Back Again! And some thoughts on technology and learning...

I won't say I'm the worst blogger ever - just maybe one of the least consistent ones. I have a great excuse though - and that is that student teaching and taking classes truly absorbs all of your time, energy, and thoughts. I was able to make a little bit of time for reflection, but not a whole lot of it for putting those thoughts into blog posts.

But that's ok. I am a person committed to quality over quantity!

Anyways, I think I was very lucky to be blessed with a phenonmenal student teaching experience. I landed in an incredibly rich and nourishing nest of supportive teachers who gave me the confidence to believe that yes, I can actually do this. I think that alone was critical and I am so fortunate to have them as role models and mentors.

One of the things I spent a lot of time thinking about this past semester is students and technology. I actually ended up doing my capstone research project on this topic. While it is fairly limited in scope, it gave me the opportunity to think about students and technology and learning, and how or where they intersect. One of th things I uncovered, at least for myself, is that students have technology skills, but they don't necessarily know how to apply social tech skills to academics. Now, of course, Prensky and others might argue that students today have an innate ability to use technology. I would argue, however, that although students have social technological fluency, they lack academic technology fluency: meaning, they just don't know exactly how to use tech for learning. I don't think we can expect them to innately know how, either.

No, I don't think these thoughts are completely unique: I'm sure many others have realized and written about this idea. But, I think that there is an assumption that students know how to use computers and just choose to constatnly check facebook or twitter and not do their work. Instead, I think if teachers engage students on these types of social technology platforms, and model for students how these things can be used for real learning (that part is key), maybe students will shift from using technology as a distraction towards truly engaging in learning on platforms they are comfortable and knowledgeable in.

Just some thoughts for today. I hope to continue writing about this, and thinking about easy ways to integrate technology into effective learning.

Until next time, whenever that may be. :)

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1st official lesson

(this is from a couple of weeks ago....posting it now...!)

Today i gave my first official, top to bottom lesson. I felt nervous - last night, a little bit all weekend, and of course this morning. But once I got into it, everything seemed to flow fairly well.

The lesson was on writing a thesis. I think some 9th graders know what this means, but may not have a good grip on what exactly a thesis is, or what a good thesis is. They might also not know how to write one. This is a skill that should stick with the students for the rest of their academic careers - and beyond. I feel it's a really, really important lesson.

one thing i want to work on is finding really good, solid examples that are relatable and relevant to my kids. the examples i had were ok, but most of them were a little too heady for 9th graders. more importantly, i want to be able to have examples sort of in the forefront of my mind that i can spit out for them to make my points clearer. My coordinating teacher is a champ at this - she spits out really relevant, detailed, beautiful examples on the spot.

Not only was this my first official lesson, I was also observed by my clinical supervisor! I think this added to my nervousness a bit, but she is very approachable and nice, and despite my worries I was fairly confident about my lesson. The observation went well and she had very positive feedback for me, and said I am doing a great job. She did observe a few things that I'm really glad she mentioned:

• Acknowledgement/positive feedback: When students participated, I didn't always acknowledge their contributions. For example, one student gave an answer to my question, "what are the 3 parts of an essay?" He gave them, but I went very quickly to the next thing or person. Be sure to give specific acknowledgement so that students feel positive feedback from participation.
• When students asked questions, I repeated their questions for the rest of the class. Instead, I should have students turn to the rest of the class and pose their questions so that everyone can hear. This fosters community. My clinical supervisor described this as a sort of game - the ball easily volleys between student and teacher, but it doesn't often or always volley between students.
• Use more objective language so that students don't get mislead or confused. One example was "a thesis proves your point" as opposed to "a point".
• Don't feed the kids answers: instead of "why isn't this a good thesis?" say "is this a good thesis?" Again, more objective.
• Walk around more, look at what the kids are writing. Make sure it's making sense; highlight good notes or observations for the rest of the class.

Not bad for a first observation. I'm going to keep working on these items. Here's to my next observation....!

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First day!

I have officially survived my first day and half of student teaching!

So far, it's been good, if slightly awkward, as i think any job is when you first start out. i felt a little nervous when it came to introducing myself to the students. But my teacher does a very, very personal introduction. She basically tells the kids her life story. it felt almost a bit lengthy, but it's an important story, especially for the kids in my district to hear. she grew up in this town, she went to this school, almost dropped out - and now has a doctorate degree. i don't have quite that story, and mine felt kind of pathetic next to hers. but the truth is, i don't have to tell it when i get my own class.

my teacher is also incredibly dynamic. she has a very strong, direct, but caring personality. I'd like to develop a persona that has some echoes of that, but i know i am not completely like her.

anyways, i'm glad i don't have to do a super personal intro again. i don't think it's necessary, at least not coming from someone like me. i'd rather spend time driving home the message that i don't care who you are or were in the past. I don't care if you have failed classes or got in trouble last year. that's what's special about starting a new school year: it's kind of like real new year's: you can leave behind the old and start with the new. you can become anyone you want to be. i will not judge you for who you were last june. instead, help me to see you as you are today, and who you want to be tomorrow.

