Technology has made certain aspects of my life considerably more productive than before the advent of the smart phone. When I was in kindergarten and my dad was pursuing his Bachelor of Education, he would take me to the library at the University of Lethbridge to pull library index cards. At night, he would pull his Brother electronic typewriter on to the dining table and meticulously write research papers using stacks of paper books (along with a great deal of precision, time, and whiteout). In 2017, I am able to access enormous digital libraries with the touch of a button. I can use an app to create a works cited page in any format, and can review my work with peers or mentors instantaneously. I can take online classes, and have even taken a class via Skype following the birth of my twins.
Technology extends far beyond my postsecondary experience. My life feels incredibly busy, so it’s a relief when I can take my lunch hour to order groceries online, and have them ready for pickup after class. Technology has improved my life in measurable, calculable ways. I was able to lose a great deal of weight a few years ago by looking up new recipes online, and researching everything about health and wellness that I could find. My kids regularly Facetime with their grandparents; I can pay bills in the space of a minute; I can store hundreds of video clips of my children growing up. For me personally, the most important improvement technology has brought to my life is the opportunity to be presented with other ways of knowing and being in the world. I grew up in a subculture with an extremely conservative worldview, and believed into early adulthood that women with families should avoid pursuing higher education. It was only with technology that I was introduced to stories, articles, and ideas that radically challenged my schemas, and replaced one way of thinking with a more generous and open one. I feel that technology has helped me exit my twenties as a different person than when I began it. Unfortunately, I am still not convinced that technology is all that it is cracked up to be (in particular, smart phones). I find it highly disconcerting when groups of students congregate over their phones, put in ear buds, and put a virtual wall around themselves. Body language is such an important part of who we are, and I am convinced that this message says “stay away from me” while being a part of a group of people. Humans are made for community and connection, and we are replacing the opportunities for both of these things in favor of their digital counterparts (particularly the performativity of identity and community on social media). In addition, I believe that smart phones are corroding our collective capacity for stillness and silence, and impact our ability to hold space for our own thoughts, and for boredom. In my personal experience, I have found that I have lost my capacity to read or think deeply for long stretches, requiring constant brief distractions from social media. I have a hard time being focused in the moment with my children, my phone never far away. While technology has its very calculable benefits, it has come at a cost. For me personally, removing social media applications on my phone and lowering my data plan has helped me be more present in my own life, have great “real life” conversations in moments of waiting or boredom, and cultivate the community and connection that are so important for the human experience. I am – very slowly – regaining some of my capacity for stillness. Although this may not be the right approach for everyone, I am confident that this decision has helped me to balance the use of digital media in my life, and to use technology in ways that are in line with my identity, values, and the person I want to be.
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I have mentioned earlier in this blog that I am an INFJ. The “J” in this personality type is both a blessing and a curse, as it essentially (and correctly) defines me as a person obsessed with micro and major goals; I am constantly ruminating as to how to accomplish them. The ‘curse’ in this is that as soon as those goals are met, my mind is instantly on to the next one.
