What a Facilitator Is Not

New role, new school, new district. In the words of Bob Dylan, "the times, they are a-changin'..."

As of August 22, 2017, my title is Middle School Academic Facilitator. Although it’s a position I have pursued for quite some time, I’ve been waiting for the right one. This summer when the opportunity came knocking, I went for it.

Ever since I entered the world of education, I've been in a collaborative role. First as a computer applications teacher, which made me the go-to technology person (before the days of technology facilitators). In 2012, I moved into the ESL field, which gave me the opportunity to coach and collaborate with teachers who served English learners. I believe my experience has served to prepare me well for this position, but there's still so much I need to learn.

Despite an extended commute, my new school and the colleagues I'm privileged to work with have made the change very worthwhile. Rather than fret about traffic, I use the longer drive time to ponder and reflect on my goals, expectations, and challenges of this new position. Because I leave while it's still dark and am usually the first one in my wing, I get at least an hour of peaceful solitude. I have to say that (most mornings) I find the commute a blessing in disguise.

So, what is a facilitator? I've received this question from family, friends and even the staff at my school. The middle school facilitator position is not only new to me, but also new to the school. I'm at a K-8 magnet school and am primarily charged with supporting the middle school faculty. While they've had a literacy facilitator and a math facilitator for quite some time, it's been several years since the middle school wing had anyone in an official facilitator role.

Webster defines a facilitator as "someone or something that facilitates something; especially someone who helps to bring about an outcome (such as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance or supervision." More specifically an academic facilitator, a term synonymous with instructional coach, is "someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders"  (Pennsylvania Institute for Instructional Coaching). A facilitator, academic or otherwise, is one that makes things easier.

Facilitators can make or break a school. Like fire, their energy can be productive or destructive. In order for our teachers to achieve professional growth and for our middle school students to thrive, my role needs to be clearly defined. That being said,  in defining my new role, it's crucial that I understand what I'm NOT.  

Here are a few things I've learned thus far, as I'm settling into this new position.

A facilitator is not a know-it-all.  

My job is not to know all the answers, but instead to listen and ask lots of questions. Good listening is the cornerstone of good coaching. Not listening to respond, but rather listen to understand. While my ESL teacher role exposed me to the entire North Carolina's Standard Course of Study, I'm still no expert in all curricula. And I don't have to be. I aim to provide the tools and resources that will facilitate the quest for answers.

A facilitator is not a fixer-upper.

We are all works in progress and there's always something that can be fixed, but my job isn't to fix anyone or any school. Real change and improvement comes from within. Furthermore, nothing or no one is all bad or all good. So, rather than coming in and turning the school upside down, I'm here to shine a light on their successes so that we build up from there. We can improve test scores, step up engagement and implement the latest and greatest tools and strategies, but nothing will improve if we don't keep moving forward.

A facilitator is not an enabler.

Educators have lots on their plates and for a new teacher, the role can be quite overwhelming. In my efforts to be supportive and resourceful to struggling teachers, I must be careful to not end up enabling instead of empowering them. From lesson planning to technology integration to classroom management, making their path easier to navigate doesn't mean I need to drive. Just like an athletic coach, I need to remain on the sideline and let them play their position.

A facilitator is not a principal's eyes and ears.

My principal made it very clear to the staff that I was not in an evaluative role, but while I am not their supervisor, I am there to hold them accountable. However, I'm not a "spy for administration," as one teacher openly asked me. This question made me realize that if I am going to be a successful facilitator, I must first and foremost, earn their trust. I must place personal opinions and biases aside and work for the betterment of all teachers.

While there's much improvement to be made, there's also lots and lots to celebrate at my school. The close-knit staff and small student population make the school warm and inviting, making it easy to connect with students and their families. I'm excited about this school year and am eagerly looking forward to what happens next.

Advice to My First-Year Self

If I only knew then what I know now.  Famous last words.

The Common Sense community of educators recently posed the following question to their Facebook group: "What advice would you give your first-year self?" I could probably write a book, but there are a few points that quickly came to mind as I think back to that adventurous year.

I always say that I didn't find my calling, but rather it was my calling that found me. I embarked on my teaching career in 1996 as a Lateral Entry Business Education teacher in the small, rural town of Sparta, North Carolina - population 10,000.  Two months prior, I lived in Miami, Florida - population 2 million - where I had lived from the age of 18 months and never left until my husband and I had this romantic idea of moving to a cabin in the Blue Ridge Mountains.  My first degree is in Business Administration and I worked in sales and marketing for a  commercial health insurance company. I had not stepped foot in a high school classroom since I graduated in the 1980s. Shortly after arriving in Sparta, I decided to substitute teach until I found a permanent job in the insurance field. That "permanent" job ended up being my vocation. Never in my wildest dreams did I think I would be a teacher and now I can't imagine doing anything else.

That first year was almost a blur. Because I came in mid-year, I wasn't assigned an official mentor until my second year. Thankfully, there were a few angels God sent to help me survive as I was flying off the seat of my pants most of the time, especially the first couple of months. Reflecting back, because I drew from my corporate experience, I not only survived but thrived. Furthermore, since I regularly presented in front of large groups, I was comfortable presenting to my new "clients". Nonetheless, if it wasn't for my unofficial mentors, I'm not sure I would have lived to tell this story.

