No one expects a batter to hit a home run on the first try. In fact, even experienced hitters rarely accomplish this feat. Batters strike out more often than they hit, especially at the professional level. We expect it, and we don’t consider it failure because at that level, hitting the ball is difficult.
How often do we give students one chance to learn, though? Lately, I’ve heard educators beginning to say we need to reassess failure. Some even say it should stand for “first attempt in learning.” One of the things I have come to value as a student myself, both in my master’s program and in online courses I’ve taken through Coursera, is the opportunity to retake quizzes and revise work. Whether or not you want to allow revisions largely depends on your purpose for assessment. If you just want to gauge whether or not students did a reading assignment, perhaps not, but if you want to see what students have learned, then why wouldn’t you?
One of our math teachers allows students to revise their tests. Students grade their own tests and know how they have done before he does. He explains the process in this presentation:
Instead of crumpling their tests and shoving them into the deepest recesses of their backpacks, or worse—throwing them away—students are actually learning from tests. What a concept! Using assessments to learn instead of playing gotcha!
In an English class, this sort of revision can be fairly common—the writing process is designed to teach students that one-and-done drafts don’t really exist. However, grading all these drafts takes time, so not all teachers truly teach the process. I found some success in placing the emphasis on the process through writing workshop this year, and what I found is that students revised even after work had been graded, sometimes continuing to revise for weeks or months (no, not every student). Student writing also improved.
We have created a school culture in which students must do well on their first attempt or risk bad grades, but we complain that students only care about grades and not about their learning. The only way to help students care more about their learning is to allow them to fail. If their first attempt in learning isn’t successful, they need to try again. Otherwise, they receive the message that only the first try counts, and they absolutely must not fail on the first attempt.
I struggle with this idea myself. It’s not easy to make the kind of time we need to make in order to help students truly learn. But if that is the goal, then we need to design lessons that will help students learn, and we need to allow students to struggle a bit with the learning. I don’t think it’s a coincidence that right about the time when grades start really mattering, students seem to lose their curiosity. They are not interested in exploring; they want to know the answer. The stakes are too high. There isn’t time to try and try again.
Perhaps there isn’t time on every single assignment, but teachers need to give students opportunities to revise, to try again… to learn. Otherwise, I’m not sure what we’re all doing in school.
For most of my career, I have taught in independent schools. At my previous school, being an independent school teacher meant that I didn’t have English language learners in my classroom. In the eight years I taught at my previous school, I had one student who was learning English when she entered my classroom. Unfortunately for her, we were in the midst of studying Romeo and Juliet. She spent hours and and hours every day learning English and used an electronic translator in class (I didn’t mind). By the time she graduated, she spoke and wrote well and was inducted in the National Honor Society. We are still in touch.
I know learning English was hard for her, but she was dedicated, and she had been admitted to the school with the condition that the school not be responsible for helping her learn English—she needed to gain proficiency and perform at the level of the other students. It was harsh. I didn’t agree with it, and I was inclined to help her along as much as I could as well as evaluate her writing with the thought in mind that she was still learning the language. And let’s face it—English is a tough language to learn.
My current school has many international boarding students from all over the world. We have English classes for English language learners. These classes help students learn conversational and written English and include high-interest/low-level reading that is accessible and engaging. These students typically do well and move into regular English classes within a year or two.
I have noticed several things about teaching international students: 1) they typically work very hard to achieve the same results as their native-speaking peers; 2) they are often quiet in class discussion, leading to the familiar refrain on progress reports—”Student X needs to participate more in class discussion”; 3) they have difficulty with verbs, agreement, and prepositions; 4) they sometimes struggle with directions.
I am not sure there is anything you can do about the first issue. There is no way around the fact that learning in a second (or third, and so on) language is more difficult. However, there are some things you can do that will make it easier.
