Twitter Journey

My own Twitter journey is coming to an end... 

If you don't want to read the history, jump down to how I think this is going to affect my life. (Side note, I refuse to call it X. It's still at Twitter.com, so...)

My Personal Twitter History

• August, 2011 - I signed up because my principal asked us to. It was my first full month as Joy Kirr, so I used that name, and I decided I would only use it for professional purposes.
• February, 2012 - I learned how to use Twitter, and I started to follow hashtags. This led me to learning about Genius Hour, EdCamps, following conferences from home, and a TON of PD in my PJs.
• From then on, I've used Twitter to join chats, host chats, learn about what I'd like to do in my own classroom, and help others in theirs. I wrote about much of this while reflecting on just my first year.
• I remember spending hours on the Twitter app, on Tweetdeck for chats, and looking at so very many educators I wanted to follow. (I've lately gone down to 30 min a day, and I'm never on it after 8pm.)
• If you'd like to know more, I have documented my Twitter thoughts and tips here on this blog.
• I have been using Twitter for professional use only, Instagram to connect with (former) students, and TikTok to connect with my current students.
• Eleven to twelve years later, it's probably time to be done.

Why am I leaving?

I love using Twitter on my laptop. It's much easier than on my phone, and I can interact with more people using my laptop. First they took away my Tweetdeck, because I'm not paying. As of today, I'm locked out of Twitter on my laptop, as I never finished the two-factor authentication process when Elon told me that's what I needed to do. I had to clear my cache and history to help my (old) laptop work better, so now I'm locked out, as it logged me out after this process, and it's not enough to just use my username and password. I was going to leave a bit earlier - when Elon took over, but some of my favorite people online were still there. I was still learning bits of tech and opportunities and about people, too... And I was limiting myself to half an hour a day. While I ate my breakfast before school, I got somewhat caught up. Now that it will be difficult to use, I don't see a large reason to stay. I'm glad I follow the blogs of some of my teacher pals, I'm glad I've connected with some of them on Instagram, TikTok, Goodreads, and even Duolingo. I have some of their phone numbers and addresses.

How will my life change?

• I may read more of a newspaper site (instead of using Twitter for news, too). 
• I won't be writing on this blog to share via Twitter. This relieves me of some pressure.
• I may be writing more on this blog, as now there's less pressure. I don't know how many readers I have, but when I tweet out a new post, I feel it has to be "worthy." When I simply write for myself - to reflect or to document - I am more my true self, and I can write, write, write.
• I won't be sharing self-help tidbits (which has been my go-to tweet lately) on Twitter. I hope to simply be LIVING them. I'm sharing some at the next IDEACon in February, so maybe I'll continue to do this, and maybe I can even share them with my coworkers (which I really haven't done).
• I won't be comparing myself to other teachers (as often). Although I feel I've learned this lesson, sometimes it still smacks me in the face.
• I won't be lured into reading accounts I don't even follow. I won't be sucked into what's "trending."

How do I feel?

• Ready. I'm so done with Elon Musk. I'm so done with the anonymous Twitter handles that feel they can comment any and all nasty things that (I feel) don't belong in this world.
• It's another change in my life. I was ready when I jumped on, and now I'm ready to leave it be. I do hope, if someone pulls up my feed, they see things that could still help them - new teachers, teachers new to Twitter, and old friends.
• I'm also feeling a bit old. I still have at least 4.5 years until I retire, but I feel my work now needs to be done IN the classroom. I will still learn from my students and colleagues, and I'll still learn from teachers on TikTok.
• It's been such a journey that I needed at the time. I'm so grateful for the access, the connections, and the learning that came with that journey.

Thank you for reading. Thank you for commenting. Thank you for keeping the conversations going. If you need me, you can find me on this blog, on TikTok (JoyKirr), on Instagram (JoyKirr1), on Goodreads here, and my email is my name at gmail... Let me know what you need, and please share with me what you love and value.

What Went Well

I could complain about my year (more / again), yet that won't help anyone. 

So... here's what went well this past school year for me (and hopefully for my students):

Student Relationships:

Going to students' games/meets when coaches shared the schedules, and volunteering for the students vs. staff dodgeball event.

Having my plant in class - sad that some students (in MAY!) thought it was fake, but I think it was good for them to see life, growth, and caring for it. (Her name was Amy, and she's a beautiful Wandering Jew.)

Some classroom roles / jobs worked really well. Tech support, secretary (next year calling this one an assistant), randomizer...

Book club groups - I'm getting better at these! The book choices were still good, too!

Not taking things personally. A quick story: a student who is abrasive to his teachers and his peers was in the hall with a friend who asked me, "Who do I give the field trip money to?" When I answered, "The office," this abrasive student added, "She's not worth it." So I sneered / snickered (feeling all kinds of things) and added, "I'm not worth your $12," and I laughed and walked away as they laughed and did the same. I laughed, covering up the diss, but I felt it. Then I thought... Wait. This kid puts down all his friends - even his "good" friends (that never checked on him when he was gone for three days... does he have good friends?)... He's treating me like he would a friend. It's really not personal. It's just all gut, and no brain when they respond the way they do to you and their friends.

Not responding - only repeating myself - so as not to get into a power struggle.

During the difficult moments... knowing there will be better moments, and knowing the difficult moments will come again... Normalizing them was a calming force for me. Also knowing there is an end in sight, and each day we all get a fresh start.

Seeking out time to spend with respectful students during my toughest class.

