WHO BUILDS THE BUILDERS?

There are so many things you could do with your life. You could decide to build houses. Or sell cars.

Or you could determine to build bridges.

Or grow crops. Or design tall buildings.

Or write books. Or act out parts on the stage.

Or, to make your living, you could decide to repair machinery. Or to enforce the laws. Or to program the computers. Or to drive or fly or sail for a living. Or you could collect refuse. Or collect the rent. Or minister to the people. Or defend our country.

Or you could determine to build the planes. The lanes. The trains. Or you could build the laws by which the people will abide. Or develop the ideas through which a better world will be built.

It’s true. There are many, many things you could do with your life. You could decide to do any of these things. And more.

Or, you could decide to teach.

And you would cultivate those who one day will build the houses, sell the cars, construct the bridges, grow the crops, design the buildings, write the books, and act out parts on the stage.

And you would nurture those who will repair the machinery, enforce the laws, program the computers, and drive or fly or sail for a living.

And you would counsel and guide those who will gather the refuse, collect the rent, minister to the people, and defend our country.

And you would inspire and enlighten those who will build the plans, the lanes, and the trains.

And you would interpret the cosmos to those who will fashion the laws and to those who will crystallize the ideas upon which a better world will be built.

Perhaps you could teach.

You could perhaps teach the people who build these things and do these things. And more.

It’s the teachers who build the people who build these things. And more. Much, much more.

They build the builders.

While I’m excited that she (and all students) are able to access vast amounts of information and resources quickly and “easily” – I am also worried.  We no longer “need” to teach the Dewey Decimal System, but we now need to teach how to look up multiple sources and to be able to check if the information is valid.  That we’re not spouting someone else’s lies.

A common example is the Martin Luther King website that was set up by white supremisists (it really exists… but I don’t want to link to it here as I don’t wish to help them generate traffic).  A great example to use in class is dhmo.org.  DMHO – that chemical compound responsible for thousands of deaths a year.  Di-hydrogen Monoxide.  Found in poisons.  A key component in erosion.  A horrid substance that must be banned! H2O!!! We must eliminate it!  Water! it’s horrible!

Wait… Water?

But with all silliness aside, misinformation is common.  A couple of days ago I had a discussion with a fellow teacher.  We were talking about lever classifications.  They were certain that scissors were class 2 levers.  I argued that it was class 1.  I used their class displays and the mnemonic FLE123 to prove my point.  They did a google image search for class 2 levers and pulled up a picture of scissors.  There was only one – but they felt it was enough to prove their point.  I pulled up wikipedia, enchanted learning, and many images all claiming scissors were class one.  It wasn’t until the next day that my colleague agreed that I was right.  Scissors were a double class one lever.

This was a learned adult.  Using one image to prove their point.  How do we teach a child to fact search and validate their information?  While library searches were hard, the information came from trusted sources 95% of the time.  Now searches are easy – but our students are easy prey for false information.

We no longer just need to worry about candy from strangers, we have to warn kids about information from strangers too…..

Lately I’ve been throwing myself into the online world of EdTech theories and conversation – though I will admit I haven’t been an active participant in that conversation (apparently, as I learned today that’s called being a lurker – JMS would be proud).  I’ve been following Warlick, Fryer, Sprankle, Mcintosh and Lyseng, reading their blogs and tweets – trying to keep up with what’s happening.  I went to sessions at GETCA (Greater Edmonton Teachers Convention) and today sat with staff from EPSB’s Centre High to listen to a keynote from Dr. Phil McRae.  I have scribbles, notes, inaudible voice recordings – I bought books, read on-line journals – and learned that I have so much to learn… and I love it!

What I really excited about is this notion of Connectivism.  The learning theory that (to my understanding) basically states that we can’t learn in isolation.  We learn as a community.  Warlick calls them Personal Learning Networks.  I call them cool. 

To think that we can/should learn from multiple people and multiple points of view.  Not just take what the bald man at the front of the class says as gospel truth.  The idea that we learn best when we can bounce ideas off of each other, build upon the thoughts and work of another, and create an understanding so vast and powerful as a group makes sense to me.  It’s likea great wall of China of knowledge.  One person alone could never do it….

So why is this all the rage in EdTech?  Because of social networking and the Internet we now have opportunities to connect and expand out Personal Learning Network to span the globe!  Dr. McRae showed a stat today that stated all Internet users are but 5-7 emails away from each other.  If I sent a message to all the people in my address book - and they send the message to everyone in theirs etc – with in 5-7 repostings everyone who is connected to the net will have read my post.

It makes me wonder if we had this capability years ago, would Jim Keegstra have been able to spread his message to his class so effectively?  I think not.

I watch my students working with google docs in class – sharing their work with kids both in and out of my class – thinking I don’t see them – and getting feedback from multiple sources prior to handing the assignment in to me.  For years we have labeled this as “cheating” and that feeling still permeates a lot of teacher/student interaction (which is why my students try to hide the fact that they’re doing it).  But if we really think about it isn’t this when our best work happens?