One tip I learned from the ELL teachers at my school is to give an ELL student a question I want them to answer in class the next day at the end of a class period. It gives them time to process and think so that they can participate. Often, these students have much to say, but they are translating and thinking, and by the time they want to contribute, we have moved on to the next topic. Another way to give ELL students time to think is to engage the whole class in a Socratic seminar and give all students the questions in advance. The international students still have trouble jumping into these discussions at times, but they are prepared with written comments and often do better in these kinds of discussions than in typical class discussions, when they don’t know the questions in advance. Another great way to engage these students in discussion is to leverage technology. If your school has a learning management system or online course with discussion forums, you can ask them questions online, and allow them to respond online, which gives them time to process and think about a response to the question.
Language issues in writing are often best dealt with on and individual basis. You can point students in the direction of resources. If a learning management system allows you to individually assign practice assignments, you can try that as well, but one of the best tools for working on writing issues of any stripe is writing workshop. The more students are exposed to models of writing and work through drafts, they better they will write.
Struggling with directions is a problem certainly not limited to English language learners, but I have noticed they sometimes are not sure what they are being asked to do. You can help by making directions as explicit as possible (clear, no ambiguous language, direct vocabulary). It also helps to hear directions aloud and see them in print. It helps to allow students to ask questions. English language learners sometimes hesitate to ask questions either because of cultural reasons or because they don’t want to look like they don’t understand. Some cultures believe it is insulting to ask teachers questions because it insinuates the teacher didn’t explain well enough. Students from these cultures should be encouraged not to look at asking questions in this way, but it can still be difficult for them to overcome. They sometimes feel more comfortable asking questions in private, so making time to meet with students (office hours, help sessions, email) can go a long way toward helping students feel more comfortable asking questions.
I don’t have all the answers, especially given my limited experience with English language learners in my classroom. What tips would you add? What issues do you see arise?
I recently had an exchange with the parent of one of my advisees. He shared a paper his older daughter wrote in college with me. I don’t have permission to reprint any of it here, but she made some interesting comments about collaboration in schools. She made the comment that academics collaborate all the time on lab reports and journal articles, but collaboration among undergraduates and K-12 students is more rare. In some extreme cases, we might call it cheating.
I recently tried out a new way of teaching writing which involves collaboration. You can read my posts about here:
I have had an opportunity to present how it works both to my own colleagues and at a local conference (here’s hoping NCTE is interested as well; we find out next month). One of the things I pointed out both times is that if we write professionally, we expect to have an editor. No one says we don’t really know how to write on our own if someone edits our work. No one says we’re cheating. Yet, with students, I have heard teachers argue that students need to write in isolation. As I mentioned in the post, I have seen students revise much more often now that we are doing writing workshop, but one of the other byproducts of writing workshop has been a classroom community that I didn’t anticipate. I have noticed it even if we’re not writing. Students are friendly and collegial with one another. They have learned to value each other’s voices and opinions. They work together readily.
We were recently working on multigenre writing projects in the classroom, and as I came in the room and prepared to start class, I noticed two students who had both chosen to write about Edgar Allan Poe sitting together. They do not normally sit right next to each other. They had their heads together sharing their work with each other and talking about the different types of writing they were doing for the project. Would another teacher have wanted to keep them apart because they were working on similar projects? Possibly. Why? They shared great ideas with each other, and their projects will be stronger for the sharing and feedback. I think we are afraid sometimes that it is not original work if students collaborate, but truthfully, we often benefit from models. Models can show us how to do something and give us ideas we might otherwise not have had. A recent study by Thomas N. Wisdom, Xianfeng Song, and Robert L. Goldstone from University of Indiana explores the ways in which social learning can improve problem solving. The implications of the study suggest that sharing ideas and encouraging individuals to work as a team will result in better learning:
The results of both experiments show that imitation can be productive for groups as well as individuals, because it enables the preservation of good tentative solutions in “group memory” and their further improvement through cumulative exploration. These results also showed that the pursuit of larger amounts of exploration can result in diminishing returns for both individuals and groups. (Wisdom, Song, and Goldstone 1419)
One of the things I have noticed about writing workshop is that students often open their laptops and revise their own writing when we are collectively editing a peer’s paper. They notice something they want to change or that they want to try, or they have an idea based on something their peer has said. As such, my students’ writing has strengthened a great deal over the course of the year.
