I failed.

So, failure is supposed to be an okay thing, right? Well, I failed.

And it's taken me months to actually sit down and type this blog post that I've been ruminating on since November of 2015.

I'm embarrassed. I failed.

And in my childhood AND my adult life, I don't typically do activities or engage in subjects in which I'll fail.

Again, embarrassment.  Horror.  Oh, the horror!

But...

In the last two years, I've tried to immerse myself in things in which I'm not going to be the best.  I have tried to remind myself that the process of learning is about the PROCESS not the DESTINATION.  I've been trying to practice throwing myself into learning whether I am going to rock it or not.

And so I took up woodworking.  I was NOT good, but I learned. (I wrote lots of posts about this experience at the Soulcraft Woodshop previously.)  This has permeated into the rest of my life as I am less afraid to take apart machines at our house, more willing to use tools and fix things, and even more willing to talk to the people at Home Depot and Lowe's when I need something.

Another thing I decided to do was exercise more.  In the past, this was a major priority in my life, but in the last five years, I gave up.

So, off I went to a spinning class.

Not JUST a spinning class, but a spinning class IN THE DARK.

At the first class, my only goal was "do not throw up."

At my second class, I expanded my goals to include "do not throw up" and "do not stop pedaling."

Over a year and 30 pounds have gone by, and now I am able to get through an entire class following all of the directions.  Sure, I can't typically walk very well the next day, but I can do it.  I learned.

With these two experiences, I started slowly.  I muddled through the skills.  But, I made it out on the other side.

With this other thing... I failed...

Look, I'm even stalling here by NOT getting to the point, right?

Okay, here's the story.

I started a Makers' Club at my school which has been (dare I say) WILDLY successful.  And I wanted to tell other people about it.  So, I applied to present about it in several places.  Sure, some places turned me down, but I don't consider that a failure. I just wasn't what they were looking for.

But then, I applied to give an "IDEA Talk" at the WVIZ Ideastream Technology and Learning Conference.  Educators from all over North East Ohio often flock to this conference and network with each other and I had yet to attend.

But, in previous years, I had given several of my male teacher friends a hard time about this conference.  Where are the women presenters?  What's the deal with the all male panel discussions?  Why aren't the ladies ever included in these events?

After saying all that, I HAD to apply, right?

So, I did.  And I was accepted.  Three people were chosen to give these "IDEA Talks" at the conference and they would be posted online afterwards.

I waited a ridiculously lengthy amount of time to write down what I was planning to say, even though I had been chewing on it for quite some time.  I knew I wanted to talk about the Makers' Club and I wanted to discuss how to include and attract both girls and those with disabilities.  I wanted to integrate my passion for working with those with special needs with the technology and "making" that we were experiencing every week in our Makers' Club.  I wanted to convey the passion I felt about integrating and including ALL kids while still being relevant to my topic.

And I failed.

Well wait.  First, I wrote a great blog post.  I call it a "blog post" and NOT a speech because, as it turns out, it was a WAY better piece of writing than a speech.

Maybe I didn't understand the time constraints.

Maybe I thought they would let me keep talking until I was done.

Maybe I didn't understand that I was modeling this after the "TED Talks" that I love and admire so much.

Maybe I'm just NOT a great speaker.

Anyways, once it was over, I was reflecting.  I didn't get to finish because I was getting the "wrap it up" signal for at least 5 minutes and I still had at least 6 more minutes worth of things to say.

I also felt like I was trying to have a discussion with people who were there to hear a lecture.

Did I convey my passion?  I had no idea.

Did I inspire ANYone?  I had no idea.

But then, when colleagues from my own school did not stop to talk to me after the conference was over, I thought, "I must've really stunk. Really, really stunk."

I reflected on it more and decided that I am just a better writer than a speaker.

I'm sure no one would be surprised by this.

But here's how I really knew I failed.

I had been waiting for the "talks" to be posted online on the WVIZ Ideastream page.  I checked it often.

Then, as I saw the other talks were posted, I scrolled down the page.

"Where's mine?" I thought to myself.

And then I remembered.

Before the "talks" started, I had said to the person in charge, "If mine is really bad, can you NOT post it online?"

And mine was not (and is not) posted online.

I failed.

I've been embarrassed about it since November....

But here's the good news.

Since then, I've given the same presentation again, ONLY it was a one HOUR time slot AND it was a discussion, a conversation, NOT a lecture.  (It was better.)

Then I gave it again, in a 90 minute window.  And embedded some of the "makers" activities.  (And it was even better.)

And so I failed.

But I also learned.

And I'm done being embarrassed.

So now, go to the WVIZ Ideastream page.  And see how my talk is not posted.  And don't wonder about it.  Know that I failed.

And then, know that I learned.

