"Oh, we're not doing that here."

It’s no secret that I often feel like an outsider.  At work. In life.  My mom has always told me that my expectations for myself and others are unrealistic.  I’ve always resented that.  But my therapist thinks my mom might be right.  I think.  But maybe that’s just what I am expecting her to say.  Anyways, I often feel like an outsider at work.  Sometimes I am.  Sometimes it’s just the story I tell myself.  So I search online for communities of like-minded people.  I am on twitter, Instagram, and facebook.  I gave up on Snapchat.  There are just no good educational uses for Snapchat.  On twitter, I’ve found some friends.  No, really, some people I would actually now called friends.  It’s hard to meet other teachers in real life because you’re stuck in your building all day, but online, you can make teacher friends, even if they live a few suburbs over or across a state or across the country.  On Instagram, I mostly just gawk at people. I gave up on the #teachersofinstagram tag because it was just making me feel bad.  How can photos of teachers make you feel bad, you might ask?  Well, I’m glad you did.  On Instagram, there are teachers who have the perfect font.  The perfect bulletin boards.  The perfect background paper.  The perfect matching neon rainbow-colored book bins with color-coded binders and ribbons to match.  The perfect file cabinets painted in black chalk paint with turquoise blue washi tape around the edges.  The perfect library. And even the perfect teacher clothes. Nope. No thank you. I can’t.  I literally cannot.  I can’t even.  Where do I even start?  With my color-clashing pilfered book bins and scraps of cardboard laying around, there isn’t much that looks “perfect,” I’m sure.  But this is dangerous for a perfectionist like me.  (I seriously WANT the perfect turquoise with white polka-dotted ribbon!)  And I have to physically say OUT LOUD “It’s okay NOT to APPEAR perfect.”  That is hard.  But, I can do hard things.

So, I started joining teacher groups on Facebook.  This can also become a slippery slope in the same capacity as “Teachers of Instagram” and you have to weed out some things.  Groups where teachers sell things.  No thanks.  Groups where teachers post their TPT worksheets with cutesy little sketched children with chubby cheeks and swirly boarders.  No thanks again.  Don’t get me wrong. I like a good worksheet if it’s serving the purpose.  But I don’t do worksheets regularly.  And I don’t make stuff with cutesy kids.  Give me a simple paper with a purpose.  Or give me another way to learn it.  Tangent.

But then I found some groups that I thought were going great.  Assistive Technology group.  Nice!  STEM Teacher Tribe.  Good good.  Teachers Using Google Classroom.  I like it.  Teach with Tech.  Good.  I can’t say I have found my people, but at least I have a community where I can go to ask and answer questions and feel like I am actively getting better at this thing.

Until last week.  Last week, a first-year teacher in one of these groups posted a question.  The post started with “Help with STEM Classroom Management!”  Now, I’ll stop.  When someone posts that they need help, I’m on it.  I like to be helpful.  I also have a certificate in behavior intervention so I’m thinking, “Yes! I can help.”  

Now, I read on… “ I gave out a class syllabus and safety paper that needed to be signed by guardians and the student and returned.  I have only gotten a handful back from each class.  I have added it as a grade to try to motivate the students who did not turn it in to get it in.  What do I do for the students who challenge me and refuse to turn it in?  I really want to hold them accountable.”

MmmmmK.  So, my irritation levels start mildly rising, but sure.  Someone told her (or showed her in the past) that assigning a grade to something useless is a good motivator.  Errrgh.  The kids who are motivated by points and grades have already returned the paper.  The kids who care to return the paper have already returned the paper and the parents who care, yep, those kids have returned the paper already too.  But, you can’t just say that on the internet, can you?

So, I read on in her post and she goes on to say that they are about to complete an activity with marshmallows involved and wants to know what to do with kids who eat the marshmallows when she told them not to.  She told these kids she would send them to the office and they ate the marshmallows anyway.

Listen, these are not hard concepts, are they?

When I got this post, there were already dozens of comments from other “experienced” teachers.

“ Follow through and send them to the office.”

“Give them worksheets while they watch other kids do fun activities until they return the paper.”

“Take away all the tools.”

“Make them sit and watch.”

“Worksheet them to death.”

Well, now my irritation levels have risen significantly.

So, I start my reply with “Wow, I’m shocked by the responses to this…”

 First, grades should be reserved for the assessment and reporting of learning, no? NO LEARNING occurs by having a paper signed.  Sure, maybe you want that paper signed. But for a grade? No.