If I could go back and talk to my first-year self, this is what I would tell her:

• One size does not fit all. Differentiation may appear monumental but it's crucial to ensuring that all students learn and it's really very doable. School is not about you, it's about your students. Remain flexible and find what works so that students meet their learning objectives. It's more than fair to modify a strategy, assignment, or even deadlines. For some students, differentiation is required, but you may find that others simply need a little grace. So long as the students are meeting the learning targets, it's important to remain flexible. In doing so, you will find that you are not only capturing their minds but also their hearts. 

• A.S.K. (Always Seek Knowledge). Listen more than speak and ask lots and lots of questions. Seek knowledge from colleagues and also from students. Fellow teachers may seem busy but we all remember that first year and no one will deny you a helping hand, but you will usually have to ask. Students, especially teenagers, may seem uninterested in talking to their teachers, but give them a listening ear and they will tell you all you need to know (and often more than you want to hear). It's imperative that you know your students, so you best know how to reach them.

• Teach, don't just give grades. With ever-increasing class sizes, teaching duties can be quite overwhelming, but remember that our primary duty is to help young people learn. Our mission is to empower, edify and prepare young people for a lifetime of learning and growing. We are so much more than grade givers. When students don't submit work, find out why before entering a zero in the grade book. Chances are they need help and are too afraid to ask. What may appear as laziness or apathy, may actually be a cry for help.

• View mistakes as stepping stones not as stumbling blocks. Remember that failure is not an end but merely a beginning. We are all works in progress. And don't be afraid to share this message with students. They really need to hear it, especially if you teach at the secondary level.  

What advice would you give your first-year self? I look forward to hearing from you.

Small Changes for the Final Stretch of the School Year

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As we enter this final stretch of the school year, spring fever is in the air and everyone is eager for summer vacation. Warm and sunny days make for beautiful weather, but the classroom climate can be quite tempestuous as students are ready for the school year to be over. They slouch in their seats, slack on their work and whine about anything that's remotely rigorous. And those, of course, are the easy problems - other more challenging students may step up their rebellion a tad bit putting discipline issues on the rise. Like a tired runner on her last lap of the race, it's very easy for teachers to lose momentum, but this is a critical time to pick up speed to ensure we finish strong. For many of us, this may mean making a few small changes. The last lap is crucial as it will determine the year's outcome. We may feel tempted to slow down or drop out, but we can't achieve a win unless we persevere until the very end.

As we near the finish line, we want to be creative, spontaneous and engaging, but also consistent and focused. However, we can't disregard the human factor. It's easy to become frustrated at the disengagement, yet in order to win them over, we may need to adjust our own approaches and shift attitudes.  If we are not excited and positive, much less will our students be.

Here are some small changes that I have found help stir up some positivity and brighten up the remaining school days.

• Increase positive recognition. I'm usually pretty good about pointing out the good in my students, but I've been trying to dig a little deeper.  And I don't want to just tell them individually, I want to make sure the entire class knows about the treasures I find.
• Ignore the small stuff.  I'm picking my battles carefully and so I can stay focused on the learning targets.
• Share myself.  Be open and honest, willing to share joys, successes, and setbacks.  As I tell students about my own stumbling blocks and how I turn them into stepping stones, many may find connections and hopefully be encouraged. 
• Take time to laugh.  A little amusement can do a lot of good. Happy teachers will make happy students.  Learning and laughing are not mutually exclusive.
• End the class with a joke.  I try to end my class periods on a positive note by sharing a little motivation or encouragement as they are launched from my room.  This last quarter I'm ending the class period with a riddle or joke.

I believe these small changes, can reap great rewards. Bottom line, kids won't care about learning, if they don't know that we care about them, the learner.

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Rethinking My 21st Century Classroom

So, what exactly makes a 21st-century classroom?

The Partnership for 21st Century Learning identified a set of four essential skills they call the "4Cs": critical thinking, creativity, collaboration, and communication. In the late 1990's, 21st-century teaching and learning was all the buzz. We were on the cusp of a new millennium and the term was synonymous with cutting edge technology and pedagogy. Now, 17 years into the 21st century, the four C's have become the norm and no longer about the latest trends.

Or have they really?

Although seating arrangements and instructional deliveries in many classrooms have changed, I frankly question whether we are really reinforcing the four C's or if, in fact, our learners are still doing nothing more than memorizing information just like learners of the past.

Based on what I've observed in both my own classroom as well while visiting other classrooms, I've compiled a list of common assumptions that are causing me to rethink 21st-century teaching and learning.

Critical Thinking
Assumption: Because today's learners have increased access to information via the internet, they are thinking more critically and making more informed decisions.
Reality: Today's young people are bombarded with information but they aren't necessarily thinking critically about all the information that's available to them. It's essential for learners to be able to compare and evaluate resources, distinguish between fact and opinion, discern between fake news and accurate news, and make informed decisions based on careful analysis not just on what is perceived to be true. It's interesting that after all the mini-lessons I've taught on digital citizenship, many still cite "google.com" as a source for information and images. Sadly, many of my learners are quick to believe and share fake new stories circulated on social media without checking for accuracy and often times reading nothing more than the headline. We may have access to the internet in nearly 100% of classrooms in America, but are students thinking critically about all the information accessible to them?

