Why RAP...I can't tell you that...

I needed to write something about our RAP program, the Registered Apprenticeship Program and why it has become popular this year. Problem is, I can't.

This great avenue for so many of our students has not been strong the last couple of years, but this year we have five already enrolled and one that has worked all summer on a job site under this program. Great stuff!

The problem is, I am not sure why there is resurgence. I suspect it may have to do with the time spent talking about this program in last year's High School LST time. That day the gym full of High school students was told about the results of a survey I had completed that month. The survey centred on advice former students wished to pass on to those still in school. One student even spent several coffees relating his experiences in the real world, just so I could pass these on to other potential tradesmen. Fascinating stuff to be sure, but motivational? Umm...

The difficulty here is that as much as this assembly may be the driving force behind why five, or perhaps more students if they get their ducks in a row, have enrolled as RAP students, there just is no way at this time to prove that assertion.

School generated data...so difficult to collect, so valuable to have...so important to get it sooner rather than later...

Stephen

Ying and Yang...

Writing papers

thinking about how we do our ‘job’ as teachers

wanting to revolutionize the education system now

today

not tomorrow

knowing that change takes time in any institution

hating the fact that I know that fact and still

at the end

realizing that all I can do is take tiny steps

make small ripples in the pond I dwell in

and having to be satisfied that I am doing what I can

while not being able to do want I want…

I hate contradictions…

What a week!!!!

This really has been an incredible week.

The school buses were shut down for two days as we received a huge pile of snow on Monday and Tuesday. Took about another two days to get everything plowed out, dug out, and manageable, just in time for the weather to heat up to about plus 11 by the weekend!!! Now everything is just a running river of melted snow...

Thursday I found myself 10 - 12 stories under the ground in the Rats Nest Cave, near Canmore, Alberta. This is an amazing place, a place one soon won’t forget. Repels of 50-60 feet, twisting chutes that seemed to get thinner as you went further through them, tugging at your harness, slick, long climbs and some of the most powerful scenery I have ever viewed!!! What a day!!! 

It is amazing the education we can provide for our students outside of the curriculum isn't it?

Can hardly wait for the pictures, sure hope they turned out okay!

Man without a room..

Yup, door used to have my name on it,

Now it has her name on it.

There is a country song in here somewhere...

Off to the Principal's office..wait, that's me!

Lately it seems that I have become an ‘Administrator’ rather than still being a teacher who has administrator duties. Yes, I know I have been a V.P. for about two and a half years, but only recently have I come to understand that all is not what it once was.

My classroom has a new name on the door, my belongings are on the top of shelves or locked in a cupboard, and another is leaning on the podium leading the learning.

Sigh…

It is not that I feel excluded from the school, as the entire staff has never been better towards me, and I do believe that they come to me when there is an issue that I need to be made aware of. 

It is that I am now conscious that a line has being crossed, never to be what was, no going back it seems.

This is as it should be I suppose. I took great pleasure in introducing myself as an ELA teacher first and a V. P. second. Recently that seems not to be how I view myself. More time is spent on administrative duties, ones that I believe are important, such as the Educational Planning Process and the Instructional Leadership visits, then is spent on preparing for classes, or dare I say it – GRADING!!!

A natural evolution, but one that still sticks in the caw, so to speak.

Ah, well, it is not like I don’t love my job, as every day brings fresh learning, so much so that many nights are spent trying to sort out the numerous ideas that are clamouring for further exploration.

It is just that change is hard sometimes, and, well, it is difficult to think that I am now one of them…

Friday, Spray Park and NO Fear...

Last Friday afternoon a colleague and I walked with the grade 7 and 8 classes to the Spray Park down town...okay, down town Delburne may be a misnomer...anyway, we strolled in the sun to the park, let the kids play in the water and goof around on the playground equipment. Great fun for all.

While the 'off-campus excursion' certainly was a blast, my reflections are centred around the question of just what did we, both students and teachers alike, learn from this adventure? On the surface the kids learned we, the teachers, will remember that they are still kids, and that they will be given opportunities to be kids during the course of the school year. After all, sometimes fun is just plain fun.

Myself, I  learned, or rather relearned, that these students are different outside the classroom, and I should never forget that. The conversations that took place during the slow, lazy, stroll to and from the park let me into the world of these kids. They shared with me what they found exciting about the day and the trip, as well as telling me of their lives, sharing openly and honestly about what matters to them, chatting away comfortably without fear of being judged, or graded. No fear...

Amazing what we learn when we are not scared to share...

Thanks Mrs. B for the great idea, thanks kids for the joy,

Stephen

New start, same old problem...

This has been a fantastic start to the year, with all players bringing their A game during the first week of school. So much energy, humour, and productivity, really a wonderful way to begin the year.

