I, Joy Kirr, am a middle school teacher, author, and speaker. My 7th grade ELA (English Language Arts) classes are working to improve their lives through student-directed learning - without marks throughout the year. This is a log of my learning experiences... Want to have me speak with your staff or facilitate a workshop? Here is my PORTFOLIO.
I haven't presented at an educational conference since 2019. In 2017, I was at the height of my presenting - and I was the spotlight speaker at the conference I'm heading to tomorrow!
So why haven't I presented? It's because I taught 7th graders during the height of the pandemic - many many many teachers (including myself - in bits) were giving tips on "self care" and how to connect with students... and I was still crying every day. Many others - who were NOT teaching classes during the pandemic - had even more to say to "help" educators. I was so utterly frustrated with others trying to tell me what to do. COVID had me contemplating more... and talking and sharing less.
However...
One visitor asked us in an in-school PD session...
"What are you doing for yourself DURING the school day?"
I have read many books, tried many ideas, and now I'm ready to share what I do during the school day to alleviate the myriad stressors that are bound to come our way.
Renaissance Hotel in Schaumburg, IL in room "Nirvana C" at 9:30am, Tuesday, February 20, 2024.
It's not about getting outside, following your passion(s), getting exercise, eating healthy, drinking more water (and less alcohol)! Those are all things we could be doing outside of the work day.
What about when you're teaching a class? What about when you're in a meeting with other staff? What about when you need to answer what could become a heated email exchange? I'm ready to share ideas tomorrow. My slideshow is tidbits from books I've read. I hope when I share, the slides all come together nicely.
My overall message:
Be cognizant of what you give your attention to.
Make an effort to be more in the present moment.
One thing I've done outside of school hours that has helped me become less stressed - I've been basically kicked off Twitter. I can still access it on my phone, but I hate using it that way. I used to access it only via my laptop, and that access is gone. (My explanation is here.) Since I really can't advertise this session much, we'll see who shows! No matter - I'm excited to once again share something I believe can help educators. I love feeling the passion for this session that I used to feel for Genius Hour and Standards Based Grading. I appreciate how life has provided so many opportunities for sharing my passions at different times in my teaching career. I look forward to seeing and learning more from my peeps tomorrow!
These words actually escaped my mouth this morning as I sat with my Tweetdeck open.
I noticed that I had missed the TeachBetter Conference information - to perhaps present, and now to win a free registration.
I noticed tweets about the DBC conference in June that I've said "No" to, due to the cost of the flight, hotel, and yes - even registration that the authors don't get compensated for.
I noticed the myriad educators tweeting about their books, and I wondered if I should be doing more advertising.
I noticed I had still not cleared my column for direct messages, and it was to remind me to not feel bad for saying "No," as the last two things I said "No" to are helping me do better at my profession - TEACHING. Two things I've turned down this month are giving a one-hour virtual presentation about Genius Hour and hosting a chat after 8pm about Word Shift. This morning, I realized that saying "No" has kept me out of the loop. It was that realization that made me feel the need to write about it.
Yes, I'm out of the loop. And yes, I'm doing fine.
I could advertise Shift This and Word Shift more, for sure (like even right now when I hyperlink the titles). Then I go back to my reasons for writing them. I felt the need to write them and share them. I didn't feel the need to supplement my income (really - it's funny what money people think educator books bring in). I didn't feel the need to advertise it with contests, weekly mailers, or fun fancy GIFs. I tried it for a bit - it's not my style.
I could say "Yes" to presenting around the nation. Again, that's really not me. I love when I have a receptive group, for sure, yet the travel is nerve-wracking to me, and taking off a day from my job I love is a lot of stress I don't need to put myself through. I've written before about teachers as presenters, and I still feel the same.
Being out of the loop online - and on social media - I believe that is actually OKAY. I may even go so far as to believe that it's HEALTHY. One response I received after declining something was, "I love that you're being intentional and purposeful in your self-care." Yes. That's what I'm doing.
I am doing what I love, and I'm trying to do it well. With my husband, I talk about retiring - SOME day. Until then, I'm making the most of my teaching. I'm getting outside with my students, I'm laughing at my mistakes in front of them, and we're enjoying even more learning this year. I'm calmer with my students and my coworkers, and I think it's because I don't have so much on my plate. I think it's because I'm learning better how to make family and time for ME a priority.
Writing this reminds me of that FOMO saying - the "Fear of Missing Out." I've recently added "JOMO" to my vocabulary - the "Joy of Missing Out." It helps me focus on real-world relationships, or being truly present in as much of my day as I can. Check out this link and see how you can turn your FOMO into JOMO.
Twitter, and social media overall, has been helpful for me to becoming the educator I am today. I have jumped on many ideas, made them work for me when I could, and done further research when the bug to do so hit. I've read many excellent books, gotten inspired by a lot of excellent student work, and been supported by educators from various backgrounds on a regular basis.
Being connected on Twitter often makes me feel like I want to do everything everyone else is doing. I don't want it to be that way. I know I can't do everything. I've tried that. When I try to do everything, everything falls apart (or is simply not done well), and it's ugly. I want to do what I AM doing, and I want to do it WELL. For that, I need to step back from the excitement on social media and enjoy what I am already doing.
What am I doing today for myself? 1) Writing this - it helps me to get my thoughts down and try to organize them. I make more sense of them that way. 2) I've already swept out the shed and picked up sticks for a fire tonight while my love waxed my car (I know - I'm spoiled). 3) Reading some young adult literature and some nonfiction to feed my brain. 4) Looking through student photos on my school-issued iPad so I can print some out at Walgreen's (at 34 cents each) for parent conferences coming up soon. I enjoy all of these tasks. What are YOU doing today that you enjoy doing and helps you jump on the JOMO train? I'm not asking for responses in the comments this time - I'm encouraging you to stop reading this and get out and DO what brings you joy.
Fall has arrived at the Kirr household... Heading back outside now!