Students might not necessarily go on to be professional writers, but often, the situations in which professional writers work mimic the writer’s workshop more than writing in isolation does. Journalists always collaborate. It’s understood that an editor and copyeditor will work on a journalist’s writing. The writing room for just about every television show you can name involves collaborative writing. Students can apply these skills to the other work that they do.
Students have commented on first trimester course evaluations that the class is “like a family” and that they are “always collaborating.” Second trimester, one student said they “are asked to work together and by ourselves. We do a lot of group work.” The same student added that I make “sure we understand things before we move on.” Another student remarked that the class is “an opportunity to meet challenges.” I share these comments because I think they are a window into how establishing a classroom community and offering opportunities for collaboration helps students learn better and enjoy their learning more. We are reading article after article about the skills employers are looking for in college graduates, and over and over, we read that the ability to work as a team and to collaborate and to communicate well are important. However, we are strangely selective about the opportunities we give students to collaborate. We rarely allow students to write together, and having seen the ways in which collaborating in this way have not only contributed to my students’ ability to write but has also built a strong classroom community, I’m convinced that collaborative learning like writer’s workshop is the way to prepare students for the real work of the world.
Wisdom, Thomas N., Xianfeng Song, and Robert L. Goldstone. “Social Learning Strategies in a Networked Group.” Cognitive Science 37 (2013): 1383-1425. Print.
As teachers of English, one of our goals is that students will become lifelong readers. We hope they will understand that reading is a great tool for understanding the world around us. In the words of Mark Twain, “The man who does not read has no advantage over the man who cannot read.” We read articles like this one at The Washington Post, and we’re frightened about the future, which is starting to look more and more like this:
We are concerned about the state of reading in the world, and we long to foster a lifelong love of reading in our students. But how to do it?
I am afraid that so much of what we do in our English language arts classes kills the desire to read that most students seem to have when they first learn to read in elementary school. I don’t have all the solutions, and I am sure I’ve been a part of the problem at times (for various reasons), but here are some issues I often see:
Students don’t read for pleasure. They read what is required (if they read that).
Students have no choices about what they read. The most common form of reading seems to be the whole-class literature study (more on that in a minute).
Everything students read is assessed. They are accountable for every page.
Schools and teachers cram the curriculum with as many texts as possible rather than go deep with fewer texts.
The whole-class literature study often focuses on literature that students do not like and have difficulty relating to.
Some teachers have trouble helping students find the literature selections relevant to themselves and their world.
We don’t allow students to express their opinions about the books (and they should be taught to back those opinions up with textual evidence), so they learn to feel weird if they don’t like the characters or stories.
If it’s fun, and they would choose to read it on their own, it tends not to be something we’d consider for classroom reading, and we wind up teaching students that reading is something that is supposed to be hard work instead of hard (or not hard) fun.
We tell them what to read over the summer and don’t allow them choices about how to spend their reading “free” time, either.
I don’t know what you remember about elementary school reading, but I remember we were allowed to pick a lot of the books we read. We had a lot of choices. I used to pick audio books about dinosaurs. I listened to them all the time. I liked the audio books because they taught me how to pronounce the dinosaurs’ difficult names correctly. I do remember sometimes sitting in a circle with the teacher and reading stories out of a basal reader, but I don’t remember hating it. Other students for whom learning to read was difficult might have a different memory, however. I chose books all the time, and teachers read books to us, and I really liked that, too.
Partly, we need to do a good job educating parents. They need to read to their children, and they need to model enjoyment of reading for their children. We need to continue to allow students to make choices about their reading as they go through middle and high school. Are they going to choose to read YA fiction? Yes, some of them will. We need to stop thinking of that as some kind of crime. One of the things I detest in some adults is book snobbery. Some adults I know actually look down their noses at readers who like to read genre fiction or comic books. I mean, we all know real readers read Lit-ra-chure (you have to read that word in your poshest, snobbiest accent). I have never met a K-12 student who is a book snob.