How To Start a Makers' Club in Ten Days

Today I gave an "idea talk" at the WVIZ Ideastream conference. Unfortunately, I got the "wrap it up" signal long before I was close to done... Here's my speech with all "ten days." Not great writing, but I wrote as though I was speaking...

Hellooooooo.  My name is Morgan Kolis and I am a special education teacher, intervention specialist, behavior intervention specialist, reading specialist…Though, I am currently being disguised by my district as a reading intervention teacher.  This is my 13th year of teaching in Ohio and, I am also currently studying to take the Board exam to become a Board Certified Behavior Analyst.  My real passions, however, are special education and inclusive environments.

So, like I said, my district is currently utilizing me as a reading intervention teacher.  Reading intervention is important and crucial to students in elementary school and is… just not my dream job.  Again, there is nothing wrong with reading intervention. It’s just not what I believe I was made to be doing.

So, it was in this job as a reading intervention teacher that I have found my own need for more creativity and more fun in school.  You see, reading intervention is… well, a little dry.  Again, I truly believe that this is an important job and I’m sure there are people out there who love it. That’s just not, well, me.  By nature, doing interventions with kids is rote and repetitive and as engaging as we try to make it, it’s … a little lacking in creativity.

This is where the story really starts.

I started searching for something.  I wasn’t sure what that something was, but I knew something in my life was missing that used to be filled by my job as a special education teacher. And now it was gone.  

And in the way my life often works, there was some divine intervention and…I got an email.

I got an email from this guy named Sean Wheeler. Some of you might know him. He was the keynote here last year and he writes this great blog called Teaching Humans; and he’s now doing some incredible work at the Design Lab in Cleveland that everyone should be checking out immediately. I mean, after this talk, of course.

But I got this email from Sean.  At that time, Sean was working on starting a entire Makers’ School and got a grant to support that mission.  And Sean decided to ask a few educators he knew if we’d want to participate in a teacher makerspace to put ourselves in the place of our students, in order to remember what it feels like to be in a space where you’re not sure what you’re doing and you’re not quite sure what might come out of it.  He said “Let’s do a six week class where you learn to make some things and get to talk with other educators.”

Okay, I’ll bite.

Then he wrote “it’ll be a woodworking class at a woodshop.”

Huh.

Okay, I don’t know about you, but wood has not really ever been my preferred medium.  I’m more of a canvas, clay, scrapbooking, really great creative lesson planning kind of person.  But wood?

This was NOT my comfort zone.  I really do not engage in stuff I am not going to be great at.

I was really not sure about this, but, here I was, searching for something. And maybe this could help me find it.  

So, about ten people said they would join the six week class and we all met at this amazing community woodshop right outside of Tremont called Soulcraft. It’s in this old, creepy, factory like building where they used to do meat -packing called the Hildebrandt Building.  REALLY out of my comfort zone. And these two guys, the owners of this “community woodshop” offered to be our “teachers.”

So, we met there.  Some of us knew each other from twitter but had never actually spoken and some of us were total strangers.  Even more awkward and somewhat uncomfortable.

And there we sat on that first day at Soulcraft with all of these exhausted and inspiring and excited and terrified educators from all different districts and walks of life… educators like Tom Grodek and Julie Rea and Karen Wheeler and Jeremy Shorr and Vicki Turner, some of whom are even here today.

And then Peter and Jim, the owners of Soulcraft, started talking about the properties of wood.

And all I could think was “What in the hell am I doing here?”

So, long story short, it’s now been about 57 weeks since we started this six week course and about 5 of us make it back to the shop a few Saturdays a month to continue this experiment with “making” and talking. Lots of talking.

And I’ve gotten so much out of this experience that I was thinking, how can I bring this back to my own school?

And it was through this inspiration that I was able to start a “Makers’ Club” at our school where I currently teach… reading intervention.

So, during lunch time every Thursday and Friday, we host a Makers’ Club for the students at our school in second and third grade. And when I say “we,” I mean my awesome co-reading intervention teacher, Sharon Wiesler, who has graciously also given up her time to help me with this and has dealt with the great amount of “treasures” that we have collected for the club.  She really jumped in with both feet and I couldn’t possibly thank her enough for going with this...

And now I’d like to share with you How to Start a Makers’ Club in 10 days.

Day one.  Think.  What do you want your makerspace to be?

I knew immediately that I wanted our space to have very little structure.  Reading Intervention and special ed are VERY structured and I wanted a place that would be 100% opposite.

I also knew that I wanted to incorporate STEM activities, but I didn’t want the club to be solely based on STEM activities.  I wanted this space to be a place where kids make their own rules about what they create.

We have very few rules but we did need to set up a little bit of structure for second and third graders so they know what to expect.