Looking back through my posts on the Building Learning Communities conference, I notice a theme. It seems as if every year I've gone (2012, 2015, 2016, 2017, and now 2018), educators and administrators and keynoters are talking about CHANGE. Here are all my reflections on the BLC conference, if you want to take a gander.
Last year's last day keynote speaker, Dr. Robert Evans, told us that humans resist change, especially if this change was not their idea. He also said resistance to change is normal and necessary. I read his book, The Human Side of School Change, and wrote three more posts reflecting on what he said. Myriad factors come into play when people have to deal with change, and his book helped me become a better listener to those who resist changes in education.
This year, my own keynote message was to stop asking why others won't change, and empower yourself. Take the risks, live up to the title of "educator," and do what you believe is right and good for students. Share these ideas with others, and explain your reasons WHY. Keep sharing - through social media, blogging, websites, presentations... keep the conversations going.
When Ted Dintersmith took the same stage the next day, he said that it's easier to start a new school than to change one that's already established. He added that we should embrace the pockets of change and grow by one teacher at a time. Leave other teachers alone - administration can try to make them change, but they'll just close their doors and keep doing what they've always done. Wasted effort on our part. Let's put the effort into celebrating those who are doing what is better for kids. Oh, and try not to say "best practice," because what is "best" today won't necessarily be "best" tomorrow. We can practice "better practices" with students. 😉
I go over and over with my husband Bob about what each session is about, and the things I've learned and want to take home and hold dear to my heart and head.
During our discussion about all this, he asked, "Is this whole thing pointless?"
"This whole thing" - referring to trying to get other teachers to reflect on their teaching and try something new, such as letting the students own more of the learning.
No. It's not pointless.
Trying to get other teachers to reflect on what they're doing, join in with what you're trying, and help bring students more to the center of all we do... is challenging for sure. But if you share ideas with just one... and just one teacher latches on and tries it and it changes his or her teaching, consider all the students you've affected. Mother Teresa said, "If you can't feed a hundred people, feed just one." I wouldn't say "just" one - because one can lead to another and another and the ideas can grow exponentially. (A few of the ideas I shared at BLC.)
I tweaked my keynote the evening prior, because I had to add this quote I'd heard from Darren Kuropatwa at his session - "The job of any leader is to make more leaders."
So take the lead. Share your ideas - through social media, blogging, websites, presentations... Share your reasons WHY. And feed ONE teacher. One at a time. Keep those conversations going!
Even though this was my fourth consecutive year presenting sessions, I was also asked to present one of the keynotes. Wednesday and Friday are reserved for one-hour keynotes, and Thursday is for three-four 15-20 minute keynotes. Thank goodness I was asked to present on Thursday!
I'd known about this presentation since November. Ideas percolated around my brain for months before I started putting ideas down on paper. I had not been told what to speak on, and the closer it got to July, the more I got to thinking I was on my own to decide.
This ambiguity was so difficult for me. Sure, I could set my own sessions for the week - those were based on where I felt my strengths lie, and I had many resources to share for when participants had questions. The 20 minutes in front of 500 people?? It was like choosing the right song for "American Idol"! (mine would be "Broken Wing" from Martina McBride!)
As I wrestled with what the message should be, and who my audience was, I never thought that not knowing - this ambiguity - this uncertainty - was what was so difficult for me.
That is, until the day AFTER my keynote, Ted Dintersmith - author of What School Could Be - said that ambiguity scares students. Taking a path where they might fail is scary. He says that we have many "Go fetch a dog biscuit" kids. They are really good at following our directions. They are not good with ambiguity.
I immediately thought - that's why the keynote was so difficult for me! If Alan November had told me what he wanted, I would do it. If nobody cared for the idea, I could blame it on someone else...
I figured it out. I had to! I did have parameters - It had to be ready by July 26th at 8:30 am, and it could be 15-20 minutes long. I also felt I had to share something about shifting... shifting SOMEthing. I didn't want to talk about Shift This (which of course, you can purchase right here 😉).
I also knew I didn't want to use the ideas from my "Shift the Culture" one-hour presentation. I had to create something new.
With these parameters, I thought about the history of my learning at BLC, what I've learned from others, and I decided it should be about shifting the language.
(Yes, deaf education is part of my journey.)
I was geeked to say hello (again) to the other two keynoters - both passionate educators on the other ends of the spectrum - Aaron Polansky from a vocational school in Massachusetts, and Pana Asavavatana who works with K-2 in Taiwan! When I got to BLC on Wednesday, Aaron said he'd changed his message a few times already, and he even changed it further the night prior! I think he had a tough time with the ambiguity, as well. I think Pana had her message about literacy ready to go (I could be totally wrong about that - we didn't have much time to talk) - even though we all had nerves galore!
I became more comfortable with the message in it as I went through sessions on Wednesday, the day prior to the most nerve-wracking thing I've had to do in a long time. Others at BLC were talking about change, and shifts they're trying to make, and how "others at my school" weren't on the same page.
The morning of the presentation, we were told our order (what a relief when I found out I'd go first!), and Alan said, "Your topic is genius hour, right?" My eyebrows went up and I froze for a moment.
I said, "Nope. It's on shifting the language. Labels we're given and such."
He only said, "Interesting!" and went on explaining more plans for the next hour... Phew!
The ambiguity I was offered was a gift in disguise. I learned so much from brainstorming, trying different ideas, considering past conference messages, putting together much of what I've learned, and listening to the audience / participants the day prior. I tweaked two or three things based on what I'd learned Wednesday, and I was as ready as I'd ever be Thursday morning.
How did it go?
I'm happy with what I did. I have no idea what I actually said... I had my notes, but don't remember using them. I did hear laughter in all the right places, and I saw many heads nod. Reactions and expressions of gratefulness from educators the rest of the day solidified that I had reached them in some way. They felt included. They felt as if I knew them. They felt empowered. Alan told me I'd done a "fabulous" job, and a few told me they had tears (which I didn't expect).
My lessons learned?
-Go with your gut. Say what you feel you need to say. Speak from the heart.
-Use the ambiguity as a learning experience. Research, reflect, brainstorm, tweak, get feedback...
