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Rationale For Teachers Using Twitter at School

I am determined to gather my thoughts on this after attending an esu6 TIG (Tech Integration Group) meeting, as well as reading Nine Reasons to Twitter in Schools and 5 Reasons Why Educators Should Network.

At the TIG meetings, discussion keeps going back to the schools’ filtering policies and how these sometimes diminish the things we could be doing in our classrooms with technology.  Without even talking about youtube and other video and images sites, I want to develop my own rational for why Twitter should be available at school.

Reasons I Want Need Twitter at School:

Links, links, and more links!! Last year I got so many links to great educational tools and sites while skimming twitter at school.  There are countless activities I tried and/or learned about just by using my Twitter PLN.  I constantly used ideas and websites from twitter.  Some days I would change my plans in the middle of the day after reading about something someone on Twitter used.  This year I have not had Twitter at school and have noticed that I have not tried many new things in my     classes.    I have tried a few new web tools in classes, but usually this happens right after a TIG meeting while the tools are fresh in my mind.

Motivation. Reading about other teacher’s successes and problems helps me to face my day every time!  One teacher I follow posts his class’s agendas every morning.  I love to see what he’s doing.  He is also a science teacher so I can compare my daily curriculum and feel that I am on track (this is always nice for a new teacher).   Teachers are constantly getting and giving advice through twitter.  Reading these helps me tremendously throughout my school year.

Encouragement. There are not  a  lot of teachers in my building that I seek out for encouragement and advice during the day.  Twitter definitely provides this to me.  I can get instant feedback if I need help with a topic, if I need links, or if I need advice on a situation.  I am not going about this alone!

Reflection. Using twitter during the school day led to my own self-reflection each and every day.  I could think about and get feedback on what I was doing in the classroom all day long!  Reflection has always made me a better learner, person, and teacher.  Without twitter at school, I find it hard to reflect on what I am doing each and every day.  I do not want to blog every day or even every week.  Just thinking in my head has not proven effective enough to make changes the next day.

Current Events.  What else can I say.   As soon as something happens, it can be found on the twitter stream.  I couldn’t believe it when there was an earthquake in Nebraska this year and I had to hear about it from my non-techy husband!  He emailed me the info and said I should use it in my classes.  There is no doubt in my mind that had I been on twitter that day, I would have known with enough time to discuss the event in my classes the day of! I

With all of this said, I feel justified in saying that I am a better teacher with Twitter.  I do have access to Twitter at home, but I have found that other teachers aren’t posting the useful links and discussions outside of the school hours.  With the use of Twitter at school, I think that I am a more excited and motivated teacher, and this trickles down to the students who see me excited about new ideas and technology and are also more excited to try new things at school.


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Favorites from The Schools Our Children Deserve” Alfie Kohn

  • A classroom is a place where a community of learners — as opposed to a collection of individuals — engages in discovery and invention, reflection and problem solving.

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Another Brainstorming Post

Technology I would like to have in my classroom:

  • Flip Video Camera
  • Webcam to Skype and stream with
  • mini laptops

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Brainstorm for Next Year

Principal said I will probably be using Angel with all of the Juniors:

  • practice tests
  • discussion board
  • paperless classroom or limited paper in classroom
  • links
  • wiki

Things that worked well this year:

Things that did not work:

  • Chemistry jumped around some
  • physics also jumped around
  • forensics: soil unit
  • standing at whiteboard giving lecture — definitely does not fit my style
  • cleaning system – not often enough, not organized enough

Things I did well this year:

  • relationships
  • showing my personal side (i.e. favorite music, hobbies, family, pets)
  • getting to know individual’s “things”
  • trust– this went a long way with most students
  • had fun — students knew I was having a great time, commented on this fact often
  • Continued to learn — went to lots of professional development days at ESU6, NETA, used Twitter for other teacher resources
  • Reflected on my teaching — right here, talked to other teachers, talked to students about what worked and did not

Things I need to fix before next year:

  • Freshman — too little structure at beginning of year?
  • Too lenient with some students –got taken advantage of towards end of year.
  • Less guidance of labs (inquiry model) led to more choas — need to find a balance
  • Sometimes held a grudge for a little too long.

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Student Wiki page

I am so proud of my freshman today! Tuesday I assigned them to create a wiki page about any constellation. I gave a few guidelines about what I wanted them to include (names of stars, & distances of stars) and then I told them to include any other information that they find interesting. After having a discussion about plagiarism — what it is and is not, and what the consequences are — they were set loose.

The wikis turned out awesome! Each page is different from the next. The students really seem to enjoy the wiki site. They were on task the majority of the time (when they weren’t choosing what song to listen to next) and they were digging deep in the internet to find some good pictures and information. And, from what I can tell thus far, they are not copying and pasting (a problem I’ve had with all 9-12 students this year)!!!

So many things do not appeal to this group of 9th graders, I am trying to figure out why the wiki works for them…
*get to be creative?
*get to listen to music?
*find info that THEY find interesting?
*get to use computers?

My question is: why do my junior and senior students in forensics find the wiki to be such a chore? Maybe I gave them too much guidance when we began using the wiki page…

In Forensics we took an entire week to look at different free web tools to use in the forensic wiki. A few of the tools we used include vocaroo, xtranormal, and poll everywhere.  At the end of each unit in forensics students are to take 1-2 class periods to create a new wiki page about the things we learned, and any other info they can find on the unit topic.  When I tell them it is wiki time, most of the students moan and groan about it — Why the difference?!