First rule, you must share.  Second rule, be respectful.  Third rule, if you make a mess, you clean it up before you leave.  Last rule, be safe.  As the club has gone on, we’ve also made the rule that you may not create a weapon and if you do, it may not leave the room.

Day Two, get rid of your crap.  By crap, I don’t mean your physical crap.  I mean your own personal crap.  

Here’s an example of my crap: I was great at playing the game of school.  I could rock a test and loved to read.  But the other day, I was telling my friend about this “talk.”  And he says “Why are you worried? Have you ever failed at anything in your life?”  Okay, that’s exactly my “crap.”  I don’t typically put myself in situations in which I COULD fail, so NO, I DO NOT fail, I am actually TERRIFIED of failing. 

And I have to let that go for our club.  Because how dare I pass that on to our students?  Why would I give them my crap?  

Days Three and Four, start collecting crap.  Now you need actual junk.  Junk that people are about to toss away is perfect.  We collect popsicle sticks, toilet paper rolls, cardboard of every kind, leftover pieces from crafts that the class has done, scrap paper, plastic containers, straws, plastic forks and spoons, styrofoam… if you can think of it, we probably have it.  Ask for donations,  It’s amazing the things that parents will dig out from their basements to bring for you.

But PLEASE learn from my mistake here. Know where you will STORE these items BEFORE you start collecting them!  Currently, we have crap spilling from the reading intervention room out into the hall and down half the hallway...

Day Five.  Find a funding source. There will be stuff you can’t get donated.  Next week, we’re going to make “electric dough” also known as “squishy circuits.”  I needed to buy the items for this one.  At first, I didn’t mind just buying the stuff myself, but then I realized that between 40 and 60 students go through our room every single week, so I needed some funding source so that I didn’t end up broke.

Our funding source has mainly been our PSO and now our STEM department in the district.  I believe our principal also kicked in money from her principal’s fund as well. 

And just last week, we received a grant from our Schools Foundation for almost $2500 to buy items from LEGO education to introduce some LEGO Robotics.  Grants are all over the place, if only you can find them and write up a blurb about what you need and how it connects to learning.

Day Six.  Decide on some challenges.  You don’t need a hundred ideas, just two or three to get started.  There will ALWAYS be more ideas.  Someone will always share their thoughts with you, you’ll always have the internet, and you can always ask the kids, and I really don’t think Pinterest is going anywhere.

Day Seven. Decide on how you’ll share what the kids are doing.  This is crucial.  If you are doing great work in the classroom, that’s awesome.  But if you’re sharing what your kids are doing with the world, that’s even better. This is tough for second and third graders to do on their own.

One thing I try to do every week is remind the kids to keep “making” at home.  I let them take materials with them if they haven’t finished their project to be able to continue at home.  I ask them to take pictures at home and even send them to me.

I also take a million photos during the club and post them on our website and on our PSO Facebook page.  It seems like the parents really like this and parents comment that their children have already told them all about the project we did that day.

I’ve started to use my twitter page to share out actual quotes and thoughts from the kids.  This is almost more important to me because then I can reflect on what the students are telling me they need or want each week.

Days 8, 9, and 10.

Figure out how to INCLUDE ALL KIDS.

One of the main reasons I wanted to give this talk today was to talk about including girls in technology education. Last year, during THIS conference, did you realize that every single speaker was male?  Include girls in making.  Include girls in technology. Include girls in robotics and coding and in EVERYTHING that boys are doing.  

And just buying pink duct tape is NOT what I mean.  

We had the high school robotics team visit and there was ONE girl.  Where are we losing them?

Surprisingly right now, girls are the majority in our Makers’ Club each week.

So PLEASE INCLUDE THE GIRLS!  Make an extra effort to get them in.  If one girl comes, tell her to bring two friends the next week.

But also, INCLUDE YOUR STUDENTS WITH SPECIAL NEEDS!

INCLUDE them. 

PLEASE include them!

You will find out so many things about so many kids through this process. 

You’ll find your makers.  You’ll find the problem solvers.  

You’ll find the leaders and the followers and the kids who HATE doing projects like this, but HATE going out to recess even more.  

You’ll find the gifted kids who can’t problem solve but rock the “game of school.”  You’ll find the students who naturally help the kids with special needs.  

You’ll find the kids with special needs who stink at the “game of school” but who ROCK at making and problem solving.

But, realistically, how can you include ALL of these kids?  Well, some kids will need to come with their aides.  

And some of these kids will need a visual schedule.

And some will need to know about the project ahead of time.

You may have to put in a few extra minutes, but including ALL kids will make all the difference.