-Provide students more chances every day to struggle with - and learn from - such vagueness.
-When they struggle with uncertainty, help them to notice all they are learning.
-Provide tools for them to persevere, so it will be easier for them the next time around.
-As always, these challenges should come without any grade attached...
-Um... hello - doesn't this sound a bit like Genius Hour? Or personalizing learning - ALL DAY?!
Challenge for all of us - How can we incorporate more opportunities for our children / students to struggle with ambiguity during our school days?
A HUGE thank you to Alan November and the BLC team for providing me this experience. More huge kudos to Aaron and Pana - we did it!! Everyone loved your messages! Let's put a handle on helping students and educators make more connections! I'm excited to read about your own reflections.
Here's the "moment" I made using Twitter - to capture some of the essence of my message. Stay tuned for further posts as a result of reflections from this fabulous conference!
As if we don't already have enough on our plate, right?
Sharing what we believe to be right and good should be our next step, right?
I've been told by many people in my presentations that "It's so good to hear from someone who's still in the trenches." That phrase rubs me the wrong way, because in my mind, a school should not be compared to a war zone, but I can see why they say these things. I, too, feel distant from those presenters who used to be educators and are now consulting full time. I know, however, that many of those same presenters should be respected for so many reasons, so I pay attention to the message, not solely the speaker.
My husband and I recently got back from a successful workshop and keynote at South Dakota State University. What a stellar group of educators there! It was a small, welcoming group that included preservice teachers and teachers up to about five years in, as well as other alumni of their REMAST program (math and science rural educators). I know the healthy grading workshop went well - especially when some educators argued over zeros for missing work and late work penalties. I know the keynote went well, as one man was crying afterwards as he thanked me. This was my first big presentation since the large one I had in January flopped. I learned a lot from that audience, and was able to make sure this audience was a good fit for me this time.
That was January, and this one was in the summer - BIG difference. First of all, I didn't need to take any personal days from work. I didn't need to make any sub plans. My students aren't even factored in. I could focus solely on my message. This trip took us six days. BIG difference. We got back yesterday, and my husband is worn out from the driving, even though we are glad we drove and didn't fly. Seeing America's small towns and landscape is enjoyable for us.
At what cost do teachers present outside of school?
What price should be charged for excursions that take so much out of us?
I then headed to ISTE on Monday to present. I did not get paid. In fact, my district paid over $400 for me to attend - for oneday. I'm grateful that Carrie Baughcum texted me the night prior and asked if I'd ride along with her downtown. I was able to take the green line from half a mile away from McCormick Place to the blue line to the Rosemont station to get picked up by my husband that night. It was a massive venue, with over 600 exhibitors, over 1300 presentations, and rumor has it there were over 21,000 attendees. Presenters pay their own way, and also need to be a member of ISTE. I understand that the cost to use McCormick Place for so many days and to pay the myriad keynote speakers must be out of this world. However, I believe the cost to attend - even to present - is too much of a burden to put on educators. Consider those not from Chicago - to stay overnight in a hotel downtown? Just. Too. Much.
Oh, my goodness. The rockstar educators that showed up to ISTE. No wonder teachers clamor to go! I thought I met a few in the one day I was there - then I saw tweets from so many others! It was a day full of lines, chats with PLN outside the sessions (my favorite), lines, selfies, lines, sneaking lunch on the floor, lines, closed doors, lines, ball pit (seriously ??), lines, and genuine conversations about becoming better educators. I am grateful for being able to share part of what I've learned, meet familiar and new PLN friends, support from friends not seen enough, and star sightings of educators I've learned from for many years through the tool we call Twitter.
When does presenting become too much? Or when do teachers turn that corner, leave the schools, and consult or present full time?
I know educators who do not teach in the school system anymore. They either work for themselves, for an educational company, or they are in administration part time, and presenting as well. Some have taken to advertising only their books and presentations through social media - this could be a big source of their income (and retirement) if they don't now have a steady teaching job. I have heard of one presenter who has said, "I won't present anymore where they won't pay me." I wonder if these teachers would rather be back with us - in the classrooms - but the cost or burden of presenting during the school year was just too much and they felt that calling to share their message with more educators.
I hope to never get to that point. I have turned down applying to present at venues where presenters do not get paid when I need to travel there. If teachers are paying for a flight (or wear and tear on a vehicle) and a hotel, at the very least provide the presenters with access to the conference for free. I feel so very fortunate (and honored!) for conferences that want me to present, so they pay for my meals, hotel, travel, AND the conference - depending on where and when it takes place, that can often be payment enough!
I did not become a teacher so I could present about ideas in my book. (I still can't believe I can say "my book!") I am much more comfortable with seventh graders. When I get a good group however, who enjoy hearing of the ideas I bring, I feel over-the-top happy. I feel like I'm in the right place. I feel like I'm making a difference. I had this feeling when I was at ISTE for that one day. Some parts of my message were impactful to some educators. This helps me to keep presenting. I will retire from teaching in ten to fourteen years from now, and I will present when I can until then. I will also still attend edcamps, of course (with my tribe)!
I think we need to give a break to educators who present to other educators.
During the school year, it's amazing that they're taking time away from students to share with adults.
During the summer, it's amazing that they're taking time away from family to share with adults.
If presenters are not teaching anymore, it's most likely because it's just too very difficult to do both.
Thank you to all those in charge of conferences that help educators share their message.
HOW TO:
"Teach Me Your Talent" is one way for students to share what they love with other students. It can be a way to introduce genius hour-type learning, bring students' passions IN to the classroom, or just something fun to do so your students can learn more about each other!
We started by introducing the idea to students the week of PARCC (standardized) testing. They had that entire week to brainstorm ideas and get feedback from peers. The next Monday, they needed to declare what they would present. Starting that Monday, we had four days of mini lessons and time to practice - presentation skills, such as volume, intonation, eye contact, gestures, poise... all thanks to Erik Palmer's Well Spoken book. We used videos, teacher models, and students signed up to do 15 second to 1 minute stints to practice their speaking skills, as well. These four days were also used for students to plan their own presentations. We used this sheet to guide us. (It was during this time that I met 1:1 with students regarding their learning for the quarter. We came up with the final grade and their comments for the report card.)