I give reading quizzes all the time, but I stopped giving tests some years ago. I don’t find testing students on the details of their reading comprehension after we’ve done a unit to be all that helpful. I use quizzes mainly to make sure students do read, but the questions tend to be open-ended questions about the connections they make and their opinions. I don’t hold them accountable for every page. Do students sometimes not do their reading for my class? Probably. As a result, they don’t have the opportunity to engage in the discussion, and they missed out on a good book. Too bad for them. A student’s education belongs to that student, and they have to be responsible to themselves for choosing not to engage.
Alternative assessments are also fun. One of my favorites is a Cartoon “Did You Read” Quiz (you might need to join the Making Curriculum Pop Ning to see it, but it’s worth it—great Ning). Or why not use quizzes as a chance to engage with the text and characters: “What did you think about the way Okonwo treated Nwoye?” or “Which character do you like best so far and why?” Give students more opportunities to wrestle with the text through Socratic seminar discussions. I just did a Socratic seminar over the first seven chapters of Things Fall Apart this week, and it was amazing. You should have heard the kids speak. Did they read it? Most of them did, and they were quite articulate about what they read. A couple of students missed out. I feel bad for them. It was a really interesting discussion, and they were left out.
Cramming as many texts into a curriculum as we can is meant, I think, to look like rigor, but what winds up happening is that we cover a book more superficially rather than having deep and engaging discussions and writing reflectively about the reading. I don’t agree that we are doing students a favor by “exposing” them to a large number of texts when they can’t delve deeply. If they engage deeply with a fewer number of texts, they will develop a fondness for reading that will lead them to more reading. It would be interesting to do a study some time, but it’s hard because you’d need to have a control group. I’m not volunteering my students, and I can’t think of teachers who would (at least, not intentionally). And so what if they never read Nineteen-Eighty-Four? I haven’t. And I’m still alive. (I do plan to read it at some point, though.)
I admit I love the whole-class literature study, and I do it a lot, but why not try to integrate more choice? Why not literature circles? Why not allow students to pick three Poe stories to read instead of assigning the same ones to each student? Why not allow them to find poems to bring to class to discuss? I think students do benefit from discussing a book with a whole class, but we should think about which selections we teach. The intended audience for many of the novels we teach tends to skew older than our students. I happen to love The Scarlet Letter and Ethan Frome, but I can see why a tenth grade boy might not. On the other hand, I think some teachers can teach these novels, even to teenagers, and make them relevant and interesting. We need to help students make connections to the characters in the literature they read and to understand the ways in which literature mirrors our society.
Students need opportunities to choose what they read so that they will learn what they like to read. If we choose every single text they read, even their summer reading, when do they have an opportunity to figure that out? And if they don’t like what they read in class, isn’t it logical for them to assume they don’t like reading and choose not to do it after they graduate? I think often we discourage thoughtful criticism of books students read, too. I think students should feel free not to like a book and to express those feelings. We need to teach them to articulate their reasons. “Because it sucks” doesn’t fly, but students should feel safe in expressing their opinions. I struggle with this idea sometimes, too, and my students don’t always love the books I wish they loved. It makes me sad when they don’t love those books. There are a lot of books I don’t love, however, that other people really love. I think we have to let go. In the same way we should stop dictating every reading selection, we should also stop dictating how students should feel about the reading selections. And yes, I do think how one feels about a book is important. We become lifelong readers because of how books make us feel.
I don’t have all the answers, but we should be having conversations about this issues.
I have been trying out quite a few new things, and I don’t know where to start in terms of talking about them here. Take a look at this list and let me know in the comments which topic piques your curiosity, and I’ll do my next blog post on the topic that generates the most interest.
