King's Kid edKamp

This post is in two parts-
Part 1 The EXPERIENCE! 
Part 2: The How's, What's, Why's, Future Tweaks, Etc.

Last Fall was my first experience at an edcamp other than at a virtual one.  Inspired by Glenn Robbins @Glennr1809, and many others in my PLN, the one activity that I wanted to try before the end of the year was an edcamp. So, knowing basically nothing, I decided to jump in any way! I'm not sorry that I did. It was a WONDERFUL experience for me and my students!

I tweeted out the night before that there was a possibility of an epic fail. I wasn't sure how to physically arrange my classroom. I didn't know if my scheduling would work. I didn't know if we could have six "classes" simultaneously being taught at the same time. I worried about the amount of noise that might happen. The safety of the students because of the furniture placement concerned me. It was crowded. I worried about those "blindspots" and wondered if kids would take advantage of me not seeing them and goof off. I hoped that my students would have a good experience. I was confident and apprehensive at the same time about our edcamp. Being comfortable with being uncomfortable has become just a way of life for me. I dreamed edcamp all night long. My brain couldn't quite shut down. I problem-solved. Some dreams were sweeter than others.

PART 1: The EXPERIENCE!




My modified edcamp was a blend of Genius Hour projects and an edcamp. Students had complete freedom of topics and choice for how to present their lesson. Most kids chose some type of multi-media presentation along with their demonstrations.

The day before our edcamp, I let the kids sign up for the classes that they wanted to attend. I held my breath hoping that no one would be left out, but still had a quiet confidence that my kids would shine and make sure that every person had a few people in their class. I was not disappointed. I didn't even have to say anything. All of our lessons and practice of being good citizens throughout the year paid off.

After a few ground rules, we were ready to start! I had a parent there to help if I needed it, but it wasn't necessary. The kids were WONDERFUL! They were polite, spoke with an appropriate voice level, came prepared, and genuinely appreciated each other for teaching them something interesting!

Their reflections are amazing! I'm posting some excerpts.

What I Learned As Their Teacher:

1. Have high expectations for students. I think the success of our edcamp was in large part because the kids already knew expectations for behavior, presenting/speaking, having a conversation, sharing, etc. 
2. The more I keep making the shifts to a more student-centered classroom, the happier I am as a teacher. I see so many positives! 
3. Students always surprise me when they speak about their passions! 
4. The extra time and effort to create a meaningful experience is well worth it every time! It's the end of the year and I'm exhausted. But, making every day count is energizing! When I'm with the kids, I'm "on"! At the end of the day, I collapse until I get a second wind. But I feel fulfilled and grateful that I have the amazing opportunity to work with kids every day.
5. There is nothing like the energy in the room when students are teaching and learning from each other. It's palpable!  

Part 2 

Officially, I guess I couldn’t call this experience an edcamp. The students didn’t have the freedom to leave a class if they felt like the class didn’t meet their needs. They also had prepared presentations. The presentation was left wide-open. The students knew that they had a 15- minute window to present/teach their students in any way that would engage their learners. I think the structure of having a prepared presentation helped my fifth graders have a little more confidence that they could facilitate a discussion for 15 minutes. Most were a little “freaked out” when I first said 15 minutes. They didn’t feel like that they could teach for that long. In the end, they were surprised by how quickly those minutes passed and how easy it was to talk about one of their passions.

This was NOT their first experience sharing a passion project. Plus, we’d also given other types of speeches throughout the year. I actually began the year with the challenge to talk 120 seconds. We built from there. 

Little Things I Did That Made A Difference:

• The kids wrote their topic on a sticky note. After school, I drew a schedule (grid) on my whiteboard and placed the sticky notes in the various boxes. Then, I moved around the sticky notes so that when the kids signed up, the classes would be balanced. So, for example, I knew that some topics would be more popular, so I placed three of them in the same time slot. I knew that a few kids were a little more popular, and so I put them in the same time slot. I didn’t want students signing up for a couple of classes and potentially leaving someone left out with no one signed up for their class. We’d worked all year building team spirit and citizenship. I wasn’t too worried, but I didn’t want to take the chance of someone not having a good experience.
• I also arranged where each class would be taught. For example, I scheduled a lot of the crafty presentations at our back table. I scheduled the topics centered around sports in an area where the teacher would have a little more room to move/demonstrate.
• Once I knew the schedule, and where each student would teach, I rewrote their names/topics on colored sticky notes. Each time block was a different color. I planned 15-minute blocks of time, and that seemed to work beautifully.
• The next day, I had kids sign up for their classes. I took all of the 9:00 classes (sticky notes) and had a group of kids sign up for a class. I rotated groups of kids so that everyone had a chance to be the first to sign up for a class in a particular time slot. Based on a suggestion from one of my students, after four people signed up for a class, kids agreed to sign up for an alternate class so that everyone would have at least three students. After everyone had signed up, I had the kids write down their schedule.
• The day of the edcamp, I had kids put their backpacks on the backs of their chairs. I did this mainly because I’d put storage items under the coat rack but it worked out great because kids had all of their teaching “stuff” with them.
• When we were ready to start, I had the teachers rotate to their “station”. Everyone else stayed seated. I did this mostly because our room was crowded, but once again it ended up being a little bit of structure that prevented some potential chaos. For each rotation, I had the teachers move first and then the class members. I also had a designated seat for the teachers. I strategically placed the teachers where they could teach without distractions from another class. I provided them with a white board, but they didn’t have to use them.
• Before we rotated, I played a chime as a signal to wrap up. Then, I asked the teachers if they were ready to switch. There were only a couple of times when a “teacher” asked for one more minute. Once everyone was ready, teachers rotated first and then the rest of the class.
• Before we ever got started, I talked to the kids briefly about safety procedures. The classroom was crowded with only little walkways because of making six different distinct areas. I didn’t want students to try to rush out in an emergency. We used the “emergency procedure” to exit the room for recess and again for entering. Basically, it was just an order to exit and enter. 
• Just before the kids arrived, I turned on some music to set the mood and made sure that the room smelled good. I wished that I'd had more time/energy to make or hang up motivational posters or something. But the room looked great and I was excited! 

  
Learn More Here: See what Glenn Robbins is doing in his middle school here. Their school will inspire you! Mariana also sent me this tweet. They are also doing something similar. You can check out what they did here.

I'm very grateful for my PLN who continue to inspire me and challenge me. Thanks everyone!

Among the Stars

One experience in Paraguay remains forever etched in my mind. I was hours away from the nearest city out in "the jungle" as I called the area. More accurately, I was was staying with a family who lived in the Hernandarias region (close to the border of Brazil). There were no modern conveniences of running water, bathrooms, or electricity. Also, the nearest neighbor was miles away from us. Evening came, and it was pitch black. It was the first night there that I will always remember.

I woke up in the middle of the night and was awestruck by the beauty of the sky! A gigantic rainbow of stars took my breath away! I had never seen the Milky Way's galactic center so intense before. I have yet ever to see a photograph that accurately captures what I remember. I couldn't sleep that night simply because I was so mesmerized by the sheer number and brightness of the stars. I remember feeling insignificant and part of something greater all at the same time. Words cannot convey the feelings that I experienced nor the beauty of the night. I was rendered speechless!

 There are times when I liken that experience to being connected with so many amazing educators. It's easy for me to feel insignificant especially when I fall into the trap of comparing myself with others. I can't help but wonder, "What possible contribution can I make to so many brighter stars?" I feel inadequate, incompetent, and even unworthy of their company. I'm in awe of what others can do. I admire them for their intellect, innovation, endless energy, and the seemingly infinite number of achievements. In those moments when I don't feel valuable, I have to stop myself from spiraling down a funnel of depression and judging myself too harshly. I forget that there are seasons in life when you can do more and when you need to do less. I forget to prioritize. I forget to give myself credit. I love being a connected educator! But the downside is the constant bombardment of others doing the great things that I wish I could do too.

The truth is that the Milky Way would not be what it is without every single star. It's the combination of all of the unique elements that make it such a grand site.

Everyone has a contribution to make. It's the uniqueness of each star or each educator in a PLN that makes it so great. If you're like me and find yourself once in awhile doubting yourself and your contribution, remember to reflect and take the time to celebrate your uniqueness and talents. You are your worst judge. Keep creating, sharing, and being you.

The Quieter Side of Teacher Leadership Part 2

In Part 1 of this series, I gave you some background about myself and some of the misconceptions of being an introvert. In this part, I'll discuss some of the qualities that introverts have and how these types of teacher leaders can really benefit a school or district. *I use the term "teacher leader" loosely because I think that all teachers have the potential to lead and to be leaders. I realize that the term is often used as a specific title or position.