Small notes to students throughout the year. Recognizing accomplishments and small bits of gratitude.

Small "good news" notes to parents throughout the year. Most were received warmly.

Time Management:

Kept most work at work. Sometimes I would give feedback on their writing during independent reading time - I was reading, so I didn't feel guilty about it - and sometimes I would do quick things at home on a Saturday morning, but that was really it. 

Monthly updates / small newsletters home (instead of every two weeks - prior to the pandemic it was every week). Our team does a weekly blurb, so this worked out really well! Parents still appreciate seeing their child in the videos I sent home, too. Oooh! One more for this one - I only used videos, not photos, so I didn't have to add and trim any music, either. I only recorded the kids when everyone was in class, too, so I didn't have to worry about leaving anyone out.

Choosing outfits for the week... This is a habit leftover from teaching in the pandemic. Back then I had scrubs I'd rotate out; this year I just chose five outfits for the week ahead on Sunday night. I chose them based on the shoes I'd wear - better for my feet and not making that decision in the morning was better for my mind.

When asked to prepare a presentation for the staff, I asked for time during the school day, because it wasn't going to get done before or after school or during my lunch or plan time. Fortunately, it was granted to four of us during IAR testing time. My co-homeroom teacher this year is in my homeroom daily, so she took care of the testing once I got it started. That was a win.

Changing My Thinking:

I didn't get any migraines this year that were strong enough to keep me home. I credit this to...

Quiet time. Just 3-5 minutes. Alone. Mostly outside. Almost every day, especially the last two months.

Being aware that I can't fix other people's problems... ask questions instead. Listen.

Noticing negative thoughts - mostly about what I can't control - and then being able to switch them to only thinking about the present. Why complain at lunch about the rude children in my last class? It does nobody any good, and it brings my blood to a boil, until eventually they're all I'm thinking of. I tried harder to not allow them to take up my thinking space. I should be able to control this. I didn't do this all the time, but I did it way more than I have in past years. It's a process, and I'll be practicing it for a long time.

Same goes for when I got home - let Hubby know some instances, and then don't talk about it (or think about it) more. Cliff notes version, for sure.

No work email outside work hours.

Limits on games on my phone / grouped games into a label on my phone called "Nothing else to do?"

Technology off by 8pm. Time to read... if I can stay up until 9pm....

A Few Memories from the Past Week

A glance into my school week...

Not-so-fun stuff:

Students started taking notes on Tuesday - reading articles (already curated for them), and copying and pasting evidence into a document (already made for them). We spent about 80 minutes total over the four days finding, copying, and pasting evidence. I walked around helping students the entire time. Some finished by Friday. Three (out of 62) have NOTHING copied and pasted. It'll be impossible for them to choose the best evidence to write about on Monday. This will also affect their writing partners.

I heard these words this week (when I wasn't supposed to, I'm sure) spoken by 7th graders: bullshit, pervert, pedophile, damn

Three students of mine in one class like to yell, "Bunti!" and I still don't know what it means, but it doesn't sound like a good thing the way they say it in class.

As soon as one of my classes has any unstructured time (ex: the four-minute passing period), I have to keep an eye on at least five students. I only have unidirectional sight.

More horseplay = "think-about-it" reflection and notes home.

The students think I should us GoGuardian - instead of the responsibility being on them to not go on their games on the Chromebook.

One student was talking about another, and said, "This morning he said the moon landing was fake and they gave the astronauts hallucinogens."

I used a pliers (I keep in my drawer) to get a fishing lure out of the carpeting. At least the student could get the other end off his hoodie tie, and I'm glad I had a pliers.

Was in a very awkward meeting this week. Glad I'm learning to listen better, and I'm glad I wasn't asked to share.

Got another letter from a parent wanting to know the books for our next book club and who chooses them and where they're from and what they're about... This parent can opt out, but doesn't want me to talk to the child about it.

Had a student (I have a good relationship with) ask when we're going to do another read aloud, and I shared that we might not. The book I've used before (short, fast chapters, done in eight days) has been well-received by students but may not be well-received by a parent. I don't know any that are that engaging that I can read in that amount of time.

Lots of talk about the current society's impact on our classrooms.

Spent some moments wondering if I could teach sign language instead of ELA for my last 5.5 years.

Good stuff:

I shared a student-created podcast and they hosted a Q & A session afterwards.

Wrote to parents about what we're doing in ELA this month and got a couple of nice responses. I also wrote good notes home to parents and got a couple of nice responses.

Overheard a student say, "The worst pet would be an elephant."

We were able to try a new platform (to us) for our article of the week.

We were playing "Heardle" in homeroom, and the student at the computer typed in "Chineato Connor" when me and my co-worker recognized the song "Nothing Compares 2 U." (Last week, the student typed in "you too" for the group U2.)

At the end of a rough class Friday, many of my sweet students said, "Thank you" and "Have a good weekend, Mrs. Kirr" on their way out. We made eye contact and smiled at each other.

Laughed a lot with coworkers a couple of times.

I was gifted these drawings of me (smiling, I think):

Good stuff at home:

Bob made homemade chocolate chip cookies.

I went to bed at 7:47pm Friday.

My home is a refuge.

My house is quiet.

I am loved.

In Time...

I chatted with Jen Vincent a week or two ago - about writing.

And it turns out... I haven't written lately. She asked why, and I shared that nothing I want to write is positive these days, and I like to put out positive posts, as I don't want my "legacy" or people's perception of me to be negative.

