already busy curriculum?  And where is the student agency?

In my experience, the school production as it stands works for some and not for others.  It puts enormous stress on an already busy workload.  There are those for whom the experience is immeasurable and for others a torturous event.  And I am not sure I have seen a school production that showcases true student agency (perhaps I have been unlucky).

Whatever we decide we have to be very clear about the "why" and we must determine the benefits versus the costs.  We have to be prepared for it to look different.  It is not good enough to continue with traditions because "that is the way we have always done this around here".

I enjoyed reading this reflection...perhaps there are alternatives.

https://traintheteacher.wordpress.com/2015/04/02/breaking-educational-moulds-the-school-production/

10 shifts for educators to make

10). Stop waiting for someone else to make a difference or make the change. You are the difference... you are the change.

http://www.justintarte.com/2014/05/10-shifts-for-educators-to-make-in.html#.U-NGpG4StTV.blogger

How far we've come

• From a principal’s pub­li­ca­tion in 1815: “Stu­dents today depend on paper too much.  They don’t know how to write on a slate with­out get­ting chalk dust all over them­selves.  They can’t clean a slate prop­erly. What will they do when they run out of paper?”
• From the jour­nal of the National Asso­ci­a­tion of Teach­ers, 1907: “Stu­dents today depend too much upon ink.  They don’t know how to use a pen knife to sharpen a pen­cil.  Pen and ink will never replace the pencil.”
• From Rural Amer­i­can Teacher, 1928: “Stu­dents today depend upon store bought ink.  They don’t know how to make their own.  When they run out of ink they will be unable to write words or ciphers until their next trip to the set­tle­ment.  This is a sad com­men­tary on mod­ern education.”
• From Fed­eral Teach­ers, 1950: “Ball­point pens will be the ruin of edu­ca­tion in our coun­try.  Stu­dents use these devices and then throw them away.  The Amer­i­can val­ues of thrift and fru­gal­ity are being dis­carded.  Busi­nesses and banks will never allow such expen­sive luxuries.”
• From a sci­ence fair judge in Apple Class­room of Tomor­row chron­i­cles, 1988: “Com­put­ers give stu­dents an unfair advan­tage.  There­fore, stu­dents who used com­put­ers to ana­lyze data or cre­ate dis­plays will be elim­i­nated from the sci­ence fair.”

Assistive Technology

Here is a worthwhile article on the use of assistive technology for our students with learning needs, well worth the read.  I like the sound of the new smart pen...not to mention the price!   

The quote below summarises assistive technology use perfectly.

“One of the oppositions to assistive technology is that it’s a crutch. To that, I would say, can you pass me your glasses? Can you read this? Your glasses are not a crutch,” said assistive technology consultant Karen Janowski. “It’s not a crutch if it promotes success, confidence, and mastery, but mostly independence.”

Link:

http://www.nbcnews.com/tech/gift-guide/speech-apps-smart-pens-tech-aids-students-learning-disabilities-n179021

Keep going, keep going, keep going

Just lovely!

https://www.youtube.com/watch?v=-JhwaRYOgxo

You are the weather

Attitude is contagious!

http://connectedprincipals.com/archives/10903

Control - the changing roles of students and teachers

Another thought was provoked by a Chinese official who remarks that people see children as kites and we want them to fly high, but we also want to retain control by holding on to the kite's string. I quite liked this as a metaphor for locus of control and it made me think about whether you need a string and, if so, how long it needs to be and who is holding it.

Rewards or Treasure

http://mattbgomez.com/i-lied-we-do-have-treasure/

For the first half of the year we ran a sticker chart system.  Children were rewarded...when noticed...often the naughty ones who were towing the line.  Neither of us felt that we were doing the system justice.  Was it making a difference? How were we managing to cater for all our kids, including the ones who never caused problems?

Then we came across this post above regarding treasure.  What really is valuable to the children in terms of reward?  In light of our NZ Curriculum key competencies, are we not better to encourage intrinsic reward?

So we sat the kids down and had a frank and open discussion.  When we asked the children who felt they had missed out, lots of hands went up.

We introduced the treasure chest.  As in the post above, our kids had lots of ideas of what should be in the chest.  We asked what the children felt they needed for their learning...stickers, rubbers, pencils, lollies...it was what we had expected.  For a whole 36 hours the children had to wait to see what was in the chest.  Anticipation grew very quickly. They were very excited.

Once we opened the chest and they discovered there was nothing inside, their faces dropped. They truly felt cheated.

But then the real discussion began...and they got it!  The real treasure lies in the affirmations/comments we get from each other.