10 Signs Brene Brown’s Work Has Reached A Teacher

Odds are, you’ve probably heard of Brene Brown. You may have watched one of her TED-Talks. You may have even read one or more of her books, like Daring Greatly or The Gifts of Imperfection.

If you’re like me, it’s all of the above. But I’ve noticed that lately, there seems to be more and more of us, especially in the education field. I hear phrases, read blog posts, and have conversations that make me feel sure that the scope of her work is becoming more widespread. Here are a few signs that make me think so…

  1. They model daring and taking risks. (they don’t just teach their students to do so, but are right there “in the arena” with them).
  2. They share their “real” selves with their students.
  3. They sit on the same side of the table as their students.
  4. They consciously work to “see” their students, rather than looking first at scores, assessments, and behavior notes from previous teachers; they value human connection above impersonal statistics.
  5. They tell themselves that they are enough for their students, despite their limitations and imperfections (and realize that their limitations and imperfections are the very things that help them connect best with their students).
  6. They regularly use the terms, “authenticity,” “vulnerability,” and “worthiness.”
  7. They may have a printout or two from Brene Brown’s books and website posted in their room.
  8. They maintain healthy boundaries.
  9. They are compassionate with themselves and their students.
  10. The see overlap when it comes to the entire concept of personal authenticity with authentic learning (ie, opportunities for authentic reading choices, authentic writing audiences, authentic math application…).

I am proud to be part of this growing tribe, not just because I feel emotionally healthier, but because I feel better equipped to connect with my students than I used to.

featured image: Gina Lee Kim

3 Worthwhile Twitter Chats for Teachers

Looking for some lively discussion among passionate educators?  Or professional development that applies to your personal goals?  Or some inspiration for one of your current classroom challenges?  Or even just to broaden your PLN?  Then join in on one or all of these favorite Twitter Chats!


 

A Few Handy TwitterChat tips:

  • Introduce yourself when you join in.
  • Use the chat hashtag in every comment you make so others in the discussion can see it!
  • Download a platform like TweetDeck to more easily see all the incoming Tweets (they come fast during a lively discussion).
  • Questions are listed by the moderator as Q1, Q2, etc.  Start your tweets with A1, A2, etc. to correspond with the question at hand, and try to stay on topic!  If you get inspired to begin an offshoot discussion, you can always DM (direct message) an individual!
  • For more support to get started, check out or posts on Twitter in the classroom and PLN’s for beginners.
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Giuseppe Milo
#1: #PYPchat
  • What: PYP stands for the Primary Years Programme for the International Baccalaureate (IB) program, but you don’t have to be a PYP teacher to join in!  We’re all about inquiry, passionate learning, and honest reflection.
  • When: Every other Thursday at 7 pm ET
  • Info & Archives: http://pypchat.wikispaces.com/
  • Sample Questions discussed:
#2: #5thchat
  • What: 5th grade teachers gather to discuss a variety of educational topics, which are voted on every Friday through Sunday.
  • When: Every Tuesday at 8 pm ET
  • Info & Archives: https://5thchat.wikispaces.com/
  • Sample questions discussed:

#3: #IRAchat
  • What: The International Reading Association (@IRAToday) moderates this chat.  Anyone interested in discussing ways to promote literacy is welcome!
  • When: Second Thursday every month at 8 pm ET
  • Archives: https://storify.com/search?q=%23IRAchat
  • Sample questions discussed:

 Others We Haven’t Tried Yet that Also Look Promising:
  • #edtechchat: Mondays at 8 pm ET
  • #geniushour: 1st Thursday of each month at 9 pm ET

Photo Credit:

5 Back-to-School Posters for Any Classroom

School is back into full-swing for many schools by now.  Amid back-to-school supplies, carefully-designed units, and seating charts, remember to maintain a vision of those things that are most important.  Here are a few of our favorite reminders.


#1: Brene Brown’s Leadership Manifesto

Via www.BreneBrown.com
Via www.BreneBrown.com

(and while you’re at it, perhaps her “Engaged Feedback Checklist,” too.  Both of these come from her latest book, Daring Greatly, which is definitely a worthwhile read for any educator!)

