Fearlessly Teaching and Learning During a Pandemic

Wow, it's been a tough few months!  Here we are in August 2020, ready to tackle a new school year. Lots of experts have been weighing in on how to do it, when to do it, even where to do it. That's all well and good, but remember, it it still going to get done.  

To Parents:

Let me tell you about teachers. Having been at this job for twenty-eight years and counting, and having worked with countless others over the years, I know a  little of what I speak. 

Regardless of what they teach or how long they have been doing the job, the one thing, the main thing, all teachers tend to have in common is the drive to do what is best for kids. 

They can't help it, it's in their blood. Regardless of what policy potentates dictate about the logistics of the educational process, and in spite of the fact that those in power don't tend to have much experience in the field of education,  the TEACHERS will make sure learning happens, however they have to get it done. 

Let me reassure you. The children will get a good education because teachers believe that our future depends on our kids. We have hope in the future because we believe in these young people! We can't help it. It's in our blood.

If you are a parent, you have a lot to worry about during the Coronavirus Crisis: jobs and the economy, your children's education, the health and safety of your family, your own mental state as you navigate the ever-changing landscape of daily challenges.  

Please. Take one worry off your plate. 

Feed it to the dog begging at your feet. 

Your children WILL be educated. They will learn all they need to learn. It may look different than you are used to. It may be at a different pace than you expect, and that's okay. Innovation is the hallmark of an evolving society, and if this pandemic proves anything, it's that teachers and students are on the cutting edge of innovative teaching and learning techniques.

So, again, let me reassure you, as one of my students used to tell me, "We got you." We'll make sure that job, that vital job of helping your child learn, gets done. 

Trust us. It's what teachers do, and we are pretty doggone good at it. 

Got a comment? Share your thoughts!

Trends, 21st Century Learning, and Design Thinking

I read a book this summer called Twenty-One Trends for the 21st Century and it gave me some things to think about while reinforcing my belief that Design Thinking is a powerful way to prepare our students to take their place in 21st century society. The book by Gary Marx, with the help of a panel of people from various walks of life and from different generations, explores twenty-one ideas or concepts that are already changing society in profound ways. For example, one trend discusses the fact that more living generations than ever are working together, each with their own strengths, worldview, and issues. Each chapter explains a trend and its impact, then ends with a section on the implications for society, and education in particular. While each trend had some unique implications, almost all of them had several commonalities when it comes to educating our children.

• Across the board, children of the twenty-first century must be creative thinkers. 
• They must know how to collaborate with diverse members of society since solving many global problems requires the expertise of more than one discipline. 
• Newer generations are more concerned with social justice and how that concept plays a role in fixing global problems As a result, educational systems must help students develop human centered skills such as empathy. 
• Students must be critical thinkers, able to logically and methodically analyze and solve problems.

Each of these commonalities are addressed as an integral part of the design process. Students who are trained in using the design process are encouraged to think outside of the box. They are required to work collaboratively to solve problems and are given opportunities to work in interdisciplinary settings. Students who use the design process are encouraged to seek out and solve authentic problems faced by real people. As a result, they learn early on to put themselves in others' shoes. Lastly, the design process is a method for problem solving that allows students to work methodically but not rigidly. The flow of the process changes as the needs of the problem dictate, and yet makes logical sense. I believe that teaching our students how to use the design thinking process will prepare them to take their place as leading thinkers and doers in the twenty-first century!

Fearlessly Speaking for the "Non-Gifted" STEM Student

I've been thinking about this topic for a while now. I'm just going to start with a question.

Why do so many people think that a STEM program should only be for gifted students?

I'll tell you where this is coming from. Earlier this year, I had the opportunity to attend a conference near my home, and one of the highlights of the conference was visits to local STEM programs at nearby schools. When I looked deeper into these schools, every one of them was for "gifted and talented" students. It left a sour taste in my mouth, and I didn't go to the conference. I wanted to see other programs like mine. I wanted to share my successes and struggles and brainstorm ideas with them about how to make STEM subjects accessible and motivating for any student who loves science/math/engineering/tech but doesn't necessarily qualify for some state standard as "gifted", or have the highest test scores in those subjects.

Don't even get me started about how students qualify for gifted programs due to IQ tests they take in 2nd or 3rd grade, or how a test they take one day out of the year can open doors for them that might otherwise be closed. That is a post for another day. I also must say that I understand the value of encouraging our country's smart students to go into STEM fields in the future. There is data to support the contention that students who struggle don't tend to go into STEM fields of study because the work is difficult and/or culturally unresponsive to their needs.  But should students who are not labeled as smart by some educational system be ignored as possible candidates for STEM programs and courses? I say NO!

When I researched information about this idea of students who don't qualify for STEM programs because they aren't "smart" enough, an interesting trend kept popping up. Apparently, there is this idea that STEAM would take care of the problem of unqualified STEM students. I saw several articles, websites and blogs dedicated to the idea that the students who are not "smart" might be "bright", and bright students can be encouraged with STEAM programs. My friends who lead a STEAM program nearby would take serious offense to that premise. STEAM is not the dumbing down of STEM. I believe there is incredible value in helping artistic students find their passion among the STEM fields of study. We need to remember that the science, math, technology and engineering fields we have now and that we foresee in the future are just a drop in the bucket of what is coming.It isn't the jobs we need to focus on. It is the skills! Basically, STEM skills are needed in EVERY field.

For the program I lead, we take students from all walks of life. Students in grades 6 through 8 are selected based on various criteria. The most value is placed on their interview with the program facilitators and teacher recommendations. If I based my program strictly on test scores and Gifted and Talented designations, the program would have missed out on many incredible students.