I’d like to end with MY OWN PERSONAL SUCCESS STORY:

I’ll tell you a short story about one of my favorite kids on the planet.  His name is Luke.  He is funny and playful and smart and curious and empathetic (always saying “Miss Kolis, don’t be sad.” if he notices I am not over the top happy).  He’s brave and he’s amazing.

He’s in third grade, and he also happens to have autism.  He was my student for Kindergarten, first, and second grade and since then I’ve been tutoring him privately.  

He comes to Makers’ Club every. single. week.  His amazing parents talk about it with him at home the night before.  I tell him, during our Thursday night tutoring sessions, what the project is that we are making.  And one week, I needed to give him a visual timer so that he would know how many minutes were left in the club.

But, here’s the great thing about Luke.  Until he started coming to Makers’ Club, even after knowing him for 5 years now, I didn’t know that Luke cared much for other kids.  He never seemed to notice them and he certainly did not appear to care who was around.  He’s always been verbal, but he’s never necessarily been conversational about other kids without some kind of prompting.

Now?  Luke joins me for lunch before the club so we can chat about school and prep for the project.  Luke repeats “Hello everyone.  I’m waiting for the kids to come” over and over throughout the lunch.  He LOVES the other kids!  He can’t wait til they all get there! 

Every week, on Thursday, Luke asks “Makers’ Club on Friday?”  And my heart is broken if we ever have to cancel a session and I have to say no.

Luke is my proof that Makers’ Club is working.  He is the reason that I believe this club is successful.  Because every kid can get what they need from coming to our club.

Some kids need some freedom.

Some kids need to have an outlet during their week.

Some kids need to engage in the creative and problem solving process.

But some kids, like Luke, just need to be around the other kids.

And there it is, How to Start a Makers’ Club in 10 days!  You can do it too!

Please tweet me or email me if you do!

I'm done!!!

I've been holding off on this post for almost a week because... well, because I don't actually want to be done.  I don't want our journey to be over and I don't want to be done with the shelves.  But I wanted to hang the shelves, and since this class has now extended from 6 weeks to 10 weeks (with continuous weeks coming up), I guess it was time to pull the plug on the fireplace shelves.

Here are some photos, in all their glory, followed by just a few of the things I've learned... 

I'm sure I'll add more posts reveling in the things I've learned and reflecting on the time I've had in this "class" or "cohort" at the Soulcraft Woodshop....but...

First, I've made some great friends.  I hope their friendships will extend longer than just through this experience.  If they don't, I have learned a great deal from each of these people and I will FOREVER be grateful for a group of people that came into my life at a time when I really needed to learn and grow, but also be true to myself.

Second, communication is awesome.  Some of our best (or my favorite) conversations came after the "class" while exploring truths and beliefs.

Next, I was reinforced in my belief in being genuine. And I appreciate the people in this experience because each of them is genuine. Genuine people 24/7. How often do you find an entire group of people like this?

I've also been reminded of the need to learn something new and be open enough to make mistakes.  I love that I can use this lesson to help students.  "Oh. My student is looking at me like I am speaking a different language."  "Oh yeah, that was how I felt on the second day when Peter told us about all the "machines" in the shop."

Reflection is necessary.  For me, I need to constantly be reflecting.  How did this experience go? What did I learn? What would I do differently? What can I do next time?  And writing these thoughts down helps me to reflect. Good reminder.

Next, learning styles vary.  It has never been more clear to me than through this experience.  The experts can help the beginners and those who have experience can provide insight along the way.  Some people could help with the math while the others look at the aesthetics. Every single one of us had a different strength.

"Create more than you consume."  I first heard this from Sean and have thought of this every week. The need to create is real. 

I believe I could go on and on AND ON about the many skills and lessons I've learned along this journey...

I plan to keep writing about them as we all continue to go to the shop... even though our class is over.

See you Saturday, my friends, at the #soulco.

Coming soon: videos of the experience.

Week 5 of This Adventure

Well... This is supposed to be a six week adventure/ experience in wood working and education, but let's be honest. We are not even close to being done, right Pete?

I could write for days on what I gained this week at Soulcraft. I'm spending time with interesting, brave, cool people and hearing their stories while telling mine... We're all on a journey, aren't we? And I should be learning about others' journeys too, shouldn't I?

But, the really cool thing I think I'm gaining here is confidence to try new things. 

After all, the more stuff you try, the more stuff you can do, right? (Not so profound or Emerson- like, but still, true.)

Today, I found myself stuck in my driveway. Alone. And about to be late for work with a car that wouldn't start... Again.

I've watched this three times before today, I can do this. 

So I did. I jumped my own car today. 

I jumped my own car without any help?

I did! I jumped my own car. I did it! I did it myself!

And without this class/experience/cohort/thing, I'm not sure I would've ever even tried.

I could hear my dad doing a cheer up in heaven (likely because I didn't set my car or myself on fire). 