Using Google Docs to create rubrics
iMovie book trailers
(Almost) Paperless Classroom with Google Docs and Schoology
Carving out a hybrid position (or how I’m teaching two English classes and working as a Technology Integration Specialist at the same time)
Writing Workshop: going beyond peer editing with partners
While Randall Munroe’s XKCD cartoon above is mocking university websites for deficiencies in design, the same could be said of many public school websites. A few years ago, my kids’ school website only worked in Internet Explorer. It was the most terrible design you can imagine, done in Front Page I think, with all the most important information buried or even out of date. The reason for that was that the media specialist, who had a full time job running the library, teaching classes that visited the library, and working with teachers, was also tasked with running the school website, and she didn’t have the time or the expertise to do so. The school now has a technology specialist who runs the website, and it is much better than it was. However, it’s still not close to being a slick-looking as some of the private school websites I’ve visited. I think several factors may influence a school’s website design, and the deck is stacked against public schools:
Private schools have to market themselves. They’re competing against every other private school in their area, and they have to allocate funds to attracting students. Part of their marketing is a good website. The first step in exploring a school is most often taking a look at their website, and if it’s bad, the family might never even move forward with an application. Information needs to be easy to find, and the site itself must be easy to navigate. It should look professional and give visitors a sense of what they might see in the school.
Private schools often hire outside web designers. Public schools tend to assign the task to employees or students, with mixed results. Sometimes you get someone really good who knows what they’re doing, but designing and running a website is a big job, and employees are often stretched too thin to do a good job. A variety of designers cater to private schools. Contrary to popular belief, private schools are not necessarily swimming in money, but they do need to spend money on good websites because of marketing.
Public schools seem to communicate more via email, telephone, signage, paper, and snail mail. They probably don’t have a real reason to duplicate all of that information on a website, although I would argue that they should if they want someone outside the community to find the site useful. For instance, we’re moving to Massachusetts this summer, and my husband complained that the public schools’ website in the area we’re moving to was quite difficult to navigate. I tried it out, and he’s right. The district website attaches a frame around the website for the one school I looked at, and navigation was impossible. I never could find a faculty directory.
Sometimes the appropriate staff (a technology director, specialist, etc.) floats among several schools or even a whole district. Because private schools are independent, they have to hire faculty and staff to cover these areas (or outsource some of it). Otherwise, they won’t have it. If they don’t have technology faculty, they run the risk of being behind the times and therefore losing potential students to schools that spend more on up-to-date technology.
Asking technology faculty to float is a horrible idea. Each school should have a dedicated member of the faculty who works with teachers to integrate technology. I don’t say that because it’s my job, and I need job security. I say it because I think it’s true. Otherwise, you’re going to have more difficulty getting faculty to integrate technology. You will always have the dedicated teachers who spend their own time learning how to use technology on their own, but if you are trying to make a real school-wide shift, it’s not going to happen if your faculty doesn’t have someone to help them. It’s no wonder public schools can’t dedicate more time to making their websites attractive and user-friendly. They don’t have the personnel, and the personnel they do have don’t have the time. However, websites are an important communication tool, and in the year 2012, it is not asking too much to have a website that visitors can enjoy using to learn more about a school. Many free and cheap CMS’s exist to help schools (which doesn’t solve the time issue). A good website should be something to which schools dedicate time.
Bethany Smith asked a great question on Twitter this morning:
I don’t remember learning much about technology integration when I was a preservice teacher, but then that was 1996-1997. We thought we were advanced for using email to communicate with each other. I’m not sure what has changed in the intervening years, if much of anything. I have found, contrary to popular belief, that young teachers do not necessarily know as much about technology as older teachers think they do, nor do younger teachers necessarily naturally integrate technology. (For that matter, I don’t think kids know as much about technology as teachers think they do, at least not using it for school or work, but that’s a separate blog post.)
The key word in instituting technology integration as part of a preservice teaching program is integration. Technology shouldn’t be an add-on, or else preservice teachers will only come to think of it as such in their classrooms. Asking preservice teachers to create lesson plans and assignments for their college courses that integrate technology and then reflect on how that technology might be used in their classrooms might be effective. An e-portfolio would be a great start. preservice teachers could share it with prospective employers. It can be hard sometimes to find a job with no experience, and a great portfolio can encourage administrators to take a chance on first-year teachers if the portfolios show the young teacher to be thoughtful, engaging, organized, and involved in their field. That portfolio should include a blog. When I was a preservice teacher, my classmates and I had to write weekly “think pieces” about an issue we were concerned about. We passed these around in class so that our classmates could be exposed to our ideas, and of course, they were graded by our professors, too. A blog would be a natural forum for such thinking aloud.