Depending on what research you read, about 1 out of every 2/3 people is more introverted. This is important to know for principals and other leaders of a school or district. Many of our school structures are organized for large groups of people. Meetings are usually with a group of educators trying to communicate and collaborate to make decisions and move forward. Often, the decisions are made during one meeting. Extroverted leaders voice their opinions, argue their points, and then a decision is made. Many times more introverted leaders don't have time to reflect on the possible outcomes, problem-solve, or have time to prepare thoughtful responses. They listen, observe, and try to process all that is said. Extroverts think out loud by talking. Introverts are thinking but in their heads. A misunderstanding can happen when extroverts make the assumption that introverts have no opinions or thoughts on the topic at hand. Introverts can be easily thought of as non-contributors. Nothing could be further from the truth. So how can a principal or other school leader identify and tap into the talents of the quieter leaders? What strengths do introverts have? Are introverted teachers capable of being true leaders?

Strengths of Introverted Teacher Leaders

• Relationships: Introverts are good listeners. They highly value a few close friends because it takes so much energy to develop a trusting relationship. Introverts are genuinely invested in the people they come to know on a deeper level. Small talk is draining. Real conversations are energizing. Introverts are sensitive and intuitive. They think about others' comments and often have the ability to draw out vulnerabilities in confidential conversations. Think of introverts as great 1:1 mentors and teachers.
• Observant: Being observant is closely related to the introvert's ability to develop deep relationships. Non-verbal cues and body language can reveal what a person is really thinking and feeling. An introvert is in-tune with people because of their observations. Introverts can often describe the school climate/culture with more detail because of being able to observe the little things that other people miss.
• Creative: Many introverts are also on the gifted spectrum and highly creative. Given enough time to let ideas incubate, introverts have the ability to think out of the box or think of divergent solutions within the box. 
• Reflective: Introverts naturally engage in self-reflection. They can help others learn this skill. We know that much of our learning happens because of being able to reflect on our practices. An introvert can guide others through the process.
• Knowledgeable: Reading about a lot of topics and reading to study topics in-depth is a favorite activity for introverts. They can be a tremendous resource for teachers and principals.
• Prepared: To compensate for other weaknesses, an introvert spends a lot of time planning. They may not be the most fluent speakers off the top of their heads, but because of their ability to focus and prepare, they have the capability to present high-powered, engaging presentations that could bring an extroverted counterpart to shame.  
• Advocate: Introverts will be an advocate for teachers to have more time for planning instruction and reflection. They will also advocate for meeting the needs of diverse learners. Not all kids benefit and learn in a traditional school environment.

 
Teacher leaders that are more extroverted are "out there" in the public eye with seemingly endless energy and enthusiasm. They easily catch the attention of principals and other administrators and are labeled as "all-star teachers". Their talent for speaking, unwavering confidence, and ease in multiple social situations is admirable. They easily volunteer to lead various committees and initiatives. Their leadership capabilities advance them up the hierarchical ladder. Extroverted teacher leaders seem to do it all and deservedly earn a lot of public praise and credit. 

It'd be easy for an administrator to overlook the talents and abilities of an introverted teacher. They may not volunteer to take on a leadership responsibility. But by communicating their value with a personal conversation, memo, or note and then asking them to take on a leadership role, there's a high probability that all they needed was an opportunity and a nudge.  

There is nothing wrong with being introverted and there is no reason why introverts can't be great teacher leaders. Many of the natural qualities of introverts are highly coveted leadership traits. The quiet leadership of introverts can facilitate significant changes that will improve teacher practices and student learning. 

 
 

The Quieter Side of Teacher Leadership Part 1

For most of my life, I felt like something was wrong with me. I teetered between two worlds that I didn't even know existed. One part of me loved my "alone" time where I could get lost in my books, art, and music. Another part of me enjoyed being in public performing the plays that I'd written, dancing, and competing on sports teams. One part of me was very outgoing, silly, and energetic. The other part was more "reserved". Sometimes people frustrated me by pointing out my quietness and accused me of being mellow, shy, or sad. I wasn't sad or shy. Because shyness had a negative connotation, I didn't like being boxed into that category.  In social situations, I  listened, observed, and tried to process an abundance of stimuli. Then, without realizing that I wasn't talking very much, time would pass. I wasn't purposefully quiet. My mind wasn't quiet. I was always thinking! But, if a teacher called on me to give an answer in class, I'd get all tongue-tied, and my brain would freeze. Answers always flooded my head after the embarrassment of looking and feeling dumb in front of my peers.

A life of puzzling contradictions followed me into adulthood and my profession. I've walked a fine line between my natural introverted tendencies and the flipside of being extroverted. Teaching brings out the best of both worlds. I love the creative process of planning instruction! I'm in a constant state of asking, "What if?" That's my introverted voice. My extroverted voice comes out in the form of wearing goofy costumes and participating in a whole host of other "humiliating" acts to engage my students in laughter and learning. Risk taking and trying new things are second nature to me which is not characteristic of many introverts. The yin and yang of teaching and working with kids drive me.

