Sweat on the Chalkboard: An Ode to Teachers Past

The first presentation I ever remember making was in Bruce Saulpaugh's English class - my tenth grade year.  I was to analyze a popular fairy tale.  I chose "Rumpelstiltskin".  I placed my report in a red, three-prong folder with a crude drawing as the title page and hoped for the best.  I remember it was hot the day I had to present.  It must have been late summer in Orlando.  I had just hiked the less than a quarter of a mile from the main campus to the classrooms located "Under the Pines" at Bishop Moore Catholic High School, but I was sweating.  The heat of the afternoon plus the heat of pressure was getting to me. I sat down in Mr. Saulpaugh's class, biting my nails, waiting to be called on to present my analysis. When it was finally my turn, I got to the front of the class (I'm not sure how) and then leaned against the board (a chalkboard, my friends, we were learning in the early 90s, no whiteboard to be found here!).  My sweaty back adhered to the board and I began to share.  When I was finished with my presentation, I heaved myself off the board only to be horrified by the HUGE sweaty back mark I left!  What did my classmates do?  What else (to my utter embarrassment)?!  They laughed, of course.  What did Mr. Saulpaugh do?  Not a thing.  He complemented my presentation and moved on to the next student.

Fast forward to senior year of college.  I wanted nothing more than to be a teacher.  I was a senior at Elon University in the semester before I was to student teach. Nothing was going to keep me from reaching this goal.  EXCEPT.  I was unable to meet the qualifying score on the math Praxis exam for the state of North Carolina.  You see, I have extreme test-taking anxiety, something that too many of our students face.  Enter my Angel, Jean Schwind.  Dr. Schwind tutored me through FIVE Praxis exams before I changed majors and spent an extra semester at Elon.  She never laughed and she ALWAYS believed I would be a teacher.  When I had to change majors and my classes and the Dean of the College of Ed laughed at me, I KNEW I could be what I believed I could be because Mr. Saulpaugh and Dr. Schwind said it was so!

Two years after I began a career in my "new" major, I knew I had made a mistake.  I went back to school, applied for an alternative certification and have been married to a classroom whether it's room 244 or 8-204 or an office somewhere in a district far, far away. I am blessed to be a product of two of the people I admire so much, but it is more than that.  Others have guided me on my journey.  Mary Jacoby, my first department head, one of  my best friends and my mentor, showed me how to lead an English department to success.  Wanda Gilson-Smith, reminded, daily, of the days and years I had to make an impact on the kids I taught.  Anne Bieber, shared the leadership side of being an administrator and how to share difficult ideas with a department full of different personalities.  Shawn O'Keefe, builds me up and continues to offer me opportunities beyond the walls of my current position.  The newbies I have had the opportunity to mentor (Holly Wood, Carrie Adams and Lisa Fosmoen come to mind) and guide are among my greatest accomplishments because I can pass on what I've learned and learn new ways to reach the kids I teach. Today, I work with teachers to help them use educational technology to engage their students.  My reach far exceeds that of my classroom because of the two people who taught me how to teach.

Here's what I've learned:

1. Engage
2. Share Your Passion

It does not matter the subject area.  Love what you do.  Do what you love.  Share your love and what you do for others and you will be rewarded.

On this National Teacher's Day, I encourage you to reach out - email, Edmodo, Message, GMail, Skype, Tweet, SHARE your appreciation for the teacher(s) who meant the most to you. Send a Thank You Note - the UNIVERSAL calling card of honor and appreciation!

Purposeful Reflection: An Essential Tool for Teachers (To Improve Practice & Pedagogy)

Last week was a very busy week in room 8-204, my classroom. For two days I was observed by three different groups of secondary administrators who were practicing inter-rater reliability using the Marzano Teacher Evaluation Model.  

Many of the administrators who visited my classroom were former or current evaluators with whom I have a professional relationship.  Naturally, I wanted to do well and show my growth as an educator.  The first and third observation were spot-on.  My students were engaged, asking questions, finding textual evidence and sharing their learning (Thank you, Kylene Beers & Robert Probst for your book Notice & Note).  However, the second observation fell a bit short.  What I've left out here is that two of these observations were on Valentine's Day.  I teach high school.  Valentine's Day is HUGE!  The high school juniors in my classroom were hopped up on sugar, Teddy bears, balloons and hormones! Instead of reflecting on the lesson, I honestly could have just blamed St. Valentine and gone on with it.  But, as a reflective educator, I knew there was more to the reaction of the lesson than just hearts and flowers and pheromones.  The lesson simply wasn't working for my students - I had to find a way to connect and engage.