She gave me an idea.

Write what happened. Write about how you felt in that moment. Wait a bit. Write later - sharing what you feel now about that incident/event/whatever it was you wrote about. In addition, write about what you learned. Because isn't that what life is made of? Our ups, downs, in-betweens... They're what make us US. So I thought I'd try it today...

----------

I shared this tweet after a dinner with my parents:

It included a link to a post I wrote about why I'm staying in education for awhile longer.

No one commented on the post. I don't know if anyone read it. I know, that in a tweet of 280 characters, no one can share the entire story. So I didn't. And I didn't feel a need to. I just wanted to share that suddenly my mom doesn't have faith in the public education system. And her daughter's an educator in her 28th year. How did I feel when I tweeted it out? Sad. Disappointed in today's "news" that has parents up in arms. Sad that they believe all the stories they hear - that are just not true. Sad they won't do the research and ask at the schools about the rumors. Just... sad for teachers around the nation.

I saw replies when I looked at Twitter again the next morning.

Here's a sampling of the ones I didn't block right away:

How did I feel that morning?

Angry. Mad that if I was smart, I couldn't respond to any of them, because I've learned in the past that that's what they want. Flustered. Confused. I looked at my bio and through my timeline like they wanted me to. Were they all upset because I have my PRONOUNS in my BIO? I felt confused that THAT was what upset them and made them think I should be "terminated" - one even said I should've been aborted.  ABORTED. (That's one I blocked right away.) Sick. Yes, I felt sick. I did NOT want to teach "their" children that morning. I did NOT want to be nice and give grace to any students. I wanted all of them to homeschool their own children, because I thought their children must also be rude, disrespectful, and okay with hiding behind aliases in order to be mean. I stopped the comments on that thread. I was also kind of... afraid. I was glad, however, that I don't really have location information in my Twitter bio.

How did I feel once I got to school?

Still sick about it. Then a peer stopped me and said, "Your parents must watch _____." Yup. He added, "They're obsessed with sexuality," and he laughed. So I thought about it as I got ready for the day ahead.

How did I feel once students showed up?

I was chuckling. If I spent my day talking about sexuality, we'd get NOTHING done. I thought of all the teachers I work with. I've not told anyone at school (teachers or students) my pronouns - because I'm still "old school." I don't feel I need to, as I wear skirts, I'm married to a man, and I think I put out that "I'm a female" vibe somehow. I don't have one student (this year) who wants me to refer to them as a specific pronoun. I never once, the entire day, talked about gender or sexuality - with anyone. What DID I talk about? Taking out our notebooks, being quiet while reading choice books, correct grammar in writing so your story could be read and understood by others, keeping hands (and feet, and heads) to ourselves, using evidence to support your claim, looking through the text, football, hockey, how I'm thankful for their hard work... The normal stuff teachers talk about. The normal stuff teachers have been talking about for years.

That was October 10 when I got the vitriol and harassment. 

How do I feel now, on October 23?

Still kind of defeated. Still sick about how educators aren't trusted by so many - and sad rumors are still going around about what is taught in schools. Sad that parents can't ask their own kids about what's going on. Sad about what the kids in front of me might be being taught just by being around adults at home who think I'm evil because I have pronouns in my Twitter bio. I'm not even sure if I have them in my work email signature, as it's really not something I'm concerned about. I feel... tired. Exhausted. From trying to convince people like my parents that I'm a good teacher, and there are very many good teachers. I never had to try to convince others before. I'm feeling... disrespected. Sad that those anonymous people want me to feel this way - and leave the teaching profession.

What have I learned?

• I've learned that many people don't know what's going on in their children's classrooms. I've learned that bullies online hide behind masks and aliases. (Garth Vader wanted me to be "brave" and let people comment again - and yet... it was Garth Vader saying this.)
• If I don't want trolling bullies behind aliases telling me I should be terminated, I shouldn't "rock the boat." I don't like confrontation. I thought I was simply sharing a story with my own network. What some might call an "echo chamber" is what I was looking for right then. I wanted some to say they felt the same - that I wasn't alone. And a couple of them did. Yet... I don't feel it was worth the angst.
• I've learned to be blunt with some people. There is a parent this year who thinks that at least one of the book club choices I provided to students had sex in it. At conferences, I let her know that no - none of the books on that list have sex in them. I let her know I've read them all, and I encouraged her to read the one we both chose together for her daughter WITH her daughter.
• I've learned I can't spend my time thinking about what other people think. What good does that do me? I will go for walks outside, keep reading diverse literature to learn about others who have gone through different experiences than I have, to make more bookmarks for my students (it's a soothing balm for me!), and to keep being a role model - kind, caring, and supportive to ALL children.
• I've learned to give it time... In time, I will feel less angry, less reactive, and I will have learned once again. Life is not without troubles. In my own life, this was a drop in the bucket. It was a bump in my road that helped me learn.
• I have a lot of wishes... namely that people focus more on what actually harms children... Lots and lots of wishes, and only one vote.

Give it time. 

Try your best. 

Be the person you want to be.

"Every teacher I know feels like they're failing."

This line in an article in the Chicago Sun Times got to me.

So I decided to do something about it. I wanted to change the narrative in my own mind. I decided to look for where I feel I'm doing WELL at school. I suggest you try it next. Here's what I noticed in just one day...