Other artifacts that might be included in such a portfolio:
Evidence of understanding good presentation practices. I have seen some horrible PowerPoints in my day (often created by teachers and administrators), and teachers cannot be expected to teach students how to create good presentations if they themselves don’t know how. Presentation skills are a key part of any preservice teacher’s education.
Evidence of having created an online PLN through Twitter or through a group such as the English Companion Ning (or equivalent for subject matter). A link to the Twitter account or biography page should be sufficient.
Evidence of having created a wiki, perhaps as part of a group assignment for the course or perhaps as a repository for lesson plans.
As more teachers are flipping the classroom, I think an important piece of the portfolio should include a lesson delivered via audio, and a lesson delivered via video (could be a screencast). The topics should be well chosen in that they should be topics easily taught and learned via this method.
A link to the preservice teacher’s Diigo profile. I think social shared bookmarking has been one of the most fantastic tools to come along in my fourteen years as a teacher. It’s a quick, useful way to share great resources that can be integrated with both a blog and a Twitter account as well as your browser (depending on which one you use). I happen to prefer Diigo to other bookmarking systems myself, but it’s not the only game in town. Any professors teaching preservice teachers could make that call.
One of the most important things a teacher needs to learn when integrating technology is flexibility. Sometimes things go awry when you’re trying to integrate technology, and it’s important that teachers are able to change course if the technology fails. The Internet sometimes goes down. Sometimes the projector bulb burns out. Lots of things can happen, and it’s important that teachers include, as part of any lesson plan integrating technology, their backup plan for what they will do if the technology fails.
As part of their preservice teaching program, teachers should also learn how to search. Using boolean search strings will save them time and help them find resources they’re looking for quickly. Learning how to use the everyday tools of teaching, including projectors, the Internet, videos, and the like should be an essential part of a preservice teacher’s education.
To steal an idea from Melissa Scott, time to share tools, perhaps a weekly session, would be great. The way I would probably set this up is to ask preservice teachers to sign up for time if they have found a cool tool and then present and demonstrate that tool to their fellow preservice teachers. Before long, teachers would have quite a toolkit to take with them to their first job. Any tools that could more easily be shared via a Diigo group created for the preservice teachers would not necessarily need to be shared via presentation, and there should be an expectation that the preservice teachers will make use of Diigo, contributing shared links and also saving links.
It’s also key that preservice teachers understand the importance of rehearsing technology. Teachers who fiddle with tools they aren’t sure how to use in front of a group of students are wasting time and hurting their credibility. Try out the tools and figure out how they are used before asking students to use them or before using them in front of students. Don’t rely on students to be your tech support when you get stuck, which leads me to my final recommendation: learn basic troubleshooting. Most of the troubleshooting I do for other teachers, they could do themselves if they tried searching for the problem online. That’s the first thing I usually do anyway. I’m happy to help teachers. I don’t mind troubleshooting. However, they could save a lot of time if they learned how to do it themselves. It isn’t the best use of the IT department’s time to restart your computer if it freezes up when that is something teachers themselves could have done much more quickly on their own.
I had a brief but interesting exchange on Twitter this afternoon that reminded me that many school districts—perhaps even most—do not trust their teachers enough to allow them administrative access to download software or even to petition for others to download software for them and instead issue edicts about what kinds of software teachers use. Read from the bottom up:
Nicholas Provenzano is one of my favorite folks on Twitter. He’s always sharing interesting ideas. Why, then, can’t he make use of Dropbox’s new drag-and-drop features? His district won’t allow him to install a browser besides IE. Miranda Kuykendall adds that considering IE’s security issues, her district also won’t allow its teachers to install anything else.
Teachers are entrusted with the care of the children in their classes. Why are they not entrusted to be sensible about what software they install on their own computers? Teachers should be allowed to download Firefox, Chrome, or Safari if they wish. If I had to use IE at work, I’d raise hell about it. Well, that’s not true. I am not a hell-raiser. But I would complain. A lot. And bring my own computer to work (I already do, but not because I have to use dodgy browsers). I hate IE with the white hot fury of a thousand suns, and if I were forced to use it for any reason… it’s too terrible to contemplate. Let me say no more.