Creativity
Assumption: Creativity is a talent and some students just aren't creative. And because it's difficult to measure, why bother? 
Reality: Webster defines creativity as "the ability to make new things or think of new ideas."  Creativity is more about creating, than it is about a talent. Many people associate creativity with art or design and yet it's really about newness and risk. In my experience, I have found that when we foster an atmosphere of safety and security, students will feel comfortable stepping out of their comfort zone and thinking outside the box. Creativity cannot only be developed, but it must be modeled and coached.  When I give students the time and freedom to think their ideas through even the most uninspired will blossom. It's an essential skill that helps students adopt a new perspective on innovation, problem-solving and adapting to change. And while it may be difficult to objectively quantify, we have to remember that not everything that counts can be counted.

Collaboration
Assumption: When students work in partners or small groups they are collaborating.
Reality: First, let's distinguish between cooperation and collaboration.  I'll again refer to Webster for clarification. In terms of group work, cooperation is "a situation in which people work together to do something."  Inarguably, anytime my students work with other students whether it be brainstorming, problem-solving, reviewing for a test or just answering questions after reading a passage, cooperation is occurring.  Conversely, collaboration is defined as "to work with another person or group in order to achieve or do something." That something is a common goal, not an individual goal.  Furthermore, when one person carries most of the weight while the others watch, there's no collaboration. This certainly is not a new phenomenon and rather just human nature, but if collaboration is an essential 21st-century skill, as a facilitator of learning, I must ensure that students are collaborating not merely cooperating, much less being passive spectators. This will only happen if I plan activities and lessons that require every participant to have an essential part and of course, when I hold each group member accountable.

Communication
Assumption: Communication is not a problem for my students. And thanks to digital media, they can communicate with anyone anytime and in many different forms. 
Reality: Despite the ubiquity of social media and other communication technologies, I find that many of my students are lacking effective oral presentation and interpersonal skills. They share their life story with the world on social media, but they stand in front of class and freeze, or much worse they want to read straight from the screen. And when it comes to interpersonal communication, many of them feel very awkward - and I'm not just referring to English learners. Interestingly, many of my students have expressed an interest in pursuing careers in service-oriented industries where communication skills are vitally important. Additionally, in today's global marketplace, students must be able to communicate both linguistically as well as culturally. Technology has given rise to global work teams that span time zones, nations and cultures, which may translate (pun intended) into multilingual communication. This is where skyping with students in another part of the world or field experts would greatly benefit our learners.

So what's the solution? There's no one-size-fits-all answer, but I wrote this post in the hopes that we all reflect on what is happening in our classes and see how well we are equipping our kids to thrive in the real world. While I may be officially charged with the responsibility of teaching English to speakers of other languages, I am essentially responsible for preparing them to be successful, productive members of a technology-rich global society.  Their success (and mine) may mostly be measured by English language proficiency growth,  however, if I fail to weave the 4C's into my instruction I'm doing my learners and society at large a huge disservice.

I'd love to hear your thoughts.

Image Credit: Eric Patnoudes @noapp4pedagogy

Old, New, Borrowed & Blue

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Something old, something new, something borrowed and something blue.   A popular American wedding ritual. No, I'm not planning a wedding or have any invitations to attend one anytime soon.

Like many teachers, summer is a time to catch up on the 3 R's - relax, reflect and read.  Old, new, borrowed and blue describes my summer reading selections.  As I laid out my books and considered writing about my summer reading plans, I realized I had old books, new books, borrowed books and blue books.  Hence the inspiration for the title. Some of them are for professional development, and some are purely recreational, but they are all of great interest, and I look forward to reading them.

Below is a brief description of each book, as well as a little background on how each made my list.

SOMETHING OLD:

A few months ago I stopped at a used bookstore in Sparta, NC and found these two bargains at the $1 table. Legal drama is my genre of choice, and back in the 90s, I binged on John Grisham's novels as their popularity peaked. However, I never read either one of these two books nor did I watch the movies, so these were quite the deal and a great addition to my library.

The Chamber  - Like many of his novels, this story is set in the south and features a young lawyer. The defendant in this story is a former Klansman and unrepentant racist on death row for a fatal bombing in the 1960s. After many lessons on the Civil Rights Movement, I'm intrigued by this realistic fictional story.

The Client -  Also, a legal thriller involving secrets, the mob, and a young lawyer.  It appears to be similar to some of the Grisham's other works and full of suspense.  I'm sure they will keep me at the end of my seat (or my pool chair).

SOMETHING NEW:  
At the end of July, I'm excited to have the opportunity to offer a 3-day digital tools training for ESL Teachers at NCDPI's ELL Support Conference in Greensboro,  NC.  I will be reading these two new books in preparation for the training as each of the training participants will receive a copy of these books, courtesy of the North Carolina Department of Public Instruction.

Ditch That Textbook -  After subscribing to Matt Miller's newsletter and following him on Twitter, I knew I needed to share this book with the session attendees. Many thanks to Matt Miller for my treasured review copy so I can be well prepared for the session. This book not only provides ideas on technology integration, but it's mostly about adopting a more progressive instructional approach to engage and captivate 21st-century learners.

50 Things You Can Do With Google Classroom - Along with #DitchBook, this book will provide a valuable resource to session attendees. Whether a Google novice or a veteran, there's a wealth of tips and techniques on making the most of Google tools.  As I prepare for my session, I'll be planning new tools to implement for the next school year.  Many thanks to Dave Burgess Consulting for my review copy.