Skills/Talents/Hobbies shared this year: Observations I want to remember...
Teachers presented one this year as a model - turned out to be helpful!
Parents came in to provide feedback while I was in the corner conferring with students 1:1.
When a student presenting said, "cut off the bottom of the paper" and another rudely responded, "seems like a big waste of paper," the student presenting countered with, "I'm sure you can find something to do with that extra slip of paper. A bookmark, perhaps." What class.
Thanks to the observation of our co-teacher, when we only had three people presenting, we still created four groups - one just hung out for 4 minutes together in the rotation. When in that "station," these students took on the responsibility of timer and announcer when there was one minute left.
Hearing a student say, "I haven't done this is so long."
Hearing a parent say, "I feel like I'm in 7th grade again."
Messes were cleaned up by students.
Even when a presentation didn't go all too well, at least one student in the group would thank the presenter, and then the others usually added their own thanks.
One student kept saying "I failed." (No grades - just in his mind.) I was able to reiterate at his parent/teacher conference that he kept getting better and better during the four rotations. By the time the fourth one came about, he had succeeded! Hopefully after our talk, he is learning that practicing before would make him more successful.
When I would forget, students would take care of the timer (student responsibility next year).
Parents came in, went through rotations, and even gave feedback!
I gave students a quick form to ask them for their feedback. What always gets me is the way some comments contradict others ("very easy" / "stressful" or "more time" / "make it shorter"). Here are the ideas they had:
What went well? (Student Views)
It was fun to play with other's stuff.
Everyone listened to everyone.
The people I taught seemed to be interested in what I taught.
Everyone was paying attention and we got through everyone.
The speaking part went well.
The whole idea was cool.
I definitely learned new things.
I learned about my classmates and had fun.
It was fun.
There were some really good things that people demonstrated.
Everyone tried new things.
Most of us had interesting things to show.
I think the organization went well.
Everyone brought in their projects on time.
People had good performances.
People tried.
Creativity.
The "balanced" out groups.
Most people learned something new and I liked when talents went over 3:30 min - we learned more.
I liked how I could share what my classmates like to do, and I can share what I like to do.
I learned many things about different sports.
Learning new things, and new things about other people.
Most people seemed prepared and seemed to be having fun.
Everyone can learn about different things.
It was very easy.
We had enough time.
Everybody was able to do the task taught.
The time we had to prepare for it.
Nobody cut off person talking.
Fun trying the person's talent.
Suggestions for Students FROM Students:
Don't overdo it.
Listen.
Cover main ideas and explain them.
Speak clearer and louder.
Pay attention to who's talking.
Be more prepared / practice.
Explain the talent better.
Don't do things if it takes really long.
Pick something that is actually a talent.
Longer presentations are better.
Teach for the whole three minutes.
Take it more seriously.
Put more time into planning.
Try to at least seem interested in what you're doing.
Find something really unique and useful.
Don't have side conversations - it distracts the speaker.
Think of outrageous ideas.
Suggestions for the Teacher from Students:
Bigger groups. (This year we had both, depending on the day, and they liked the smaller groups.)
Extend time for talent.
Make it a little bit shorter.
Don't grade this activity. (I didn't.)
Not in groups - entire class presentations.
Maybe a little more time for preparing and getting ready.
We didn't need so much time to plan. It was pretty boring and stressful.
Let students pick groups.
Decide groups ahead of time.
Don't take pictures.
More organized way of presenting.
Bigger spaces for each group.
Let students go to stations you want to.
Show all groups to the class.
Have groups of different times - for instance, if some plan for 5 min., have them all go at the same time. (Students wanted slime to be all on the same day. I cannot stand slime, and always hope no one decides to make slime...This year we had three in one class - all different types of slime, all on different days. Maybe one shot would be better!)
My Sad Note:
I've got some students who don't like ELA (say it isn't so!) and/or struggle with reading and writing. One reason I love this project is that many of those students shine during these presentations. I will say that this year I did have some of those. I also had four students this year who ... blew it off. I am reminded once again that school is not a priority in their lives. I'm just sad that even this activity couldn't encourage them to bring their passions in to our classroom. I will continue to implement this activity, however, because of all the success and/or learning most students have.
Want to see it in action?
Check out @KirrClass tweets! You can also find much of our learning on Instagram.
Here's our video from 2017... I loved looking at it, as we set up the room differently this past year based on feedback from last year, and I don't know which way is better! Next year, the students can decide once again. :)
*UPDATE from 2019...
Notes from 2019:
We didn't do as many lessons for presenting, as they're presenting to such small groups.
We need to have more check points - a day to bring materials to class, especially.
Next year, we'd like to do this EARLIER in the year - so students become more familiar with each other and so there aren't so many saying, "I don't have any talents or skills."
Next year, we'd like to scaffold at least TWO presentations. The first could be students teaching something they know or enjoy, via a slideshow. THEN they can become interactive presentations.
Note for myself - do NOT try to squeeze this into two days (like I had to for one class due to a surprise meeting at district office), as then I won't have time to confer with students about their final grade for the quarter, and we won't have any time for independent reading.
My husband Bob (@TagAlongBob) came up with the idea.
We shared it with close friends, and came up with these parameters:
Can't call it "EdCruise," because it sounds too much like a person, so it needs to be "EDUCruise."
Instead of the typical chocolates, we'd be enjoying cold shrimp and sushi for snacks
Tuna salad sandwiches for lunch - aw, heck - it's our dream - Lobster or Crab for lunch!
We won't need to reserve a place to meet afterwards for entertainment...
Sunning on the deck
Swimming pool
Jacuzzis
Beverages
The perfect time would be winter break! On a Monday through Friday...
We thought this would be the perfect idea for Dave Burgess Consulting to design - Dave and Shelley are the PIRATES!! Everyone would get a teeny pirate flag, as we probably wouldn't want to hoist one on the main deck. The rest of the time would be sharing ideas and shattering the status quo! Of course, all the authors would get a free ticket + 1 for themselves and a guest...