Second, classroom management does not occur just because you think it should.  You have to take some time to form relationships.  And if you aren’t letting kids eat marshmallows during the marshmallow activity, they sure as heck aren’t going to do much for you. Just sayin'.

Third, “worksheet them to death?”  My God! No wonder kids hate school and start to hate teachers.

Having said that, I tried to diplomatically say such things in the Facebook group. 

To which I got responses such as “I’m offended.”

Okay, I thought.  We’re not doing that here.

Who remembers that story by Glennon Doyle, one of my most favorite authors?  She started out on Facebook by filling out one of those age-old questionnaires asking “personal” questions.  And after she pressed post, walked away, and then returned, she realized “Oh, we’re not doing that here.”

“That” = being honest.

People are so uncomfortable with honesty.

But shouldn’t we be happy that someone is questioning our practices and making us better teachers?

Shouldn’t we welcome another teacher asking about our motives and checking us on the things we do out of habit or convenience?

Shouldn’t we be begging for other teachers to just engage with us about our teaching practice and making us better?

But no.  Apparently, we aren’t doing that here.

So, where are we doing that?

Glennon does it.

Liz does it.

Brene does it too.

Shonda does it and Luvvie too.

Oprah seems like she does it.

So TEACHERS, where ARE we doing that?

Our Love Affair with iPads Continues...

"Shake it like a salt shaker."

We continue to be happy, excited, and amazed at the uses of the iPad in our classroom.  The iPads have not lost their luster for us and we're continuing to find more educational uses every day!

1. We're examining using the iPad as an augmentative communication device.  We're working with our county communication specialist and trialing other devices, but we're particularly in love with the iPad for one student.  And, the student is in love with the iPad as well!

A bit of background- "Student" started trialing the BoardMaker Activity Pad as a communication device.  This is a low tech device that is not commonly used for communication, but it was the best we could do to start.  He has formerly tried the Tech Speak.  Then, we tried the Dynavox Xpress, my personal favorite.  Another student in our class uses this and I am a big fan.  It's easy to program, easy to use, easy to learn, small, light, easy to carry, etc., etc.  Next, we tried the FRC ComLink.  We were happy with this, but it had more disadvantages for our student than the Dynavox Xpress.  Then, while we were waiting to try the iPod Touch from the county, we received a grant from the BBH Schools Foundation for 2 iPads for our classroom (THANK YOU!).   At that time, we decided to have "student" use the iPad and see how it went.

We thought "Proloquo2Go" would be best, but couldn't put out the $189 it cost.  We also discovered that "student" loved to type and is a great speller, so we decided on "Speakit!" instead.  $1.99 or less is right up our alley!

To make a long story short, we went back to the Dynavox Xpress to see if "student" would access the keypad.

Then, after two days with the Dynavox Xpress, "student" used the device to say he felt "mad."  I thought for a minute and asked him "Do you feel mad because I gave you this talker?"  He typed "yes."

I asked "student,"  "Would you be happy if I gave you the iPad back?"  He typed, "happy."

I handed him the iPad.  He turned it on, swiped to unlock it, found the Speakit! App, and typed "i am happy."

Could it be more perfect?  He advocated for himself.  Done.

2. We've started to "microblog" on Twitter.com.  Students are now typing sentences, with reminders for correct capitalization and punctuation, on twitter!  We attempt to "tweet" regularly, and we enjoy when people tweet us back.  We are also hoping to attract more of our parents to twitter this way as well.  You can follow us @Room5Friends.

3. The iPad is one more tool in our toolbox for SHARING!  Because one "student" often takes one iPad with him to specials classes as his augmentative communication device, we sometimes only have one iPad left in the classroom.  This can only mean one thing- we will need to share!  And what a great tool to learn on!

Here's our action research:  Two students wanting to use the iPad during "choice time," and only one iPad available.  Both students have "engaging in parallel or cooperative play with other students" written in their IEP objectives.  Let's see what they can do.  We placed the iPad in front of them as a type of authentic assessment.  We said, "Now boys, we need to share.  Johnny can play one game, and then pass to Jack for one game."  We proceeded to walk away.

The special education aide and I watched from 4 feet away.  Johnny started with Thomas the Tank Engine Game pack and played one game of Thomas memory.  He slid the iPad to Jack.  Jack played one puzzle on the game pack.  He slid the iPad back to John.  John clicked out and went to the 5 Little Monkeys App.  Both boys delighted in the songs.  When it was over, John slid the iPad back to Jack.  Jack did another Thomas puzzle.  Then, luckily, it was lunch time.  How awesome!