How Reflection Changed My Lesson
In the middle of the observation and lesson, I realized that the strategy I was sharing with my students was not working, I began internalizing what wasn't working and how I could change what I was doing so the strategy would work.  I tried a few things mid-lesson but even that didn't work.  I tried the lesson again on a different class later that day and it still didn't work.  Turns out Valentine's Day was not to be blamed.  As I sat reflecting during my planning period, I knew what I had to do.  I walked down to the Media Center and checked out the book my students were reading excerpts from in order to understand the strategy "Tough Questions".  I had a feeling they weren't able to visualize the situation Salva was facing from reading the excerpts from A Long Walk to Water.

On Friday, I re-taught "Tough Questions" by reading the section from A Long Walk to Water leading up to the tough questions Salva asks when he has left his village, family and life.  It worked!  First, as I was reading aloud my students noticed strategies I had taught them earlier in the week.  They reacted to moments in the novel that helped to lead them to think about the tough questions Salva was asking.  And, they were engaged sharing that they, too, wanted to read the novel, on their own.  Had I not reflected, mid-lesson, I would not have reached my students.  It was a most powerful moment! 

Why Reflection is Important
It's no secret that the education profession is under increased scrutiny. Common Core, new teacher evaluation models, new standardized testing requirements (PARCC, Smarter Balanced).   All of these changes can be stressful and create anxiety for educators.

Reflection is a two-headed beast.  One head of the beast holds educators' anxieties and stresses of the coming educational changes and challenges.  The other head of the beast holds how an educator will face the changes and challenges.  Purposeful reflection will provide educators with a way, a pursuit, a challenge for meeting what's coming in educational change.  Embrace the challenge.  Pursue it head on.  Challenge your own thinking.  Meet the change.

As Reflection becomes a more visible beast, here are some ways educators can show they are changing, growing and meeting the challenge:

• Create a blog to share your growth, your thoughts, your challenges and how you are facing them in the classroom
• Build an electronic portfolio of ways you are challenging students to meet new standards
• Indian River Teachers - share your reflections and thoughts using Marzano's Self-Reflection worksheet before your post-evaluation conference

I challenge educators to become Purposefully Reflective!  While it is easy to remain constant with the routine, it is equally as disruptive to question the routine and find change within yourself, your students and your routine.  Pursue and face the challenge. Digest.  Reflect.  Change.  Challenge.  Pursue.

Teacher Reflection Good Reads:

Danielsen, L.M. (2009).  Fostering Reflection.  Retrieved 24 Feb. 2013 from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx.

Pappas, P. (2010).  A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals.  Retrieved 24 Feb 2013 from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html

Sesay-St.Paul., M. (2013).  Teacher Reflection Questions (Teacher Tip).  Retrieved 24 Feb 2013 from http://www.scholastic.com/teachers/article/teacher-reflection-questions

Remind101 | Text Message Your Class SAFELY & For FREE

Has this ever happened to you?

You assign a reading, vocabulary, a worksheet, an article, an essay for homework.  You have high expectations that all your students will come to school with that homework completed and you'll be able to discuss that work with them during class.

However, the next day arrives and only a few of your students have actually done the work.  Well, you can't move on and you can't have the discussion you prepared.  So, you spend the class period going over the homework to ensure that every student accesses the content.  Those students who did the homework are bored and not challenged and those who didn't do the homework think they got away with something.  And, you're now behind in the curriculum.

Enter Remind101.com

Remind 101

Remind 101 is a SAFE, FREE, one-way text messaging service created for teachers to communicate with students and parents.  Students don't get your phone number and you don't get theirs - SAFE.  Students can't message you back - SAFE.  It doesn't cost you a thing to sign up - FREE.  It doesn't cost your students or parents anything to sign up - FREE. 

Remind 101 is online AND it's an app on Google Play and in the App Store for Apple products.  You can send a reminder whenever and wherever. 

You can also schedule a reminder.  I know my students (I teach high school) are busy after school so I schedule my reminders to go out around 5:30 or 6pm.  This way they don't get the reminder right after school, read it and then forget about it. 

Remind 101 WORKS!