Twas the Night Before eTech...

Twas the night before eTech
And all through the room
All the devices were charging
To avoid pending doom…

Okay, I’m no poet.  It took me far too long to write that one stanza with two dogs trying to climb onto my lap as I sit on the floor in front of my laptop trying to be witty.

Witty?  That’s not really how anyone would describe me, is it?

Interested in learning? That’s more like it.

In going through the schedules on the Guidebook app, I have picked out several really exciting sessions to attend while also knowing I will participate in the “unconference” portion of the conference.  You can follow all of our tweets by going to twitter and following #OETC13.  At this conference, I’m really looking forward to making f2f connections with my twitter friends, learning something way out of the box, and learning to use our iPads with even more effectiveness and efficiency.

Monday, Feb. 11th (Happy Birthday mom!)

On Monday morning, we’ll likely miss the 8am sessions, but really, who could leave Cleveland much earlier than 5:45am?  It’s just not going to happen.  We’ll get there and go see the first Key Note speaker Heather Clayton Staker, who will speak on “Facing a Future of K-12 Blended Learning.”

On Monday at 10:45, I have picked out 5 sessions go to:
1. 21st Century Information Literacy and Common Core Standards: Professional Development for Teachers
2. AT, Math and the Common Core Standards
3. Ohio’s Next Generation of Assessments
4. Pairing Evernote and iPods to Benefit Diverse Learners
5. You Will Rise Art Project

On Monday at 12pm, I have picked 2:
1. Getting Boys to Read with Technology
2. Unleashing the iPad’s Creativity by Looking Beyond Content-Specific Apps

On Monday at 1pm, I might go to Using Digital Images as Writing Prompts.

On Monday at 1:15pm, I picked 2:
1. Flocabulary: Hip-Hop in the Classroom
2. Teaching Simple Machines and Force and Motion using LEGO

On Monday at 2:30pm, I want to go to:
1. Adaptive Diagnostic and Differentiated Instruction Based on Common Core
2. “Show Me What You Know”: How Games- Based Thinking Shaped my Classroom
And on Monday at 3:45pm, I want to go see “Web Apps and iPad Apps for Struggling Readers and Writers.”
Wheeeeeew!  And that’s just Monday!  And that doesn’t include any evening activities.

Tuesday, Feb. 12th
I’m doing slightly better in choosing sessions on Tuesday…

Tuesday at 8am, I have picked 3 sessions:
1. Google Tools for Students with Disabilities
2. High Heels and High Tech: 10 Essentials for Women in Leadership
3. iPads and IEPs Apps that Transform Learning for All Learners

There’s a Key Note speaker at 9:30, Max Brooks, speaking on “Show & Tell: It’s Not Just for 2nd Grade.”

At 10:45am on Tuesday, I would go to these:
1. Bloomin’ iPads (Bloom’s Taxonomy)
2. Student Created Multimedia eBooks on the iPad in Grades K-3
3. O.D.O.T Distracted Driving Simulator

At 11:45-2pm, I will be helping out with the “unconference” in C224 and 225.  I hope to see you there at some point! You can follow the “unconference” at #OETCx on twitter.

At 2:30, I’d like to go see “Grant Writing Made Easy: Novice Grant Writers, Funding Sources and Writing Tips using GRANT SUCCESS.”

And at 3:45, I’ll go to “Technology Tools to Support and Engage All Learners.”
I haven’t heard much about Tuesday evening activities, so maybe this is when I will take a nap and process all this!

Wednesday, Feb. 13th
On Wednesday, I plan to pack in as much as possible before we hit the road…

On Wednesday at 8am, I’d like to see:
1. iBooks Author and The Power of Writing eBooks
2. Incorporating iPad Apps to Demonstrate Core Standards

At 9:30, there’s a Key Note speaker, Andrew Ng, on “The Online Revolution: Education for Everyone.”

At 10:45 on Wednesday, I’d like to see:
1. Digital Portfolios to Spotlight Student Accomplishments
2. Scaffolding iPad Apps to Support 2nd Grade Student Language Arts Learning: Toontastic!

At noon:
1. Differentiating for All Learners using Technology
2. iPads, iPod Touches and the Common Core

And at 1:15pm, “Uncommon Projects for the Common Core.”

I’d also like to visit the Scholastic table, OCALI, Brain Pop, and Learning A-Z!  Any free stuff for kids accepted here!

A huge THANK YOU to Carla Calevich and her office for sending me, along with my colleagues Todd Wasil (@wasilt1), Joe Butler (@jfbutler) and Cathy Roderick (@CathyBees10), to eTech Ohio 2013!

Beginning my 10th Year...

