6 Things My Students Have Taught Me

Twenty-one years later, I still remember my first day of teaching and how misguided my perceptions were about the career upon which I was about to embark. Like so many others, I thought that the primary role of the teacher was to deliver information to students. I couldn’t have been more wrong. 

Now, years later, I have come to understand that being a good teacher is as much about building relationships with students while modeling determination, curiosity, compassion, and helping others through the process of learning. I am constantly learning new things from my students. Here are six things they have taught me.

Don’t take yourself too seriously. I don’t think you can be an effective teacher if you aren’t willing to make mistakes in front of your students and laugh at yourself. When I first started teaching I wanted to make sure my students knew I was in control of the classroom. I had great classroom management, but very little classroom empowerment. Now I am much more comfortable allowing my students to see me as a fellow flawed human. There is a culture of respect in my classroom. I respect my students, they respect me, and they respect each other. Within that culture, we understand each of us makes mistakes on occasion, and that they are learning opportunities.

Passion is powerful. Years ago, when I was teaching 5th grade, I started shifting my classroom to be more focused on letting students learn through their passions. Instead of everyone reading the same non-fiction text to learn our reading standards, students were able to choose books on topics that interested them. Instead of each student having to write a persuasive essay on a prompt that I gave them, they were able to blog about an issue they cared about and publish it to a global audience. As they were able to discover and pursue their passions, they became more engaged in learning. They also helped me see how important it was to pursue my passions and to use my voice to share them with others.

Autonomy is necessary for empowerment. When we find ways to give autonomy to students in the learning process they flourish. I’ve seen this many times in my own classroom, but the example that sticks with me happened during a visit to the HIP Academy in rural western Kenya less than 2 weeks after the school opened. I brought with me some donated tablets and an internet connection. The teachers told me that few of the students had ever seen a screen before I arrived. During my visit I facilitated a Skype call between those children and 2nd grade students in Australia. I told the Kenyan children that they were in charge of teaching the Australians the names of different animals in Swahili. After a few moments of nervousness, the HIP students began to shine with confidence as they picked up stuffed animals and taught their new friends. Being given the chance to be in charge of the call allowed those students to take ownership of the lesson.

You can’t change the world if you don’t know much about it. I teach in the small, rural town where I have lived almost my entire life since I was 11 years old. Like all teachers, I want my students to believe that the learning that happens in school matters, and that they can use it to change their world for the better. I have learned to give them opportunities to see beyond our school walls and make a difference in their local and global communities by connecting with community members and using videoconferencing tools like Skype. As a result, my students have taught me how those experiences allow all of us to see ourselves as interconnected like never before. 

Everybody has the capacity to impact their community for the better. Each time we collaborate with a scientist, astronaut, park ranger, international teacher, or group of students from around the globe, it is a great learning experience for students. So many times those connections have inspired my students to develop ways to make the world a better place. They have designed and fund-raised to build a bridge in Africa so that students could go to school. They have started gardening projects to grow produce for the local food pantry. They have worked to provide clean drinking water for children in the Kibera Slum of Nairobi. They have stopped using plastic straws in the cafeteria in an attempt to save penguins from plastic pollution. Through these student-driven projects and so many others, I have learned that children of any age or background can make their world a better place if given the opportunity.

Teaching is the greatest job in the world. Again and again, my students have taught me that there is no better job on the planet than being a teacher. Teaching is an emotional roller-coaster. Because we care about our students so much, we experience the joys of success with them and the pangs of failure. We deal with the anguish when there are situations out of our control that cause our students pain, and we rejoice when we watch them overcome obstacles to reach their potential. But, we get back so much more than we put into it. Each day we are with our students, we have the opportunity to make the world just a little better for each of them. More importantly, we get to teach them how to affect positive change and feel the joy of doing good for others. Over the years, my students have taught me how lucky I am to get the opportunity to love them and to watch them grow.

Self-Reflection: Has My Teaching Been Effective?

I believe strongly that people need meaningful feedback to learn.  I try to provide opportunities for my students to get that feedback as often as possible and in a variety of ways.

In order for me to learn and grow as a teacher, I need meaningful feedback as well.  This is often difficult to get.  Test scores aren't the best measure of what's important in school, so it would be silly for me to use them as a self-reflection tool.

With that in mind, I asked my students to spend a few minutes filling out a five question survey yesterday.  Since I stressed to my students that the survey was totally anonymous and that I wanted them to be brutally honest, I was a bit anxious to see the results. 

Here's what I found:

Question #1 - Do you agree with the following statement?

I enjoy learning more than I did before this school year started.

Question #2 - Do you agree with the following statement?

I've learned a lot so far this year.
 

 

Question #3 - What are some things we have done so far this year that have made it easier for you to learn? (I paraphrased student responses and put them into Wordle - more frequent responses appear larger.)

