McKenzie Ross

April 10, 2020April 8, 2020

Feature Friday: Danielle Macias- Emphasis on COVID-19 School Shut Downs

Welcome to Feature Friday! Where we showcase a new teacher each week in an interview. For past Feature Friday interviews, go here.

Today’s Feature Friday is highlighting Danielle Macias, an innovative learning coach in Orem, Utah. She workes directly with teachers to improve pedagogy using innovative ideas. Before she became a learning coach, Danielle taught English and ESL.

I asked Danielle to interview today specifically regarding the COVID-19 school shutdowns because I have witnessed how influential she has been to teachers at such a vulnerable time. Her knowledge and insight, not only as a learning coach but as a parent as well, I felt needed to be shared beyond our community. Here is what Danielle has for us:

What is your favorite thing about teaching this age/subject?

“My favorite thing about teaching teenagers is that they are discovering who they are and where they belong in society. I like to think that the literature we read, the topics we write about, and discussions we share help mold the person they choose to become.

My favorite part about coaching teachers is that I get to witness how they refine their practice and tackle challenges that were previously not allowing them to enjoy teaching to the fullest.”

What are the negative impacts you have seen with schools shut down for COVID-19?

“One of the negative impacts COVID-19 has had on education is the limited face-to-face interactions due to social distancing. Building classroom culture can take months to cultivate, and most teachers are now reteaching classroom procedures and expectations as they navigate online teaching, which can be frustrating and difficult to accomplish when you cannot see students face-to-face. The COVID-19 dismissal happened from one day to the next, and both teachers and students are now grieving the loss of those daily interactions with their teachers and peers.”

What are the positive impacts you have seen?

“One of the positive impacts of social distancing during COVID-19 is the innovative ways in which teachers use technology to teach online. In less than a week, Alpine teachers collaborated with Innovative Learning Coaches and other school leaders in technology to create content for online teaching. They did not sign up to teach online, yet they gracefully rose to the occasion.”

“Additionally, teachers have found ways of maintaining relationships with students through social media, online discussion boards, live video conferencing, and video announcements. Personally, I have seen how my 6-year-old daughter looks forward to seeing her classmates and her teacher when they meet online.”

How have you seen the schools, teachers, and students rally together during this hard time?

“I have seen teachers who usually do not socialize with others out of their department collaborate with each other by sharing resources, tips for online teaching, and provide emotional support. Teachers have not lost their sense of humor, and I can usually expect a meme or lighthearted message in my inbox. Most heartwarming of all is that, although students cannot come to teachers, teachers have found ways to go to students. I have heard of teachers dropping off materials to students, setting up one-on-one virtual meetings with students, and even driving by students’ homes as teachers put on a car parade.”

How have the teacher’s reacted to this situation?

“Teachers are stepping up to the plate! The teachers with whom I work are constantly refining their craft and relying on each other for support. In a way, social distancing brought our schools together because we had no choice but to collaborate.”

What tips do you have for parents at this time?

“At this time, I know how difficult it is to work from home and teach my own child. My advice for students and parents is to give yourself permission to prioritize your mental health and focus on the essentials. If something did not get done today, social distancing will still be here tomorrow, so that worksheet can wait. When online learning becomes unbearable, take a break, and enjoy each other. Who knows when families will have the abundance of time we have now to be together again.”

What tips do you have for teachers right now?

“My biggest tip for teachers is to create a work schedule and stick to it. Otherwise, you will find yourself answering emails all day long. Set aside time to offer feedback on assignments and discussion boards. Set aside time to improve your craft by looking at best online teaching practices. Set aside virtual office hours.”

“And just as important, set aside time to step away from your screen and check-in with yourself. It is easy to feel guilty about stepping away because every email seems urgent, and you think that if students are working after your own work hours, then so should you. The hardest part of this is being accountable to yourself because you can easily be sucked back into replying to just one short email or recording one quick instruction video until your work has bled into your evening.”

“One way I have managed my responsibilities is by creating a list of weekly to-dos in Google Keep so I stay organized, using the checkbox feature to check-off tasks makes me feel accomplished, and the list reminds me of where I left off the day before.”