Now, because we only shared it with close friends, and I didn't go right to Dave and Shelley, someone else has gotten the idea...
I wish they'd've (oh, how I love multiple contractions!) called me! Then this would be happening during winter break instead of summertime!
To find out more about this particular "Summit at Sea," click here. To ask Dave and Shelley to put on one over winter break, click here. And to add more ideas so the EdTechTeam and DBC can add to their own EDUcruise, add comments to this post - We'd love to learn from your creativity!
As a connected educator, you get asked to do many things that are not in your normal job description. For the month of April, I was asked to speak at a mini-conference in the AM before an edcamp in the PM, review a book before it comes out, moderate two chats, attend a half-day edcamp, and be on this panel. I said YES to all but one. I'm so glad I was able to be a part of this panel. Check out the participants:
We were given free dinner (Chipotle and cookies!), and a few of us chatted prior to the start of the discussion. My goal was to listen more than I spoke, and that was very easy, as I was in the presence of educators that have done way more than I ever had. I was so eager to learn from them!
I had to share my take-aways (and reminders)...
Jon Bergmann shared that the "one thing every teacher can do tomorrow" is something I'm already doing! Video/audio feedback with screencasts for their students! When he started describing this, I practically jumped out of my chair. I'm on the right track!
A participant in the audience shared that his students reflect back in the same manner. I know one of my next steps now!
We were all reminded, once again, that the tech does not matter - RELATIONSHIPS matter. No idea is right for EVERY student. Some students will still not do the work. TALK with students. Do not let the idea that not every student will work stop you from trying new things in class.
"Relevance" is the word I kept thinking of for these two hours. If we continue to make learning relevant to our students, more will step up to the plate to practice and learn the skills.
We need to have a common language - and we need to SHARE this with parents and students, so they, too, may advocate for change in education.
I am not overwhelmed with "too many things to do." Teachers on this panel seem to be doing even more work than I am - all for the sake of personalizing the learning.
Coming home with the windows down and the radio cranked up, I knew I will continue to say YES to many of these opportunities, as they continue to reinvigorate me. I may not do everything in my class that I'd like to try, but I'm surrounded by others who inspire me to keep on keepin' on!
One of the lessons learned that I shared at the ICE conference the last two days was to seek support. Educators who are trying new things often feel alone.
At your own school...
Who do you know at your own school who can help you with hardware? Software? Innovative ideas? Editing? Parents? Administration? School morale? Go to them - seek them out. Make the connections.
In your district...
Who in your district is changing things for the better? Who is an inspiration? Who pushes you? Who supports you? Surround yourself with these educators.
On social media...
When you stick you toe in, you'll find new ideas around every corner. After you're immersed in the deep end, you'll find that you're questioning others - and yourself. You'll be tired of the echo chamber, and you can now reach out towards people who push you further. These will be the connections that have the possibility to lead to big change in education.
The major benefit of seeking support is that you become more CONNECTED to educators who want to help. And then you get to MEET them in person and learn even MORE from them! This is when you do NOT feel alone - you get to be with your tribe!
I want to thank the following inspirational educators for the thrilling two days of learning and the filling up of my soul at the ICE 17 conference...
Amber Heffner - for the invitation to be a spotlight speaker! (And for all the nerves that came along for the ride!) Jen Smith - for the nudge to update my profile picture, the eight bottles of water, the first dongle I tried, introductions prior to me speaking on Thursday, and for being my buddy and my "pusher" since 2012! Bonus: thanks for getting a Hokki stool to room 239, as well!
Carrie Baughcum - for the wholesome blossoming as a marigold for all educators. What a trip to hang out with you in what's become your element! How #HotSauceFantastic
Jen Vincent - for the second dongle - given at the drop of a hat!! - at the start of my first presentation.
Amy Lamberti - for the third - and final - dongle of the week. I just purchased my own today!
Dana Ladenburger - for being the catalyst to our "aha moment" at dinner (no, not the chili or the carding) and the beautiful sketchnote for my culture shift presentation, too!
HS Senior who did not share his name - for coming up to me after one presentation and letting me know he thinks all teachers should hear my message.
John Wawczak for letting me know how much the LiveBinder has helped educators at your school. Just the motivation I need to keep editing it to make it better and easier for teachers and parents to use!
Catching up with so many fabulous educators! I started writing down all the familiar faces (Amanda, Heidi, Shawn, Jim, Traci, Joe, etc.) I was able to actually SIT with and chat, and then I lost the list!! UGH! I have no doubt that the person who found it will be following some stellar people soon. You know who you are! Thank you for making the connections again and swapping stories!
I'm so glad I got a chance to sit and talk a teeny bit with Steve Wick again, as well. His top tweets from ICE17 are here, and even though I didn't get to see his sessions, I know he always shares valuable information you can use TODAY! Next time I need to "relax" before I present, I'm checking out one of his myriad sessions!
My favorite tweets... that keep me inspired and ready to try to improve what's happening in schools!
I've had such support on this journey! Thank you to all the educators that continue to share online and inspire teachers like myself. Thank you to all the presenters I've ever seen in my career so far. I am so very fortunate to be able to learn from you.
Last August, I was asked to submit a proposal for a workshop or small sessions at BLC15 (Building Learning Communities in Boston). I put in for both, figuring one wouldn't be accepted. I was wrong. Here was my schedule this week:
Tuesday 7/14 - 8am to Noon - Genius Hour Master Class
Wednesday 7/15 - 2:35-3:40
and again 4:00-5:05 - Let It Go
(crowdsourcing to share ideas to let go of control)
I've been a nervous wreck. For weeks. Just look at these other speakers! And now it's all over.
So many ideas. So little time. Here are my take-aways...
From valuable meetings & presentations I attended... Dinner with Lesley Burnap
We ate at Parish Cafe - Here the lesson to TRY SOMETHING NEW was enforced! The sandwich, that is... Although the food was great, the company was better. It's always sweet meeting people from your Twitter PLN face to face. We talked about Genius Hour and books! What better conversation?! I'm so grateful for the drive she took to meet us in downtown Boston!