#2:  Bill Ferriter’s essential technology reminder

16483813778_c226204503_o
Via William Ferriter’s flickr stream

#3: Ann Lander’s wisdom on child autonomy

via Ann Landers
via (@4collegeparents)

#4: Dr. Haim Ginott’s realization on a teacher’s daily influence

Background image by Case Wade
Background image by Case Wade

#5: And this.

printers smell fear
Via @WeAreTeachers

Or maybe just a poster that says, “Serenity now!”  Have a great 2014-2015 year!

Featured Image: (only visible on mobile devices with current layout) Nick Amoscato

Keeping a Window Open: 10 Tips to Keep Up with Education during (Extended) Parental Leave

If you’re pausing your teaching career during parental leave for a few years, we have some ideas to help you keep up with the education world!


#1: Watch for license renewal credits opportunities

When the time comes for you to resume your teaching career, you don’t want to be stuck with retroactively tracking down hours and paperwork!  Develop a professional learning plan now, combing your state or country requirements.  Contact your prior administration for documentation of any accumulated credits during your employment.

#2: Volunteer at your last school

Strap on that Baby Bjorn or occasionally drop off kids with a babysitter to maintain educational ties in your community.  Gauge what’s realistic for your circumstances, though, whether it’s simply to read with students now and then, or to facilitate an extracurricular activity, such as a TED-Ed Club

#3: Volunteer online

Sign up to tutor online! Become a Granny in Sugata Mitra’s “School in the Cloud.”  You can even combine #2 & #3 via interactive platforms like Skype.  For instance, when I was housebound during our school’s annual PYP Exhibition process, I volunteered to mentor a few student groups through weekly Skype “meetings” instead.  The students loved sharing their progress on the webcam, and I loved being involved despite my situation.

#4: Set up a Twitter account!! (and otherwise build/maintain your PLN)

This is probably the best way to keep current: the latest practices, digital tools, and issues are thoroughly shared and discussed on Twitter.  Building your PLN of other passionate teachers around the globe further enhances the professional development potential.  For further convincing, check out Krissy Venosdale’s article, “I’m Not Going to Convince You That You Need a PLN.”

#5: Join webinars & e-courses

Classroom 2.0 LIVE hosts free online shows.  PLP Network offers purchased E-courses (with options for graduate credit, too). And once you’ve established #4, Twitter Chats can be especially helpful–for me, one solid chat usually ends with with about 37 new open tabs of resources.

#6: Organize your old resources

Was packing your classroom materials a whirlwind of items flying into unlabeled boxes?  Then you need to fire up your scanner and read our post on getting organized.  ASAP.  Your sanity will thank you later when you resume teaching.

#7: Organize your new resources

After getting inspired by the 37+ tabs of resources discovered during a Tweet Chat, make sure you can find them again!  Establish a bookmarking system that works for you, be it a Delicious account, or several categorized folders to sort your bookmarks on your browser (Chrome is a great option since it saves your bookmarks across your devices if you’re logged into your Google account).

#8: Develop a Skill

Brush up your old high school Spanish using the free Duolingo app.  Fine-tune your piano playing.  Explore PhotoShop or Prezi.  Anything that you enjoy will enhance your classroom, even if it’s not directly related to your content–after all, your future students need models of adults pursuing passions!

#9: Revamp Your Class Blog!

Browse your favorite class blogs, and then find ways to incorporate your favorite user-friendly features on your own blog!

#10: Re-evaluate your WHY as a Teacher!

Reflect on your previous practices and honestly assess what can be improved or tossed altogether.  Consider how you can return to the educational work-force with an even deeper commitment to authentic learning (on that subject, be sure to check out our tips on becoming a 21st Century teacher)!

And of course, remember to make the most of this precious and swiftly passing time with your little one(s)!