 

Question #4 - What are some things Mr. Soskil can do better during the second half of the year to make it easier for you to learn?

 

Question #5 - What are some things that you (student) can do better during the second half of the year to make it easier for you to learn?

My reactions:

• I'm disappointed by the number of students who are not enjoying learning more than in the past.  Increasing love of learning is one of my top goals.  I need to focus on this more.
• I'm happy that my students feel that they are learning a lot.  I agree with them.  I've seen amazing growth in all of them.  I purposefully didn't include any clarification on what has been learned.  As long as they are learning, I'm happy.
• This is my first year having my students blog.  I'm sold.  It was the number one response when listing the things we've done that have made it easier to learn.  I see that they are motivated to learn new things so that they have material to blog about, and I see that they are becoming better writers as they continue sharing that learning. 
• The words "explaining" and "explanation" came up a lot in many of my students' responses.  I see that as a possible red flag that they still view me as the person who gives them information.  They learned more because I explained things more to them and want even more explanation of things going forward.  I worry that I'm not passing the control of their learning over to them as much as I had hoped I would.
• On the other hand, many of them see that they need to seek information on their own in order to be more successful during the second half of the year.  That's encouraging. 
• Many students' self-reflection responses ("pay attention more", "stop talking") tell me that I still have work to do in convinving them that learning isn't about sitting in one's seat and listening to the teacher.  I know that this group has difficulty listening to anyone who is talking, even when collaborating with others for a common purpose.  I'm hoping their responses are more about the issues when collaborating, but I doubt it. 

Student Created Awesomeness

It's been too long since I last blogged.  I've got lots of excuses.  I've been busy training for my first half-marathon in Philadelphia this weekend.  I've been busy running an after-school club where students are free to explore and experiment with web2.0 technologies.  I've been busy developing a 3 credit course that begins in January entitled "Collaborating and Innovating in the Early 21st Century".  I've been busy helping my students be awesome. 

It's that last one that lit a fire under me and forced me to put this post up today.  Because my students have been pretty awesome lately.  And it would be a shame to not share their awesomeness.  So, here are a few of the many things they've been up to lately.

For the presidential election, my fifth graders in collaboration with our other two fifth grade classes participated in a nationwide student-run election.  Results were reported on a collaborative Google Doc and tabulated using electoral votes.  In all the years I've been teaching students about the Electoral College, never have they understood it more than this year when it was directly relevant to them. 

Students created voter registration cards, researched candidates' positions on the issues, ran the polling place, and calculated our schools' results to report.  I thouroughly enjoyed sitting back and watching them participate and learn.  Below are some pictures from the event.


Also, our fifth graders are running a food drive during the months of November and December to help the local food pantries.  In order to promote the food drive, my class organized an advertising campaign.  They split themselves into three groups and decided that one group would be in charge of producing a 30 second video ad, one group would transform a hallway bulletin board into a billboard, and one group would create posters to hang in the hallways.  I was blown away by their work.

Here's the video ad:


Here's the billboard:

The posters should be finished by the end of today, but they aren't ready for me to share yet. 

I'm really proud of the work my students are doing.  I'm proud because it's good work, but also because they are making a difference in the community and learning how rewarding that can be.  And they have ownership because it's their work.  They wrote, produced, and starred in the video (I was the camera person because their designated camera person was absent).  They designed and created the bulletin board with very little help from me (I helped them hang the background paper).

This is what learning should look like.  Students in charge.  Real problems being solved.  Teachers supporting and not leading.  Evaluation based on "How much of a difference did we make?" rather than "What was my test score?"

When students are being awesome, I am reminded why I love my job.

The Slippery Slope to Irrelevance

About a week ago someone in my PLN on Plurk asked for opinions on the standardization of assessments among teachers in a school district.  I responded by referring to the post I wrote a few months back entitled "Standardization is the Death of Excellence."

You can't have both standardization and excellence.  The former prevents the latter.  And while excellence is something that all teachers should strive for, it's naive to think that we'll all reach that level.  Even if you do, there's always someone who does it better than you - someone from whom you can learn, someone you can collaborate with to get better, someone who can show you new ways to see problems that arise.  When we standardize teaching, a nasty side effect is that we discourage teachers from even striving for excellence.

Image:  FreeDigitalPhotos.net

Standardization, whether it be of assessments, teaching practices, curriculum goals, or anything else prevents those someones from being available to those trying to learn.  When everyone is the same, nobody is setting the bar higher.  Nobody is innovating.  Nobody is growing.  Nobody is learning to do it better.

Let's come right out and say it - the only purpose for standardization is to prevent inferiority.  And while it's great to try eliminate inferior assessment practices, our students deserve more than the mediocrity that is left in the wake of standardization.

The argument I often hear for the standardization of assessment practices is based on the need for grades in each classroom to mean the same thing.  As if grades meant anything meaningful now anyway.