To be fully transparent, this is the first time that I've identified myself as an introvert. Why? Because being an introvert has always meant something negative. Our society values all of the characteristics of the extrovert. So although I have a lot of extrovert tendencies, there have been many times when I faked being more extroverted than my usual. The truth is that I had many misconceptions about being an extrovert and even more about being an introvert. Introverted doesn't mean shy and extroverted doesn't mean outgoing. Those misconceptions, along with the fact that I completely ignored that everyone falls on a spectrum, led to denial and feelings of not being as valued as more extroverted teacher leaders. No one is purely introverted or extroverted. Most people have characteristics of and need both.

One is not better than the other. It's a matter of energy and how we recharge our brains. The neuroscience is fascinating and a topic for another post. Basically, introverts get their energy from inside and extroverts get their energy from outside. If you have no background about the misconceptions of being introverted, watch this powerful TED talk by Susan Cain. Whether or not you think that you're more introverted or not, someone that you know is and this will help you to better understand them.

 

So how do the introvert/extrovert preferences come into play with teacher leadership?

Often when we hear the word, "leadership," we think of someone that is outgoing, charismatic, energetic, in the public eye, and one who delivers passionate, motivational speeches. The nearest bookstore has whole sections of self-help and leadership books to teach people how to be more extroverted. To a certain degree, leaders do need to develop some of the extroverted characteristics. Leaders are in the spotlight. They do need communication skills. They do need to be a people person.

For most of my career, I've felt a sense of shame that I couldn't be more of a "leader" or at least my perception of what a leader entailed. I listened and observed in faculty meetings. Rarely have I jumped into a discussion in a large group setting. Sure, I had my opinions, but it was much more comfortable to have an extrovert express a similar view. And I've been mortified when someone has said, "Sandy, you're the creative one. What's your idea?" Because in that moment, not one original thought comes to me. I experience a complete brain freeze. Sometimes with so much emphasis on group work and collaboration, it's difficult to feel like a competent, contributing member of the staff. Now don't get me wrong, I know the power of collaboration. I teach it and preach it. But what happens more often than not with any faculty meeting is that there is no "down time" to plan and prepare for collaborative work. There is never enough time allotted to collaborate let alone to plan and prepare for the time to work together. How much richer would our conversations be without the constraints of time?

I've often been thrown into an uncomfortable spotlight. I haven't directed school musicals and other programs to have attention drawn to me. I've done it for the kids! The same is true when I've used my connections to bring opportunities to my colleagues and school. However, the more I lead out, the more attention is drawn to me. It's not always comfortable. 

I think of famous introverts who changed the world not because of wanting attention, but because they felt compelled to make a change and did. I think of what I want my contribution to the world and legacy to be. Instead of thinking that something is wrong with me, I need to celebrate the strengths of my introverted side. People have always told me that I've been blessed with the ability to influence others. Only recently have I come to know that influence is really leadership. I do have strengths. They may not be as easily recognized as the more extroverted leader, but never underestimate the power of the quiet catalyst for change.
 
In Part 2, I'll discuss teacher leadership and how the quieter teacher can be an asset to any school or district.

I Have Nothing To Contribute

Congratulations! You made a Twitter account and are ready to find out why so many have told you that Twitter is the best place for professional development/resources. However, when you look at your stream of tweets, they're flying by faster than you can read them. The signs and symbols (# @ RT #FF) look like a foreign language. It all seems a little strange. But like with anything, with a little practice, you'll learn. The best way to learn is to participate in a chat. There are hundreds of educational chats! You can find them here.

At first, you may want to lurk a little, and that's okay! Everyone started that way. But you won't experience the benefits of being a connected educator until you begin to interact with other educators. I often hear-

But, I Have Nothing To Contribute!

Nothing could be further from the truth!

Think about what you've accomplished so far. You've moved out of your comfort zone and are making an effort to connect and learn with/from other educators. It's a sign that you're willing to try something new. You want to improve your practice for the sake of the kids and/or teachers that you work with every day. Professionals don't wait for PD; they take the initiative to learn and grow both professionally and personally. They model life long learning. You've started on a wonderful journey.

You've joined a learning community. There are no titles, positions, or a traditional hierarchy. Superintendents, teachers, administrators, parents, board members, business leaders, and others are learning alongside each other.  Every contribution is valuable! The collective thinking of the group challenges, encourages, asks better questions, is supportive, and collaborative.

Your life experiences are rich. You have a lot to offer! Start interacting with others by asking a question, or retweeting (RT) a resource/comment that you think others would enjoy. Follow those people that you find interesting. Engage in a side conversation. Don't worry about reading all of the tweets during a chat. The moderator will usually send out a link with all of the tweets that you can read later.