Author
Credit: Mary Wade

Featured Image: Death to the Stock 

How the Digital Age is Altering Education’s Landscape (it’s not the gadgets…)

“There’s something powerful and exciting about the society-wide experiment the digital age has thrust upon us.” ~James Estrin, National Geographic¹


Drip Effect

Whatever shape our personal digital involvement takes, the above statement has become irrefutable. With an exponential quantity of global interaction on our hands, we can already identify many ways our lives have changed.  However, time has yet to fully reveal the long term and unintended impacts of technology, known as “drip effects” (Peter Skillen gives the example of cars, where their original purpose was to simply transport people places; the unexpected drip effect became the phenomenon of city sprawl and suburban life²).  To us, the most thrilling aspect of this “society wide experiment” lies in education.

Sudden Educational Evolution

For many years, education remained fairly static.  Professors of education could share similar concepts and resources for decades, with little deviation.  Sure, the pendulum would, at times, swing between such matters as phonics vs. whole language, but nothing altered too radically.

Now, all that is changing thanks to technology.  It’s not just social media platforms that create customized professional development for teachers.  It’s not just cloud storage like Google Drive that foster global collaboration.  It’s not even just Youtube videos that provide instant tutorials for every topic under the sun.  It’s a revolutionizing and unexpected drip-effect: the manner in which teachers are pioneering new practices.  Since even those who graduated college 5 years ago were unlikely to have possessed a textbook on the benefits of Twitter in the classroom, teachers are tinkering and experimenting with new resources themselves–learning and growing right alongside their students!

The Counterintuitive Effects of Vulnerability

This kind of pioneering requires teachers to share their personal, authentic, and vulnerable learning processes–the out-loud wondering, the messy brainstorming, the trial and error, the failed projects–all are brought front and center in the classroom.  What is the result when students watch adults experience genuine learning?  In the “Pencil Metaphor” below (as shared in other posts), the erasers, ferrules, and hangers-on may fear that exposing their limitations could result in a loss of respect, productivity, or control.  The the rest are discovering the true results: strengthened relationships as students see their teachers as more human; heightened motivation as students are inspired by what lifelong learning looks like; and abundant empowerment for everyone in an atmosphere where it is safe to experiment, fail, discover, and grow.

Retrieved: Clouducation (original creator unknown)
Retrieved: Clouducation (original creator unknown)

During the most recent #5thchat (held Tuesday nights at 8 pm ET), Tyson Lane summarized this approach well:

Such common sharing and learning is also reinforced by the findings of vulnerability and shame researcher, Brene Brown, when she describes the necessary shift in education and business alike, “from controlling to engaging with vulnerability–taking risks and cultivating trust”³ (p. 209.  See her terrific manifesto for leaders here).

Walking the Talk

I was always surprised at how much one phrase delighted my students: “I don’t know.”  Giggles and slightly dropped jaws would consistently ensue, followed by profound discussions on whether I should find out myself (while modeling to them), or whether they could help me figure it out.  My most carefully crafted inquiry questions rarely elicited as much engagement from my students as those three words.  Similarly, I once attempted to create a DIY interactive whiteboard with a Wii remote–a venture that ultimately proved completely ineffective.  Though one might expect that students would respond to such failure with scorn, my students were keenly supportive through every step–and in turn, showed increased willingness to try and share new ideas themselves.

Through blogs, Twitter, and more, I have learned from exceptional individuals who are boldly learning with their students. Listed below are a few:

Trying new technology to improve your classroom is risky.  But even if the intended goal fails, the drip effect of being vulnerable with your students and allowing them to watch you authentically learn is priceless.

Sources:

  1. Estrin, J. “The Visual Village.” National Geographic. October 2013. http://ngm.nationalgeographic.com/2013/10/digital-village/estrin-text
  2. Skillen, P. “The Drip Effects of Technology.” http://theconstructionzone.wordpress.com/2011/01/02/the-drip-effect-of-technology/
  3. Brown, Brown. Daring Greatly. New York: Gotham Books, 2012. Print.

Featured Image:

Jason Paluck

Gender & Education: 4 Crucial Points for Change

“Awareness is the greatest agent for change” (Eckhart Tolle).  That’s why we’re contributing to the dialogue on gender differences in education.