SOMETHING BORROWED:
Fair Isn't Always Equal - I was very close to buying this a few months ago but thought I would first ask one of our school's media specialists if it was available to check out from the professional reading collection. Although it was not, she agreed to order it and let me borrow it for the summer.  After watching a few of Author Rick Wormeli's videos on YouTube, I am looking forward to digging into this great read on differentiated instruction.  This may actually make an interesting book study for next year.

Untangling the Web - Another resource for the digital tools training, this book will be provided to
ELL session participants as an e-book.  Much of the tech tools covered in the book I'm familiar with, but there are some interesting tools included in the book that I've never experimented with. I'm always on the lookout for something new to share with my students and fellow teachers, and I think this will give me some to new tools to spice up my lessons next year.

SOMETHING BLUE:
Girl In The Blue Coat - I picked up this book at my son's recent BOGO Free book fair.  Taking advantage of the freebie offer, I always look for something for me to read.  This story is set during World War II in Nazi-occupied Germany. No one has recommended it, but the Amazon reviews look pretty good, and I'm looking forward to reading it.

Judge & Jury - This book has been on my bookshelf for a few years, but this summer I'm determined to get to more of my unread selections.  It's about a juror on trial against a notorious mob boss. I've never read any of this author's works although many of my friends rave about his legal thrillers, so I'm expecting to enjoy this blue oldie but goodie.

Whether on the beach, by the pool or on my couch at home, summer reading mentally transports me and helps to recharge my batteries. While many of these selections are professional reads, I anticipate there will be some inspiration from my old books and my blue books.  From new insights to new perspectives to new cool tools, summer reading helps me grow at my own pace and on my own terms.

Please share what you are reading this summer and how it has helped you (or will help you) grow professionally and personally.  I look forward to hearing from you.

#TheBestIsYetToCome 

Climbing Out of a Blogging Funk

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This is the first post I've published since early April.  It's not that my ideas weren't flowing. I just couldn't seem to develop them into a post worthy of publishing.

It's not uncommon for me to have one or two drafts going at any given time.  As with any creative endeavor, I feel a rush of inspiration and park my ideas until I can complete my thoughts, fine tune them and share them with my professional learning network. But this time, it wasn't just one or two, I started seven posts and was stumped soon after starting each one.

And then it hit me.  I was in a blogging funk.

Coming to that realization was liberating. My ailment was diagnosed and this diagnosis was the CPR I needed to resuscitate my blogging practice.  Most importantly, identifying the issue caused me to consider why I found myself in this black hole in the first place.  The more I pondered, the more I recognized that it's perfectly normal to go through phases of feeling uninspired, tired, stressed or perhaps just a little bored.  But as a reflective practitioner, committed to sharing my reflections via blogging, I'm going to take this as a learning opportunity in the hopes of minimizing its reoccurrence.

So for any of my fellow educators out there who may need help getting back to blogging, below are some questions that facilitated my reflection on this rut and helped bring back the blogger in me.

• Why do I blog?  This is an important question to continually ask myself because the reason I started blogging is not the reason I continue to blog.  Am I just keeping up with the Joneses or do I find any personal and/or professional benefits?  When I first became interested in blogging, it was a little bit of both.  I was intrigued by the practice because so many educators were blogging and I wanted to give it a try.  However, I also felt that sharing my reflections publicly would hold me accountable and would help me reflect more deeply and purposefully - and I was right.  Two years later, my PLN has grown, my career goals are evolving and while I'm not exactly keeping up with my peers, it does help me grow my professional learning network and stay connected.  Yet, it's the reflective practice that for me is the most beneficial because it keeps me grounded - a form of self-therapy.

• Who do you blog for?  First and foremost, I blog for myself.  However, I have to say that after having my first post published in Education Week last year, I am much more cautious about what I write and how I write. Having a writing coach review and edit my piece helped me grow as a writer but it also impacted my approach to writing. As a novice blogger, I would whip out a post in an hour, proofread it myself and fearlessly take the plunge. Since then, my audience has expanded and I second guess myself a whole lot more than I did early on. Now I usually ask a friend to proofread my work before publishing and/or tweeting it (which is the right thing to do anyways) but I find myself mulling over my writing before I muster the courage to publish.   While I certainly don't want to be impulsive and careless about what I publish, it's important to strike a balance in order that I may write more freely. Otherwise, I will drown in my writing insecurity.

• How often do I really need to blog?  It all depends on what I'm trying to accomplish.  If blogging is truly for me, how important is it for me to be consistent?  On the other hand, as my career goals evolve, my blog is now part of my professional portfolio and a reflection of my personal brand.  During my early blogging days, I participated in blogging challenges which had me posting anywhere from once a day to once a week.  I quickly realized that blogging so frequently was unsustainable so I set out to post at least once a month.  The idea is to have some sort of consistency that holds me accountable for writing. Perhaps I need to add blogging to my calendar (not sure why I hadn't thought of it before).

• Are they posts or are they articles? I've always said that I enjoy blogs that read more like a conversation than an article.  However, I found that as I progressed in my blogging practice, my blog posts became more like articles than personal reflections.  Though they have my voice, I don't think it's as warm and personal as it was at the start.  And while I don't want to regress in my blogging skills, I do want my posts to reflect a little bit more of my personality.