I challenged a colleague, Mr. Martin, to pilot Remind 101 in his Biology classes.  He sent out two reminders about a vocabulary assignment that was due on Friday.  One reminder went out on Wednesday and the other on Thursday.  Of the students who signed up for Remind 101, 98% of them turned in their assignment completed and on-time.  In fact, the students who didn't sign up for Remind 101 and didn't do their vocabulary assignment were "reminded" that Mr. Martin sent them a text reminder.  Here's the conversation:

Mr. Martin: Why didn't you complete your vocabulary assignment?
Student #1: I forgot.
Student #2: He sent you two text messages.  How could you forget?
Student #1: I didn't sign up for the reminders.
Student #2: Well, that's you're fault.

Class Ends

Student #1: Mr. Martin, I guess I better sign up for those text messages.
Mr. Martin: Let's get you set up.

Remind 101 allows you to communicate with your students at a place where they are already communicating.  Engage your students, support your students, remind your students!

Connecting & Differentiating: Technology Tools for Student Success

My students have been asking questions today.  No, not in the classroom, it is Sunday after all.  They've been using technology to get the one-on-one help they need.

from: http://c4lpt.co.uk/library/janes-top-100-articles-of-2008/

So far today, I've answered numerous tweets and Edmodo direct messages from my students.  All in an effort to differentiate learning that meets their needs.  Not only that, I've tweeted several students to remind them of assignments that are due and updates they need to share with other students via a Re-Tweet (RT).  This has all happened sort of organically with one student sending me a tweet or Edmodo direct message, me sending a reply, etc.

Have you harnessed the power of technology tools to connect with your students?

If not, try these tools:

• Twitter: create a Twitter account connected to your Teacher Persona.  Mine is @edugatorvogel which matches my website, edugatorvogel.com, and helps to tie my Teacher Persona to my students.  They know me as edugatorvogel and know they can find me on the web and on Twitter.  I do NOT follow any students, though they are free to follow me.  I DO tweet them updates, assignments and reminders and ask them to RT their followers many of whom include other students of mine.
• Edmodo: Create classes (groups) and have students update their email and text messaging settings so they get messages or emails when you post a note, direct message or new assignment/quiz.  Edmodo is awesome in that it allows you to create groups just for select group of students who have the group code.  This way you can share information with cohesive groups of students OR create small groups of students who are working on one topic.  The beauty is that Edmodo also works on smartphones whether Apple or Android.  Check your app store for options.  To see Edmodo in action, watch a webinar at Support.Edmodo.com.

• Schoology: This option works in the same way that Edmodo does.  Schoology is geared more toward the higher-ed set but does have options for secondary and elementary school.  In the same way Edmodo allows for individual groups, Schoology offers capabilities for students to choose email or text for updates on assignments/quizzes, messages, posts, etc.  Schoology also has an app on both the Apple platform and the Android platform.

Note: While this has happened organically for me, it may not for everyone.  My students and I have very good rapport and they know what is appropriate and what is not appropriate.  Why?  Because we have discussed it AT LENGTH.  I have called students out for their misuse of the technology tools at their fingertips and they have responded in a responsible manner.  Please have this discussion with your students.  Cultivating responsible Digital Citizens is extremely important!

Responding to student needs through technology is second nature to them and now, to me.  While I do not have to be present 24/7, I can provide just-in-time answers to questions so my students are successful and, therefore, so am I! 

Promoting Literacy - An Idea

Just READ!

      Remember those super awesome READ posters from the American Library Association that used to hang on the walls of what was known, then, as the library?  Celebrities, politicians, famous teachers, historical figures were all into the hype of reading.  They showed their support by posing, with book in hand, to promote reading throughout schools.  While it is not often, at least in my media center, that I see one of these posters, they are still relevant to creating a culture of literacy.

Promote a Culture of Literacy

My school district is celebrating Literacy Day tomorrow, September 7, 2012 to support one of the districts major goals - "90% of all third graders reading on grade level by 2018".  Sponsored in part by The Learning Alliance, Literacy Day is an opportunity for all schools to showcase how they are promoting literacy within their school culture.

An Idea!

Vero Beach High School will be celebrating Literacy Day by having READ posters displayed around the school.  Two of our Reading teachers sent letters and emails to local and national leaders asking for a quote about reading and a .jpg.  From there, I uploaded the pictures to Photobucket, edited the pictures using Photobucket's editing tools and then ordered board poster prints from Walgreens.

Here are the finished products!

Literacy Week is usually celebrated in January here in Florida.  But, we got a jump start on our celebration early!  The plan is to have more posters of more local leaders and maybe even the President to help us promote and celebrate literacy all year long!

Jitters? What Jitters?! - Ways to Ease Your Back-to-School Worries

Does this Scenario Seem Familiar?

Lesson Plans.  Check.
First Day of School Handouts.  Check.
Seating Charts.  Check.