My husband is the opposite; he is an ISTP. The “P” simply means that he is extremely relaxed about his goals in life, lives in the moment, and simply rolls with the punches when life throws him a plot twist. There is something to be admired in the relaxed manner he carries himself, knowing he has already accomplished his goals: to get up, eat breakfast, and see what the day brings. But… I can assure you that my obsession with goals has taught me more about grit, passion, and perseverance than I ever imagined possible. Being able to visualize the good outcomes of the day to day minutiae of living can give us strength to do the hard work of showing up for our lives. When my twins were newborns and would keep each other up all night, I would visualize how wonderful it would be when they were a bit older, and my hard work of being up all night would pay off with confident, secure, and happy children. When my eyes would start burning from staying up late into the evening studying, I would (and do) visualize myself picking vegetables, reading poetry in a hammock, and watching my girls chase chickens in my future backyard. It will be a backyard I will be able to afford because of my hard, unglamorous work of the moment. This goes beyond my personal experience, and into my professional life as well. Showing up early for the day, even when it is difficult and parking is terrible? Begin with the end in mind. Is it taking longer than it should to understand an assignment? Begin with the end in mind. Is a student driving me to the edge of reason? Begin with the end in mind. For me, this “end” looks like a lifetime of investing in the lives of young people. It looks like ending a long career with the knowledge that I have designed a life I love, and that has made the world just a little bit better. But this beautiful “end” does not come about without the gritty, day-to-day realities that create the final product. I have an image that often plays through my mind when I consider my own daughters. The people they have become and are becoming did not happen magically, nor did it happen overnight. They became the kids they are because my husband and I laid a foundation, stone by stone, of sleepless nights, quality time with them, moments, memories, unglamorous grunt work, the daily laying down of our own egos. It is only by laying down these stones that we have helped to build three little castles. Begin with the end in mind. Earlier this week in EDPB 503, our class discussed a student’s anecdote in which she came across two intoxicated teenage boys in a vacant bank parking lot. According to this student, these young men banged on her vehicle window, loudly and laughingly requesting fist bumps and high fives. The student took a moment to consider, rolled down her window, obliged each young man in a high five, shared a laugh, and drove away. Meanwhile, these young men were videotaping the encounter, presumably to upload to social media.
This encounter has been ruminating in my mind all week as I consider how I would react in a similar situation. My desire to enter the teaching profession has largely stemmed from my calling to show young people that they matter and have value in this world: I want to form meaningful relationships with teens that will impact their lives for the better. However, I believe an encounter like the one in the bank parking lot would violate my professional boundaries. I do not want a misconstrued video on Youtube or a misunderstanding outside of school time to undo years of preparing for a fulfilling teaching career. There is definitely a delicate balance between ‘reaching out’ to students and having professional and personal boundaries in the interest of liability, safety, and reputation. In my opinion, this anecdote transcends the particulars of the incident itself, and opens up the question of where ‘the line’ is with student interactions. Where does professional life end, and personal life begin? I am asking myself these questions because the teaching profession is essentially nuanced: teachers spend countless hours outside of school time volunteering, making calls to parents, writing reports, marking, using their own money for class resources, investing in the lives of kids. We bring our work lives home: teachers are always ‘on call’, always thinking about how best to serve their kids, and that makes that personal and professional boundary not as cut and dry as an alternative vocation. It is based upon several days of thinking about this complex issue that I have created a bit of a manifesto for my boundaries as a teacher. I have worked incredibly hard in university for nearly 7 years, and do not want to get burned out, or have a liability issue on my hands. With that in mind, I am committed to the whole person flourishing of each of my students. I will pour out my life, my energy, my time to help my unique learners succeed. I will stay up late marking, making lesson plans, creating hand written letters for each of my graduates. I will bring balloons and treats and make sure kids have lunches and someone to talk with while they eat a lunch. I will coach clubs and write scholarship reference letters. I will go out of my way to ensure that my English Language Arts room is stocked with inclusive and equitable texts. I will take classes to learn the Indigenous language(s) of whatever community I am ultimately placed in, because I am a guest to this place, and have something to learn. That said, when I come home in the evening, my top priorities will be my beautiful family and my own well-being. My students deserve me at my best. Boundaries are in place for everyone’s success; reputations and personal spaces are important. And if an intoxicated young person approaches me on my own time, shoving a camera my direction, and wanting to be ‘buddies’, I will (very carefully to avoid running over toes) drive away and keep on driving. This is not because I do not value their wellbeing, but because I value my students enough to still want to be teaching in 25 years. It is so important to establish professional boundaries in this vocation, and to carve out the physical and emotional spaces needed to run teaching’s long race. Creating a joyful learning culture that effectively adapts to the technological innovations of the 21st century can be an incredibly exciting challenge for an upcoming educator. Technology can be used in a myriad of ways, from students submitting digital assignments in Google Classroom, to parents checking grades through programs such as Jupiter Education, to students learning math, science, history, and literacy concepts in innovative new ways.