• Each morning, I get a song ready for the start of each class. Students can suggest songs, and if not, I'll share an upbeat song I love. When the song ends (sometimes after the bell), that's when we start class.
• I have a beautiful plant I brought from home. Sometimes students absentmindedly touch the leaves.
• I share what books I've just read, books I'm currently reading, and books I've just finished. Of course kids can read them.
• I walk around the room in the morning, erasing pencil marks on the tables.
• I put notes on the board wishing teams good luck for their games, matches, and activities such as the Spelling Bee.
• I make small cards and hand them out to kids for special reasons (Spelling Bee, taking a big role when we read a script, being vulnerable when sharing writing...)
• In homeroom, we share motivational videos or videos the students want to see.
• My students can hang their work anywhere in the room, as long as it doesn't interfere with our view (of the screen, clock, etc.)
• I greet each student by name at the door each class period.
• The sign outside the room is not about me - it says, "Mrs. J. Kirr's Readers & Writers."
• I try ideas I see on social media. This quarter, I tried "daily dedications." It's still a work in progress.
• I post student writing for other students to read (if they choose) during independent reading time. I also post a way to provide feedback.
• I post quotes I love from books I've loved.
• I have a gazillion books (or so) I've shopped for and scrounged for.
• I have a station where students can use staples, scratch and full paper, colored pencils, crayons, rulers, scissors, post-it notes, erasers, calculators...
• I have a bag of feminine hygiene products the girls know about.
• I get attendance right 99% of our days (after looking at three different tabs on the spreadsheet).
• I check out books from my own library if the students need a book (like recently when our book club books still weren't in).
• I read (and take notes or share summaries of) most of the books the students read for book clubs.
• Let's face it. I read a TON of children's literature... and teaching books, too.
• I have a sign out sheet instead of using passes. How can I not try to trust the students to make decisions on their own? If I notice their name is on the list a ton in one week, we have a discussion.
• I write when the kids are writing.
• I share my writing.
• I do everything I'm asking students to do. I try the writing lessons ahead of time, so I know (and can share) where students might have trouble.
• I take photos of our class and share in monthly email updates home to parents.
• I take the notes I want my students to take.
• I ask a question of the day to get the kids talking. It's a mix of "would you rather," open-ended, and multiple choice questions.
• Our room is open between classes... I love the game my 8/9 block plays ("Tips"?) that gets kids from other classes coming in to play. As soon as the bell rings, my students put the ball away.
• I make ribbon/magnet bookmarks for my students.
• On Mondays, I set up a glasses-cleaning station ("Buena Vista Avenue") in the hallway.
• I practice my Spanish on Duolingo every day (ask me about my streak! I know it will be above the 780 it is today!), so I can (someday) talk in some of my students' first language.
• I give my students pencils when they need one.
• We have a weekly "Thankful Thursday" time where we share our gratitude.
• I tell my students "I love you."
• I try to talk to my students about life outside of school - should they be willing.
• I'm myself around my students. I'm vulnerable. I'm silly. I'm upset. I'm celebrating. I'm ME.
• I smile under the mask.
• I make TikToks and use SnapChat filters. They want me to add a neck tattoo to this one...

I'm a good teacher. So are you.

BLC Brave

#BostonStrong and #BostonBrave are hashtags that reek of resilience of Bostonians in the wake of tragedy.

After attending the BLC (Building Learning Communities) Conference for my sixth (and final) time, I'm thinking of bravery - from Bostonians and others from around the world.

So many educators are much braver than I. Every time I attend, I'm amazed at the travelers that make it here. I'm nervous about making a flight, and they're coming from Australia, South America, and Lebanon...! I met a young lady named "Miracle" and an older gentleman named "Rejoice." Of course, everyone speaks English, and many are fluent in at least one more language. I feel surrounded by educators that are so caring and know so much more than I do.

One instance of my own bravery was the healthy grading session I facilitated. I've done this before (thanks to Matt Miller pushing me out of my tech zone when he asked presenters to do something without tech for his Ditch Conference in 2017), and every time the success of it depends on the participants. This time, teachers were very respectful of each other, played "devil's advocate" with excellent points, and brought up concerns many teachers have. I heard from one participant that "things felt a little hijacked" at one point, so that tells me that I could try to limit participants' responses, as some were using more speaking time than others, for sure. Those that participated were brave - others could disagree with their points at any time. I'm so glad we had as much lively discussion as we had!

Due to Stacey Roshan & Bobby Pollicino's session on staff meetings, I started a Flipgrid of "gems" I've learned at BLC this year. I wanted to do one grand one, but did six smaller ones... If you attended, please add your ideas - adding your two cents not only shows your bravery; your take-aways can affect countless students! If you did not attend, please check out what we've learned.

Caitlin Krause reminded me of my own fears when it comes to being brave once again in her session on storytelling. "The reason sharing is brave is because we must be vulnerable and trusting and open to judgment. Remember this - We each have a voice. We each have a story to tell. Our stories - and those of countless others - matter. When you share a part of your story, you're sharing is a gift. Take the risk, and be interested in others' stories, as well." Yes. Yes. Yes.

She shared these fears...

[adapted from Writing for Your Life]

Yes. Yes. Yes.

Good friend and educator in my own district, Carrie Baughcum came to Boston on her own to share her passion for learning mascots and visual thinking.

Seeing her get comfortable reminded me of her bravery. I don't know if I could travel alone to a place I've never been before... My favorite time with her was connecting and sharing stories from our families, yet it's Sylvia Tolisano's quote she brought up that will stay with me for a long time.

