Really, how are you?
What are you doing to take care of yourself?
Who are you making an effort to connect with, to call rather than text, to see on video rather than just hear on an audio call?
What are your eating habits like?
Are you following an exercise routine? Going for walks?
Are you getting enough sleep?
Are you asking for or seeking help if you need it?
We have more to offer others when we first care for ourselves.
Here is a wonderful (first) blog post by Marcus Blair (@MrBlairsClass):
Teaching Ancient Greek Philosophy in a 21st Century Classroom
The lesson shared is on Stoicism for Grade 12 Philosophy, but there is a bigger lesson: Share your work!
I’m sure that to create this post Marcus had to reflect far more on his lesson than he had any time before writing. So, in the process of writing, he not only helps others, but helps himself too.
He made a fan out of me, but even if no one read the post, it still would have been a valuable exercise to write it. The fact that others like myself get to benefit as well is a positive by product of sharing work on a blog.
Keeping Derek Sivers idea of ‘Obvious to you, amazing to others‘:
I think one of the best professional development opportunities educators have is to share their work… so get blogging!
I just had a long afternoon nap. Long enough that I’m going to struggle sleeping tonight. It’s a vicious cycle when my sleep patterns get messed up. It never starts intentionally, a late night where I can’t fall asleep is all it takes to start me off. Then suddenly everything goes out of whack.
This afternoon I set an alarm to stop me from sleeping too long, but I turned it off and didn’t get up. That’s not like me, and so it tells me that I needed it. But now what? What happens tonight when I try to get a decent night’s sleep?
I’m someone who used to do well on 5-6 hours a night, but as I’ve gotten older, I’ve needed more. I fought it for a while, but realized I was less productive and so let myself sleep longer. Over the summer I was getting closer to 7 hours and very frequently waking up before my alarm. Now the alarm is essential, and my time in bed is much longer than my time actually sleeping.
It’s hard to battle because part of it is insomnia that I seem to have no control over, and part of it is the patterns I end up following that promotes rather than reduces my insomnia… so I don’t help myself.
Workouts help, routines help, and discipline helps. I’m sharing this because I’ve learned that if I want to change something, making it public is more effective than trying to quietly convince myself that I’ll change. I need to share that I’m going to work at building consistency into my schedule, and therefore help rather than hinder my sleep struggles.
Changing routines on weekends, (like writing this so late, and still not having had my workout), doesn’t help. Late night scrolling on my phone when I can’t sleep doesn’t help. Long naps do not help. Sharing this with you now does. Wish me luck fighting this recent bout of insomnia.
Social media is filled with people who are ‘preaching to the converted’. There is nowhere that this is more evident than in politics and religion. I’m amazed at the blindness with which people spew their ideology.
Basically, what I (mostly) see are two ignorant camps:
1. I don’t care what you think.
2. You don’t think like me, so you are an idiot.
Neither of these deliver a message that comes remotely close to convincing anyone of anything. Neither of these pander to an audience beyond those that already agree with the perspective being shared. Neither of these promote thought or dialogue.
Sure it might feel good. Yes, it’s nice to be in the company of others that completely agree with you. But social media shouldn’t just be about screaming into an echo chamber, and there should be opportunities for dialogue that goes beyond winning a point against a foe whom doesn’t even acknowledge your point.
I keep coming back to the realization that ideas lie on a spectrum, and the reason I keep coming back to this is because most of us don’t sit on the extremes, even if that’s where we argue our points from. We don’t really wish ill of those that oppose our view, we don’t really believe that our neighbours are unneighbourly because they view things differently than us, politically, religiously, or ideologically. Yet that’s what it looks like on social media.
Are you trying to share your view only with people that already agree with you? Or are you trying to share your view with others who think differently? If your answer is the latter, then think about your audience, and share a message they can actually hear.
A couple thoughts about assessment:
1. I taught Grade 9 Math for a year then after a year of only Humanities I went back to teaching Math, but for Grade 8’s. After about 5 years of teaching Math 8 I caught myself saying something as I started my unit on Exponents. I said to the class, “Every year this is the hardest unit and the hardest test that I give you.” I had to say it out loud to realize what I was really saying.