4. We're going to begin reading a chapter book solely on the iPad.  Beezus and Ramona, here we come!  Although we'll supplement this chapter book with many visuals and other activities, we will be reading this book in class on two iPads and a Kindle.  Reading books in more than one medium?  Who would've ever thought that a ten year old with autism would have these opportunities in the year 2011?  Amazing!

5. Motivational Tools.  Honestly, I hope these iPads aren't a phase.  And if they are a phase, they are certainly worthwhile.  Because we are surely getting a TON of learning done while using the iPads as motivational tools.  And, I know some people may say they are expensive motivational tools, but I believe they are worth every penny.

Checking out the iPad while waiting our turn at Therapeutic Horseback Riding

6. The educational apps are limitless.  My student who loves to play "Cookie Doodle" is working on following directions and measuring.  She sees measuring cups, measuring spoons, ingredients, recipes, etc. and must follow directions like "pour the vanilla" and "shake the salt shaker" and "mix the batter."  It's multi-sensory because we do the same thing with the real items in the classroom!  It's a built-in follow up lesson!

7. And did I mention the kids LOVE them?  We love the iPad.  LOVE. And we still play with Play-Doh, Moon Sand, blocks, the sand table, other sensory activities.  We still follow real recipes; we still read real books, complete file folder tasks, and shoebox tasks.  We still swing and play outside.  But now, we have more technology to integrate and use.  We have one more tool in the toolbox. 

And we'll keep sharing.  BECAUSE WE ARE IN LOVE.

We're "Microblogging!"

We're "microblogging" from Room 5!  We used our iPads today to write and send tweets on Twitter.  How cool! Check it out!

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

Reflections of Summer Vacation 2010

It's the night before school and all through the house, not a creature was stirring, not even a...

Well, that's a lie.

The washing machine is running on overtime as my sister (a HS guidance counselor) and I are trying to do loads of laundry.  The dishwasher is buzzing because, well, you can't start the school year with a dirty kitchen.  The dog is on edge because he knows something is about to change.  The fridge is full of healthy lunch choices (because I vowed to stay away from the school lunch line this year).  The toenail polish is freshly drying and the meditation DVD is set and ready for a few hours from now.

It's the night before a new school year; my 8th school year as a teacher.

And I'm excited.  Or anxious.  Or excited and anxious...

I've been trying to reflect on what I've actually done this summer; laying in the sun, cleaning out the garage, reading fiction novels, doing yard work, watching reality TV shows, attending the Reform Symposium from the comfort of my own bed, visiting friends in Marblehead, walking for the Easter Seals Zoo Walk in July, walking in the Buddy Walk sponsored by the Upside of Downs of Greater Cleveland, playing with the dog, eating ice cream, building my PLN, consistently writing blog posts, learning loads of new technology that will fit nicely into my classroom, reading blogs, articles, and books about technology, web 2.0 tools, and special needs, exploring new teaching and assessment strategies, and trying to relax.

Here are my top 5 highlights from the summer of 2010:

1. I started to build a PLN.  This personal learning network is helping me to learn new things every single day.  I read their blogs.  I read their tweets.  I participate in discussions with them on Nings like the "Educator's PLN."  They are from all over the country and even the world.  And they are bringing new ideas to education every single day.  This year, on the days when I feel like my ideas are ridiculous and my beliefs about education are in the minority, I can sign on to Twitter or read these blogs, and know that I am not alone.  I can share ideas, borrow ideas, think through new strategies, and be part of a group that helps me grow.  I am so thankful to have found this world, these people, these blogs, these ideas...

2. The class swim party I had at my house was awesome.  I invited some students from past years, along with my class for the 2010-2011 school year.  In all, 10 of my students, past and present came, along with 9 of their siblings and at least 10 parents.  Our key club helpers also came, along with two of our special education aides.  My sister could not believe how many people were here!  We had so much fun!  The kids were so happy to swim and thought it was exciting to be at the "teacher's" house.  The parents got to chat, meet one another again, network with each other, see the other students, and catch up.  The new parents got to see how our classroom works and how supportive everyone is.  The principal even showed up!  It was a great night!

3.  I read two fantastic books this summer (I actually read 3, but only 2 were fantastic.)  House Rules by Jodi Picoult is one of the best books I've ever had the privilege of reading.  The Girl with the Dragon Tattoo by Stieg Larsson was also a great book, much different than my usual read, and I can't wait for the movie!  I also wrote a blog post about House Rules...