It's not simply about running. This quote can be applied to ALL of our learning. It can be applied to our bravery, as well. I'm not sure what chapter I'm on when it comes to bravery; I only know many people will be braver than me, and many people won't be as brave as me. And that's perfectly okay. There's no need to compare where we are on our journeys.

Please keep sharing your stories. Please keep listening to other people's stories. Let's learn together.

If you'd like to see other lessons I've learned from this conference, check out the BLC tag I've used through the years. Thanks for the great times, Alan November and all the passionate, caring educators I've been able to learn alongside these six years. I truly appreciate all your conference has done for me and for my students.

I'm using this as my blog post #7 for the #8weeksofsummer blogging challenge - I'm not sure where I am on my "summer learning journey." I do know that I'm moving forward, and that's all I can ask for.

Not Grading - Up Against So Much

I felt the pressure - big time - this past school year.
It was much tougher to go without grades this year than in the previous two.
One upset parent was the start of the pressure in October.
Migraines made the pressure worse.
I run into so many walls.
I feel up against so very much.




  - Students prioritize other classes first.
  - We still have to condense all they've learned into one arbitrary letter at the end of each quarter.
  - No matter how much I communicate home to parents, it never seems to be enough.
  - I do not know the percentage of parents who look at the feedback I provide.
  - I do not know the percentage of students who look at the feedback.
  - I do not know if students will remember these grading lessons learned.
  - I do not know if students challenged other teachers' grading practices this year.
  - I do not know if students will challenge future teachers regarding grading practices.
  - The old ways of grading are so ingrained in our students and parents.
  - In my opinion, standards-based grading can't come soon enough to my district.
  - I have written reflections and how to go without grades on my blog, but it will never be perfect.

I'm stressed out about trying this for the fourth year in a row.

So I'll look at what I've learned - again and again...

I DO know...
  - many students stop working in May, no matter the grading practices.
  - some students wait until the last minute to revise (just like when I was using points).
  - some students often see themselves as "A" or "C" students, no matter the proof.
  - video feedback on student writing is powerful - IF students watch it.
  - there have been no requests for extra credit the past few years.
  - some students (and parents) don't understand how arbitrary grading can be.
  - some parents appreciate the feedback instead of the averaging of points.
  - some parents care more about the final grade than the students.
  - I (most likely) keep parents in the loop more than any other teacher on my team.
  - students who want to do well will put forth the effort.
  - the more relevant our assignments, the more buy-in from students.
  - 1:1 conferences are non-negotiable. The more, the better.
  - it did sink in for some students that "It's not about the grade; it's about the learning."

I'm grateful for supportive administration.
I'm grateful for a supportive co-teacher.
I'm grateful for students who say not grading made a difference for them.
I'm grateful for the lessons students teach ME about grades and feedback.
I'm grateful for the 1:1 conferences we had each quarter.

What will I change and what will I keep next school year based on how this past year went?

I am considering going back to points next year,

IF I DID go back to points...
  - There will not be 100 point scales on anything.
  - Students can continue to revise writing.
  - Comprehension checks can be deleted/excused if/when students show progress.
  - Heck - ANYTHING can be deleted/excused if/when students show progress.
  - I will attempt as many standards-based moves as possible.
     This means homework, effort, compliance, neatness and behavior will not be included. Ever. It will probably always make me cringe just thinking about including those!
  - I will continue to have 1:1 conferences - about reading, writing, progress, and goals.
  - I will continue to do my best to make the curriculum relevant.
  - I will continue to share with parents what's wrong with grades along with keeping them updated on our lessons in class.
  - I will continue to be an evangelist of using quality feedback and goal-setting over points/marks.

I am considering an "opt-in" option (to no points), although it may mean different work for me - but less stress. Perhaps I could host an extra parent night to explain the reasons why and to share how it will look with just those parents who are interested. The plan would be that this would help parents and students make the most of the narrative feedback in the online gradebook. I would love to make this meeting mandatory to all who opt in. This idea seems like too much, but maybe it's how I can make it work for certain students.

I will leave the decision open until September, because we never know how our next classes will go, how my outlook can change, and what I can learn from my PLN that will help me make this decision. As always, comments, suggestions, and links in the space provided below are so very valuable and much appreciated! I'm sure there will be more thoughts on this to come as they percolate through my head all summer - such things happen when educators are so passionate about something.

I've got to share this online binder once again... tinyurl.com/FeedbackBinder

July 15th Update - Grading Thoughts Half-Way Through the Summer

My "gradeless" resources so far: "FaR" tabs of our classroom Weebly

                                    Feedback Instead of Grades LiveBinder for parents to inspect
                                    My own reflections on this journey

Change

Every time I come home from the Building Learning Communities Conference in Boston (BLC), ideas swirl around in my brain, and I have so many things I feel I need to share with other teachers. This year, however, our last keynote, Dr. Rob Evans, had the message I think all agents of change need to hear and understand.

FULL KEYNOTE PRESENTATION HERE

He started by telling us (with much humor) who he was and what he does. The short version is that he is a psychologist and the director of Human Relations Service in Wellesley, MA. He used to teach HS and preschool students, and just can't imagine why anyone would choose to work with middle school students... (I LOVED laughing with him.)