“When work becomes stressful, it is comforting to know that by teaching online, educators may be providing the only sense of normalcy students will experience until this pandemic comes to an end.”

Thanks, Danielle for the great insight and tips you have fun us! Everyone stay safe out there and wash your hands!

April 8, 2020April 7, 2020

Kids Become What You Tell Them They Are

I cannot tell you how many sub jobs I’ve walked into where the students blatantly say, “We are a bad class, it’s okay if you get frustrated with us, we’re the worst class in the whole school.”

This is the most heartbreaking thing to hear come out of these students’ mouths.

Kids become what you tell them they are.

If you’re telling them how chatty, disruptive, and disrespectful they are, these attributes will remain on their mind and will not go away.

If you tell them how respectful, helpful, and kind they are, I promise you they will live up to this standard you have set. I know, because I witnessed it.

I did a long-term substitute teaching job in a first-grade classroom. Right away I had teachers saying under their breath to me, “Oh. You have that class? Good luck, they are the worst class in the whole school.” With this being my first real teaching job outside of graduating, it did not reassure me in any way.

After observing this class a few times before I took over full time, I saw exactly what they meant. They were disrespectful, there was always side talking, someone was always out of their seat, and expectations were never met. The students even talked about how bad of a class they were because they were hearing it from teachers across the whole school. They believed it. I was grateful that I had time to witness this and process what was going on before my first day because I went in with a game plan that I truly believe helped shape our 8 weeks together.

“Class, today is our first day together and we need to start it with the most important things first. Everyone come gather at the rug, I have some news for you.”

They quickly took their place at the rug, everyone intrigued by what I was about to tell them.

“Now, we all know your teacher is gone to have her baby for the next few weeks and I am here to teach you while she is gone. BUT, I want to tell you about the conversation your principal had with me when he called to ask if I would teach your class. Do you know what he told me?”

“Yeah, that our class SUCKS.” A student yelled out.

There it was. Not even five minutes into the day and they were already down on themselves for having the worst behavior.

I was determined to fix it.

“No, actually, he said the opposite. He told me how kind, how respectful, and how fun you all are. He told me this classroom is a happy space and that I would be the luckiest teacher in the world to spend a few months with you.”

Looks of shock covered their faces. I just went against everything they were ever told, who were they supposed to believe now? I continued to go on and on about how excellent of a class they were and how much potential they had. After a while, a little, shy voice popped up and said, “One lunch lady said we are a very nice class, so maybe it’s true.”

A small smile grew on my face because it was working. Slowly, they would believe me. I knew it.

It took time, lots of time. And it took a lot of reminding as well. I would walk them into P.E. or music and say out loud to the specialty teacher, “Have you met this class yet? They are the BEST class in the whole entire school. They are so respectful, so responsible, and are always ready to learn. They will be so good for you today!”

I was shot a lot of confused looks at first, but it was incredibly helpful for my students to witness me talk so highly of them in front of other adults. It also became beneficial for other adults as well. As we would walk the halls of the school they would pass by my quietly lined up class and say, “Wow! Look how respectful these students are as they walk these halls! They are the best class!”

I focused on their good behaviors and those shone through.

I told them over and over how helpful, kind, and respectful they were and they started to not only believe it but act that way as well.

I showed other teachers in the school just how great my class could be.

A once rowdy, disrespectful class became an example to others throughout the school.

Every single class and student out there has the potential to be amazing if you foster it and allow it. Look for the good and you’ll find more and more of it every single day.

April 3, 2020February 25, 2020

Feature Friday: Mary Kate Morley

Today’s Feature Friday is spotlighting a past colleague and great friend of mine. Mary Kate Morley was a 5th-grade teacher in Utah for three years before she became a stay-at-home mom. She and I both attended school at Utah State University in Logan, Utah where she received her degree in Elementary Education. One of her favorite parts of teaching 5th grade is the American History curriculum. She said, “I love seeing the students catch the patriotic spirit as they learn the history of their country.”

What made you want to go into teaching?

“I wanted to work in an area where I could make the highest impact in the world. My teachers have always been big game changers in my life. Children are with their teachers for such a large portion of each day making teachers huge influencers. I love education and schools. I love the smell of freshly sharpened pencils. Walking in schools just makes me happy…what could make more sense than to work in one!”