Wow. Is 2012 over yet? This has been one of the most difficult years of my life and I am ready for it to be over. But, I wonder, is that fair to my students? I think not. So, in the next week, I'm trying with all my might to gain the strength and the energy to get excited about this school year...

A tentative agreement might help... I can only pray that it's on the way...

In the past several months, I've heard some difficult things about teachers. I've made some tough choices about my involvement in "fighting the good fight."  And I realized a great many things about myself in the process...

During these months, we've heard these kind of things...

"Teachers are greedy."

"Teachers are selfish."

"Teachers are self serving."

"Teachers work 177 days a year, 6 hours a day. It might as well be a part time job."

"Teachers are liars."

"The teachers should go on strike already, anybody would be happy to have their jobs."

"Anyone could do a teacher's job, how hard could it be?"

"Teachers coming out of college could make $30K, after a few years when they want to make more, they can go out and get real jobs."

"Teachers shouldn't make more than $75.000 a year."

"You should be happy you even have a job."

"You are caretakers of the unteachables."

And my personal fave... "The teachers are terrorists!"

Without telling the whole story of our Board of Education-Teacher- Support Staff Negotiations Saga this summer, I'm sure you can make your own assumptions about how well they are going judging by the QUOTES listed above.  Yes, those were actual quotes.

After a difficult school year last year, this was not the summer I anticipated. And after a summer full of stress and additional work, I don't feel rejuvenated for a new year. Not only that, I didn't spend the summer collaborating with other educators, reading teacher books, or LEARNING like I usually do. I didn't spend the summer honing my craft as I usually do. And now, I wonder, will I be letting my kiddos down?

So, I have to refocus.

I have to refocus on my kids and on my classroom and I have to set some goals for the year.

My own little IEP for the 2012-2013 School Year-

My Present Levels:
I have had my third grade students make e-portfolios for the past 2 years.
I have used iPads in our classroom for the past 1.5 years, mostly for drill and kill and motivational purposes.
I have participated on teams, typically as the leader, in our building, but tend to take on TOO much.
I have had my class participate in one Global Read Aloud with Flat Stanley.
I typically work 12-13 hours a day IN THE BUILDING.


Goal 1: By the end of the year, first and second graders will have created an e-portfolio in Weebly.com.
            A.  Second graders will create e-portfolios in the first week of September.
            B.  First graders will create e-portfolios in the 2-3 week of September.
            C.  Second graders will add to their e-portfolio weekly.
            D.  First graders will add to their e-portfolio every other week.

Goal 2: During the school year, students will use iPads for a creation tasks at least 3 times each.
           A. Try out Puppet Pals.
           B.  Try out I Can Animate.
           C. Find another great App for Creation for my students (Garage Band? Poplet? Type Drawing?
                Toontastic?)

Goal 3: During the school year, participate on school teams, as a valuable team member.

Goal 4: Participate in the Global Read Aloud with Charlotte's Web.
           A. Complete at least 3 Skype or Facetime sessions.
           B. Collaborate in at least 2 other ways with other classes.

Goal 5:  In any one day, leave the building after NO MORE than 10 hours of work.

I might be adding on in the upcoming days, but for now, if I can complete these tasks, I will feel that this is a great year.

What are your goals for your year?

My 2010 EduBlog Award Noms

The 2010 Edublog Awards Nominations -

This is the first time I am trying this... to nominate people for Edublog Awards...

It's hard because I believe that competition in education should be kept to a minimum.  Shouldn't we all just be out to help each other?  But, in the blogging world, I don't think you ever write to win an award.  I think you write to reflect, to share, to vent, to collaborate...

And, it's always nice to get recognized for doing something well.

Here are my 2010 noms-

Best individual blog - What Ed Said

Best individual tweeter - Aviva Dunsiger- @Grade1

Best group blog - Irresistible Ideas for Play Based Learning

Best resource sharing blog - Free Technology for Teachers

Most influential blog post - Special Educators- Do We Do Too Much?

Best teacher blog - Teacher Tom

Best librarian / library blog - Cybrary Man's Educational Web Sites

Best school administrator blog - Taste of Tech

Best educational wiki - 21st Century Concepts

Best educational use of a social network - @techieteacher Jeremy Brown

Best use of a PLN - @tgwynn Tim Gwynn

How Do You Answer the Haters? Like This...

Today I was alerted to the fact that on Cleveland.com our community has its own page.  The Brecksville page is actually pretty cool and boasts the happenings and goings on in Brecksville.

Towards the bottom of the page is a section called "The Brecksville Forum."  In this Forum, there are many postings from members of the community about our school district, school levy, and teachers.

The following is my response to all of the banter (even though I was asked to keep it short, factual, and calm).

"After reading much of this banter back and forth about school levies and teacher salaries, I'm sad. I'm a teacher, and I can't believe this is the conversation that is being had about our school district.