• How long do my posts need to be?  Am I sounding like a typical student?  As I tell my learners, "it's not about quantity, it's about quality. " My first writings were not nearly as long as my recent ones.  During my daily blogging challenges, some were even just two or three paragraphs.  As I became more comfortable blogging, my posts have become more lengthy and the lengthier my posts the longer they take to write and edit.  Furthermore, I want my entire post to be worthy of reading.  When I read others' blogs,  I find myself skimming through lengthy posts, while I read every word when they are around 500 words or less - and I'm thinking my readers are probably doing the same thing. Perhaps if I write less I will publish more often.

There are numerous other questions running through my head, but I think I'll end there. Throughout this time, I've learned some valuable lessons.  I learned that I will be a better blogger - and certainly a better person - if I remain true to myself.  I must live life to the fullest and seize every moment. Sure, I want to capture special moments, write about them and share them with the world, but I must fully enjoy the experiences first.  The writing will naturally flow from those experiences.  I must also embrace my perspective and feel free to be myself, allowing creative juices to flow.

So, if you are stuck in a blogging funk or are considering starting a blog and can't seem to get going, I hope these questions will get you started on your journey or help you pick up speed.

If you have found yourself unable to blog for a period of time, please share how you were able to climb out and get back into blogging.  I look forward to learning from you.

#BestYearEver

Question-Driven Learning

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"Some questions might be easy for you, and others might be hard.  It is important that you do the best you can." I can almost recite those words in my sleep.

We recently wrapped up ACCESS testing season in North Carolina. For eight weeks, I administered two to three tests daily, and the phrase cited above was the opening line of every test administration script.  For those unfamiliar with ESL Testing, ACCESS for ELLs is an annual language assessment given to students in WIDA states who have been identified as Limited English Proficient. In North Carolina, ACCESS test results determine the level of ESL service and exit status. As with any standardized testing administration, I am required to circulate around the room, carefully observing students as they quietly take their tests. Except for the speaking tests, there is a deafening silence during the testing sessions, giving me plenty of time to ponder and reflect.

From preschoolers to seniors, our role as 21st-century educators is to lay a strong foundation for subsequent learning. Developing young people who are truly "future-ready" means that we need to equip them to take ownership of their learning and growth, and most notably, master the art of asking questions.  Indeed, some questions may be easy, and some questions may be hard, but it is important that students do the best they can and never stop asking questions.

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In a traditional classroom setting, students take on the role of consumers rather than producers. However, thriving in today's global marketplace necessitates a shift in mindset and roles.  We are no longer merely imparting knowledge.  Instead, we are facilitating it. When questions drive learning, students are piloting their destinies and are no longer passengers along for the ride.

In a language classroom, questions are an integral part of the curriculum.  From basic social language to higher level academic discourse, questions drive conversations and affect outcomes. I teach my students how to state their questions so they can be understood, but I also work to instill their confidence to use questions as a form of self-advocacy.  This confidence will empower them to take risks and create opportunities for themselves.  Students who routinely struggle academically are generally not inclined to think outside the box, therefore, developing an inquisitive mind can be a game changer.

Here are some strategies I have been implementing to foster question-driven learning:

Students write questions after reading a passage or chapter.

Instead of responding to questions, I have students write them. Developing questions requires students to ponder more deeply than searching for responses. Furthermore, it helps me gauge the depth of their understanding more than answers ever will.  For ELLs, stating or writing questions properly is an essential language skill, but it's also an effective reading strategy as it promotes deep thinking and increases comprehension. Also, generating multiple choice answer selections can sharpen their study skills. I even encourage students to write questions they are not able to answer themselves. While I would suggest this as a collaborative activity, it can also be done individually.

State feedback as a question.

This is especially effective when assessing writing if the syntax or semantic errors are blurring the message or if the writing needs elaboration. Instead of assuming what they meant, ask students to explain their thinking as they wrote. This provides an opportunity to check for understanding and/or provide remediation.

Questions as peer review. 
During student presentations, I expect the audience to engage by asking questions of their peers because it makes them listen more intently. But most importantly, it sparks curiosity and keeps them asking for more than what is presented. For those not comfortable verbalizing their questions, they have the option to use a backchannel tool. And for peer editing and review, I have students pose questions as they critique each other's work, rather than simply making corrections.

Student developed review games.

Review games such as Kahoot have become a staple in my classes.  At first, I created the review questions, but I soon realized that by having students create the Kahoots, I was not only checking for understanding, but I was also helping them review the material while practicing their writing skills.

Inarguably, discovery and innovation result from sparks of curiosity - from questions.  Whereas answers are an ending, questions symbolize a beginning. The more we ask, the more questions we will have. I have found that using questions as a learning tool develops proactive, forward-thinking mindsets. While it’s not easy to break old habits - and we are still a work in progress - I believe we are moving in the right direction.  Again, some questions might be easy, and others might be hard, but it is important that we do the best we can to continue asking questions and seeking knowledge.

Why Aren't My Kids Doing Homework?

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What should we do when students aren't turning in their homework? Should we just enter a zero in
the grade book and move on?

Mark Barnes (@markbarnes19) recently published "5 Reasons Homework Destroys Learning". Reading his post caused me to ponder on the many conversations I have with my kids at school and my kids at home about homework.  I will tell you upfront that I do not believe we should abolish the practice, but I do feel very strongly as both an educator and as a parent that we need to be more intentional and purposeful about homework assignments and we must personalize and differentiate as we do with classroom work.