The staff have embraced the new website, as evidenced by the number of posts and blog entries uploaded each day. We are waiting for access to the analytics to give us an understanding of how the students, parents and community are using the site, but so far the feedback has been great. This really is a huge change for our school.

What has stayed the same for this guy is the inability to blog as much as I want to.

How do those people I follow on twitter post so many entries each day?

How can one set aside a time each day/week to write given the, well, unstructured nature of not only this occupation but this household as well?

We are always asked as teachers to fill out our TPGP year plans each fall, and one of mine WILL be to reflect and write about these thoughts each Sunday night. However, even as I pen this post, I am aware of the potential pitfalls of such a plan. And, well,  it is Monday night, enough said...

What tricks, hints, or sage advise do you have to pass along? All comments gratefully received!

Thanks,

Stephen

This post composed while listening endlessly (cause my kids have played this song on repeat)  to Foster The People - Pumped Up Kicks

The Powder of Social Media

The following screen capture illustrates how the forces of good can be used to educate the masses on the social network...

I must admit to feeling odd about whiting out the faces/names, as this was posted for all to see, but, seems this time safer than sorry is better, as these are former students of mine...

Why I hate Squirrels!

I really need to update this blog, as the journey with my 12's has been extremely, ohh look...







Darn you Youtube...

Biting the bullet...

By bogdog Dan

Some rights reserved

Did it...yup, bit the bullet, plunged in, soared off, let go, jumped into the fire...

Finally decided that after many years of thinking, examining, discussing everything I have read, heard, or witnessed, that it was time to put up or shut up.

I started the semester without a course outline.

There, said it...

Wow, put that way, those words, I started the semester without a course outline, sound rather innocuous; really no big deal, just stared my ELA 30-1 grade twelve class with nothing concrete, ya, we make it up as we go along, no outline to hand in, sorry boss...why, yes, I'd love to look for another job...all fears of professional repercussions aside, I strongly believe that this road I am on is one I am meant to follow, and that the time has indeed come to stop talking and just do it.

This "being prepared to not be prepared"(see Scott Kemp) has been a fantastic experience for me so far! Each day for the last two weeks, I have responded to the needs of the students, and together we have identified what the focus of the next class should be.

I will endeavor to continue to record this experience, in the hopes that reflections in July will confirm that this notion, while crazy, was beneficial to all stakeholders.

Stephen

This time today...

Sitting here this morning avoiding the marking that needs to be done, thinking about the G'site I am building for next semester. Thinking about the feeling of excitement surrounding this old desk; to be learning a new novel, (how energizing that is!) how the next semester cannot start soon enough. Planning to completely reinvent the setup of the class room, both in terms of physical as well as the learning opportunities, to incorporate many of the fantastic ideas that have been shared, whether through face to face interaction or through the electronic medium.

As this collaborative project roars out of the planning stage, I find that the idea of teaching alone, in a room, just the learners and myself, very scary. Indeed, the idea that one should know all be all to all, simply is a concept that must be eradicated in this day and age.

Case in point, just now, as the G'site is under construction, a tweet comes across from @courosa, retweeting a request for assistance from @jenamhall, who happens to have the exact question that I am struggling with at this very moment...synchronicity? Or just the fact that the world is very welcome in my office and class room?




I wonder what stops other teachers from opening the doors to other learners, be they fellow educators or those with expertise, viewpoints or ideas to share? Having someone skype in to a classroom is so very easy, why is this not the norm, instead of the 'cool'? Are the answers the same as those given when asked 'why are you not blogging?'

Just wondering...

Stephen

Thanks to Jeff for a night of...

After reading Jeff Utecht's post concerning QR codes, I seem to have lost an entire evening playing around with these 'things'. And you know what? I have really enjoyed the process. Learning just for me, no reason other than that.

Seems to me that perhaps this is what others have been talking about on the Canadian PLP ning. Learning because it is enjoyable, not because of class requirements or because someone told me to.

Anyway, after a night of fun, it suddenly struck me that I could use these QR codes around the school. So tomorrow I will post the code below and see what happens...who knows, might get someone interested...

Here is the first attempt:



Any other ideas around how QR codes could be used at school?

Thanks,
Stephen

On the ride home I had a thought or two...

After a crazy, insane, awesome, fantastic week I needed to write, but seeing as I was driving...anyway, here is a podcast of a few thoughts I needed to get out.



Thanks again to Kory and John, and everyone else that caused me to think this week...

Any feedback welcome,

Stephen

PLP and the four thumbed guy...

To begin with, I am very excited to have some solid motivation to write again.

The gift of an Iphone a year and a half ago ago has resulted in a lessening of my want to construct, as I find that I consume everywhere and at all times. It is not that ideas for posts have disappeared, rather that I read more, think more, read more, think more, read more...you get the pattern.