Tech Tool... Answer Garden - ask a question, have people answer, and can export to Wordle or other...
Dylan Wiliam's Keynote
"He that will be a leader, must be a bridge." Administration needs to give time for teachers to become better. Teachers are working harder than ever.
Most often with PD - It's easy to change teachers in front of other teachers. It's more difficult to change when we get back in front of children.
We already know what we're supposed to be doing, but we're not doing it.
The greatest impact is minute-by-minute feedback. We don't do it because it's hard.
Break up "Big Hairy Audacious Goals" into bite-sized pieces so they're easy to swallow.
Start with bright spots - naysayers can't argue with what is working.
Teachers need to engineer effective learning environments - to create engagement and develop habits of mind.
If teachers don't think they can become a better teacher tomorrow, they should be fired.
I need to read Switch: How to change things when change is hard by Chip & Dan Heath.
Amy Burvall -"The Cloud is our Campfire"
I am going to (or rather, ask my husband to) create a box. This box will be open on two sides. It will look much like a photo booth - maybe I can hang a curtain! An iPad will be secured somehow to the back of the box as you're looking at it. It will be positioned up on a wall or tall podium. Amy called hers a "Vox Box." Once students step toward, and put their head in the box, they will see a question posed above the iPad. They can then record their (short) response right on the iPad in the camera app. I can share these quips with parents during open house, and later on our class website. Here's my question now... What question should I ask students? I was thinking of, "What are you most looking forward to this year?" I don't think that's the one. Help?
Lunch with Rik Rowe
EdCamp fanatic, Rik Rowe, lives in the Boston area! He met Hubby and I for lunch on Wednesday! Ideas of communication and questioning were reinforced in our discussions. He did not help me relax at lunch - he pushed my thinking further.
Erin Klein - Sharing the Student Voice and Personalize Learning
Tell students, "This is going to be your best year ever! Now how can we make is so?"
Learning needs to happen BY students, not FOR them.
Every child in your classroom is someone else's whole world.
I need to read Rafe Esquith's books...
As for presentations? Add your personal stories - she had us hooked once she shared stories about her own children. Of course, I agreed with everything she said...!
Lainie Rowell's Keynote
When sharing great ideas with other teachers, invite them IN to your class. Share with them WHY you're trying something, have them watch it in person, then make sure you take the time to debrief with them. We all need to reflect in order to make things even better the next time.
Darren Kuropatwa- The Fourth Screen
I need him to come to our school, or I need to channel him somehow when I share his ideas with students. We need to make the social media experiences REAL for kids. You can tell them "fire is hot" for years, but they don't normally learn until they get burned. He shared stories of bullying, being negative in general, and reactions to bad decisions. He asked us to ask students, "What will you do with the power of the Internet?" He asked us to mention the terrible things, but then stress the positive actions.
Walk with Dave Meyersto "Make Way for Ducklings" statues.
Dave was the man who set me up with the iPad pilot I tried in the Fall of 2011... That was probably the start of my "aha" moments as a connected educator...
My husband and I went for a walk with him after the sessions on this day, and we learned that colleges / universities were now going to have to report out how their educator graduates were doing in education. Because of this, Dave's new company is helping them figure things out AND will be connecting them to teacher mentors. Sounds like an interesting and valuable idea. It was nice to see him again!
Jennie Magiera's Keynote
Jennie is a Boston native, but lives in Chicago. I've never met her, and I should've said "Hello" and "Thank you!" in Boston. Her presentation was both hilarious and motivating. While most of the other presentations had me thinking of my students, hers had me thinking of the other teachers at my school and how I choose to interact (or hide) from them.
Add three words to your conversation - "and... what if?"
Choose to be bothered.
Choose to be bothered.
Choose to be bothered.
Don't be afraid to start over - even if you've invested a ton of time already.
When you choose to be bothered, sometimes you have to do something nuts.
Be vocal about your crazy. You can recruit friends and change the world together!
Teacher question: How do we make kids stay in school?
Student answer: Make school suck less.
From my own presentations...
EVERYONE presenting is nervous. Know this. Then just do your best.
I need to learn how to make my presentations on something other than Google Slides. I would love to go from one slide to the next, including videos, with one click of a remote button. Someone help, please?
I think nine people in the workshop was a nice number. I would love a few more next time, but I think this group was cozy enough, but not too cozy. ;)
I don't want to try something new in a big venue like this again - my "Let It Go" session went poorly the first time. Luckily I had a chance to try it again, and took the 20 min between the sessions to change things up!
I will keep finding ways to INVOLVE the audience. I've sat through a few where I just sat and took notes, and looked at links. They were valuable, no doubt, but I saw a lot more sharing from the sessions that asked for audience participation and movement.
Keep being humble. I don't pretend to know it all, and I hope I come across as making mistakes. I sat through one session where the presenter acted as if he was better than anyone else. I know I'll never know it all, and I hope my audience can see me as a constant learner.
Time to infuse my presentations with photos and seamless transition of videos of kids.
Keep the warm-up music prior to the presentation, and the last musical bit that everyone loves.
Next time I'm nervous about traveling, I'll consider those that came to Boston from Hawaii, Australia, Russia, Taiwan, Istanbul, Finland.......
Here's the one tweet (from my last presentation) that included a picture... I'm glad it's got Angela Maiers!
Thank you to Alan November and BLC crew for making me feel welcome in Boston.
Thank you to all the "old" friends I was able to hug, and all the new friends I made in Boston.
Thank you to the presenters and attendees, who stressed that it's about the LEARNERS, not the content.
Thank you to my husband, for all of your support, wonderful company, the walk for a cannoli at Maria's (and then again a surprise cannoli from Modern!), the almost crying at the awesome-ness of the Boston Public Library, and for reminding me to put on some pants before I head down to breakfast.
Was this really only the third full year I've experimented with Genius Hour in 7th grade ELA?