You may not always agree with what is being said during a chat. That's okay! Share your point of view, ask for clarification, and ask thought- provoking questions. Your courageous leadership will push people's thinking and inspire a richer discussion. Most people want to hear other perspectives.

Continue to connect with people that inspire you, that share resources, and that support you. Don't worry about the number of followers you have or who is following you. Build your PLN (personal/professional learning network) with those with whom you enjoy learning. Building relationships is far more important than numbers.

Fear often is a barrier for educators to connect and share. They may fear the possibility of "saying something wrong" or looking/sounding less than intelligent. Educators can also have a fear of sharing in a public space. Believe me; I've had all of those fears (and sometimes still do).

But, I've come to realize that every time I've overcome a fear, I've experienced incredible growth.

 I want to keep growing!

And because I want to keep growing, I will continue to battle those feelings of being inadequate, that creep up now and then, at bay.

The truth is, my thinking has shifted. Like so many others, I started off using Twitter asking, "How can I benefit?" But what's happened over the last couple of years is that I'm continually asking myself, "How can I benefit others?" My answer to that question is to help them become connected educators!

You see, I have grown so much since my very first tweet. And since then, I've continued growing by being in Voxer groups, attending edcamps, going to conferences, reading blogs/blogging and meeting my PLN in person. I can't explain in words how much I've personally/professionally grown. It's something you will have to experience for yourself. I can say that I've learned more about how to improve my practice in the last couple of years than I had previously learned during any PD or college course. Being a connected educator is helping me to become a better teacher, leader, and person.

So in the words of Dr. Seuss-

"Think left and think right and think low and think high. 

Oh, the thinks you can think up if only you try!"

Becoming a connected educator takes a little effort. You won't find "the good stuff" on Twitter, Voxer, or other platforms until you interact and share. Share your thoughts and resources. Share your experiences. What has worked? What hasn't? Share a new strategy, a book, an article, or a blog post. You may never know the impact. Do it for you. Do it for your students or teachers. Do it for our community of learners.

You have a contribution to make to our profession.

Pooped Out Pioneers!

Being the one and only elementary class, in a 1:1 Chromebook setting, in my district, is wonderful...most of the time. I'm living my dream as a teacher! I love our blended learning classroom! I love not having to schedule time to be in a computer lab. We have access to the Internet and can search for answers for all of the questions that come up during the day. My students have enjoyed using technology to collaborate on projects, to communicate with each other online, to connect with peers outside of our classroom, and all of the other benefits that come with having a device at their fingertips. We have enjoyed learning together this year!

We Are Pioneers!

But, our journey hasn't been smooth! We've experienced barrier after barrier (mostly from being blocked) and pressed forward. 

So I'm wondering...did the pioneers ever sit on the trail and say, "We're pooped!"? 

I'm from Utah with a rich pioneer heritage. Those pioneers may have rested for short periods of time, but they had to keep moving. They had to work together. They had to have faith that their journey would benefit others following their lead. The first pioneers blazed a trail so that it would be easier for the next wagon train or handcart company. 

As I reflect on our pioneering journey, I think of all the stories that my kids will be able to tell their children and grandchildren. Chromebooks by then will be nonexistent, collectibles, maybe hard to find except for in an antique store, and most assuredly covered with a layer of dust. I hope that there will still be a way to access their blog posts and digital creations. I hope that our story will someday be a funny family story. 

We're off-track now. We needed the time to rejuvenate! In a couple of weeks, we'll come back stronger and ready to continue our journey. We have so much more to learn!

Is This Your Best Work?

Ahhh...Spring Break! Warming temperatures and sunshine tease those who long to be outside playing.

Wait!

Not so fast, kiddos!

 Before Spring Break or our month long vacation (we're on a year-round schedule), you'll need to take a 4+ hour grueling writing assessment!

And so, the day before our break, my kids spent the better part of a short day in the testing lab. Needless to say, their motivation to test and do well waned.

Despite what you may think, this post is not to complain about testing or the timing of such a test. I'm writing this post because I'm so proud of my kiddos for "buckling down" and writing some great essays.

It wasn't easy to focus. The test was challenging. I could not help them as I would normally do in the classroom. Before they submitted their test, I asked one question, "Is this your BEST work?" Without fail, my students thought a moment and responded with "I think I can make my essay better."

Afterwards, I watched as my students proofed and edited their writing a little more carefully. All of our hard work paid off. Sure, we still have a lot of work and learning to do. It's March. But, I couldn't have been prouder of my students for demonstrating their desire to work until they could say, "Yes, this is my best work!"