First, of all the people that I've heard against the school levy and in favor of cutting teacher salaries, do you know how many of those people have observed in our building? Zero. How many have observed in my classroom? None.


Do you know what school is like now?


It's surely not the same as when I was in gradeschool just 20 short years ago. How long has it been since you attended 3rd grade? I can assure you, it's different.


But you wouldn't know. Because you don't visit. You don't observe. You don't even speak to the teachers whom you denegrate on a regular basis in open forums such as these.


You make claims that we "only work 6 hours a day." We can be compared to "babysitters" and "day care workers." We do the job of "janitorial staff" and should get paid closer to "$15 an hour" than the salary that we make.


I can assure you, my B.A., M.A. and continuing education credits can support the fact that I am more than a babysitter. And if I made $15 and hour for the actual hours I worked, I might even make more than my actual salary.


6 hours a day? I'm laughing.


I teach kids with special needs. I need to know about each and every one of their needs, their allergies, their physical needs, their cognitive capabilities, their home lives, their social skills, their fine motor and gross motor capabilities, their speech and language abilities, and their interests and disinterests. I also need to know their behaviors, triggers, and motivators. I plan each day for 8 little bodies, 4 of whom are nonverbal. Two have augmentative assistive communication devices. Two are still eating pureed foods and are not toilet trained yet. All 8 of my students know how to use computers, can spell and are well on the road to becoming readers. 2 of my students also come from bi-lingual homes.

Every single one of my students is included in the school day. Though, I wouldn't expect our adversaries to know the difference between mainstreaming and inclusion.


Every single student gets math, reading, speaking, spelling, writing, math, fine motor, gross motor, speech and language, science, social studies, and social skills standards built into his/her day. That's 12 subjects for 8 different students.


We also work on feeding, manners, toileting, hand washing, and other functional skills AND whatever else the parents ask for.


We write individualized education plans (IEPs) and complete multi-factored evaluations (MFEs). We write Evaulation Team Reports (ETRs) and collaborate as Response to Intervention (RtI) teams.


I maintain two blogs, one for parents, and one professional, and a twitter account JUST to stay on top of the special education world and on top of my "game" professionally. I train myself on assistive technologies and spend the summer doing my own professional development, often working 6-7 hours daily on this time we supposedly all have "off" to be vacationing and sunning.


In the meantime, I also manage 6 special education aides in our building. I also lead our special education team of professionals. I also lead our school philanthropy team.


I make schedules, maintain technology, clean desks, wipe little behinds, plan snack time, integrate technology like SMARTboards, computers, e-portfolios, assistive tech. devices, give hugs, teach reading, teach 21st Century Skills like problem solving and critical thinking, count coins, celebrate birthdays, create learning materials, collaborate with other professionals (i.e. teachers and therapists), plan in occupational therapy, physical therapy, music therapy, and therapeutic horseback riding for my students, AND communicate with parents, community members, and home program coordinators.


And believe me. I am NOT complaining. I LOVE this job. I couldn't LOVE it more. I love these kids, I love their hugs, I love feeling their successes and celebrating with their parents.


And you measure our district's success by our National Merit Finalists?


But my students will never be National Merit Finalists.


And my worth can never be determined by how many honor students there are at the high school.


Maybe, just maybe, the next time you think about undervaluing a teacher, you'll think about a teacher who spends 14 hours in the building or at home, for the good of his/her students. You'll think about a teacher that wants nothing more than to see her students walk independently, read independently, speak OUT LOUD. You'll think about a teacher who is doing the best he can...


You'll think about a teacher who is not complaining about her salary.

So maybe you shouldn't be either."

My Reflections from the Reform Symposium 2010

I seem to be having some trouble starting my reflections of the RSCON10 in written form, though it seems like the only thing my mind has been focused on since the conference ended at 5pm EDT yesterday, is the wealth of information that I gained over the two days that I was able to participate.  

I originally thought I was going to go through each session I attended, summarize, and tell what I learned.

I seem to be laughing at myself now.


All of the presentations are running together, but my ideas are also moving and shaking inside my head.

Instead, what I think I'll do is, first, make a list of the presentations that I attended with links to their archives (or I will link them as they become available) so that you can view them too.  Then, I will make a list of things I learned/ Ideas I've had as a result of the sessions.  This way, I have some things in writing, instead of just swimming around inside my skull.