Well, I'll just say it up front - this was my toughest year when it comes to Genius Hour. This post will not have the depth the last two year's posts have had (year one part one, year one part two, year two), as I am EXHAUSTED. This focus will be primarily on the presentations, as that is where most of the change occurred. Note: Mrs. Rehberger is my co-teacher for one class, and Mr. Slowinski is the other ELA teacher on our team.
What I think went well...
* Mrs. Rehberger stuck with us through it all. It was tough for her, as it was her first experience in the classroom with Genius Hour.
* One class had a Skype visit with Julie Haden's kiddos, and certain students shared their projects.
* One class had Grammie visit the last two months on a consistent basis.
* All classes worked harder when Jen Vincent and Drew Gollias visited and asked questions.
* Students appreciated being able to change projects when theirs wasn't working out for them.
My student's first concert!
* I really got to know one of my students and attend her first concert! I was also put in charge of staying the entire time to video record and take photos, since her mom could not stay...
* Vimily was a great tool to use for students to advertise their presentations - thank you for your examples and guidance, Paul Bogush!
* Mr. Slowinski and I did not need to sit through (or put the kids through) four straight days of presentations. Instead, we had a full day of presentations throughout the school on the third-to-last day - again, thanks to Paul Bogush.
* I have great plans for if we ever want to present in this manner again. (I actually have plans for a substitute, should we need one again!)
* Two parents thanked me for doing this type of activity in ELA class. One even asked who brought this idea to the school. I was very proud to say it was ME! I am prouder yet that we now have our five 7th grade ELA teachers doing this, and one 8th grade science teacher! We are able to share our struggles and celebrations with each other.
* We had a variety of projects once again, ranging from drawing to making a business.
* We even had dogs visit (outside) and show the tricks they were taught!
What still bothers me...
* I still had that one student who did nothing. This is one too many. Even with two teachers in the room, he fooled us all, up until the last moment. I asked him to present to me only, and then tried to explain the importance of effort and honesty and making the most of your time in life. I begged, cried, put on my "teacher face," and tried to get my message across. Kudos to him for keeping eye contact with me the entire time.
* One of our team teachers took the day off when students were presenting. (This made me sad that this teacher did not want to see our students share their ideas.) This means the substitute had a group of boys at one point who walked all over her and the presenters. (This angered me - I would think they would know how to act.) I only know this because of a parent email sent to our principal.
* Sadly, Mr. Slowinski and I needed to prep the students better for what type of questions (as an audience member) are appropriate and which are not. * I never got to see _______'s (insert MANY of my students' names here) presentation.
* I never got to see the "Packages for Patients" presentation that five of Mr. Slowinski's students put together.
* It took me 3.5 hours to set up the original schedule, and I had help from my sister-in-law.
* It took me over twelve hours to schedule the rest of the students as audience members.
* It took too, too long to set up this one day and help teachers feel comfortable with it.
Changes I'm considering for next year...
* Mr. Slowinski and I have discussed separating each quarter into something different. First quarter, I'd like for students to MAKE something, culminating with the Cardboard Challenge. We can then have a "teach your talent" quarter, where students share their "genius," and work on presentation skills. Third quarter can have more of a research focus.
* More photos. More sharing between classes. More posting on the bulletin board what we are doing. I feel like I need a publicist for Mondays! It may just be a new job I create for students...
* As for presentations, I think we should have them in our classes, during the last four weeks or so of Genius Hour. The presentations that students think are "worthy of the world" will go on and present at the end of the year in some fashion. It would be great if we could have an hour or so on one of the last days to share these amazing presentations, while inviting the community.
* Getting more parents involved. Having visitors really helped students step up their game. They also loved the one-on-one attention.
I'd never heard of the K12 Online Conference, and yet I was asked to be the "keynote presenter" for the Passion-Driven Learning strand for this year's online conference. Humbled and anxious, I accepted, not knowing the work I'd have to put into it. I could criticize my own video until I'm blue in the face, but I am proud of the message, and stand by it. I am also very thankful to those teachers (Sheri Edwards, Denise Krebs, Oliver Schinkten, Paul Solarz, Gallit Zvi) who came through for me by sending me clips of their answers to questions I wanted to include.
My (@JoyKirr) K12 Online Learning Conference Keynote presentation from October 27th:
Bart Miller's (@BarMill) presentation (& resources) is one of my favorites from this strand. I need to watch it yet again, take notes, and then... take action.
Again, see the complete listing for so many more fabulous presentations. I've learned so much watching them, knowing that the next time I'm asked to create a video, I've got to step it up a few notches!
Comments or questions on these videos? Please leave them below.
I need to connect to people.
It makes me happy, and I learn a ton!
If you knew me, you wouldn't think I was shy. I can be boisterous, loud, outlandish, and even (yes, it's true) annoying at times. But really, deep down, I am SHY.
This weekend, however, I presented at the IATE conference in Bloomington, IL, with three people I HAD NEVER MET. We were connected by one person I had met once before - at EdCampChicago in the spring. The other three I'd only "talked to" on Twitter.
The presentation was fun to plan, fun to present, and I'm proud of what we did. However, I'm actually more happy with making connections this weekend. I sat in on Stephanie Gates's presentation on teaching argument, participated fully (there were only 5 of us), and then sat next to her during the social hour and through dinner. Also during this time, I struck up conversation with four other teachers who came to sit down (each leaving a seat between them and the others). Great to meet you, @michelinaM06 & @mrpiper76! (Here is Michelina's blog post about the weekend...) I made a point to ask each of them at least one question. My husband has taught me this - people love to talk about themselves. I also made sure these were not questions that could be answered with a "yes" or a "no." ;-) In this fashion, we shared some great stories.
During the first presentation I went to today (given by Tricia Campbell - @tlcampbell2002), I heard a teacher next to me say something about saving the flip class videos on Edline... I had to know more, as I thought Edline got rid of all we'd done the year prior - No! It's not true! She quickly explained to me where it was all stored. No more re-posting helpful links each year?! Ahhh... This one interaction with Jennifer Keith (@pi2nyc) was priceless. As I tweeted out ideas from this session, Patti Strukel (@PattiStrukel) tweeted back to try Movenote - and sent me an example she's done - WOAH! Put your Google Presentation in here, add your ideas and boom! You've got a flipped lesson with your face and voice, too! Some day I'd love to meet Patti in person...