What I was really saying was one of two things, either I wasn’t doing a good enough job teaching this unit, or I was giving students much too hard of a test. Looking carefully at the test, I realized it was a bit of both. Because I had taught Grade 9 and new what was coming, when I looked at the test I realized that I was expecting students to know the content at a Grade 9 level… I was ‘preparing them’ for what’s to come. In every section of the test I had questions that started out with basic Grade 8 outcomes, but questions got gradually harder and always ended up with a couple (or more) questions that expected them to exceed what was required in the curriculum.
It was my problem, not theirs, that they struggled. I was pushing them to learn hard concepts at a very high level and testing them so that they all had to be competent at a higher grade level just to get a decent mark. My intentions were good. The outcome and experience for students who were not strong in math were not so good. I reworked my test that year, and some of my teaching as well.
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2. This isn’t one I’ve done, but my daughter has faced this. Last year in her university French course, the professor said, “Nobody gets an ‘A’ unless they are native speakers”. He then proceeded to give my daughter ‘B’s in every assignment, no matter what she did, and what feedback she used to improver her next assignment… that is, until her final exam. In her final exam, the marking was blind (the teaching only saw a number, and not the students’ names). On that exam, my daughter got an ‘A’.
If our job is to teach students, and improve their work, then what are we telling them if our message is, “You aren’t good enough to get an ‘A’.” … Is this not also saying, “I’m not a good enough teacher to help you improve.”? What message does this give to a student who is always striving to do her best and is a high achiever? What message does this give to a student who is struggling? Whose problem is it when every student that comes to your class isn’t good enough for an ‘A’ both before they arrive in class, and also after you have been their teacher for a semester?
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Assessment isn’t just measuring progress, it’s also measuring teacher expectations, and it’s up to us to make sure those expectations are realistic and fair.
Last night I asked this question onTwitter:
Did your favourite teacher have any influence on you becoming a teacher?
— Dᴀᴠɪᴅ Tʀᴜss ∞β (@datruss) October 1, 2020
I didn’t know that I would become a teacher until I was almost 30, so I can’t say that any teachers influenced me to become a teacher, but I had many that inspired the kind of teacher I wanted to be.
Mr. Lapoint taught me not to be a marshmallow in class, and I started my career telling kids to speak up, go beyond the expected answers, and to not be marshmallows. That said, this motorcycle loving hippie was tough as nails and had high expectations… and scared me a little.
Mrs. Lane taught me to love fiction and helped me find my writing voice. She was one of my favourites and I think of her as inspiring me to be the kind of teacher I want to be.
Mrs. Forster made me appreciate social studies. She also stepped up to coach a sport she knew nothing about, and encouraged me to become a player coach… in a way this was inspiration to becoming a teacher since continuing on as a coach is where my passion for working with kids came from.
Mr. Towe taught me that I have a creative side.
Mr. Harrison made learning fun.
I had other teachers that influenced me and helped me know what kind of teacher I wouldn’t want to be, but that’s not the spirit with which I started this post and I won’t mention any names.
Mr. Greven was never my teacher, but he taught in the high school where I worked as a lifeguard and coach, and he came to work every day whistling with joy. And when a kid was late with an assignment, he would tap me and ask me to nudge the kid, because he knew I had a good relationship with them as their coach.
Overall, I had many good and great teachers, and while they may not be the reason I became a teacher, they gave me respect for the profession, and left me with positive learning experiences.
Teachers make a difference!
We’ve all heard the term, “It’s like seeing the world through rose coloured glasses”, but what does that mean? What is it like to see the world through a biased viewpoint that ‘clouds’ other views? Rose coloured glasses suggests a positive outlook, what happens when our ‘glasses’, our viewpoint, is biased in a negative way? What if our view prevents us from seeing things that can benefit us?
This is too hard!
I can’t.
Why do things like this always happen to me?
There is no way out.
These are gloomy statements that can sour our world view and limit our ability to see good possibilities… to view the world through rose coloured glasses, or for that matter, clear glasses.
What lenses do we choose to look through? For most of us the lenses aren’t clear, they don’t bring reality into focus. We carry biases that cloud our vision, our perspective. But we don’t walk around wearing those biases like a pair of coloured glasses on our faces.