4. I taught my dog to swim. (Well, it couldn't all be school related or intellectual, could it?)

5.  Thanks to the PLN that I've been working on, I've found some awesome blogs to read that inspire me.  First, the blog written by "Teacher Tom" is just incredible.  This man has ideas that I couldn't even dream about.  Imagine how he empowers students!  Another blog, "Irresistible Ideas for Play Based Learning" has helped take my lesson plans for this school year to a whole new level.  While I've read hundreds of blogs this summer and added at least 20 to my Google Reader, two more worth mentioning here are "What Ed Said" and "Connected Principals."  I, finally, got my boss to read the "Connected Principals" and he even thanked me for it (although he did note that he reads only 1/10th of the blogs that I actually tell him about).

So, I didn't take any grand vacations or any wild road trips this year, but I did gain a whole lot of knowledge.

I did, indeed, spend a lot of the summer working... My plan was to keep learning and working all summer so that I won't feel so stressed during the school year...

And if this plan works, it will all be worth it.

Maybe it was all worth it anyways...

"Leadership Day 2010" (What would I want my administrator to know about technology?)

So, I am trying to participate in this thing I heard about on Twitter called Leadership Day 2010.  

From what I can gather, Leadership Day was started as a way to tell/ask/state what you'd like your administrators to know about technology to actively lead your school building or district to better teaching and learning.  (If this is a misunderstanding of the day or blog expectations, I hope someone will comment and let me know!)

So, I got to thinking... What would I want my administrators to know about technology?

But wait, I am a special ed. teacher, and I would much rather write an entire blog series entitled "What I NEED My Administrators to Know About Teaching Kids with Special Needs."  And maybe sometime I will do that... But, today I'll just revise my question...

What would I want my administrators to know about technology in regards to special education (or intervention) in our school district?

1. Digital Technology CAN be used to DIFFERENTIATE.  Yes, it's true.  "Differentiate" doesn't need to be just a buzz word and it doesn't need to attract all the eye rolling and negative press.  I can have students attending to the SMART board doing letter work while another student is reading an e-book or interactive book created with BoardMaker (Mayer-Johnson) software.  Come watch in my classroom.  My students can use ALL of the technology allotted to us and more.

2.  I need TIME to learn the new digital technologies that are going to help my students learn.  I do NOT need time to vertically align the K-12 Ohio Math standards that are about to be tossed out the window and replaced by the Common Core standards anyway.  I do NOT need time to listen to another text book publishing rep.  I do NOT need time to sit with colleagues to complain about "teaching to the test" and aligning standards to text books.  I NEED TIME to learn new digital technologies that can be applied to lessons that are needed in the classroom that might extend the learning and thinking of ALL students.

3.  When it comes to assistive technology, we could use MORE TRAINING.  I know that we can call the county specialist.  I know that I can do all the reading and research on my own time, and I do.  But I could use more training in this area and I believe my colleagues could too.  Every AAC (Augmentative Assistive Communication) device that a student has is different and I learn how to program it on my own time.  I learn how to use it on my own time.  I teach myself how to teach my student how to use his device.

4.  Twitter, Facebook, Nings, and other Social Networks are vital to my professional development as an educator. So, why do you keep blocking things that I need access to in our school setting?  Why can't teachers have access?

5.  Do you have any idea how CRUCIAL the BoardMaker software is for a special ed. teacher?  Do you know how it works?  Do you know the cost?  The accessories?  The benefits?  This is, by far, the most important piece of technology in teaching my students and helping them learn.  The possibilities here are endless.

6. Why aren't you holding more teachers accountable for teaching 21st Century Skills to our "Digital Natives?"  It seems to me that SOME teachers are getting away with using overhead projectors with transparencies that have problems filled in with Sharpie!  They are making copies of worksheets from 20 years ago instead of finding new ways to teach antonyms and synonyms.  They are relying on the SMART board to be a glorified TV screen.  They barely check their email and could not imagine what they would do in the computer lab with more time. 

7. I graduated from college in May 2003 and we were making webpages then.  It is now July 2010 and there are STILL administrators, teachers, and other staff who do not have websites or blogs.  WHY?  Why don't YOU have an administrative blog or Facebook page?  Why aren't you on Twitter?  Are you hiding something?  Don't you need a PLN?  Don't we ALL need a PLN?

8.  Do you have an iPhone?  An iPad?  An iTouch?  How could that device make life easier for someone with special needs?  Someone who doesn't speak?  Someone who needs life defined with visual icons or photos?  How could your iPhone or iPad change a life?