My kids at school are middle and high school ELLs.  Many of them find homework to be overwhelming, primarily due to their limited English proficiency coupled with a lack of available help at home. And rather than asking for help from teachers or peers, they simply throw in the towel. Long term ELLs are notorious for this, more so than newcomers. Recent immigrants naturally become utterly frustrated with their language barriers, but their language needs are more obvious and their work is significantly modified. Conversely, long-term ELLs' language deficiencies are much more disguised  - not only to their teachers but also to themselves. They have mastered social English, but still have academic language gaps which cause them to stumble in their classes.  And so it generally goes like this.  They are challenged and confused, feeling incompetent and not comfortable soliciting help because they think they should be performing as well as their classmates. After all, they speak as fluently as their native English-speaking peers. And so, their grade book begins to accumulate zeros for unsubmitted work. Most my students are eligible for extra time but if teachers are unaware of their struggles, their actions are interpreted as apathy or laziness.

I have two kids at home; my son is 10 and my daughter is 12. Both are assigned reasonable amounts of homework on a regular basis. In the last few months, I've been getting weekly emails from my son's teacher about math homework not being turned in. Math homework assignments are not lengthy and the word problems are relevant real-world scenarios, but they are generally a stretch.  Some are completed on the computer, but most of them are worksheets. Although they have usually been within his reach, he always finds them grueling and procrastinates tremendously on getting started. Unlike my kids at school, my son is not an ELL. He happens to be identified as academically and intellectually gifted (AIG) and math is his strongest subject. However, he has also been diagnosed with ADHD and by late afternoon, the effects of his medicine have worn off.  To say that homework time is challenging is a profound understatement. Fortunately for him, he has college-educated parents who are proficient in English and has lots of help at home. But sometimes, just like my kids at school, he throws in the towel instead of asking for help.  By contrast, my middle schooler is not AIG but is quite the overachiever. She's is much more compliant about doing her work and meeting deadlines, but she's also very quick to ask for help. When facing a difficult task, she has no qualms about seeking help from me as well as her teachers and, therefore, homework is uneventful.

Webster's simple definitions of homework include (1) "work that a student is given to do at home" or (2) "research or reading done in order to prepare for something."  If students are assigned homework that is unable to be completed without (or with minimal) help, one could argue it is not good homework, has no academic benefit. But let's not throw in the towel ourselves.  Homework can be beneficial so long as we find a way for it to be.

Here are some points to consider when assigning homework:

1.  Know Your Students
With increasing class sizes, personalizing homework may be a daunting task. However, we don't teach curriculum we teach students and it's crucial to know our target in order to reach it. From special education to English language learners to attention issues, it's important to know about any special needs or situations, which may be camouflaged. Apathy and defiance are often a cover for underlying issues.

2.  Offer Choice
One size does not fit all. Letting students choose their homework produces ownership. From tools to materials to formats, give students control over how they will practice their skills. Bottom line, if kids are not buying in, they're not doing the work and therefore, nothing is really getting accomplished.

3. Flip Lessons
If homework, as Webster's definition suggests, is preparation for something then, by all means, ask them to read ahead or watch a videotaped lecture. However, be sure to provide a scaffold for their notetaking. All students could benefit from this, but especially diverse learners and special education students.

4. Be Flexible
Some kids will need chunks of daily work while others can be given a list of tasks due at the end of the week. Others may need a little flexibility and grace. Bottom line, grades should reflect learning. A zero for missed work or a low score because of a late submission tells nothing about what they have acquired. Quite the contrary and the message to the student is that it's all about a grade, not about learning.

5.  Ask Questions
Homework should be about extra practice or preparation and if they aren't doing the work, neither is happening. We all have those students that can ace the class without ever doing a bit of homework, but that's not the norm. If a student is not submitting assignments, pull him or her aside and investigate what's keeping them from submitting work and let them know you are available to help. Encourage students to be open and honest when they can't assimilate the material.  If they are not comfortable expressing themselves in class, perhaps they can stay after school, email questions or meet virtually via a video conference tool or a shared Google document if such technology is available.

Let's not let homework become one more obstacle in our relationship with our students. Homework or any other assignment for that matter should be about their growth and improvement, not our pride and accomplishment. It must be perceived by students as purposeful and doable, but we must also keep communication lines open so that learners can feel comfortable approaching others when they don't understand a task, not fearing they will be ridiculed or penalized.

Most importantly, homework must never make a student feel defeated. If homework is knocking learners down without a way to help them back up, it's time to rethink the practice.

Oh, For The Love of Reading

Image Credit: pixabay.com

Last weekend I had the distinct honor of attending ECET2 in San Diego, California.  ECET2 - Elevating and Celebrating Effective Teachers and Teachers - is an annual convening of teacher leaders from across the United States sponsored by the Bill and Melinda Gates Foundation. 

The event was beyond words and I will blog about it more extensively in a subsequent post; however, today I want to reflect on one of the most enriching moments of the convening - my colleague circle time.  

At ECET2, colleague circles are groups of teachers that meet together to discuss problems of practice.  We each have an opportunity to confidentially identify a problem we are grappling with and then we consense on one issue to focus in on.  By no means was this a whining session.- quite the contrary. The objective was to think creatively and find solutions that can be carried back to the classroom.