I recently got a call from a gentleman who’s just written a novel for young adults and wanted to know if he could have my students read it so he can know “if it sucks or not” prior to him trying to get it published.  Is that cheating?  His publisher will then go over the content and make changes that he/she thinks is needed.  Is that cheating?  No – it’s refinement.  But for the most part we expect our students to work independently – to show what they can do – alone… When really in the “real world” they will never be alone.  They will always be bouncing ideas, topics and concepts off of their teams, leaders, testing groups and the occasional random stranger to improve and refine their products/ideas.  Isn’t that how you build a better mouse trap?

So the question is if that’s how it’s done outside of school, why would it look like cheating IN school?  We have to prepare our students for a time when they will be incredibly interconnected (yes – even more so then now…) and give them the skills to deal with it.  We have to teach them the new forms of public etiquette and communication (I’m still trying to figure out Twitspeak) and how to adapt and change with it.

We also need to talk about the dangers of hyperconnectivity.  An not just about “creepers”.  We need to look at the cases where people have 1000′s of “online friend” but none in real life.  We need to look at the real physical problems that develop from having so my screen time.  We need to look at possible physiological stresses (apparently we have 5 time the number of kids suffering from depression then we did in the 1930′s… is that connected?)  We need to plan and prepare for the best and the worst that the world now offers.

Humans are by nature social creatures.  Just like the little tetra fish in your local pet shop, we only thrive when we’re connected to others in some way.  Physiologics and Sociologists have known that for years – so why are we as educators just now catching up?  Is connectivism really a new theory, or are we just defining something we already knew?

It takes a village to raise a child….

And now the world can help us teach them.

I also remember something I read from Wesly Fryer in his How are  you dealing with TMI? (Too much information) post. When talking about overcoming TMI Fryer writes:

Start small and take small steps. Social bookmarking and collaborative document writing are great places to begin.

Remember not to focus on tools and jargon. As David Jakes says well, online tools provide “a new context to read, write and communicate.” Focus on the communication, not the jargon.

Focus on examples which can help learners experience personal epiphanies related to digital tools and collaboration. What you’re looking for are comments like, “You mean I can…..” or “Does that mean when I teach ______ we could ______?” Those are signs of “comprehension” and “elaboration” which Kevin Washburn referenced in his post yesterday. Without those signs, we may risk overwhelm due to TMI.

Taking time to discuss, ask questions, and have conversations is essential. There are always LOTS more topics to discuss than we have time to address in a face-to-face meeting or class. We need to be “ok” with not “covering all the material” in a face-to-face learning space. It’s better to address fewer topics and have more meaningful, personally relevant conversations about those topics than “cover it all” and leave everyone feeling like they just got squashed by a steamroller.

For me, I stick with my favorite 3 – WordPress, Google Apps, and Diigo.

I use WordPress all the time for making webpages/blogs, and as a general content management system.  It’s so easy to use and flexible that I use it for almost everything I do.  Google Apps, with this Docs Suite, Calendar, Sites and plethora of other tools makes working with my class so ridiculously easy that I don’t know how I ever taught without it.  And Diigo is a fantastic social bookmarking tool that I have discussed previously, but has since had even more upgraded making it perfect for teacher use (and one day I’ll review those improvements… promise).

With these three tools I’m ready to plunge into learning… I’m still on the lookout for a better hammer – but as a friend recently reminded me we have to teach that a hammer is for driving nails, not just teach the hammer.  As my brother told me once, there are tools you use one, and tools you’ll use for a life time – focus on the main tools to build your classroom learning environment – play with a few others along the way when you can – but remember it’s not the tool – it’s the craftsman…. and the wonderful ideas that are expressed along the way….

“I teach for food, not love. Luckily I’m good at it”

I didn’t respond at the time, I as too angry- but I’d like to try now.
I can’t even fathom doing a job I didn’t love… Much less one so importantly as teaching. This person (who used an alias so I’m not even sure who they were) thinks they’re doing a good job, and that maybe true, but he/she isn’t doing the best job they can. You can’t run an effective classroom with out heart. You’re in charge of the future. We trust our kids, our nation, our very world to you…. Do we really want the shapers of our future leaders, the roll models for generations to come, do show our children that they don’t need heart? To become pay cheque player, in it only for themselves? A society of selfish individuals doing only what they have to to get by? If that’s the world we’re creating, then stop the planet, I’m getting off….

For students it’s a result of the holidays about to arrive (who wants to think about school when you can think about the time off!) , pressure of the looming final exams and report cards, hormones, the impending loss of structure in their lives, and the huge change that will be hitting them next year as they enter a new grade (and some times school).

It is an odd phenomenon – filled with moments of sorrow and morning, a long with cheer and celebration. It’s like adding a wedding to a funeral. And the whole school population has to attend. No wonder it feels like a month long full moon…

So the question is how do you survive it? Just like you would any stressful situation. First you need to recognize it. Figure out that you’re stressed to the max, as are everyone around you. This will help you forgive both yourself and others for the month of mistakes you’re about to make. I can’t tell you the number of arguments I’ve seen (and possibly had) between staff and students of the most minor of things….