I have noticed in my practicum an increased emphasis on digital productivity, allowing the teacher to streamline his assessment and planning strategy, and allowing parents to check students’ grades and the status of assignments. Personal digital devices are welcome in the appropriate context, such as looking up dictionary definitions, or accessing the high school’s app. Online safety, inclusion, stewardship, and news validity are increasingly hot topics that must continue to be addressed by parents and educators; I think this is something that teachers should continue to emphasize, and actively intend to work into my curriculum. For example, I intend to have students examine current events by printing off five news articles regarding the same event (such as from Fox, The Washington Post, CNN, The Globe and Mail, Global News), and have students analyze similarities and differences between different online news sources. Before beginning my post baccalaureate, much to my chagrin, I believed that English Language Arts and classroom technology were largely incompatible, and somewhat resisted the idea of incorporating digital literacy into my pedagogy. Books, papers, pens, and perhaps Microsoft Word were the ideal tools for young learners. However, I am rapidly being swayed to the Dark Side of technological integration with English Language Arts. For example, there is a terrific program called “Storyboard That”, which I will actually be sharing in my tech presentation. In that program, teachers can ask students to map out characters, themes, plot points, and vocabulary terms for a given text into a fun and interactive digital interface, unleashing student creativity, and allowing students to collaborate on some truly imaginative projects. Teachers can collect and assess the projects directly from “Storyboard That”, and the results can be shared with the class. Another way I am incorporating digital literacy into English Language Arts is in my Shakespeare unit plan that I am creating. In my unit plan, I will be selecting scenes from the play Othello to bring to small groups of students, along with a fun prop box. Students will have the opportunity to read through the scenes, and create their own version of central, transcendental themes and emotions of the scene using props and modern language. Students can then film their scene, upload to Youtube or Google Classroom (with parental consent, of course), and the short films can be shown periodically through the Othello unit as these key scenes appear throughout the lessons. I believe that by integrating technology, students will be able to collaborate, think creatively, personalize their learning, and take tremendous pride in their work as it is shared with others. Brain breaks are beneficial for students because they break up the sedentary routine of the conventional classroom and “improve the physical health, mental awareness and educational success of children,” (Oregon State University, 2014). During times of the day when attention spans and concentration tend to waver, brain breaks can help with student focus and classroom behaviour. Brain breaks have been linked to increased oxygen consumption, lowered stress levels, and higher levels of physical activity for young people (Oregon State University, 2014). Brain breaks can also aid in class cohesion, heightening student attendance and participation; they can boost listening skills and communication among students; brain breaks improve self-discipline and motivation; they promote laughter and fun in the learning environment (Literacy and Language Center, 2016).