Despite the fact that most ideas lie on a spectrum, most viewpoints seem to swing away from central perspectives to polarized views with thick coloured lenses to peer through.
What does this mean? It means that not only do we not share the same viewpoint as others, sometimes we don’t share the same world as others. We literally exist in world so different than someone with an opposing view, that we can’t see the same things.
Imagine a world where everything is either red or green, and you had to choose red or green coloured sunglasses. To the person wearing green glasses there would only be green items and dark/black objects. To the person wearing red glasses there would only be red items and dark/black objects. None of the items seen by these two people would look remotely the same to both of these people. None.
I fear that few people these days are seeing the world through rose coloured glasses, and that whatever the colour being chosen, it is too dark, there is less light coming through, less opportunity to see the world others different than you are seeing. Maybe my inability to see this is an issue of my own lenses being clouded… but I fear that we are building a world that pushes us towards darkened glasses and away from natural light that lets us see things as they really are.
I know that a lot of educators feel a bit overwhelmed right now. I know that others have started to strike a balance, they are figuring out what they can and can’t do in a day. For many, the current mode is: what can I do to sustain this crazy pace? What can I do to maintain my current levels of energy and output?
And yet, I’m going to ask a bit more of you… what’s that one thing you really want to try this year? What is it that you want to do to challenge the status quo, or rather challenge your status quo? Maybe it’s too early to act on this, but it’s not too early to start thinking about it.
We do not thrive when we are thinking about survival or even maintenance. We do not thrive when our minds are only on what’s next on our agenda, or our ‘to do’ list. We excel when we let our imaginations soar, and when we dream up how we can make a difference. We get excited when we push our own frontiers, and when we enter uncharted territories in new directions that we’ve chosen for ourselves.
Maybe it’s not the time to flip your whole world upside down or to take on a big project, but it is always time to ask yourself small, incremental questions that steer you in a new and exciting direction.
What can I do to help my students own more of their learning? What guiding questions do I want to ask? What can my students teach me? What new assessment strategy can I try? What can I do to connect to the parent community? What new project am I excited to introduce? What extensions can I offer my students who are ahead of the class? How can I embed some more formative assessment? How can I get my students to share their work with another class, or with the world?
What’s one thing that I’m passionate to try, that will charge my batteries far more than drain them… because doing this will make me excited about being a learner, and in control of my experience?
It occurred to me last night that a daily blog is an interesting way to document your life. It’s not a true journal, like a diary, because there are things I won’t share because it’s public… However it is a document of my thoughts and it opens a door into the things I think about.
I’m basically at a point now where I look back at old posts and some I remember writing and some I don’t. The blog is documenting thoughts I don’t even remember having. Have you ever looked back at a piece of writing and not remembered writing it? It’s kind of a weird feeling.
Kids today are doing this in different ways. They are sharing videos on TikTok, photos on Instagram, and even memories on Snapchat. Yes, even on Snapchat, the app where everything disappears, there is an option to save your video and Snapchat will share your ‘memories’ with you each year, like us old folk see on Facebook.
We are documenting our lives in digital, social spaces. Some of these spaces will disappear over time, and we will lose a piece of our histories. I no longer have my Ning and my Wikispaces memories archived, I can’t even remember some of the names of the apps that I stored memories on, that no longer exist.
But some will survive, some will get archived. While a paper journal can disappear, digital footprints might stick around for a very long time.
Spend an hour and a half watching Social Dilemma on Netflix.
The section on fake news about an hour into the show is truly alarming. Fake news travels 6 times faster and further on Twitter than real news. Think about that as a battle against or for Truth. It’s an unfair fight.
Polarization is growing because polarized messages feed the attention algorithms better than centrist views and ideas.
Your social media feed isn’t designed to give you what others get, it’s catered to keep your attention. Your attention is the product. Social media sites vie for that attention and then sell it to the highest bidder… and the highest bidders are not just shoe companies and consumables, the highest bidders are wanting to influence the next video you see, and the next idea that moves your thinking where they want.
If you use social media, you are not in control of your own attention.