I was also lucky to meet local Twitter peeps from Conant High School - Asra (@Ms_Syed_reads) & Jordan (@BuffEnglish), even learning WHY he's "Buff" English! I even went out to write a line of poetry (well, I wasn't sure if it WAS poetry) outside using sidewalk chalk, thanks to @MrSujak. It's the personal stories that have made this weekend for me.
Even if I am shy, I don't have to ACT shy. In fact, to make my life even better than it already is (it IS glorious, if I do say so myself), I have to talk to people I don't know, and ask them questions. I'll have to draw on the habitude of "courage," but this will be my new Genius Hour project...for quite a long time, I hope!
Special thanks to Russ, Gary, Jaclyn & Amy for inviting me to present at this cozy event, and thanks for making meeting new people painless. Thanks also to my administration for paying for my attendance and allowing me to go... I love that I can continue to learn. Next week... helping to make EdCamp Chicago work!!
I was in my third year in the reading/writing classroom.
I needed something besides what had “always been done.”
I couldn’t keep giving students fabricated projects to turn
in when they finished a book each quarter.
I needed students to read more than four books a year – if
they were even reading that many! Many students can get by completing the
project without reading the book, and both the student and I do more work when
the true goal has been averted.
I have three people to thank for their influence on how I do
Genius Hour today:
I wanted to change the way I approached independent reading
in my classroom. Discussions with peers during a workshop in Michigan led by
Ewan McIntosh gave me the WHY – Students will learn more when it’s driven by
their passions. Students can find problems, and work towards solving them. This
learning needs to be individual – and I need to make sure I conference with
students to find out where/how I can help them succeed.
While in Boston, learning Erin Olson’s story of her 11th
grade literature students in Iowa, gave me more of the WHY – If students are
inspired by what they read, they will act on what they feel. Erin had me
tearing up, thinking of what students could do if inspired enough.
I then read The BookWhisperer, by Donalyn Miller, which helped me figure out more of the HOW. I
now have a reading log that fits what I’m doing, my classroom library is
organized by genre, and I truly believe students will be reading many more
books this year!!! This year I have implemented a few simple motivation
strategies that came from her book, and other ideas I’ve already been using
were justified.
Two people gave me the name for what I have ended up doing:
I started building my Twitter PLN in February of 2012. These
two innovative educators both taught 7th grade and started a Twitter
chat the first Wednesday of each month - #geniushour. I didn’t know what it
was, but I jumped in one night. Ahhh – I’d found the name for what I wanted to
do! Thank you Gallit & Denise!
It is Bec Spink who introduced me to KustomNote, which syncs
with Evernote. Oh, has this been a time-saver! I was already familiar with
Evernote, so I asked her for her conferencing template. She readily shared,
then I modified it to fit my conferences with students. When I sit down with
students now, I have something to lead me through the conference. I have
changed the conference as the few weeks have gone by – I now have one template
for our first and second conference, and another for subsequent conferences. I
have used Denise Krebs’ idea of having students grade themselves, and found
last week that they’re harder on themselves than I would be! The notes students
and I type into KustomNote are immediately sent to my Evernote notebooks. The
next time students and I meet, I have them pull up their stack of notes, and we
can see how we’ve progressed.
HOW
does Genius Hour look in our classroom in September?
Right now, Genius Hour looks like independent reading.
Students are reading, and I’m conferencing with them one-on-one, each Monday
(or first day of the week). Students read, log their books, and share them
somehow. Sharing could be as simple as writing a book review on their blogs,
giving a short book talk to the class. Sharing could also mean making
something. (Billy tried to make a zip line in class, after reading a short book
about gravity.)
My original goal: READ. My ultimate goal is still this: Read. Be inspired.
Act on it.
During one-on-one conferences, I ask students where they are
in their reading (finished with one book… starting another… stuck choosing a
book…etc.). I ask many questions – Did you like the last book? What type of
book are you looking for? What do you want to learn about? I use the notes from
the last few times we’ve met to guide my questions for each session. I also use
the interest survey they filled out at the start of the year to guide them to
certain book genres, topics, or titles, if students are having difficulty choosing
a book. One-on-one conferences are vital – they will help me help students read
books in various genres, and hopefully get to our ultimate goal – act on
inspiration gleaned from a book!
It is at this time that students reflect on their last two
weeks, and set a new two-week goal for the upcoming weeks. Each student is
different, and needs to be challenged. They know what they can do in two weeks,
and I encourage them to set the goal to something that is manageable, but also
not too easy. I keep reminding myself of my first goal – READ. If they are
reading at the very least 20 minutes a night, I’m happy!
What
do I DREAM Genius Hour to be?
I believe Genius Hour can look similar to how it started to
look towards the end of my first half-year… One student reads about bullying,
and creates a presentation that should be made in front of the entire school.
Two more read about the Warsaw camps in Poland, and tell the class about them.
Another reads a book about magic tricks, and puts on a show for us. I also
believe it can look like Erin’s class – one of her students read The LastLecture, by Randy Pausch, and it inspired her to make blankets for babies
in the NICU.
I would love for students to read what is important to them,
and then act on this. I will role model somewhat, of course! After having read EveryDay by David Levithan, I wrote to him, asking him to not write a sequel, as
I think that this one book should stand alone, it is that good. I also share
each book I finish with students, and read the books they suggest. I’ve shared
with them how a fiction book, North of Beautiful, by Justina Chen, got
me interested in geocaching. I dream that students will pursue their passions
during Genius Hour… by reading books that appeal to them, not books I have
chosen. My hope is that Genius Hour encourages students to become lifelong readers
and learners…
Here is a sneak peak at what geniuses we have already in our classroom (Kyle's contraption for the Cardboard Challenge)...