Ideally, a brain break lasts between 2-5 minutes, and incorporates dexterity, thinking, and body movement. Some brain breaks may be more relaxing or reflective, incorporating mindfulness into the classroom. I have suggested three brain breaks that I believe I may use in my own classroom practice: 1). Snap Wink In snap wink, students are instructed to stand at their desk, and to snap their right index finger and thumb, while blinking their left eye. Students quickly switch to snapping their left index finger and thumb, and blinking their right eye. Students are then instructed to switch back and forth as quickly as they can. This game has a component of genuine laughter and silliness, but the quick switching also uses aspects of the brain that will help students feel energized and renewed (Energizing Brain Breaks, 2014). 2) Would You Rather? In the game “Would You Rather?” students stand up in the classroom and asked a silly question, such as “would you rather live under the sea, or in a colony on Mars?”. Students move from one side of the room to the other depending on their personal preference. The leader may ask any number of preference-based questions, engaging students in movement around the room, and increasing the communication skills and self-confidence of shy learners. This game can also be adapted for space considerations. For example, students may twirl around for one preference and do a jumping jack for its counterpoint, rather than crossing the room. This is an excellent game for kinesis in the classroom, and building communication, cohesion, and light hearted camaraderie between students. 3) Mindfulness Brain Breaks Mindfulness brain breaks can be extremely effective stress reducers for older teens working through difficult or tedious material; they may not be as effective for middle schoolers who simply need an outlet for expendable energy throughout the day. Mindfulness breaks usually involve students sitting quietly with their head on a desk, or lying down as space permits. The teacher may guide the meditation, suggesting, for example, that students reflect on a time when they felt filled with joy. The teacher may ask such guided questions as “Where were you? Who were you with? What sounds, tastes, colors, and smells do you remember? What sensations did your body feel?” By incorporating mindfulness and the recollection (or anticipation) of positive experiences in the classroom, teachers can demonstrate stress reduction techniques for students, lowering anxiety, and helping students work through difficult or tedious class material. Finally, it is important to note that one of the most effective brain break techniques available is actually letting these be student guided activities. Students can thrive under the planning and execution of a micro project (also in line with the principles of Growth Mindset), and can gain confidence as they guide the class through the activity. References: Energizing Brain Breaks. (2014). Snap-Wink from Energizing Brain Breaks 2 Book. Retrieved from http://brainbreaks.blogspot.ca/. The Literacy and Language Center. (2016). The Benefits of Movement in the Classroom. Retrieved from http://literacyandlanguagecenter.com/the-benefits-of-movement-in-the-classroom. Oregon State University. (2014). “Brain Breaks” increase activity, educational performance in elementary schools. Retrieved from http://oregonstate.edu/ua/ncs/archives/2014/sep/%E2%80%9Cbrain-breaks%E2%80%9D-increase-activity-educational-performance-elementary-schools. As part of developing my pedagogy in EDPB 501, I have researched and reviewed current literature regarding assessment in the arts and humanities classroom. “Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom” argues that the end product of artwork alone is not sufficient for an accurate student assessment; accurately assessing students’ work extends beyond their technical ability, and reaches into the process of thinking, learning, peer mentoring, and responsible classroom stewardship (Douglas & Jaquith, 33). Of particular interest in this chapter was the author’s suggestion of a rubric for a more accurate student assessment, which takes into account the method by which the student acquired ideas (ideally from personal experience); the final artwork demonstrates effectual organization and forethought; some elements of art and principles of art are incorporated into the piece; the artwork is complete; 3-D pieces are sturdy and built with quality care; the artist carefully and respectfully handles materials and cleans their workspace; students respond positively to the works of other students and treat those works with respect; artists are productive with class time, mentoring other students, or researching future ideas (Douglas & Jaquith, 37).
Additionally, the text suggests that educators complete progress reports of observed growth for their students, and include such factors as planning and organization, student innovation, risk taking, skill and technique development, the development of meaning and expression, the student’s ability to work independently or collaboratively, and the student’s ability to problem solve (Douglas & Jaquith, 39). This section was incredibly relevant to my teaching practice, as the assessment of literature and creative writing is inherently nuanced, much like art. This assessment method – considering process and attitude instead of merely an inspection of the final product – can be applied across a myriad spectrum of arts and humanities, and can take the needs of diverse learners into account. It can also aid in a personalized learning plan that emphasizes classroom equity, as well as personal growth in the individual (such as an increased ability to take risks with one’s work). Whether I teach art classes at a high school level or not, I am confident that I can develop this rubric to create an inclusive assessment plan that considers the efforts and attitudes of my individual, complex, and unique learners. References Douglas, K. M.,, & Jaquith, D. B. (2009). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. New York: Teachers College Press. This blog post addresses in ineffectiveness of multiplication drill sheets to foster life-long math skills, and suggests game-based strategies that may help students learn multiplication skills. I believe creating a game-based learning culture is necessary for achieving 'flow', and can be applied to any discipline.
