Tag: creative confidence

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Principal Shadows Student, Gets Schooled

A Day in the Life of an 8th Grader

I had just finished my morning coffee. Looking out of my office window, I saw AC entering the building with his sister. I popped up from my desk, met him at the door and asked, “Are you ready?”

“Yep,” he eagerly replied.

From there, we proceeded to breakfast in the cafeteria. I could tell he didn’t know quite what to think about the fact that his principal had dressed in ‘regular’ clothes and was planning to follow him around school the entire day. I wondered how students and teachers would react when they saw me in class.

To Reach the Child Who Hungers for Purpose

Digital vs. Analog

Many of my colleagues in the field believe Every Student Stem. By upbringing and by trade, I am not a programmer. A gamer-at-heart perhaps, but not a programmer. Yet I believe in that mantra as well.

It is silly for us to view today’s student as anything but a ‘STEM’ student. As a parent I often times find myself comparing my 4-year-old’s vocabulary to mine at his age. His frequent use of the terms profile and wi-fi astound me. When he fires up our XBOX 360, I must ask him to make sure he signed out of his brother’s profile and signed in with his own in order to avoid deleting anything.

Craziness!484

My parents never said those kinds of things to me. We didn’t connect around Super Mario Bros. on the Nintendo or King’s Quest on our Tandy 1000. I spent my childhood on a bridge between analog world and digital world – a bridge that my parents saw no use in crossing. A bridge that many saw no use in crossing.

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A View from 10K Feet

Trees-for-the-Forest

Sometimes it’s easier for an outsider to see a situation more clearly than an insider. The whole forest-for-the-trees thing. When we are too up close and personal, it’s all too easy to miss the simple solutions to complex questions. The longer we live and work among the trees, the more attached and invested we are in nurturing the growth of each one individually. It is ever so easy to lose sight of what is happening in the forest.

And vice versa. We know there are always two sides to every story or another viewpoint to balance our own. I have had the privilege to live in the forest and among the trees in EdWorld. I have a story for you. It is a true story.

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The Parallel Tale of a Student and Teacher

This One Student

I have this one boy in my 7th grade math class just like that one you have in your class. He’s a ringleader. He’s an instigator. He always wants the spotlight. Bottom line: he’s just difficult.

Altogether, he is pretty bright in math.  Intellectually, this young man is head and shoulders above many of his classmates. Academically, he is a successful student. Emotionally, he is quite immature. [Par for the course as far as adolescent boys go.] We can easily go the distance on this one and surmise that he is bored in my class, so his behavior is too often less than stellar.

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A Tale of Two Students

Let me give you descriptions of two typical students and see if you can relate.

First Case

The first is an 8th grade boy in my math class. Veteran teachers know that classroom behavior is critically dependent on seating placement — where and next-to-whom a student sits is often an accurate predictor of how much learning will sink in. But with this kid, it doesn’t matter in the least. Front / back / side / middle / friends / no friends, he will not learn. Even if he brings paper and pencil, he won’t use them. [He showed up empty-handed to the last test.]

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Marshmallow Physics

You Want Us to Do What?!?!

Among students at my school, I am famous for making them build bridges out of popsicle sticks. [Or infamous… however you want to look at it.] Then we break the bridges by hanging free weights to see how strong they are.

So when I recently told my students that we would be building more bridges, I got eye rolls so big that eyeballs nearly rolled right out of their sockets. I heard Do we hafta? way more than once or twice.

When I pulled out the supplies, a magical glow quickly filled the room and immediately, seventh graders become eerily quiet. But let’s get real… that only lasted for about one breath. Then… raucous joy.

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Yes. We are going to build bridges out of marshmallows and toothpicks.

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The New Scarlet Letter

Something’s Gotta Give

Educators abound spend 90% of their time prepping students for state exams, and the other half of their time is spent complaining about them (my apologies to Yogi Berra).

The main complaint from teachers (and parents, and some legislators, and…) is that state exams zap too much valuable instructional time. The time spent in testing sessions is draining to students and ultimately results in a loss of class time.

The bigger argument against the way we mass assess our students (and the one that goes largely unvoiced) is that it does relatively little to prepare students for life and their future ahead.