Dr. Evans then dove in to share his wisdom about CHANGE. I believed him right away, because what he first shared, I share in my "Shift the Culture of Your Classroom" presentation --> We like the idea of change if it is OUR idea. When change is imposed upon us, we resist. So many conversations this week at BLC revolved around going back to school and meeting with resistance when we want the educational system to change. He threw in humor throughout his presentation, but this is the one gem I wrote down so I could quote him...

Because he has so much to share, this is going to be one of those bullet point posts - just laying it all down.

Points I need to remember and share regarding the reasons WHY change isn't easy in education:

• Consider changes in your life - the ones you've wanted and the ones you have resisted. The "good" changes we wanted in life came with some unexpected consequences. Same for the unwanted changes - they most likely came with some unexpected consequences that were good. And, if we think of those changes in our lives and the lessons learned, the stronger lessons that were more valuable probably came from the changes that were NOT wanted. We learn in the context of loss, failure, and disappointment. Change is full of ambivalence. 
• People resist change - ESPECIALLY if they were not the ones to come up with the idea to change. Our brains are hardwired to seek out patterns - even if we think we don't like the patterns, our brain wants them - they make life make sense. "We cling to patterns because they give life meaning, not necessarily because they make us happy. People often hate the pattern they're in, but also hate to change their situations."
• When we're asking for colleagues to change, we need to consider this: What does this change mean to them? We think it means progress, growth, development, learning... Yet what it means to them often includes LOSS - grief and bereavement. Suddenly, an assumption they've had has been DEVALUED. So ask... what's the loss they will feel?
• Resistance to change is NORMAL and NECESSARY.
• Businesses deal better with conflict and problem-solving than schools do. Schools are more personal - and they should be! A school is "much harder to change than a business because a school is more like a house of worship." In schools we're skilled at congeniality (warm, friendly connections), but not at collegiality (which focuses more on growth and performance). Because of this, we have what Dr. Evans called "non-discussables" - things we don't talk about openly - only in the parking lot. "We get along great as long as we agree. When we stop agreeing, we stop talking TO each other, and start talking ABOUT each other." (He did add that if we were TOO candid, we would have a "collapse of society..." There's no need to go around telling people what you think every moment of the day!)

• Side note: During this keynote, I was sitting next to Carol Salva, a teacher who is a brand-new author and who used to be in sales prior to teaching. (I'm sure she has a much longer story, but we didn't get to chat too much!) She said when she received harsh feedback, she would do what they suggested, get better at her job, and earn more money. It wasn't her nature to have thick skin - she grew it in this position. The feedback - although it meant change - was effective. Instead of taking the feedback personally, she used the feedback to improve. 

• Too much pressure from agents of change will drive the resistance underground, yet pressure makes it harder for people to remain status quo. We need a balance of pressure and support.
• Schools need more tolerance for conflict.
• Teachers CHOOSE to spend time in the presence of children or adolescents. There has to be something inside us that helps us connect to these students (if we stick with the profession). Being in the classroom makes us happy. ... HOWEVER ...  "The characteristics (nurturing, sacrifice, kindness, etc.) that make us good with kids don't help us work well with ADULTS."

WOAH.
Mind blown right there.
WHY is this? Is this true?
He could have stopped, and I'd be satisfied knowing the reasons why schools aren't changing (fast enough - yet).

However, he kept sharing - and he got to the HOW...

• First of all - and this notion is directed towards administrators - if you want teachers to lead change in your school, you need to tell the other teachers to listen to them. If these change-agents are not the boss, then others don't have much motivation to even begin to listen to the ideas.
• "Buy-in" is an end state. It's not a beginning condition. Don't look for buy-in right away.
• What matters is that people KNOW if they're going to be listened to during the process of change, or if the decision has already been made. The decision itself actually doesn't matter, even if people don't agree with the decision. It's the clarity of the process - who is involved, and who isn't - that matters. If we had to choose someone to work under, we'd choose someone who is clear about their decisions over someone we agree with but is not clear about who is deciding what. If you want change, be clear and truthful about who is involved in the decision-making process.
• Be ready to support - What are people losing with this change? What will they grieve? 
• When asking for change, change-agents need to be clear about the 
• WHY - Why can't I keep doing what I've been doing? Why do I have to do this now? Why should I listen to you?  -- This is the stage where we cause the loss. This is also the stage that is often skipped. Change won't come if this stage is skipped.
• WHAT - What do you want me to do?
• HOW - How do you expect me to do it?
• Difference between problems and dilemmas:
• People solve or fix problems. People cope with dilemmas.
• Remember that almost everything we're trying to solve in education was once a solution to something else.
• The most productive, successful, engaged, happy people have someone who cares about their development. This is why conferences like BLC are so successful and invigorating.
• Let's do with teachers what we do with our students...
• Ask teachers about what they do well.
• Build on teachers' strengths. This will help them cope with the loss and get them to where they're learning. Then change will be transformational.

THANK YOU, Dr. Robert Evans.

The Human Side of School Change is on its way to my house, and I'm sure it will be by my side when I go to the next conference where teachers wonder, "How can I get others at my own school to try this?"

And thank you to my online and face-to-face PLN who continue to challenge me. Whether I choose change or it is imposed upon me, this quote from George Couros is true...

Kudos to this teacher for sharing this mindset with her students!

Update 12/31/17:

     Want more? I've finished the book!

          Part 2: Reluctant Faculty

          Part 3: Leading Innovation

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I'll be adding more references to change below as I find them or they are shared with me:

     3 Crucial Elements of Being a Change Agent - George Couros

     Addicted to Change

     Overcome Resistance to Change with Two Conversations - Harvard Business Review

     Managing Change - podcast with Dr. Rob Evans (18 min)

     How School Leaders Can Attend to the Emotional Side of Change - Katrina Schwartz on Dr. 