In my opinion, drill sheets are an effective means for students to learn multiplication, but at the expense of disrupting student enjoyment of learning, and certainly at the expense of flow. I remember being introduced to “mad minutes” in the fifth grade; I quickly learned my multiplication tables, but I also quickly developed anxiety surrounding the speed with which I was expected to churn out the information, and was flush with embarrassment when I could not work as fast as my peers. For me, multiplication took time and planning. It was about in the fifth grade that math began to lose its pleasure, and to be looked upon as a chore. Looking back in retrospect, I believe that multiplication drills were in place because it gave my teacher a quick and easy means of assessment; while the drill sheets were not serving me, they seemed to be fitting his needs quite nicely. As I reflect upon this time in my schooling and on my journey as a future teacher, I am reminded that my pedagogy must reflect the emotional wellbeing and student engagement and flow rather than quick means of assessment, personal ease, or being able to quickly check off a bullet point for a student’s competencies. Without relationship, engagement, and joy in the classroom, our subjects become moot, and the student can lose that spark of interest that creates a life-long learner. Based on this belief, I would like to introduce three strategies that may help students with multiplication proficiency while maintaining engagement and flow: 1) Multiplication War In this card game, students divide into partners. The teacher may decide ahead of time to group students with similar levels of math proficiency in order to keep things fair, or select the partners at random. Each partner will receive a deck of cards, which is split between the two players face-down. The players each draw a card and place it face up on the deck. The student who is able to multiply the two numbers first is able to keep the cards. At the end of the deck, the person with the highest added total wins the round. 2) Multiplication Scavenger Hunt Individually or in small groups, students are given a bingo-style scavenger hunt sheet and are set to work multiplying objects in the classroom. The first team to create an ‘x’ shape (or an alternative) receives a small prize. Options for the scavenger hunt could include windows x window panes in each window, computer keyboards x the number of keys on the keyboard, number of chairs in classroom x chair legs, etc (Lynette, 2010). This activity can provide movement around the classroom, and working in pairs can enhance reciprocal learning as students’ support one another’s success. 3) Multiplication Bingo In this activity, students are given a bingo card with the sums of various multiplication tables, placed in random order (such as 28, 64, 72, etc..). The teacher calls out a multiplication set, such as “4 times 7”. If the student has the sum (28), it can be stamped, with the goal of creating a complete line. The student hands in their signed copy of the bingo sheet to ensure they have been participating (Geiger, 2016). Although activities such as these cannot always be adapted into a lesson plan due to time considerations or a teacher’s desire for more traditional instruction, I am convinced that students learn best through flow, in a low-anxiety environment, and ideally with the reciprocal support of a partner. Although game methods may make it more difficult for the teacher to assess proficiency, game methods can foster an equitable learning culture in which mathematics is not met with fear, boredom, and hostility, but with a sense of wonder. References: Geiger, Anna. (2016). Free single-player multiplication bingo. Retrieved fromhttps://www.themeasuredmom.com/free-single-player-multiplication-bingo-games/ Lynette, Rachel. (2010). Send Your Kids on a Multiplication Scavenger Hunt. Retrieved from http://minds-in-bloom.com/send-your-kids-on-multiplication/ When I was completing the third year of my undergraduate degree, I was assigned a major group project. For said project, my group and I were instructed to create a major power point presentation, present on a given research topic, and write an accompanying paper. The presentation was one of the cornerstone projects for the course, and would occur on April 1st. I have always been a relatively ambitious student, and, wanting to ‘do my bit’ so to speak, offered to accept each group member’s research notes, add them into the power point, and create a small research paper based upon what I assumed would be completed paragraphs handed to me by my peers.