I think that I probably made the wiki too much of a required staple to the class in forensics, whereas in earth science the wiki is there as an optional (usually)  way to show knowledge the students are gaining.

What are you experiences like this?

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4 weeks, 1 day

Four weeks until school is out of session.  My first year of teaching is winding down — I am ready!  Yes I love teaching, but I am really needing this summer break right now.  Maybe I am too  used to being done the first week of May during college?  I have been counting down the weeks for 2 weeks now, unsure of how I am going to get through this last month!

A handful of the students that I encounter during the day are really wearing me down lately.  I don’t know for sure where I went wrong with them this year.  The respect is not there.  They don’t care about school.  They try to get me to blow up (or something).  It is like I am in their way, ruining their day, wasting their time.  If I try to talk to them or get them to be on task, they blatantly ignore me.

I have not lost my cool with these students yet this year — maybe this was my mistake?  I have worked hard to bite my tongue and prove to them that I will not belittle them the way other teachers have;  I will not blow up and have an episode worthy of youtube.  What I have tried is the silent wait method, talking with them outside of the room, and having them come in after school.  I have tried to work with them to come up with a plan that works for  both of us.  They have spots to sit in, they can get up and move if they need to as long as it is not distracting to others.  They have have choices in assignments to complete.  They have extended deadlines.

My questions: Have I been too nice?  Did they need to be “blown up” at?  Did my kindness and respect towards them lose their respect towards me?  Is it too late to fix the problem? If not, HOW do I fix this?

These students seem to have the idea that it is cool or fun to upset teachers.  All year long they have bragged that they are “the worst class in the school”, that “all the teachers hate us”.  The biggest prize (it seems) is that they have had three different science teachers in three years.  Each one has left after one year of teaching here.  The students are proud of the fact that they believe they caused these teachers to leave; that the teachers can’t handle them.

I will be teaching science at this school for another year; they did not run me out! I hope that next year this proves that I believe in these students, that I don’t think they are bad kids, and that I want them to succeed.  If they believe this, maybe they will be slightly more motivated in science class….

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Some Reflection

Thinking about freshman: They (90% anyway) do really well when I don’t give them much direction.  When they are choosing activities to do in order to learn material, and they have a little time flexibility, great things seem to happen!

For the last two weeks we have been learning about the solar system.  I planned this unit to be in my modified form of Kathie Nunley’s Layered Curriculum.  Last week the students were to complete the “C-Layer” portion of the unit.  They had to complete a certain amount of activities in order to receive points and prove that they had learned the basics about the topic.  They could choose from a variety things:

  • take Mrs. Fries’s notes
  • read a chapter and create your own notes
  • make lotus notes
  • complete a worksheet
  • create a crossword puzzle
  • complete someone else’s crossword puzzle
  • write a one page paper about one of the planets or dwarf planets
  • write a page about why pluto is no longer a planet, from pluto’s view point.
  • Watch the video about the solar system
  • create a Venn diagram for the inner and outer planets
  • create a Venn diagram for comets, meteors, and asteroids
  • create solar system trading cards
  • add to the earth science wiki page
  • write a children’s story to teach about the solar system.

Some students added their own ideas, as long as I Okay’d them, based on if I thought they would learn some basic knowledge.

This week we have been focusing on the size of the solar system and the comparative sizes of the objects in the solar system.  Tuesday and Wednesday were spent doing the CPO Science investigation: How big is the solar system?  They were given information on how to use proportions to find the distances the planets would be from the sun on a 100m scale.  They then had to calculate the distance of each planet from the base that pluto is 100m away from the sun.

The students also had to use a proportion to calculate the sizes of the planets and sun given that the earth would be the size of a 30cm globe.  They and I then came up with various objects to represent the sun and each planet.  We went outside and modeled this scaled model of the solar system.

After class on Wednesday, I didnt feel that they had a great grasp of the activity.  I was pretty sure that most of them didnt know why they were punching so many numbers into the calculator.  They were not connecting that we were finding the proportionate sizes and distances of objects in the solar system.  Most of the students were complaining about using math in science class!!

Thursday I gave the students their B-layer choices to complete.  One of the choices was for them to come up with their own scale of the solar system and figure out how to calculate each proportion: distance and size of objects.  Another choice was to create a new game that would teach the solar system.  The third choice was to write about a trip through the solar system.  This was to be very accurate of the objects and problems they would encounter.

I was happy to find that a lot of students made their own scaled models of the solar system.  When they didnt have much guidance on how to do this (unlike with the CPO investigation) they started to realize what each calculation they were making meant.  They then understood how big the sun really is, how small each planet really is, and how far away the outer planets are compared to Earth.

Some groups made their model out of clay or styrofoam balls set on the table at specific distances.  One group found larger objects to take outside to represent the model.  All groups were saying “wow, i never realized how big the sun was!” or “pluto is so small; it’s just a speck!”

It was really fun for me to listen to their conversations about the numbers they were calculating and how they were going to represent these objects.  I saw some real learning happening, and some motivated students.   I am feeling refreshed!

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