The argument might be made that teachers will make bad choices or use their computers inappropriately if they were given administrative access to install software. I can’t really argue with that—they might. Teachers should be educated about the importance of being good stewards of their technology tools, one aspect of which is knowing which kinds of software are safe and which might be unsafe or unstable and introduce problems with their computers.
In the eight years I have worked at my school, I have always had administrative access to my own desktop. I have always been able to download and install whatever software I choose. In those eight years, I cannot think of a single instance when I’ve heard that a colleague of mine downloaded inappropriate software or used their computer in an inappropriate way.
I would hate to think that because of short-sighted folks at the district level, teachers are cut off from innovation and are subject to using software they don’t like because it is the district standard.
Given the great responsibility with which we endow teachers every day, cutting off administrative access to install software is insulting. We need to decide if we trust the adults we put in the classroom. If we don’t trust them to take care of their tools properly, given administrative access, then why are we trusting them with their students?
I recently encountered this article via Twitter (interestingly enough). The sentence that jumps out me is this one: “One assistant principal who refused to speak on the record said he believed any school personnel using social media were ‘exercising poor judgment.'”
I find that statement to be dangerously short sighted. Are there teachers who use social media in a way that exhibits poor judgment? Sure. Does it then follow that any educator using social media is exercising poor judgment because a few people make bad choices? I really hope this administrator was taken out of context (which happens when folks are interviewed). I couldn’t disagree more. I think it’s important for educators to be on Twitter and to use social media in order to learn, connect to other educators, and share resources. If you haven’t found social media useful for these purposes, then you’re not using it right or you’re not following the right people.
Twitter is my favorite technology tool at the moment. I find that you only really get out of it what you put into it. The more I interact with others on Twitter and the more I share ideas, the more I learn from others. I recently reached the conclusion that educators should be on Twitter, especially administrators. Twitter is a great vehicle for administrators in particular to share the exciting things going on in their schools and be transparent about their thinking. Some great examples of administrators on Twitter whom I admire a great deal are Chris Lehmann and Eric Sheninger. One of the things I like about both Chris and Eric is that Twitter is not just about work for them either. Their personalities shine through in their tweets. I know, for instance, that Chris is an avid sports fan and has really cute sons in addition to being a passionate leader and educator.
I will freely admit that before I joined Twitter and began using it regularly, I didn’t understand the point. At first, I think it’s OK to lurk, but I don’t think you’ll get it, not really, until you start tweeting yourself. At least, I didn’t get it. And here I am, about four years after I wrote that first post about not understanding Twitter, trying to convince you to join Twitter, too.
Another good reason to be on Twitter is to model its effective use for our students. Twitter is a fairly public space. Students look to their teachers to be role models and mentors in the classroom, but we can also do that through social media like Twitter. I recently had a discussion about this issue with a student. On the one hand, he argued that he didn’t feel it was fair to “get in trouble” for things written in online forums like Twitter, but I explained that if he didn’t feel what he said on sites like Twitter couldn’t also be broadcast over the school intercom or plastered on a billboard, then he shouldn’t say it. I know several of my current students are on Twitter, and I admit I don’t follow them. I do follow some former students, and I think they are being very smart about using Twitter to think out loud and share their projects. Think about how effective a teaching tool it would be if your school’s principal or headmaster was a presence on Twitter and that students and parents followed the school’s administration. A smart administrator modeling effective use of Twitter could be a powerful teaching tool.
So what do you think? Should educators be on Twitter? Why? Why not?
I’ve been thinking about this blog post for a couple of months. I have also had several conversations in that time that led me to believe the issue of what we decide we have time for is an important issue to explore.
A lot of people ask me how I have time to do the things I do. In fact, someone asked me that question just the day before yesterday. I don’t know how to answer that question because I have as much time as everybody else. How I’m choosing to use it may be quite different. I think if something is important to you, you will make time for it, and if it isn’t really that important to you, you won’t.