I think you can imagine how this anecdote ends. After days of attempting to collect the notes of some rather lackadaisical team members, I was finally able to assemble a motley collection of hastily scrambled, Wikipedia copy and pasted notes from my various group members. It was 5:00 on the evening of March 31st. I spent the entire evening single handedly creating the group project on my own. Unfortunately, that evening was my oldest daughter’s fifth birthday, and I completely missed it. It was a low moment in my parenting career, but I was left feeling out of options. I quickly developed a distaste for group work. Certainly, this is the negative extreme on the group work spectrum. I have also been a part of group work where ideas are wrestled with, thinking flourishes, and students build upon one another’s perspectives and creative processes. I am convinced that done correctly, group work can allow students to team up stronger and struggling students, encourage healthy debate, engage differing perspectives, and allow more well-rounded, nuanced learners who can go beyond mere facts and correct answers to grasp those “Big Ideas” with clarity and confidence. Additionally, group work allows students to reciprocate their learning to each other, reinforcing core competencies and inspiring a student’s confidence as they impart knowledge and take on a teacher-like role. Finally, being able to work well with a variety of people (even difficult people) to create a greater vision will aid in a greater understanding of a student’s self-identity and personal growth. On a broader scale, being able to collaborate to create something good is a building block in building a more peaceful and more knowledgeable world. In my opinion, group work is most effective when expectations are clearly established at the beginning of the activity or project. The teacher’s goals, objectives, and lesson plan should be clear. This way, students will not have to spend valuable time worrying about understanding the assignment, and more time collaborating effectively. Class time should be made available for students to meet for group work, as schedules can be difficult for busy students to sync. The teacher can also request interim reports (such as reference lists, notes, etc…), and students should be required to briefly share how they have been contributing to their group’s success. The final report should include a brief snapshot of how each individual member added to the project, and peer assessment should be considered part of this process. Done with accountability and under some gentle, joyful guidance from the educator, students can enjoy the collaborative benefits of group work, learn to work as a team, and create impressive projects that can be a source of a student’s confidence and academic success. Welcome! My name is Nikki Webber and I am so excited that you have found this blog. I have a Bachelor of Arts from Vancouver Island University, where I majored in English Literature and minored in history. In this initial blog entry, I would like to share a little bit about myself, and my vision for equitable education. I live in Nanaimo, BC with my wonderful husband and our three daughters. I am a hardcore INFJ, Doctor Who fan, outdoor enthusiast, servant to my black Labradors, and am passionate about social justice, particularly as it concerns local and global food security. Perhaps most relevantly, I love writing, and I love literature! I remember being fourteen years old and spending hours being sucked into the pages of a good book, and all these years later, that joy has never left. One of the biggest dreams of my life has been to channel that love for the ‘mystery’ of literature into a joyous, equitable, and inclusive learning culture. My vision for education has students drawing on global, cultural, and personal histories, having these experiences inform a community-based, individualized, and empathy-driven learning plan. This learning plan will teach my students how to think critically, as opposed to informing students what to think. It will also foster an equitable learning culture in which diverse life experiences and ways of being are valued. I believe personalized learning is integral in guaranteeing the success of every student. Through personal attention that reflects the needs of the whole person, students will be able to take ownership of their education and life choices, creating a life and a future which celebrates diverse learners, encourages personal responsibility, and reflects creative and flourishing ways of being in the world. Removing the top-down model in favour of a fluid, community based and holistic approach, personalized learning will organically encompass the family, the educator, and the enrichment of the learner. Personalized learning will not only encourage acceptance and empathy, but promote individual thought and responsible decision making. Personalized learning will not only add to a young person’s quality of life and prepare the way for an enjoyable and meaningful vocation, but will stimulate a society which celebrates differences, problem solves, collaborates, and leads with integrity. At the heart of equity lies the truth that each student can learn and has unique gifts to offer the world. Personalized learning recognizes that education is not one-size-fits-all, but a transformative, fluid, and community-based process that realizes the potential of each young person. |
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