Tag: student engagement

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Maybe We Don’t Need To Be Worried About Our Future

the youth of our future is inspiring

Recently, I’ve spent a lot of time talking and interacting with high school-aged students. This has been through our recent scholarship, through serving the youth of my community, and through visiting high schools to spread the word about our 2022 scholarship. 

I’ll have to admit, the last time I spent this much time with kids ages 14-18 was when I was that age! Though I’m not too far off in age from them (about ten years their elder), I still have felt a disconnect to this age and culture that I’ve had to reprogram my brain to figure out. And like the majority of our society, I originally looked at this age group and was worried about our future! The way they talked, dressed, thought, and even walked had me worried that someday our world would be run to the ground by these children when they turned into the adults that would be the leaders of the country. 

However, after more interactions and more conversations, my thoughts on their future flipped. 

Though they walked and talked and interacted differently than what I was used to, they are still filled with big ideas and dreams, and hopes for the future. They are still amazing leaders with budding skills on how to work together as a team to accomplish tasks they need to be done. Don’t believe me? Go ahead and check out our past winner’s page for our scholarship. There are 7 OUTSTANDING students that noticed a problem in their community and set out to solve it, whether in a group or by themselves with a mentor’s help. And these are just the winners! I read through dozens and dozens of applications with similar drives to help their community in some way. There was not one single application that did not deserve some recognition for the work they were doing, they were all inspiring. So you can imagine, choosing a winner was very, very hard. 

And this was just my interactions with high school-aged students applying for a scholarship. I’ve also been able to interact with the youth of my community through service in my church, as well as brief interactions with this age of kids in high schools. And yes, I will still always question why they are so into TikTok or why crop tops are the shirt of choice right now?? But the coolest thing about the human race is that we don’t all have to think, act, and dress alike to get along or understand one another. 

These 14-18-year-olds are coming into our society with newfound knowledge of technology, social media, teamwork skills, and more than we as older generations cannot comprehend or will never know. 

So, maybe we really don’t need to be worried about our future. Maybe this TikTok, crop top generation has a thing or two to teach us about life. 

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Scholarship Winner Update: Caitlin Gill

Our 2020 scholarship winner, Caitlin Gill, was an inspiration to everyone when she created F.L.EX.S.P.A.C.E., an online platform for students with disabilities to come together for various activities. You can read our original blog post on Caitlin here. 

One year later, here is the update Caitlin sent us: 

“F.L.EX.S.P.A.C.E. is doing very well! We currently have events six days per week including workouts, a Music Jam Session every Thursday, and a social event on Saturdays. Twice a month we have in-person events either at a park, food place or at the movies. We recently had a Movie Night Out where we saw Space Jam together. 

For the month of June, we provided daily life skills and wellness workshops online via Zoom. These were a huge success as we encouraged independence by teaching important skills. The most popular workshop was our “Cooking with Caitlin” workshop where we cooked something new every Monday. 

The scholarship that HonorsGradU provided has enabled us to purchase supplies for our in-person events, cover technology costs (since we are mainly online), cover tax document costs and provide a means to host our social events. I cannot thank HonorsGradU enough. I have received so many comments from families and participants expressing how important F.L.EX.S.P.A.C.E. is to their social well-being. We would not be able to impact our special needs community without your support.”

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How I Made it Through My Statistics Class

surviving statistics

In college, the majority of my classes during my freshman year were fairly easy. Show up to class, do the readings and assignments, and pass the class. During the second semester of my freshman year, I was incredibly sick the first week of classes. We’re talking in and out of the emergency room kind of sick. I missed a lot of the really important first days where you learn more about the class and are taught the fundamentals to get you through the rest of the curriculum. 

For all 6 classes I was signed up for, I met directly with professors and TA’s, explained my situation, and was given all of the material and information I needed to succeed. This worked fantastic for 5 of the classes! I was off to a great start and felt successful in the material. However, the 6th class… My statistics class. This was not sufficient. The information students were given on bell curves and percentiles took an entire class of one hour and twenty minutes to cover. However, I was given the reader’s digest version in a quick 30 minute office hours time slot with my professor. 