Day Before School Starts Butterflies.  CHECK!

It's 8am on the Sunday before school starts and I'm nervously pacing my living room mentally checking off what I have to do tomorrow to create a positive learning environment for my students right from the start.  I know I'm not the only teacher who will do this at some point today.

Three Simple Ways to Ease the Nerves

• Think Positive. Tomorrow is going to be an awesome day! Your students are just as excited as you are to be starting a new school year. You have planned activities that will engage your students and answer their most pressing questions: Who is my teacher?, What will I learn in this class?, How will I be graded?  You are ready!
• Breathe. Take a few minutes to sit back and breathe.  Close your eyes, take a deep breath and then exhale slowly.  Imagine you are breathing in positive thoughts and exhaling anxieties and worries. This can have a very powerful and calming effect allowing you to return to your tasks feeling refreshed and less anxious.
• Visualize. Even though I've tackled the first day of school 10 times, I still get nervous.  Why?  Because it's new.  New students.  New requirements.  New curriculum.  Each school year offers something new. Practice visualization. Close your eyes and mentally go through the first day of school.  As you encounter moments you might not be sure about, mentally practice how you might react.  Continue visualizing until you reach the end of the day.  See the day as you would want it to play out.  Athletes use this technique before a big game or a big race as a way to calm their nerves and "see" the finish line.  By visualizing the first day of school, you take away the anxiety of the unknown and replace it with a feeling of calm.

 You are ready!  It's going to be a great year!  Take some time this Sunday to relax and enjoy.  Tomorrow will be here soon enough!

FERPA for Me! FERPA for You!

Back-to-School Joy

So excited was I, the techno-geek in cool teacher clothes, when I learned that my district had an Edmodo sub-domain and the Superintendent's Leadership Council was advocating using this most awesome of Social Learning Platforms in classrooms throughout the district.  I rushed to be chosen as one of the trainers for my school (I'm a bit of an overachiever if you must know).  To get the ball rolling, I asked if I could introduce Edmodo at our Welcome Back Faculty Meeting.

BAM!  (That's me hitting a brick wall!)

Surprised, I was, as Yoda would say, when I was told not to showcase this tool at our opening faculty meeting.  Well, I did a little digging to learn why.

FERPA Can Be Confusing!

It turns out, there's this law called the Family Educational Rights and Privacy Act that governs when and what kind of information can be given out about students.

A FERPA Frenzy

Having no idea what FERPA is, I did what any good learner would do; I went on a searching spree.  

Here's what I found out:

• FERPA was first passed into law in 1974 - it has since had several revisions
• FERPA gives parents & students the right to access their educational records, correct any errors in the educational records and consent to the disclosure of information to third parties

 What does FERPA mean for educators?

• Any educational institution which receives money from the federal government must follow FERPA!  If not, they risk losing all federal funds!
• Information which identifies a student (race, gender, hair color, etc.) must be protected.
• "Directory Information" such as name, address and phone numbers can be made available BUT parents & students must be notified of such and have the right to refuse disclosure. 
• ALL student information must be given "due diligence" by educators in order to protect student information.
• Each state and/or district has different policies for protecting student information.  Be sure you check what your state/district policies are if you are wary of using any identifiable student information.  This is NOT a time where you ask for forgiveness after the fact!

A FERPA-ble Moment

So, before you begin using all of those cool tech tools you've been hearing and learning about all summer, consider having a FERPA-ble moment with your students - it is their information after all!

Best Practices for Protecting Student Information While Using Tech Tools:

• Discuss privacy issues with your students - cull Digital Citizens!
• If you are an educator who posts student grades (more middle/high school teachers), be careful of HOW you post grades.  Best practice is to first, post only by the last four numbers of a student's ID number and, second, be sure to randomize those numbers before posting.
• Send a letter home to parents outlining how you plan to use technology in the classroom to begin the conversation at home.
• For the elementary students, consider creating usernames and passwords that do not identify them.  For example, if a student is in the "Red Reading Group", give them the username of Red1, Red2 and so forth.
• For middle and secondary students, have a class discussion about the kinds of information they would want other people to be able to access.
• Digital Footprints are a very powerful visual to show how any information posted online, even by someone who shares the same name, can affect how someone is viewed.
• When having students create passwords, remind them to use a password that would not be obvious to others.  Passwords that use addresses, names and other identifiable information could be susceptible to hacking. Suggest they use symbols, numbers and capital letters.
• When having students create their own usernames and passwords, remind them to use a password that is unique for each application they use.