     The Fallacy of the "Either/Or" Scenario - George Couros

     Dare to Go First (How to Be a Change Agent) - Shanna Peeples in Educational Leadership

     Convince ME - George Couros

     The Grief of Accepting New Ideas - Rick Wormeli

     A Reminder for When Others Seem Resistant to Change - George Couros

The Value of Vulnerability

When are you vulnerable?

I was asked this question once, in a marriage counseling session. I didn't know what it meant at the time. It took me awhile to process it. When I realized I had STOPPED being vulnerable with my ex, that's when I vowed to always just be me - vulnerable as heck - with any other new relationships. My second (and last, of course) husband and I are 100% vulnerable with each other, and that has made our love and life so much stronger. Being vulnerable means you have nothing to hide. My heart is on my sleeve, and I trust others. If people take advantage of this trust, I then learn my lesson through reflection, and close my heart back up with those particular people.

When are you vulnerable - at your school?

I'm guessing your answer would be every day. During the school day, you are in front of eyes that look up to you - you feel that you need to make a difference and do your best. You try, no matter how goofy you may feel, then you try again - with your students' best interests at the forefront.

When are you vulnerable - in your profession?

Many teachers have been debating starting a blog. Writing is a vulnerable act. I can see why many teachers are afraid of writing blog posts, much less a book! I've been there - I'm STILL there! Seeing that people I know and respect are reading Shift This is scary - I always say "eek!" when I see a tweet of the book in someone's hands. Writing every blog post is also a vulnerable act for me, as it is for countless others.

Yet it is important - now more than ever. We need to share our stories - our truths - and learn from each other. We need to share our own stories to combat any negative view of education.

New and veteran teachers are telling me that Shift This has made a difference and invigorated them.

I've got principals asking me for advice as to how to run school meetings or to provide a workshop on the ideas in the book. Teachers are sending me direct messages, confiding in me about the resistance they encounter at work, and how words I've written have helped them feel like they're not alone. These educators are reaching out and showing their vulnerability to me, which I respect.

I've been reminded of a few things since Shift This came out in May...

• Not everyone you're connected to knows what you know, so SHARE what you know! There are teachers reading the book that have never heard of Genius Hour. There are teachers reading that have never considered not giving extra credit. Some teachers have called it eye-opening, or even career-changing! Even though I've shifted my ideas for awhile now, we still need to share the ideas out there, as there are still educators who are not aware of the possibilities. Consider this: If you share ONE idea that affects ONE educator, you are affecting countless children, as well. How many children will this educator teach, using this one idea you shared? How many other educators will learn about this one idea and thus affect their students, as well?
• Teachers need to be doing what we ask our students to do. Whether it be the homework you assign, the reading for the night, or the writing in class on a subject, we need to do this alongside our students. Writing is such a vulnerable act - even writing a reflection to something in class! Even writing to give advice or feedback! I'm not even thinking about creative or narrative writing - I'm thinking about writing about Phineas Gage, for goodness sake! Or how about the writing done in science class? Or providing evidence to support or refute a decision made in history? MANY of our students are uncomfortable writing - much less sharing their writing. We need to model it, show them our thinking, then ask them for feedback.
• We need to ask everyone - students, their parents, peers, administration - for feedback. The more perspectives, the better. The stronger our work will be.
• We need to REFLECT. Daily. Nah. We only need to ask for feedback and reflect if we want to improve. If we don't want to improve, we should find a new profession.

I've been humbled since Shift This has come out, as well. Teachers are starting blogs as a result of reading it, or even simply being in our book study chats. More teachers have found a larger voice - My words have affected others, and now their words will affect even more educators! On the Weebly, under chapter ten (titled "Resistance" - a favorite chapter among readers), I've added a new page for our new bloggers. The reason it's connected to the resistance chapter is because we will encounter LESS resistance once "crazy" (a.k.a. "innovative") ideas become more commonplace. It's my secret hope that Shift This will not be needed in a few years as more and more teachers are exposed to these ideas. This is going to happen if you share your words - be vulnerable - and let other teachers (and parents, too!) know what you're trying in the classroom.

When are you vulnerable? You could reply in a comment on this post, sure. That's one way of being vulnerable and sharing your thoughts with the world. Or you could write a blog post all your own.

This post was inspired by Aaron Hogan in a #tlap chat about his new book Shattering the Perfect Teacher Myth. He and I are on the same wavelength - I finished his book after I wrote this draft. He's got an entire chapter devoted to valuing vulnerability, and another on the importance of blogging and sharing with the world!

Thankful for the Opportunities

I was reading a blog post about global connections and grades (or lack thereof) from a "new" connection I've made on Twitter recently - Monte Syrie. At the bottom of his post, he writes,

Do. Reflect. Do better.

That struck a chord with  me. Reflection is such a HUGE part of my learning, teaching me so much. I learn more from my failures than from my successes - as long as I reflect and plan how to tweak (or ditch)! I retweeted his post, and then told him - 

Bam. He hit me again. "Lucky to work in a prof. that gives me the opportunity to redo."

Yes.
Yes.
Yes.

Some days we may be kicking ourselves for what we tried - and how we failed - in a classroom of students. And then... then we have the opportunity to reflect, revise, and redo...