Our circle chose to focus on rekindling the love of reading. After the adoption of a reading program, one elementary school teacher shared that she fears the constant reading of informational text passages, skills-based instruction, and multiple choice questions (in an effort to prepare for state-mandated testing) is leaving no room for reading pleasure. Together we pondered and discussed the issue; most of us expressing the same concern in our classrooms as this is happening in virtually every school in America.

Reading comprehension is often assessed through answering multiple choice or short-answer questions about the main ideas of a passage.  While this may work well to prepare students for standardized testing, many teachers will argue that it kills the love of reading as it does not engage students in their own learning.  Furthermore, for readers who are not good test takers it may not accurately assess their skills.

Giving students freedom and choice in demonstrating understanding will get their creative juices flowing and allow for differentiation for readers with various learning styles, abilities and/or language proficiency levels.  Informational reading passages and questions that mirror state tests are undoubtedly of some value, but supplementing a student’s reading experience can not only provide us more data but also more deeply engage the learner.

Below are some methods I have used to successfully assess students’ comprehension:

• Poetry. Poems about the central idea or the main characters in a passage can tell a great deal about what they have assimilated.

• Readers’ Theatre Script Writing. Students retell the story in a way that can be expressed through two or more characters. This is generally a cooperative activity, but it can also be completed individually.

• 3-2-1 Summaries. Students write three things they learned, two things they found interesting and one thing they still do not understand or have a question about. While this is not super exciting, I have found this to be very effective with my ELLs.

• Writing Alternate Endings. Whether a fictional story or informational text, in rewriting an ending, conclusion or historical event, students will need to review central ideas and develop hypothetical and strategic thinking.

• Illustrations. Reading comprehension occurs only if there are pictures in our minds.  This is great for our visual learners, especially ELLs who have difficulty expressing their thoughts in writing. Illustrations can include drawing, paintings, cartoons or three-dimensional creations of what they are picturing after reading the text.

• Questions. Instead of answering questions, why not have the students craft the questions. We can assess how much a student has grasped by the type of questions posed. This will require higher order thinking skills and scaffolding may be necessary with some student populations. Nonetheless, I highly recommend it.  It can also be done with partners or in small groups.

• Debates. Reading about a controversial topic? Start a mini-debate.  From uniforms to capital punishment, getting students to list the pros and cons and then take a side will teach them new skills while increasing their comprehension.

During our colleague circle time,  I shared some of the ways I mentioned above and encouraged her to bring enjoyment into the activities by adding her own personality to the lessons. While I was not implying that she defy her administration's directive and drop the costly reading program, enhancing a reading passage - which perhaps could integrate nicely with another subject - may help better assess comprehension while making reading more enjoyable.

Sadly, in our pervasive testing culture, reading passages have become the norm in many classrooms. And while this may not be changing anytime soon, whenever possible we can enhance and spice up what's cooking already.  

Oh and for the love of reading, if you have other suggestions, opinions or methods that have proven to be beneficial to your learners, I invite you to share them in the comments below.

#BestYearEver

Pictures In Our Minds

Last week, I overheard two of my high school students as they commented that they hated to read, but yet they loved to read the Bible and they can't get enough of it. These two young ladies happen to be very committed Christians and are actively involved in their church, so I was not surprised to hear them say they were Bible readers.  However, their comment about their disliking reading really struck me and made me rethink my approach to reading instruction.

This comment is rather typical among English Language Learners.  Newcomers struggle with reading as their English proficiency is low and their vocabulary is limited.  However, most of my students are long-term ELLs, which means they have been in the program (and/or the country) more than seven years. The latter were labeled LEP (Limited English Proficient) often upon entering Kindergarten with little to no knowledge of English, and despite being fluent in social and instructional English, their academic language is still weak and thus are identified as such. This language deficiency causes them to be clearly overwhelmed by all the unknown words they are continually exposed to and naturally will be turned off to reading.  Add the short attention span of a typical teenager and you know reading is not likely to be on their list of hobbies and interests.  And this hostility toward reading is not solely an ELL issue, but it's actually an epidemic aggravated by the multimedia overload brought about by the Information Age.

Now let's be clear that I am certainly no foe of technology. Quite the contrary, I embrace it wholeheartedly and seamlessly integrate it into all areas of my curriculum.  There are days that my English language lessons strongly resemble my Business Education days.  I'm always teaching students about a new website or a new shortcut to a familiar tool.  Nevertheless, it is imperative for all students, ELLs or native speakers, to have strong reading skills. 

So back to the comment about reading.  As I reflect on the how to engage students in reading and instill in them a love of reading, I thought to myself, "what is reading anyways" and with that, I turned to dictionary.com. As I reviewed all seven definitions of the word reading, I was struck by the fact that the word "book" is never mentioned.  However, when we teach and/or assign reading, particularly in English Language Arts, it's usually book reading.  Likewise, when we think of liking (or disliking) reading, most of us think of books.  Interesting.  Next, I analyze the various definitions of the word and made the following observations for each one.