I walked away from her office hours feeling like I understood. But then I sat down to do the first homework assignment and quickly realized I didn’t grasp the concept as well as I thought. The very next day I was in the TA’s office hours trying to understand what had just been taught to me. This was my very first interaction with statistics and it was going over my head. I felt so defeated because it wasn’t like my other classes where I just show up, do the work, and pass. I actually had to work for this grade! 

The first test came a few weeks later and I struggled through it, but passed. Barely. Soon after, I developed the habit I needed for the class. Attend class, follow my professor to her office for her designated office hours. Go over everything we just discussed in class, plus anything from previous classes that I still didn’t understand (typically it went back to the fundamentals that I missed during the first week.) I would go home and struggle through my homework, then visit the TA the next day during her office hours. If I still felt like I was struggling, I would email my professor or TA and they would meet with me again later in the week. 

This class felt like a part-time job, and rightfully so, I was spending the majority of my time and energy just trying to obtain a passing grade! Some weeks I would even go to the same statistics class but at a different time of the day/week to relearn the material again in a group setting. 

The last day of class while taking the final was a big day for me. I walked in nervous and not quite knowing what to expect. I had just worked really hard all semester to do well in this class, so it was a hit or miss on whether or not I would do well on the test. I did the math based on my current grades and would need to score at least a 75% on the test just to pass the class. So as long as I could do 75% of the material, I would be okay. 

Going through the questions of the test, my spirits rose as I continued to feel more and more confident in the answers I was giving! They didn’t feel overly complicated and suddenly everything started coming together for me. It was a sigh of relief as I handed my test to my professor. She gave me a big smile because she herself knew how hard I had worked all semester. Neither of us knew how I actually did at this point, but we both knew how hard it had been and how much time and effort I gave for this. 

Roughly an hour later I received my score back via email. With shaking hands, I opened it to reveal my score.

100%

Yes, you read that right. I scored ONE HUNDRED percent on my statistics final. I was teary-eyed reading it! I couldn’t believe it. I had to put so much work and effort into this class, so knowing that at the end of the semester I knew 100% of the information was incredible to me. 

I still walked away from this class with a B for a grade, and coming from all straight A’s up until this point, I felt like I should have been more disappointed. Instead, I was thrilled. I wore that B grade with pride because it signified hard work, dedication, and knowledge to me. 

It also taught me a good lesson that grades aren’t just a mark to show how well you did in the class or how much you participated. Because if that was the case, I would have walked away with an A++++ for how much time and effort I gave. Receiving a B as a grade truly was an indication of how well I understood the material throughout the entire class. It taught me that there absolutely is a reason to be excited about B’s, C’s, and even D’s for grades. Even though I ended the class with a B, I can only imagine that my professor was also beaming with pride from her office. 

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Why Do I Write About Personality Typing in Education?

why do I write about personality typing in education?

I’ve worked on multiple blog series on this page about personality typing and how to use it in the classroom. You can see them here: 

Myers-Briggs 

Enneagram 

The Child Whisperer

Some may wonder why writing about these different personality types and why they can be beneficial in the classroom. The reason I’ve written about multiple types of personality testing is that I know some personality tests make more sense than others. One person may prefer to use Myers-Briggs while another prefers to study The Child Whisperer. But how can they help in the classroom? 

It helps us have empathy for our students. 

It gives us a little inside window into their brains and the decisions they are making. 

It helps us learn more about ourselves as well. 

It reminds us that we are all different with different goals, thoughts, and priorities. 

It can motivate you to learn more about not only your students, but coworkers, family members, and more! 

It paints a picture in our minds that we all have different personalities and each of them works together in different ways to create the world we live in. 

There are so many benefits to learning more about different personality tests and using them in your classroom. What benefits have you found? 

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The Reasons Behind the Substitute Teacher Shortage & How to Support Them

substitute teacher shortage and how to support substitute teachers

A few weeks ago I wrote a post on my internal conflict of becoming a substitute teacher this next school year because of the substitute teacher shortage. After a lot of debate and back and forth, I ultimately decided it wasn’t in the cards for me this year, but I will continue to always keep it in the back of my mind. 