Assessments should be done to provide students vital feedback so that they can learn.  When we assume that grades are that feedback we send the message to students that their learning means nothing more than a number in a gradebook.

Our students deserve more than that.

Not only should assessments not be standardized between classrooms, they shouldn't even be standardized inside classrooms.  Students should be free to express their learning in the best way they see fit.  If one student wants to demonstrate understanding of division by creating a video explaining how farmers use division to determine medication doses for animals, another by creating a slideshow showing how car companies use division in determining the effectiveness of their factories, and a third wants to write an letter to their congressman explaining how the states resources are not being divided equally among its citizens, shouldn't they be able to?  Shouldn't they be encouraged to?

None would be allowed if teachers were forced to use a district mandated multiple choice test.

It's time for teachers to stop this slippery slope to irrelevance.  After all, that's where we are headed if we keep letting others tell us how to teach and how to assess our students.  We are professionals.  We have certifications given to us claiming that we are experts in these decisions.

If we start giving up this control, we will be left following canned lesson plans and giving canned assessments that some corporate textbook company came up with.  When we give up that control we will turn teaching into a job that any schlep with a pulse can do.

And our kids will be left with an education that's the same quality as if any shlep with a pulse was teaching them.

The Best Year Ever

Image:  FreeDigitalPhotos.net

This conversation took place in my classroom at the end of the day today when I was giving an overview of what we are going to be studying:

Student: "Are we going to be learning a foreign language this year?"

Me: "If you want to learn a foreign language this year, I will do everything I can to help you. I want this year to be about you learning whatever you want to learn."

Student: "I really want to learn how to speak Spanish and Chinese."

Me: "Great! We can use Google Translate, and I'll look for some other tools to help you. Just make sure you share what you learn with everyone else on our class wiki and your blog."

Student: "This is going to be the best year ever."

I hope it is the best year ever for her.  And all of my students.  

I really do love what I do for a living.

Here We Go Again: 5 Things I'm Looking Forward to This School Year

The school year officially starts tomorrow for me, and I'm pretty excited to get back to helping my students do and learn amazing things.  

Image:  FreeDigitalPhotos.net

The summer was a wonderful time for me, and I enjoyed pursuing passions I have outside of teaching.  I spent three amazing weeks touring Europe with my family and did a bit of travel blogging.  I started training for a half marathon that I'm going to run in November.  I enjoyed time with my wife and kids.

For the first summer in a long time, I took time away from teaching and education.  I didn't attend any conferences this summer or teach any graduate classes.  The books I read were all on subjects other than education (most were travel guides to places in Europe).  You may have noticed that I haven't posted on this blog for about two months.  

I needed that time away.  I wasn't feeling burned out by any means, but I was feeling frustrated.  So many of the trends in education are bad for our students, and I needed time away to accept that the change in direction I'm fighting for sometimes happens slower than I want.

Now, refreshed, I'm looking forward to a new school year and all of the amazing things that will happen in the next 9 months.  As a throwback to my previous "Friday's Five" posts, here are five things I'm really looking forward to this year:

• Having my students blog regularly - I've done bits of blogging with my kids before, but not on any kind of regular basis.  This year, I'm going to have them start in the first week of school and post often.  While our class wiki has been a great place for students to post the amazing things they've done over the past 5 years, I want each student to also have a place on the web that is their own.  I want them to be able to share the incredible things they are doing with others, get feedback, and have pride in the product of their learning.
• Giving students more freedom in what they read - Every year it seems that I learn new ways to ditch the reading textbook, give students more choice, and still teach all of the standards that my kids are supposed to learn.  I'm hoping to expand that even more this year and rely on the textbook even less.
• Math class - I love teaching math.  I love that my students seem to love learning math.  I love that my admin collected all the math textbooks in trucks and sold them to some other school district.
• Being an American History teacher during a presidential election.  Sure, there's the obvious benefits of it being an election year like the fact that it's much easier for kids to understand the electoral college.  There's also the less obvious benefits that students will disagree, argue, and debate more.  There will be ample opportunity to have them defend their positions, research why candidates do the things they do, and learn about bias.  
• The unknown - Each year and each group of kids is so different than any other.  I love that the best lessons and the most meaningful interactions usually happen in moments of unplanned serendipity.  I can't wait to experience more of those moments with this year's group of students.

A Year of Contradictions

Image:  http://www.edwebproject.org/

Today was the last day of the 2011-2012 school year.  Looking back, it was the most rewarding and enjoyable year I've had in my fifteen years of teaching.  As I look back and examine the reasons for having such an excellent year, I'm faced with a few contradictions.