Presentations I attended on July 31st and Aug. 1st of the Reform Symposium 2010 while still in pajamas in the comfort of my own home, for FREE:


1. What the Heck is a 21st Century Skill Anyway? presented by Angela Maiers

2. Backchannel in the Classroom presented by Richard Byrnes

3. New Teacher Survival Kit presented by Lisa Dabbs and Joan Young

4. HOTTS (Higher Order Thinking Technology Skills) presented by Kevin Creutz

5. Playing to Learn presented by Maria Anderson

6. Students Redefine School presented by Monika Hardy and Students


7. Abolishing and Replacing Grading presented by Joe Bower


8. Innovative Practices in Education- The Power of Students Producing for Authentic Audiences for Authentic Assessments presented by Paula White

9. This Ain't Your Mother's Classroom: Why You Need to Use Social Media In Your Classroom presented by Tim Gwynn

10. Education: Timeless and Priceless presented by Steve Anderson

Things I Learned/ Ideas I Want to Try/ Ideas I've Had as a Result of RSCON10:

1. Hello Wolfram Alpha.  Why have I never heard of this math site before?  And why do none of the teachers I work with know about it?  And if I get to school and someone already knew about it and didn't share, I am going to be pretty upset... Wolfram Alpha.  I'm not exactly sure of all the ways I can use you yet, but I know you'll be valuable.

2.  I am not alone.  Although I feel alone in my school building many many days, I am not alone.  With at least 105 or so people in every session that I attended, and people keeping up with the backchannels during the sessions, and then following up on twitter and writing blogs about ALL OF THIS LEARNING, I can clearly see (or read) that I am not alone.  This gives me hope.  Hope keeps me going.

3. I've always been strongly against grading, but I need to do my homework and research.  As a special education teacher, I spend so much time assessing and all of my assessments are formative.  I am constantly assessing throughout each and every month, constantly recording data, constantly making notes, doing informal observations, having to remember to write data down from the playground, the hallway, the gym, the cafeteria, the lunch line, etc.  I report data quarterly to parents, produce a narrative 3 times a year, produce an entire IEP with present levels of performance data, and do 4 report cards.  I hate the report cards because so many of my students don't meet the proper criterion for their grade levels.  They get "adjusted grades," but what does that even mean?  They get an adjusted curriculum with adjusted expectations and take an Alternate Assessment in the state of Ohio.  Grades are... useless.  But, I need the information and the opinions and the research to back up the statements I make... Joe Bower inspired me to do that homework. And when I do, I will join his Moratorium on Grading.  But I want to have a definitive stance.


4. One of my goals for the year is to show another teacher how to backchannel.  My thought is that I would like to teach our computer lab aide how to backchannel and see if she can get it moving in the computer lab.  I am still brainstorming all of this, but I think third graders would be able to do this.  I think they could be discussing the story they read each week, the social studies topics, the science topics, questions about math topics, etc., etc., etc.  


5.  I also think that backchannelling is a great way to differentiate.  If all of the students have "pen names" or code names (think Justin Beiber or Miley Cyrus), and the teacher has a list of all the code names, then students are able to share their opinions or questions freely.  As the teacher lectures, the students can ask questions anonymously (though the teacher would know who is asking).  I also believe that backchannelling could be used for formative assessment.


6.  I attended the New Teacher Survival Kit session although I am not a new teacher.  In 3 weeks, I'll begin my 8th year as a teacher.  But, I think the things discussed in this session were worth hearing again.  Plus, it reminded me of the positive attitude that I need to start the school year with.  Sure, we might be in the middle of negotiations.  We might be facing some difficult editorials written by community members.  We might even be facing over 35 RIFs in the last 2 years.  And yet, I need to start the year with a positive attitude in the interest of my students.  I want the best year for my students.  Start positively (and stay out of the teachers' lounge).

7.  I loved the reminders about Bloom's Taxonomy from the HOTTS presentation.  I think that I don't think about this enough.  I think about developmental milestones and Ohio Content Standards and functional skills and components of an autism program and all of the needs of all of the students with special needs, and I don't think often enough about incorporating higher order thinking skills.  I want to incorporate these skills more for our students.


8.  Although this quote was attributed to Cel Foster, a teacher from Fremont, Ohio, she says that is was not her quote, but someone else's (no matter whose quote it is, I LOVE it), "We need to stand in front of students, NOT as master teacher, but as a MASTER LEARNER."


9.  Awesome quote by Monika Hardy - "Learning is the New Teaching."


While there were certainly more than 9 things that I can take away from this weekend's Reform Symposium, I need even more time to process it all.  I need to read others' blogs, revisit the things I saved, revisit everything I tagged in delicious, and start the school year to see what challenges lie ahead.


What I do know?


This weekend's Reform Symposium was well worth the time I spent laying in pajamas in front of my laptop.


I learned more this weekend than I have in the last  year's worth of PD at my school AND in the 2 years of my Ed. Tech. Masters Program.

Thanks to those who presented, organized, participated, moderated, and listened. Thank you. Thank you!