#1: Challenges exist for both genders

Author and literacy advocate Pam Allyn has written several powerful articles that rally the public to recognize educational barriers to girls’ education across the globe, such as this one here, here, here, and here.  She urges us to take action on terribly serious realities, including the fact that two-thirds of those who are illiterate are female.  She has established “LitWorld’s girls’ LitClubs that meet around the world, sometimes in secret, to read together and write together” (“For These are All our Girls”). With all this action on behalf of girls, one might expect that Pam’s work is limited to that sex.  But it’s not.

She has also written Best Books for Boys, in which she highlights several obstacles to boys’ reading, including the following: “the testing mania and the idea in our culture that learning is symbolized by children sitting quietly in their seats has been, in some cases, defeating for active boys” (p. 21). She regularly writes articles about all children, and the stories they have to share (such as this one, or this one).  She even founded the Books for Boys literacy program.

There’s an important pattern here: one of recognition and action for all children.  Those of us involved in children’s education must be willing to acknowledge that academic barriers exist for boys and girls alike.

#2: The challenges for each gender are different

Evidence of the unique educational challenges for both genders is mounting.  We list a few points below.

GIRLS:
  • Girls often receive cultural messages that undermine their self-images as learners, explorers, and thinkers. A recent commercial by Verizon illustrates this:

  • In the developing world in particular, girls are also faced with lower rates of enrollment due to a variety of cultural reasons.  GirlEffect.org released a powerful video highlighting that cycle:

BOYS
  • Boys often receive cultural messages in the classroom that passions and dispositions common to their gender do not belong. A recent video by Prager University summarizes the way this impacts boys’ education:

  • The rates for post-secondary degrees are consistently lower for males than females.  Some of these numbers are shown in the infographic by National Student Clearinghouse below:
National Student ClearingHouse
National Student ClearingHouse

#3:  76% of teachers are female (source)–and that really matters!

Author Leonard Sax extensively researches gender differences, and has cited several ways female teachers might pay closer attention to the differing needs of their male students.  One such difference lies in what’s more visually appealing to females than males.  Says Sax:

“…boys are more likely to draw a scene of action, such as a monster attacking an alien; girls are more likely to draw people, pets, flowers, or trees, with lots of colors. The people in the girls’ pictures usually have faces, eyes, hair, and clothes; the people in the boys’ pictures (if there are any people) often are lacking hair, clothes, often the boys draw mere stick figures in one color. How come? The usual answer “Because that’s what we teach them to do” is unpersuasive, as I explain in Why Gender Matters. On the contrary, many of these boys insist on drawing these pictures not because teachers tell them to draw such pictures, but in spite of the teacher’s repeated pleas, “Why do you have to draw such violent pictures? Why can’t you draw something nice – like what Emily drew?” (source)

Another difference he discusses is hearing, even citing it as a possible contributing factor for the more frequent ADHD diagnoses for boys over girls.  “…the average boy may need the teacher to speak more loudly–roughly 6 to 8 decibels more loudly–if the average boy is to hear the teacher as well as the average girl hears” (source).  Teachers need to be aware of such differences to ensure they do not unintentionally favor their female students.

(For more on the ratio of male teachers to female teachers, check out our post, “Elementary teachers less than 25% male in US”).

Awareness Point #4:  Comparing which gender struggles more is unproductive to progress

As author William S. Wilson wrote:

“Comparisons deplete the actuality of the things compared.” (from “Conveyance: The Story I would Not Want Bill Wilson To Read”)

Articles like Bryce Covert’s “Enough Mansplaining the ‘Boy Crisis’ — Sexism Still Holds Back Women at Work,” offer criticism when concerns are raised for one gender, because they feel the other gender is more victimized.  However, such comparisons undercut our collective efforts for children; we need “all hands on deck” in order to address the educational struggles facing all our youth.  With objectivity and compassion, let us endeavor to understand and improve the state of education for children everywhere.

Featured Image Credit: 

UNICEF Ethiopia