Next in this, the craziest time of year – filled with the most work we have you need to find time for yourself. Preferably every day. Even for 30 minuets. Read a book. Watch a movie. Spend time with your friends and family. Personally I’m hosting a party where a bunch of us will eat meat, drink fermented grains, and watch grown adults battle it out to see who is the most superior athlete. Just a chance to blow off some steam, and get our heads back into the game.

Finally – you need to hold on tight with both hands and weather the storm. Don’t be afraid to apologize when you mess up, and remember – when people are as stressed as they are during Year End they may forget to apologize to you. It happens. You can either internalize it and add the weight to the mountain that’s already threatening to bury you, or choose to let it slide (yes I know, easier said then done) and keep your head above water and in the game. Just remember – no matter what it’ll all be over soon, and you can take some much needed and earned holidays.

Enjoy your summer everyone! If you make it that far…

While not getting into the whole “should we or should we not give out awards” debate – I’d like to just give my two (or three) cents on the whole “grad” phenomena. I hear people talk about there’s only one grad – grade 12, all the time. What is all this nonsense about grade six and nine grads – or heaven forbid KINDERGARTEN grad – after all what have these kids really accomplished??? They’re not going to join the work force – so why waste time?

I once read (and I wish I could remember where) a study that stated in our western culture, we don’t have enough mile stone celebrations. There is no real right of passage, no tangible look at me mommy I’m growing up. That’s what I feel these farewells and celebrations represent. They are our (as adults) opportunity to tell our young how proud we are of them, and how they are following the path we laid out for them – encouraging them along the way – letting them know they’re really accomplishing something important, not just doing busy work.

This week I participated in a 2 kilometre run/walk with my class (and I only cheated once!). Every 20 meters or so there were event organizers cheering and giving high fives to everyone as they passed. It motivated the runners. Made them proud. IT KEPT THEM GOING. That’s what kindergarten, grade six, and grade nine celebrations do for our students.

It also provides them with the opportunity to remind their parents that they are growing up, and becoming responsible. These events draw school communities together, they can make families closer, and they’re one heck of a party! Sure they can be a pain to plan – but nothing worth doing is ever easy. Celebrating every success we can is defiantly worth doing….

For me its the fact that despite all my efforts one of my students will probably be expelled.  Nothing I could do about it – it’s not like I’m going to follow my students 24/7 to try and keep them out of trouble – but it hurts none the less.  I’ve spent the whole year working with this student, trying to help them make good choices, show them how to “clean up and take responsibility for their messes” when they don’t, and tried to make them take pride in themselves, see what special skills they have, even though the world has labeled them as a trouble maker or below the grade (this student btw was a fantastic writer…).

I can’t forget the feeling when they came up to me yesterday and said “Mr. G – I’m gonna need some work for the rest of the year….”  It felt like the floor fell way from my feet.  How do you react to that?  We worked so hard together – and made real progress… to come this far only to be cut off two weeks before the grade nine celebration (on of my few Literacy students who was going to go) – and now the trip is over.  Apparently it was really important to administer some payback for a perceived attempt to steal a significant other away from this student.  All our work gone, and a new label (as well as criminal charges) added all for someone who would probably be out of their life in a few months.  What do you do in a situation like this??

I tried to play it cool – the whole “you really messed up – best of luck” speech, but the frustration/anger/disappointment still gnaws at me.

A colleague once asked me “why do you spend so much time with students like that – just kick them out of your class and be done.”  I replied “What and throw them to the wolves?”  She responded “Why not  – they’re just going to end up there anyway.”  I had to leave the room at that point in the conversation….

But this student almost proves her point.  despite all my work (and the work of countless others at my school – and believe me, we put a lot of effort into this student) they went to the wolves.  So why try?

What do you do when you fail?

You remember why you took the job in the first place.  You remember that each person make their own choices, and we’re just there to help them make the best choices they can given the circumstances.  And you remember that the best lesson any teacher can give a student is how to take responsibility – and accept their actions.  This student didn’t hide anything from me when they came to say good bye… they didn’t even need to do that.  While I know this person my never fully master that most important lesson – they have at least started to see it’s importance.  Did I really fail?  Probably – and I will again.

But we only truly fail when we decide to give up.

Now personally I never would have thought of trying this – mostly because I don’t play the flute… or beatbox, but also because it’s such an odd combination.  This made me think of all the “odd ducks” we have in our classes, who could be brilliant in their own ways, but we thumb them down to meet our standards.  Are we providing our students with a chance to show their potential?  To think outside the box and to develop something new?  All innovations come from people who tried something different.  Let your students try.  If they fail, so what?  We learn from failure not success.  I used to tell my students you can’t learn something you already know, and it’s a sad day when you don’t learn something.

This reminds me of the old apple commercials (which I like to use whenever I give an inservice)

So don’t stifle your children’s creativity… with out it we’d all still be living in caves with no wheels……