We would have never been blessed with "Darla", who had a hemispherectomy when she was two. She is served by our special education services. She functions with half of her brain. She has almost no motor skills in one arm and has limited movement in one leg. She struggles academically with math. She also created the BEST invention we've ever seen in our program: a cutting board for people with only one arm...and she is writing her first novel! She is fearlessly independent.

We would never have known "Blake" who writes like a 3rd grader (he is a 7th grader) and has ADHD, In his interview he answered a question I posed about perseverance with a comparison to a Russian/Polish naval battle. He explained the history and outcome of the event...and it tied in perfectly!  The students and the teachers always look forward to his class presentations because he speaks with eloquence and always offers a surprise that makes us think a little deeper about the topic. He fearlessly faces down a room of his peers, which is better than some adults I know!

I could go on and on about the amazing children I work with every day, but you get the idea.

When I give tours of the program to perspective students and their parents, I always point out that we don't take just the super smart kids. We are looking for the Einsteins. When they look at me funny, I tell them how Einstein almost flunked out of school and his teachers called him an idiot.

So I implore those who work in STEM programs, whether you are a facilitator, leader, administrator. Think about what you stand for. Consider what you do. If something needs to change, be fearless in making that change happen. Be like my kids!

Fearlessly "Teching" Out!

Today was a special day. I attended the South Carolina Midlands Technical Summit hosted by my school district. This is year four of the event that draws participants from all over the country, and I have to say, this one has been the best one I have experienced so far. I listened to some amazing people talk about cool things they are doing in their classrooms and their districts. I saw nifty gadgets that make me want to go beg my administration for money. Most of all, I was among passionate people. There were leaders in education such as George Couros who, in my opinion, inspires people every time he opens his mouth.  There were experts in many kinds of technology eager to share their skills and insight. There were teachers using their own personal time to learn more about how to engage and motivate their students using technology. There were administrators using their time to learn about new technologies and tools for their teachers and schools to consider using in the future. What struck me most about all of these people is their deep passion for students. They came to learn and to share. Being passionate helps you be fearless. I saw people sign up for and use Twitter for the first time, encouraged by the passionate "techies" around them. Many were stepping out of their comfort zones; being fearless, maybe for the first time. I realized that passion drives fearlessness. Passionate teaching requires that we ask more of ourselves in order to meet the changing needs of our students, especially when it comes to technology. We have to meet that challenge with a "Yes, and..." mindset, as Shaelynn Farnsworth said in her design thinking session.

"There's no money...", Yes, and...
"It's hard!" Yes, and...
"I've never done it before!" Yes, and...

You see how negativity takes a back seat?

One other thing I learned today:  there are an awful lot of us passionate people out there. So, be fearless  and embrace something new in technology. You are not alone!

Fearlessly Reaching Out to Some of our Neediest Students

 I saw this blog article on Mindshift  over the long weekend and kind of put it on the back burner to think about later. But recent events at my own school caused me to reflect over the course of my teaching career, thinking about the students I know who needed mental health services and what we could have done for those children. Two questions guided my rereading of this awesome article.  What can the education community do to help those students who suffer with mental health issues? What needs to change at the state, district and school level to offer more support for those kids before they do something desperate to themselves or to others?  I wish the answers were simple. The suggestions are good.  Are they feasible for every school, every district, across the state. I don't know. I just know it is a conversation we must have among teachers, administrators, counselors, and mental health experts if we want to effect change for these students. Here are some links I found that might spark conversation. What do you like?  What do you disagree with?  Please feel free to share your comments. At least, talking is a start.

Mind/Shift Blog by Linda Flanagan

http://www.schoolmentalhealth.org/

http://time.com/3479351/mental-health-schools/

Genius Hour

I heard about genius hour last summer when I attended my first ISTE conference. I was intrigued by the idea of giving up class time to give some autonomy and voice to my students, and I found Chris Kesler to be amazing! I want them to let their passions drive their creativity and innovation. The students become fearless learners!  This school year, I've pondered and processed this whole idea of genius hour, but I confess, I have not really implemented it. I was not fearless. So, next school year, we are going to give it a try. I will complete the FREE online course on the website below and truly take the first fearless step!  Who's with me? 

Genius Hour, the website

Fearlessly Teaching Middle School Students

We are finishing out a year of school with only 2 weeks to go. My colleagues and I are ready for summer, and I don't have to tell you how excited the students are. I've noticed over the last couple of weeks that they are less patient with each other, with their teachers, and with themselves. The teachers (me included!) have to consciously add an extra dose of patience in our interactions with our students. We tell the students,"Just hang on, it's almost over" and "Remember to THINK before you speak or act." Middle School students are special. This is the time in their lives when they are no longer little, but not grown enough for the "grownup privileges" they crave. These are the kids that will tell you in one breath, loudly, that they are NOT A CHILD! and in the next breath ask you for a band aid for the bruise they got when their locker door hit their arm. They are hormone magnets with emotional ups and downs that rival a roller coaster. I admit, I worry about them every day. Students come with baggage, and for a middle schooler, sometimes the baggage can hurt more. They are becoming more aware of the world around them and the space they occupy in it. So not only are they dealing with issues but they are aware of how those issues affect them and their families. Awareness of your environment and all the implications that entails is a hallmark of growing up. And sometimes it hurts. It hurts because the middle schooler is not grown up enough to cope with often very adult problems. They know something is happening and they feel powerless to deal with it. The laughing bubbly student we see in the hallway may have problems we aren't even aware of. She fights battles we can't conceive and maybe don't even want to contemplate.  But we do. We middle school teachers deal with each child, giving out extra doses of patience, extra time, extra attention. That's what we do. Even in the last two weeks of school.
Middle school teachers are special. So, when you see a middle school teacher, give them a smile and maybe a hug. They deserve it.