Having posted before about my inability to type, and the frustration that comes with four thumbs and zero hand eye coordination, there is no need to repeat that rant here. However, I may have to look at doing more podcasts, if I can control what @JohnFerg calls my DJ voice...

That being said, I am thrilled, and extremely fortunate, to be part of the PLP process, and to finally meet face to face many of those stalked over the last few years. This is very exciting indeed. As well, the make-up of Team One is going to push me to bring my A-game, no slackers in this group.

This should be a very memorable fall, one for the books...

Just another rant...

The following is a two-fold response to the synchronicity that occurs in life from time to time.

This week both my masters class and my Administrators Discussion group asked for reactions to Dan Pink's Ted Talks video...

Be forewarned, the rant begins..

I must admit that I am not feeling the love for this week's video by Dan Pink. Here's why.

Pink, in his 2009 Ted Talks video, begins by explaining that we need to think outside the box to solve the issues that are plaguing the business world today. He carefully lays out for the audience the idea that the “sweeter carrot” and “sharper stick” motivation currently in wide spread use, cannot, and will not, work in today's economy. Further, Pink declares, at 12:27 of his video, that the solution to the aforementioned crisis is to be found within “a whole new approach”, one given to us by 'scientists'. Pink then outlines his three elements of this grand, magnificent “new operating system”.

He's kidding right?

No, I am not disagreeing with Pink's assertion that intrinsic motivation is certainly a desirable attribute for all learners in the classroom. No, the difficulty I have with Punk's sales pitch is twofold: Intrinsic motivation is not new nor is it as simplistic as Pink portrays it to be!

The study of factors of motivation with which an educator can inspire students to be masters of their own learning has been around since the 1970's, as educational psychologists began to combine the theories of Weiner, Bandura and others(“Intrinsic,” 2006). Indeed, by the late 1970's researchers such as Howard S. Adelman were beginning to take the concept of a student's innate need to feel competent and applying that theory to learners with special needs. The notion that intrinsic motivation is a new fangled 'fix' annoys me to no end.

Distressing as Pink's claim of a 'new panacea' may be, it is his assertion that the 'new operating system' is so very easy to implement that truly sends me around the bend. If simply knowing that we should find our motivation from within was all that was required, educators would most certainly have told the students seated before them this fantastic piece of information, thereby avoiding the last thirty years spent disciplining students, imploring learners to reach for new heights and repeatedly insisting that 'Yes, this assignment really does need to be completed'!

The notion that simply by releasing individuals from their required duties and creativity will spring forth, that unbridled passion will be the result of free time, leaves me, well, utterly gob-smacked. Engaging students takes time, effort, and lots of planning. It is a grave injustice to all hard working teachers to claim that intrinsic motivation can come simply and easily to the classroom. This notion undermines the effort required as anyone who has spent any time in the education of children will tell you that the factors that contribute to the ability to motivate children is truly mind boggling. Each student brings with them into the classroom a unique background, both culturally and genetically. No two children are really alike, no one motivational strategy will work for all learners.

The harsh reality of the current educational system in place today is that confined within the walls of the average classroom is a wide divergence of student abilities combined with an overwhelming amount of curriculum that must be taught, a truth that is neither pleasant nor preferred. Yes, teachers strive daily to encourage and enable all their students. Yes, many strategies are implemented with internal motivation as the ultimate goal. No, unfortunately, not all learners will ever share the same drive and determination as others in the classroom. No matter what the salesman declares, snake oil is just that, snake oil...

Adelman, H. (1978). The Concept of intrinsic motivation: implications for practice and research with the learning disabled. Learning Disability Quarterly, 1(2), 43-54.

Intrinsic Motivation. (n.d.) Retrived November 12, 2009, from the Psychology Wiki: http://psychology.wikia.com/wiki/Intrinsic_motivation

TED Talks. (2009, August). Dan Pink on the Surprising Science of Motivation. Retrieved November 8, 2009, from http://www.ted.com/talks/dan_pink_on_motivation.html

...Part of the Path I have trod as a Teacher

What follows is a short video story of my experience with teaching and web 2.0 tools.

Wanted to share the experience, but was not sure how. Hope this gets some of the ideas across.

As my good friend @JohnFerg told me, this is really nothing more than a conversation starter...and that is really all I can ask for!

So, volume one done...looking forward to the rest of the trip!

Thanks, Banks out...

...Recharging the Batteries...EC&I 831 - Personal Introduction

Well, September started with a bang, in so many ways, and I am feeling somewhat drained...a worry this is, as there is still more than 9 months left to go in the school year.

However, I do believe that help is on the way!