9.  Please make a plan.  Please make a plan on how we can move forward with technology in our building in a concrete and realistic way.  Please encourage every teacher to have a plan.  (For example, from a list of 5 digital technologies, every teacher in the building must choose one, learn to use it, and show how to integrate it into his/her teaching by the end of first semester.  Each teacher could share his/her use of the technology thus building a repertoire of technology uses in the building.) Make some sort of plan for growth and hold everyone accountable.

10.  Students with special needs are digital natives now too.  They can often use the computer with better accuracy than the digital immigrants.  They can create e-portfolios, click from homepages, use Flip Cams, access SMART boards and SMART Responders, use Google Images and Google Maps, play educational games, access movie clips on You Tube, type spelling words, write stories, create graphic images, etc. etc. etc.

Can You Help Me With a PLN?

So I'm really getting into this whole notion of having a PLN (Personal Learning Network).  Having a PLN almost seems like a necessity now that I am truly understanding and learning and reading about it.  I was already using Twitter, Facebook, Glogster, Wordpress (http://staff.bbhcsd.org/kolism), this blog, and other tools, so why not reach out to some people and offer suggestions while taking some advice in the process?

I am pretty sure I was already doing this by following larger organizations like Autism Speaks (@autismspeaks), Mayer-Johnson (@MayerJohnson) and the Upside of Downs of Greater Cleveland (@USODNEO) on Twitter and Facebook and then reading the articles that were posted.  I was doing all the learning, but not contributing much.

What I learned is that, I can follow regular people who tweet and retweet their own blogs.  I can tweet my blog too, and hope that someone will find my messages worthy of retweeting as well.  I can keep learning about the digital tools that we can use and ask for advice and it's okay.

You see, in our district, asking other teachers for help is a weakness.  You never show this weakness.  Collaboration is almost nonexistent.  Sure, we are united for common causes.  We always pull together for charity and philanthropy.  We are friends outside of school.  We are cheerleaders for each other when something great happens.  But when it comes to your class or your students, we are closed door.  They are MY kids or YOUR kids.  It is MY room and YOUR room.  It is MY program and YOUR program.  There is certainly a minority of people who TRY to collaborate, but it is not commonly accepted.

And so, this notion of networking to become better is what I crave.  I crave this network of "strangers" to help me with ideas, to nurture what I can share with them, to understand that I can offer something without trying to boast or be any better than them.  I am so passionate about this work and want to know people who truly feel the same and want to share it.

So, here is my search for a PLN.  I'm on Twitter (@Room5Friends AND @morgank18).  I'm trying to friend lots of people and organizations.  I'm trying to stalk others' "followers" to see who I can follow with similar interests.  I joined The Educator's PLN Ning.  I invited teachers from my school and district to do the same.  And... now what?

So what are my interests?  I LOVE teaching special ed., I love kids with autism, with Down syndrome, with genetic disorders, and all kinds of special needs.  I love trying to integrate technology into the classroom.  I love trying to figure out how to integrate web 2.0 tools with special needs kids.  I love attacking 21st Century Skills for kids with special needs.  How can we get them to problem solve?  How can we get them to critical think?  (while still working on functional living skills and basic reading skills and math skills...)  I LOVE this work. (Oh yeah, and I like long walks on the beach, candle light dinners, etc., etc.)...

And again... now what?

Teaching (and Differentiating) with Technology 2010

Last week I taught a technology class for teachers in our district called "Teaching (and Differentiating) with Technology 2010."  While I was discouraged by the low attendance of these FREEEEEEEEEE classes, I was also encouraged that maybe the few people that attended might begin playing with and using the technologies that we worked on.  Also, one administrator came, so I was really encouraged by that!

Seems to me that, in a district where we boast about our high test scores and student successes, more teachers, administrators, and staff members would be interested in learning about tools that would help them become more efficient, effective teachers.

Regardless, here's a run down of the classes that we offered:

1. Blogging and Homepages (Setting up your own blog through WordPress or your own Homepage using Protopage).  What are the benefits of using a blog or homepage?  What are the differences?  Step by step set up.

2. A Re-Introduction to the SMARTboard (After 3 years of having SMARTboards in our classrooms, you'd think we've have the Basics down by now.  This was the most highly attended class.)