Case in point: Kirstie Knighton and I were discussing the EC Ning, which is a great resource for English teachers. She mentioned that she has tried to refer several colleagues to the Ning, but many of them claim they don’t have time to participate in the ECN community. Kirstie’s response was, “How do you not have time” for using this fantastic resource to grow and become a better teacher? The answer, of course, is that Kirstie has made that growth and attachment to the ECN community a priority, so she makes time for it.
I participated in NaNoWriMo last month (won, thanks!), and I have averaged about a book a week this year (first time ever!). Why? Those two things, my writing and my reading, are really important to me. I set aside time to do both. I don’t watch a lot of TV. The only show I have to see, aside from a few specials here and there, is Big Bang Theory, and that’s new because I only started watching at Thanksgiving. Sure, I miss out on all the pop culture references, and I don’t get to participate in things like the Lost phenomenon, but I decided for myself several years back that TV wasn’t important to me and that I needed to use my time in other ways, so I let it go. That doesn’t make me better than someone who chooses to watch TV (there is a lot of good TV). It just means I made a different choice regarding my time than someone who watches more TV made. (Interesting side note, there is no correlation between the number of hours of TV someone watches and the number of books in his/her home; I know this because I did a study using a random sample of work colleagues for graduate school and the resulting scatter plot was all over the place.)
Another thing I do is use technology to help me be more efficient. I think people sometimes either don’t use the right tools, or they don’t use the tools they have available to them efficiently. If I want to keep up with certain blogs, for instance, I subscribe to their feeds in my RSS feed reader. Then I check my feed reader and scroll through the updates, reading the ones that seem interesting, and skipping the rest. Dipping in occasionally sometimes makes it seem like I’m doing more than I am. Same goes for Twitter. I put everyone I follow on Twitter on a list. I scroll through the updates to my list in my Twitter client, not necessarily reading every single one, but reading the ones that catch my eye. I join groups that interest me on the EC Ning and the MC Pop Ning and set my email settings so that whenever someone posts to those groups that interest me, I receive an email. If the subject of the new discussion posted is something I think I want to discuss or something I can help with, I post a reply. I don’t necessarily consider myself extremely involved in the worlds of blogging, tweeting, or online discussion. I consider what I do to be dipping in when interested. This is something anyone can do. It’s easier to manage all the online conversations you want if you use free technology tools available to help you do that.
I also multitask. I might be reading RSS feeds or writing a blog post and checking Twitter at the same time. I read while I ride the bus to work (I always take a book with me). I automate certain tasks. For example, I use Diigo for social bookmarking, and I have set up my account to work with my Twitter account and my blog so that every time I favorite a tweet, it is automatically bookmarked, and all of my bookmarks are automatically published to my blog on Sundays. Many weeks, that post may be the only post on my blog, which is why I am always sort of flabbergasted when anyone suggests they don’t have time to blog. Sure you do. Just don’t make yourself some kind of crazy schedule you can’t handle and otherwise post when you are inspired.
I use Google Calendar to manage my time and create appointment slots for colleagues who need technology assistance. There are all kinds of things that you can do if you make yourself a schedule and stick to it. Like anything else, the things you want to do sometimes take planning, and you need to schedule time for doing them during your day.
Obviously having very small children, going to school, or having long required work hours are going to eat up time, and I don’t think people who have such demands on their time should make themselves feel guilty when they can’t participate in activities they want to participate in, but to be honest, these aren’t the kinds of people who tell me they don’t understand how I have time to do the things I do. Most of the people I hear this from have older or even grown children, are not in school, and work a normal 40-hour week like I do. So what gives?
It isn’t that anyone has or doesn’t have time for this, whatever this is to you. If you are telling yourself you don’t time for something, I would counter that you aren’t making time. I have three kids, too. I work full time, too. There are ways to make time to do the things you want to do. You just have to figure out if whatever it is you think you don’t have time for is actually something you want to make time to do or if that’s an excuse you use for not doing things you’re not actually all that interested in, anyway.