What is one of your favorite ways to utilize technology in the classroom?

“Research for informational writing. I was always surprised at the excitement my students felt in researching topics that they got to choose (with a little guidance). Some of my student’s efforts really peaked during projects like this. Other than this, the obvious answer is KAHOOT to review!!”

If you could recommend one children’s book, what would it be and why?

“The Big Orange Splot by Daniel Manus Pinkwater. I love to use this book on the first day of school to teach that “people aren’t weird, people are different, and different is good.” The artwork is great and this fun story teaches a great lesson!”

What is a big challenge you face often in teaching, and how do you overcome it?

“Handling difficult student behavior is probably the greatest challenge of teaching. It can feel like one misbehaved and disrespectful student can ruin your perfectly planned lesson for you and all the other students! My experience with misbehaved students like these is that if you are truly and honestly ON THEIR TEAM they will be good for you. It sounds simple but it will work. Be their friend. Care about them. Teach them how large of an influence they have on other students. Go to their sporting or music events. Praise them for every good thing they do. Call their parents to praise them. If they are acting out instead of getting mad pull them aside and ask if anything is wrong because they aren’t acting like their normal selves. You want your tough students on your side. Never let it become you vs. them. That is a lose-lose situation.”

What do you wish someone would have told you in your first year teaching?

“You don’t have to do it all! You don’t have to grade every paper. Just enjoy the kids and do your best. There is a lot of “fake it till you make it” that happens. The students won’t remember a perfect bulletin board you spend so much time making. They will remember your relationship and how you made them feel.”

Who influenced you most to choose a career education?

“My fifth-grade teacher was a rock star. She made me feel like I could do anything. I knew we had a real relationship and that she cared about me. She let us battle out the revolutionary war battle with paper balls. She made me want to be a teacher, and that fact that I ended up getting to teach the very grade she did is a bonus.”

April 1, 2020April 1, 2020

Why Are Labels So Important For Early Readers?

Labels. What’s the deal? Why are they important, especially in younger kids?

I always knew they were important, but I was able to witness firsthand just how impactful it can be for children.

In my daughter’s room, we have labeled many of her everyday objects.

The magnetic chore chart on our back door of daily tasks my daughter does

A close up of the magnets for the chore chart

Her favorite puzzle that I added labels to

For each of these items, she has a visual of what exactly the object is or contains. If she pulls out her bin with socks, she knows it has socks.

On her chore chart, when she sees the picture of the t-shirt, she knows it means she needs to get dressed.

At 2.5 years old, she cannot read, yet words are present on each of these objects. Are the labels just for me? Absolutely not. At first glance, she didn’t pay much attention to them, just the pictures, but as time went on she started noticing the words and letters.

“Mom, this says pig.” she would tell me while she held the pig puzzle piece up.

“It says…. Dishwasher.” when she would move her magnet to “done” after helping me with the dishes.

Eventually, she stopped focusing so much on the picture and started focusing in on the words.

A study was once done on kids being read picture books at an early age. It tracked their eyes to where they were looking on the page during the story. Kids who did not know how to read yet focused solely on the pictures for the entire story, paying very little attention to the words. Kids who had a very basic foundation skill of words and reading but could not read yet went back and forth between the words on the page and the pictures, trying to put the two together. While kids who could read focused mainly on the words and less on the pictures.

By putting these words and pictures in front of her, I’ve given her the opportunity to see the connection of words with objects and it took very little effort (or even teaching) on my part! She loves to look at each label and read them to me. Most of the time she doesn’t say it exactly right as it reads, but the purpose is that she’s trying.

She’s gained confidence in her ability to read, it’s not something that’s just for older kids and adults.

She’s putting together that letters grouped together can create words.

She’s gathering that words have meaning and can represent objects.

She’s recognizing familiar letters in the words and seeing them put to use.

Is she actually reading? No. But she’s laying down the crucial foundational skills she needs to get there.

And we’re getting there with one simple, simple aspect added to her day- Labels. Never underestimate the power a labeled object can have on an early reader.