3.  Social Media for Education (By far, I was most excited about teaching this class.  6 people came.)

4.  Beyond the Basics: SMARTboard Tips and Tricks

5.  Flip Cameras (Even teaching this class seems silly because they are so easy and self explanatory, right?)

6.  Digital Storytelling

7.  Google Apps (Oh how I wish more people had attended this!)

8.  Where do you find this stuff?  Web Exploration time (I showed the 5 people that came how to use Wordle, then spent the next hour re-teaching Twitter and explaining our new email.)

9.  BoardMaker Plus v.6 (Mostly for Special Ed. teachers/ Intervention Specialists, but some reg. ed. folks showed too, thank goodness!)

10.  Grant Writing for your Technology Needs

Shake What the District Gave You

On Friday I was charged with the task of "telling others about what you do in your classroom, and then telling them about the ways you've gotten extra money for your classroom." 

Hmph.  And I'm supposed to turn that into a presentation and give it to a group of my peers?  Awesome.

The presentation was Friday morning and my presentation turned into something named "Shake What the District Gave You."  The title was supposed to be funny.  Before the presentation, other teachers actually asked me what the title meant.  Crap.  Couple that with a question asked by one of our teachers, "So, how did you get picked to give this presentation?"

Then the keynote speaker was all motivating and awesome, so I wasn't quite sure how I would follow that.

I'd given presentations before but not to a group of teachers from my own district...

So, here's what I talked about.  Plain and simple.  Look at all the stuff the district gives us for free and here are my favorite of all the technology "tools" we have-

(And all the links are on my other blog page- Miss Kolis' Room 5 Blog- http://staff.bbhcsd.org/kolism- you can go there, find March 5th Tech Inservice Waiver Day in the right hand column, and get all the links...)

1. http://www.delicious.com/-  Delicious is a social networking tool that the district suggests we use.  If we all used it, we could all be connected through websites and "share our toys."  Delicious takes all your "favorites" or your "bookmarks" and puts them in one place on the web.  Delicious also allows you to tag your websites so you can sort them for yourself.  You can also share them with other users.  I learned how to use this over the summer of '09, and I think it was a little behind the times then... When I asked if I had "sold" anyone on Delicious, I saw 3 heads nod.

2. http://www.twitter.com/-  Twitter in education is still pretty new, especially in our district.  And sure, we all hear it, "who wants to share what they are doing in 140 characters or less anyways?"  And, "I don't need anyone to know that much about my life..."  But what if you can connect to organizations that you do care about, read 140 characters, and see if you want to read the article they are pushing.  That's the part I like about Twitter in the classroom.  I can read updates from Autism Speaks and from ModelMeKids and from the EDPressSec. And, I can tell the parents of my students what we did that day in 140 characters.  And some of them do care.  Cool.  I might've sold 1 person on this.

3.  Blogging.  As you can read, blogging is my favorite new hobby.  And the parents love it.  And other educators can use it.  And it gives me a written record of what I did in my classroom that week.  Before my blog, I was mediocre at Parent Communication.  Before that, I was horrible at Parent Communication. Blogging has single handedly changed my world of communication.  And to think that, when I started college in 1999, teacher websites were just coming on the scene.  And the majority of teachers in our district DO NOT have a blog or webpage.  Btw, we use Word Press for Blogging through the school... and I obviously use Blogger.  These seem the most simple to me.  And simple is good for teachers who need more hours in the day.

4.  Last, I talked about BoardMaker Plus and the whole family of BoardMaker software.  I think the company of Mayer-Johnson could hire me.  I dream about working for them because I already promote their products.  I showed the high tech (inserting BoardMaker software into SMART Notebook software and making interactive boards and books) uses of BoardMaker, but I also showed the low tech side (file folder games, visual schedules, mini-schedules).  Plus I found the best site to pair with BoardMaker called AdaptedLearning.com.  I'm not sure how I survived without it.  (I heard about it by following Mayer-Johnson on twitter!)

5.  I, then, concluded my presentation with discussion about HOW to get the things you want IF the district doesn't provide them.  My first suggestion- Ask someone.  My second suggestion- Ask someone else.  My third suggestion- Write a grant.  It't not as hard as you think.  I shared easy grants to write and offered myself and my former work to all of the members of the audience.

All in all, I'm not sure that I sold anyone on anything.  But, I succeeded in the fact that I made it through the presentations without embarrassing myself terribly.

I also did that with the help of the keynote speaker.  He was 100% himself in his presentation to over 300 teachers.  And so I thought, I can be myself.  And be comfortable in myself.  And say what I say.  And do what I do.

So I did.

Now, go Shake What the District Gave You.