• I taught less this year, and yet my students learned more.  As time goes on, I continue to learn ways to make students responsible for their own learning.  I find myself standing in front of the room talking less and walking around giving encouragement, feedback, and guidance more.
• I graded fewer assignments and yet my students got more feedback to guide their learning.  My focus continues to shift from giving grades to providing opportunities for students to get meaningful feedback on their work from myself, classmates, and others outside my classroom.
• My students worked harder, produced more on-line content, researched more, and learned about a greater number of  topics than any other class I've ever had, and yet I've been told numerous times by many students and parents that this was the best school year that they've had.  Since they had more control over their learning, school didn't seem like work as much as a chance to pursue their interests.
• This year it felt like I worked less hard than at any other time in the past, yet I probably spent more hours collaborating with my PLNs, reading educational blogs, discussing education with other teachers, and reflecting on my practices than ever before. 

I've written plenty about how our educational system needs to catch up to the realities of the 21st Century in which we live.  As that happens, it will continue to be a struggle to balance the demands of a broken system with what we know is best for our students.  I feel like this year I made good progress towards figuring out how to do that. 

Maybe after fifteen years I'm starting to figure out this teaching thing a little.

Friday's Five - Things I Want to Do Differently This School Year

Tweet

Friday's Five is a feature every week where I pick a new topic and list five items that I think fit best.  Then I ask you, my readers, to share your thoughts in the comment section.  For an archive of past topics, check the Friday's Five Page.  If you'd like to make suggestions about future topics or discuss topics I bring up on the blog with others, make sure you click the "like" button on the right hand side of the page to join A Teacher's Life for Me on Facebook.  Don't be shy about sharing the blog and Facebook Page with others.  Each post has a "Tweet" button on top and buttons on the bottom that allow you to share in several ways, including e-mail, Facebook, and Twitter.


Change is hard.  It's also necessary.  For a teacher to grow as a professional and keep from being burned out after a few years, each school year it is important to identify areas of one's pedagogy, classroom procedures, and policies that can me improved, and to change them for the better.

We often hear stories about educators who resist change by saying, "I've taught this way for 30 years, and there's no reason to change now."  I want to ask these teachers, "If you were going to the doctor for an important operation, would you feel comfortable with a surgeon who refused to use the latest laser and ultrasound technology and instead wanted to use a scalpel?"  My guess is that everybody would want the doctor who has kept up with research in his/her field and used that information to update his/her practice.  Children have the right to expect us as teachers to do the same.

Flickr/woodleywonderworks

With that in mind and with the start of my school year approaching, here are five things that I want to do a bit differently this year.

1. Give my students more freedom to work where they are comfortable. - Those blue plastic chairs in my room are uncomfortable to sit in for long periods.  I'm going to try allowing my students a bit more freedom this year to work anywhere in the room they are comfortable.  When I do my best work, it's rarely while sitting at a desk.  I type while relaxing on the couch or read while laying on the floor.  I'm going to allow my students to do the same.  As long as they are doing amazing work, I don't care where it is.
2. Snack time is whenever you are hungry. - For years I've had a designated "snack time", usually around 9:30.  I'm not sure why.  What difference does it make when students in my room have their snack?  This year, I'm going to try a policy where kids can eat whatever healthy stuff they've brought whenever they feel like it.  Maybe they'll function better with something in their stomach.  
3. Give students the opportunity to make a difference in the lives of others. - We do many projects and solve many problems.  I go through a great deal of effort to ensure that the problems students are faced with relate to situations in real life.  This year I want to go a step further and allow students the chance to help others who need it by incorporating service aspects.  What better way is there to learn the value of helping others at the same time as math and reading?
4. Invite other teachers in to my classroom and welcome their feedback. - I've always been happy to allow anyone who wants to come into my classroom the opportunity to do so.  It rarely happens, though.  Teachers are so swamped trying to serve their own students that it's hard to find the time. This year I'd like to actively invite others to come in and give me feedback on my lessons.  I hope that they take me up on the offer, and I hope that I receive an invitation to their classrooms as well.  That's how great conversations about pedagogy get started.  That's how a culture of collaboration develops in a school.  
5. Allow students to pursue their interests. - We have a set of reading standards.  We have a textbook that provides a bunch of short passages that allow us to teach those standards.  Rarely do the passages in the textbook interest more than a handful of students.  So, why do we use that book?  Because it's easy for a teacher to give a quiz and get a grade when all students are being assessed on the same passage.  It's not what's best for the students.  It's what's easiest for the teacher.  This year I'd like to give students the opportunity to read about the things they care about.  I'm sure I can find a way to assess whether they got the main idea, can identify a simile, and all the other standards they need to know even if they don't read what's in the text book.

Now it's your turn.  What are you going to do differently?  What are the obstacles that prevent us from changing our practices each year?  What things do you find it hardest to change each year?  Share with us in the comment section below.  Also, please pass the post along to others by re-tweeting, re-plurking (a new feature added to Plurk this week), sharing on Facebook, or sharing on Google Plus.  We'd love to hear their comments as well.