But let’s talk about this substitute teacher shortage! Why is there such a lack of subs right now (and let’s be honest, always!) Here were a few reasons I could think of: 

Concerns about sickness, in general, and specifically during a pandemic. Schools are breeding grounds for germs! 

It doesn’t typically come with the benefit of guaranteed hours. 

Oftentimes, it doesn’t even come with benefits! 

A lack of knowledge that our schools need subs. 

The lack of childcare for parents to sub while they still have kids not school-aged yet. 

It’s sad that we are dealing with a shortage in an area that could be one of the most important. If a teacher cannot find a sub for their class, it could mean coming into the classroom to teach while incredibly sick, causing more spread of sickness. It could mean overcrowded classrooms while other teachers take on the responsibility of the class. Ultimately, it means scrambling to find a way to keep the kids occupied and safe while the teacher is out, instead of focusing on academics and social skills, like a classroom should be. 

Here are a few ways we can support substitute teachers, teachers, and schools in general: 

Keep our classrooms and schools as clean and germ-free as possible. 

Appreciate our subs! They do not make much money, typically, and do not have benefits from their job. 

Spread the word about our lack of substitute teachers that may need extra income or have time to step in and help sub. 

Offer childcare for those that have the time to sub, but maybe cannot find proper childcare. 

How do you support substitute teachers in your community? 

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A #TeacherMom Quandary: To Go Back or Stay Home?

substitute teacher quandry

Current life quandary: do I disrupt the delicate balance of being a mom with a work-from-home job to help in the community in a very understaffed job? Or continue this delicate life balance that we as a family have finally figured out and dismiss the job? 

Basically, what it comes down to, is that our community (and I’m positive the majority of the nation right now) is severely understaffed in regards to substitute teachers. With the fear of teaching in schools during COVID last year and the lack of teachers in general, it created a large gap that needed to be filled. This year may not be as hectic as last year, but regardless, they are still understaffed and struggling. 

My quandary comes with trying to continue my at-home work (this blog and our running scholarship), while still maintaining my status of a stay-at-home mom. While still feeling a pull to also throw “substitute teacher” on my stack of to-dos. I’ve had plenty of past experience subbing and I genuinely enjoyed it, but at what cost would it come to the rest of my responsibilities I need to maintain? 

I’m also feeling a big pull that I owe it to our community to be there for these teachers and students in their time of need. Is commitment to my community enough reason to take on something like this? 

All of these thoughts have been racing through my mind over the last several weeks as the first day of school slowly creeps closer and closer. 

I still have not decided which route to take yet and I will probably stew over this question every day until school starts. If you were faced with this decision, what would you choose? What would help you make your decision? 

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An Open Letter To The Students Of 2020

Dear Students of 2020, 

Here you are! You are stepping into a world where no one has gone before. You are attempting to continue your education during a global pandemic. Someday your kids and grandkids are going to read about you in history books. 

They are going to read about your Chromebooks and iPads sent home to you from your schools for virtual learning. 

The face mask mandates in the districts and the creative face shields to replace masks.

They are going to see pictures of desks 6 feet apart and hanging sheets of clear plastic hung strategically throughout the school. 

Books and articles will talk about hybrid learning at home part-time, and at school for the rest of the time. 

It will highlight the stress of teachers, parents, and the stress of you as the student. 

You are being asked to learn on platforms that are still developing instead of classrooms that have been established for centuries. 

We are asking you to rise up and take a step into the darkness. The darkness of the unknown for our future. The unknown of when “normal” school full of chatting friends sitting nearby, tag at recess, and less than 6 feet apart for group work, will resume. 

It’s hard, and it’s scary, and you are the pioneers for this. Your feedback on Zoom meetings, Google Classroom assignments, and in-person lectures with adapted seating will drive our school system to success as teachers, administration, and parents navigate and troubleshoot this new layout of education. 

To the students of the 2020-2021 school year, our future is in your hands more than it has ever been in student’s hands before. And we trust you. Together, we can make it through and create a better world for those to come. 

You’ve got this.