...JUST AS WE ASK OUR STUDENTS TO DO.

If you are not yet reflective in your practice, it's time to begin. Begin right away, so you can learn from your successes and failures TODAY. This can come in the form of simply thinking, making bullet points, filling in plus/delta charts, journaling, or blogging. If we want our students to be reflective, we've got to reflect ourselves, share our reflections, and support a community of learners.

2016-2017 Digital Scrapbook

I've realized the "Year In Review" posts I do each year aren't really about the year with students. They're just the big events or ones that happen outside of my regular school day. And it sounds quite a bit like bragging. I keep these just so I can go back - a digital scrapbook of sorts - so please take it with a grain of salt. I usually blog about small everyday successes and challenges, but I do post these once a year... Anyway, here are some events I thoroughly enjoyed this past school year - year 22!

The reason I had to start this post June 30th was this sweet tweet from Michael Buist:

July
- I attended my first #PatioPD, thanks to Sean Scanlon. I wish I had a photo of the seven of us! I even got involved in the PokemonGo craze (after just one week from its inception)!

- Boston - Building Learning Communities conference for my third time - second as a presenter!

August

- I approached the Burgess couple (DBC) about a book I'd like to get into the world.

- I was asked to be the Spotlight Speaker for ICE in March.

- Matt Miller came to Tech Academy at AHSD 25! His message was clear - follow the students' lead, and keep them connected!

September
- EdCamp Illinois on 9/17
- Began NO GRADES in all three of my 80-min. blocks!

October

- I signed a publishing contract!

- EdCamp Chicago on 10/22

- I was able to renew my National Board Certificate - I passed!

- We executed our first Independent Inquiry Project (replaced Genius Hour - one full week, ending with a Cardboard / Creativity Challenge) while I conferenced with students about their learning!
- We all survived the Chromebook roll out at our school!

November

- My district brought Dr. Tom Guskey to us! Most of our teachers were able to hear about the benefits of Standards-Based Grading. Of course I had to get my photo with him...!
- I found out I had successfully renewed my National Board Certification one year early (so... until 2027)!
- I turned in my first rendition of Shift This to Dave and Shelley Burgess!
- I found out I was nominated for a Golden Apple award - humbled!

December

- I was able to meet author K.A. Holt, thanks to our district for bringing her to our middle schools.
- Matt Miller hosted #DitchSummit online = nine great presenters sharing a wealth of information! Sign up here for the one in 2017!
- I achieved my goal of reading 73 books in 2016! (I read a total of 75 - all are here.) I didn't think I would, since I spent so much time writing this year.

January
- EdCamp Madison! We made a long weekend out of it for my birthday. My hubby knows what makes me happy!
- PubPD at Emmett's in Downers Grove (this one Hubby didn't mind attending the entire time)
- Conferring with students at the end of the quarter - my favorite thing to do this year!

February
- I volunteered at the SIT conference.
- I was notified that I would not be one of the 30 educators the Golden Apple committee would visit further. What more can I do? I could look for opportunities to Skype with classes and experts around the world. I could implement Genius Hour every week once again. I could be a stronger leader at my school. Our 7th grade ELA team is already implementing many changes, and my focus will always be on the students, no matter how much we do.

March
- I was humbled to share two presentations (twice each) as a "Spotlight Speaker" at the ICE (Illinois Computing Educators) Conference! David Karnoscak and I even won a #KidsDeserveIt book! I met a TON of wonderful educators here - my favorite parts were the small 1:1 chats we had.

- I received a Hokki stool from VS (school furniture) for our classroom! (Thanks Monica Hartman and Jen Smith!) 

- I received recognition from an IL senator for my National Board recertification - I then decided I probably need to let my district know!

April
- I joined my first panel on personalized learning at a NICE meeting on April 13th. Woah! Story here... 

- Did someone say another EdCamp?! Half-day EdCamp CCSD59 on April 22nd. Bonus - there were FOUR of us from my own school who attended - two first timers! Also, there were two parents there who have children at our school! Thanks for getting this together, Amanda, and thanks for another free DBC book - Instant Relevance! #MakeItReal
- I was able to share "Shift the Culture of Your Classroom" again during the morning of SLedCamp on April 29th.

May

- Shift This came to Amazon on May 7th! See Dave Burgess's post about it here!
- A piece I wrote about using feedback in stead of grades (last year!) was finally published in the IATE Illinois English Bulletin, Spring 2017 edition.
- MAP Scores - a lot of growth this spring!
- My phone cannot handle all the tweets about #ShiftThis. My TweetDeck can. ;)
- I've been on a Bitmoji craze, and it helped me to deal with all the talk and blogs about fidget spinners - oh, and to deal with the spinners themselves! ;)

June

- I was interviewed for the Principal Center Podcast.
- I finished my first year where all of my ELA classes went without marks in the grade book until it was time to put one (still quite arbitrary, but more accurate) letter on each grade report each quarter.
- I got the sweetest thank you notes from my seventh graders this year. Priceless.
- USM Summer Spark starts my last day of school (staff only), so I miss that day, but then I'm fortunate to be a "featured speaker" the next day... Oh, how excited I am to meet these educators and many, many more this summer! (Summer presentations: BLC (Boston in July), Taste of Tech (Aurora, IL 7/31 & 8/1), and Ditch That Conference (September 8th in Indiana.)

And what were the tiny successes this year? All the times I came home and was able to tell Hubby about all the small steps my students were taking through all the struggles we approached together...