March 30, 2020March 29, 2020

Look For The Rainbows: The Positives Of COVID-19

We are roughly two weeks into COVID-19 shutdowns, how is everyone doing? Have we settled in and found our new “normal” yet? Here in Utah, schools are closed until May and we aren’t even into April yet! It’s heartbreaking to see teachers and students everywhere long to be back in their classrooms.

Watching the news is crazy and full of negatives. During this time, let’s focus on the positives. Here are a few I’ve witnessed here in my community.

Teachers parading the streets their students to honk, wave, and say hi to them from a distance.

Students standing out in the rain and snow just to watch their teacher’s drive by.

Rainbows posted in windows throughout the neighborhood to remind us that after every storm, there will always be a rainbow and that it will be okay.

Copious amounts of incredible people on social media doing various things to keep our kids occupied and learning during this uncertain time. Storytimes, zoo tours, drawing lessons, free resources, and more.

Sidewalks chalked with uplifting, happy messages.

Teachers posting about how sad they are that they cannot be with their students right now, even though it may be spring break for some.

Virtual scavenger hunts.

More reading, more loving, and more time to slow down.

Right now, things are uncertain and difficult. It’s hard not to be with friends, it’s hard to be walking through the uncertainty each day brings, and it’s hard to navigate our own emotions while keeping up with our kids’ emotions as well. But we can do this. Look for the helpers, focus on the good, keep a positive attitude, and remember that rainbows always come after the storm.

We can do this.

March 28, 2020March 26, 2020

Gone Are The Days Of Computer Labs

If you are old enough to teach right now, there is a good chance that while you were in school you had a computer lab instead of a laptop cart. There was one room in the school with the classroom set of computers every class shared throughout the school year. Your computer time was about once every week or two weeks where you would spend an hour typing your papers, playing cool math games, or testing. And there is a really good chance that if you’re teaching now, this isn’t the case for your students.

Computer labs are a thing of the past, irrelevant to our day. We aren’t setting aside time for utilizing technology in our classrooms, we are picking up this tech and solving everyday problems with it.

Typing our written papers isn’t a treat anymore, it’s expected.

Finding learning-based gaming isn’t to kill time in the computer lab, it’s used to boost test scores and teach on a tier-three basis to each and every student.

Coding isn’t just for fun, it’s there to teach students how to plan and think ahead. Later, they will use these basic fundamental skills in their future careers as adults.

Thinking tech-minded in schools is becoming easier and easier with more technology access throughout every grade. More often than not, each classroom is equipped with a 1:1 ratio of technology to student, whether that be by laptop, Chromebook, iPad, or cellphone.

When it comes time to learn about penguins for science, we don’t line up our class and march them down to the computer lab to research the subject. Instead, we ask them to pull out their iPads, watch the videos about the habitats, read the online articles on the different kinds of penguins, create their own presentations, choose their own images, and present their findings to their classmates and friends. What used to take weeks and weeks of time to research now can take one afternoon.

How are you shifting your technology mindset from a “computer lab” to an “iPad” in your classroom or school?

March 27, 2020March 11, 2020

An Introduction To Feature Friday

Welcome to Feature Friday! A space where every Friday I will be interviewing a new educator, asking them questions about their teaching and learning, then sharing this here with you.

Why Feature Friday? Because collaboration brings results.

"If you want to go fast, go alone. If you want to go far, go together." –@jmattmiller #UCET2020
— McKenzie Ross (@McKenzieRoss20) March 10, 2020

I think teachers everywhere can agree that some of their best ideas for teaching haven’t come from sitting in their college classes or in their conferences. They come in the copy room after school or in the teacher’s lounge during lunch with casual collaboration between one another. And being the big thinker I am, I know this can expand beyond the walls of our school with an #edtech mindset. Cue: Feature Friday.

Each Friday will be a new teacher, in a new part of the nation, possibly the world. We will see an insight into who they are, why they teach, and the resources they find most helpful. In the end, I hope we can all walk away with more knowledge as educators to move forward and teach our students to the best of our ability.

In the spirit of collaboration, if you have any great questions that would be good to ask in an interview, please comment below or reach out via email. If you are an educator that would like to be featured, again, please reach out.