EC&I 831, the open class run by Dr. Courosa, has started again. It is a sheer joy to sit in on his class and learn without the stress of 'making the grade'. It is also very good for my own teaching, as I am reminded that we all find ourselves on different places of the knowledge continuum at different times, reminding me that I need to adjust my own intentions, and make sure that I monitor all students for understanding.

In the spirit of the cohort, I decided to make my own intro vid. I have used Jing before but tried Camtasis Studio as an editor. It is what it is...

Banks out

Is the third day too optimistic?

I followed a link provided by my PLN on Twitter to Pixton, a cartoon making site, gave it a try and here is the result.



The app seems fairly easy to navigate and I was able to create something without having to read the 'how to' pages, always a good sign for me, as I believe students will always try something first and then decide if it warrants the time and energy necessary to understand all that an application can do.

I think I may try this out with the staff on the first day, perhaps to introduce the 'How to get a Sub' issue...

Will see how this goes,

Stephen

Coffee for a Buck

Well, here goes a ramble...

The school year just ended and I finally have a moment to sit a reflect. And the first thing I realize is that I am not a blogger by nature. I do really enjoy the experience when I force myself to sit and type...but...oh, yes, that is the issue for me...typing...yikes, no wonder I sympathize with some of my students as they shudder when I say it is time for the lab...

This spring I team taught with Yvonne Mason from South Carolina, using a ning to reach 124 students from Alberta and S.C. while covering the Orwell novel 1984, a move that infused so much passion into my teaching as to leave me totally exhausted, yet so fulfilled...I am very thankful that I had this opportunity to grow as an educator as well as a person. I am also grateful for the very supportive PLN that surrounds me daily - Thank you all!!!

My good friend John and I were asked to deliver a 5 week 'What tech can do for you in the classroom' session for CARC this fall, using Moodle as an instructional platform...exhilarating yet terrifying too. We both despise the sit and be talked to type presentation, the kind that throws a hundred buzz words at the audience, leaving those still awake wondering what they are doing wrong, feeling left behind and out of the loop...we are really trying to infuse hands-on learning into the sessions. We are hoping to use Moodle to give the participants a forum to guide their experience, from pre-reading, to posting questions during the mini-course, to a forum for continuing the learning after the cohort has finished. New experience for me, but really looking forward to it.

John and I were also asked to host a session at our district PD day,as well as one at the Leading and Learning conference this fall in Red Deer. This one really makes me excited, as the great Dr. Alec Couros will be there. I hope that by then John and I will have enough experience to make this one session engaging and sustainable!

So many wonderful events this past year, it seems hard to believe that it has only been 180 teaching days since fall began. My eldest daughter has turned 18, graduated, and has been accepted to a performing arts program this fall...last time I will have her in my classroom, very bittersweet indeed. Hard to think that time can move so slowly some days yet so quickly in terms of years...

I was humbled this spring when I made Vice-Principal. Again, one of those terrifying yet thrilling chapters of my life. I am looking forward to the challenges this new role will bring, and am counting on my friends to keep me grounded and focused. I really hope to bring about some consistency for the staff, and feel that my biggest role will be one of getting a routine in place, one that both the staff and the students know and understand.

As I sit here watching the young white-tail buck in my front yard, I think that the summer is just what I needed to get some energy back. I do have a tons of projects to take up my time, including writing an article for the NCTE English journal with my dear friend Yvonne, to planning out the fall sessions with John, but somehow, just sitting here with a coffee looking at the velvet antlers of the young buck makes everything alright...peace it seems has come home again...this is after all what summer is to teachers I think...

Speaking of specifics....

Again, I seem to be having difficulty answering the prompt for this week's required blog posting.

Explain the critical organization and management steps and tools I would employ when implementing a PBL.

I am sure I have answered this question more than once this week, what with two discussion postings,four replies to four fellow student's postings, a 700 word reflection paper and the normal, day to day doings of a front line teacher...

Basically:

Plan, envision, query PLN, plan some more, implement, reflect, assess, adapt, modify, reflect, reassess, and finally evaluate the entire process, making notes of ways to improve the project for 'next' time.

Specifically:

This is impossible, as each assignment is individualized for the content area, the grade and the make up of the students within the classroom. The PBL demands classroom management, but so to do all teaching lessons. Introduce the concept, ensure that the students understand the intended outcomes through various assessment practices, including verbal conferences and written rubrics. Set up the type of summative assessment strategies to be used, modify as required by the ongoing assessment. Reflect at the end of each day as to progress of the groups and adapt the teaching lesson for the next day. Use a variety of instructional techniques, so as to encompass as many different learning styles as possible, and keep the project open-ended to allow the incorporation of multiple-intelligences into the culminating project. This is as specific as I can be without planning a specific PBL with a specific curriculum outcome in mind for a specific grade level and knowing the specifics of the makeup of the classroom.

Specific enough? Probably not...but it is all I have at this specific point in time...