1. The action of a person who reads.  Most teens (and some adults) think of reading as a boring, passive activity when in fact it isn't, or at least it shouldn't be.
2. Speech, oral interpretation of written language. Speech is not silent, so why should reading be?
3. Interpretation of a dramatic part or musical composition.  Drama and music do indeed complement literacy, but the connection is seldom there.  Perhaps adding drama and/or music to reading time will spice up things.
4. The extent to which a person has read; literary knowledge.  Reading should not be about the amount of time per day or how quickly we read, but about the knowledge we soak up.  
5. Matter read. It's about substance, not skill.  In other words, "content". 
6. The form or version of a given passage.  This brings me to think about interpretation and application of what we read, not to mention how the reading selection impacts us.  It makes me think that perhaps if there's no impact, then it really is an exercise in futility.
7. An instance or occasion.  A moment in time.  When we are highly engaged in our selection, the world around us can crumble and it wouldn't even faze us.  We mentally travel with the content.

Bottom line, reading is not about a skill, but rather about an experience.  It's not about books, novels, literary elements or vocabulary. While those are all valuable as we progress in life, in order to create lifelong readers we need to generate a feeling.  In the words of the great Maya Angelou, "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel".  How do we get students to love reading, we need them to be involved in their reading and "feel" the love.

I'd like to end by adding #8 to the list of definitions: "Creating pictures in our minds".  As I read with my students, I often ask, "what are you picturing in your minds?"  We all know that if a picture isn't playing, they are just looking at words and therefore, they aren't reading.  Which is perhaps why they dislike it.

Read on.....#BestYearEver

Inspiring Books

I will admit that I'm not an avid reader. It's not that I don't enjoy it- actually I find it very relaxing- but I'm a rather slow reader and I'm easily distracted (perhaps some undiagnosed ADHD). I usually wait until summertime to read for fun and/or inspiration. Otherwise, I'm so consumed by school that I don't focus and it will take forever to finish a book. Therefore, most of my reading consists of blog posts, journal articles, tweets and other material related to my profession. But today's prompt is not just about reading, it asks me to list a book I am thankful to have read and has inspired me to be better at what I do. I actually need to name two.

The first is New Kids in Town: Oral Histories of Immigrant Teens. This is one I read last year with one of my students. I bought it from Amazon for $0.01 (yes, one penny-it's not a typo) plus $3.99 for shipping. A used book published in 1991-definitely an oldie but goodie. I bought it for insight, but turned out it was not only an eye-opener but also greatly inspiring. It tells stories of 11 immigrant teens, all from different backgrounds, but all came to America for the same reason: a better life. In my opinion, it's a must-read for any secondary level educator because these kids are everywhere.

Image source: Pixabay.com

The second is the good book - The Bible. I didn't grow up reading it and
didn't discover it until I was 18. It introduced me to my Creator and Savior and helped me find myself. Even though I've never read it cover-to-cover, I've read (and reread) a good portion of it. It has taught me to be loving and compassionate, to not fret or fear, to be content and grateful and most of all, to know that I have a hope and a future. Even though I don't teach from it or discuss it with students, this book inspires me to be the best teacher I can be.

While these two books are very different, both have made an impact on my teaching. Both inspire me to care for and respect my students for who they are. Both have taught me that no matter where they come from or what obstacles they face, they all have the potential for greatness. Both have taught me to be more compassionate and less stereotypical. I don't teach English as a Second Language, I teach students whose second language (or sometimes their third or fourth) happens to be English. I don't just teach, I inspire and these books have inspired me to inspire them.

#BestYearEver

The Sounds of Learning

The sound of student engagement is music to any teacher's ears, but more so to an ESL teacher and especially coming from a group of beginner English Language Learners.

We ended the Beginner ESL class on a great note today and much different than most Fridays. Customarily, Fridays are Show & Tell days for my High School Beginner ESL class.   It's the best part of the week. A time for them to practice oral presentation and listening skills and it's also a time for them to learn from each other.  For me, the best part is what I learn from them. Most of the presentations have some sort of a cultural twist where we tie in their culture to something we are learning.  For example, last week (9/26), students brought in currency from their native country and contrasted and compared their currency to U.S. currency, including the currency exchange rate.  We had been covering the Industrial Revolution at that point and currency related well with the economic growth that our country experienced during that time.  Students were so engaged that one student didn't get to present hers and they didn't even have time to write their reflection.  While they can certainly blog at home, these students still need some scaffolding and so I let them reflect in class. Needless to say, we had one presentation on Monday and they posted their reflection on their blogs. Show & Tell is an awesome time for the beginners, but this week there was lots going on at our school and schedules were a little crazy, so we decided to cancel Show & Tell.  At first, I regretted the decision but hoped that the planned activity would turn out as engaging and productive as S&T.

So, we worked on reading strategies.  I gave them pointers on how to improve their reading comprehension by "talking to the text" and doing "think alouds".  In commemoration of Hispanic Heritage Month, I selected a reading on Cesar Chavez, which went perfectly with the issues we covered on the Industrial Revolution.  We read on Thursday, covered essential vocabulary and I introduced the concept of symbol reading.  Today, I divided them up by native language and asked them to use the symbols as they read and discuss what they were reading and thinking. They were awesome and best of all, they had excellent comprehension.  They were free to speak in their native language as they "thought aloud", but later would be expected to share some of their notes with the entire class in English.  All the chatter, including the talk I didn't understand, was music to my ears and made my day.  

They talked to the text and talked to each other, producing beautiful sounds of learning.  The best is yet to come.

#BestYearEver