(philosophical stuff. corny? ha, don't know. i could even weave something about chinese new years into that story. like, i could describe chinese new years and why it's important to me, and how we wash our feet to get rid of last year's dirt. how every year is a new beginning.)

and i have all 9 graders right now, except for a creative writing class. they are really cute. it's also so endearing to hear my name over and over again. I think that might have been my favorite part of the day: hearing the kids call my name when they needed help or had a question.

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Student Teaching....!

I think I've been in denial, but it's almost here. That is... Student teaching!!!

On one hand, I'm super excited, and on the other, I'm nervous and wondering how I'm going to handle it. I wonder if I'm ready, but then again I think that's a pointless question because I feel like the best practice is to dive in and go at it.

I have contacted my coordinating teachers, and they've already been responsive and supportive. So at least I have that going for me.

There's a lot I have to get together over the next few weeks, and I hope I can do a good job of getting it done. I want to be able to walk into my school prepared and ready to go.

I just want to be credible, authentic, personable, but also respected. I want to be the best teacher possible.

.... Even if it takes some trips and falls to get there.

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Tip - Extract Pages from a PDF

Tech tips: sometimes they're really boring, but they can often be super helpful. This one's pretty simple, you probably already know it if you use Acrobat. It's useful if you have a large PDF document but only need one page from it and want to save it separately. For example, I needed a rubric from a Regents exam to include in a unit plan. This specific tip applies to Adobe Acrobat; your school computer lab should probably have it loaded if you don't have it on your own computer.

Extract pages from a PDF file

In Acrobat, select Document > Extract Pages

Then type in which pages you want to extract in the "Select pages to extract" box

I chose the "Extract Pages as separate files" to save the selected page(s) as a new file

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Hello again, and a few more interview tips

Ok #1: I know I'm probably the world's WORST blogger. Wrapping up the semester was a bit crazy, and then I basically zoned out for a couple of weeks. Forgive me.

#2. Final segment of interview tips. This one is a bit meaty, but I think there are some helpful last tips/perspectives that I know I hadn't considered before. I hope these help someone out there :) Enjoy.

What's an appropriate question to ask when called for an interview? The principals had a few responses to this:

- Don't ask too much

- You can ask about parking - i.e. is there parking available, where should you park.

- Ask the secretary's name; this shows consideration, and then you will be able to greet her by name when you arrive.

- That's about all you should ask - don't ask very much or anything else! 

- What should a candidate bring to the interview? One principal mentioned that he likes candidates to have already "walked" the community - that is, explored the community a bit and have a feel for what kind of place it is. You should also have a unit or lesson plan prepared, and bring all of the necessary materials with you. Also, a copy of your resume/cover letter; the interviewers should have already seen this, but bring a few extra copies in case they need them. 

- A note about portfolios/videos - All of the principals said that they don't really look at portfolios very much; you might want to bring it, and have one or two artifacts selected to share - e.g. a lesson you are particularly proud of, a letter from the children you student taught. But they will not pass around your portfolio and really look at it. Additionally, one of the principals said that she unfortunately has to throw out all of the videos she receives; she has no time to watch all of the videos she gets, and another principal added that if they're really interested in you, you'll either demo a lesson for them or they will come to your school and observe one of your lessons, if that's possible. 

- Once the candidate has left the interview, what should they do? Send a thank you note!!! The principals varied on whether they preferred hand-written or e-mail; some were fine with e-mail, some preferred hand-written. I know in the business world, the only way I could guarantee someone would actually receive my note was through e-mail; but, it's different in a school setting where the principal is sure to receive his/her mail. So I guess you just have to use your intuition to infer if they have a preference, or go with whatever you're most confident with. 

- Once you start working in a school, align yourself with the right people. There will be a lot of negative, jaded, bitter people. As a new teacher, do you really want to be like that? Find the positive, focused people and they will lead you the right way. The principals even said you might want to avoid the teachers' lounge - maybe eat there once or twice a week to get to know people, but know that there may be a lot of negativity there. 

- Guiding motto: "If you're about the kids, you can't go wrong." 

I think that FINALLY wraps up my interview tips from the Principal's Panel. I know it's so tough to get hired right now, but I think we have to stay optimistic. Hopefully these tips may help, and good luck to all interviewees!  

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Interview Tips for Teachers - Part II

I'm finally posting installment #2 of Interview Tips. It's loooooong, but I think it's worth it. See the first installment for more info as well as some background info. I'm labeling this for teachers, but most of these tips really apply for all interviews. Third and last installment to come, sometime this century. Enjoy!

Tips on the Interview Process
- You are being interviewed from the second you schedule an interview. All of the principals noted that if a candidate is pushy, rude, or dismissive when scheduling their meeting, their secretary is sure to say something about it.
- Be prepared for different interview styles. Some may be more structured, with a set of specific questions, or the interviewer(s) may ask one or two very open ended questions and allow a more candidate-led interview. Think about what and how much you say in either scenario; your potential employer is observing not only what you say, but how you say it. The panel all agreed that candidates who give seemingly never-ending answers, or blabbered on about anything and everything, came across as nervous and unconfident, not to mention boring. As one principal said, "sometimes it's better to say less than more."
- Also be prepared for both one-on-one and group interviews. You might be able to politely ask about this - for example, you may ask the secretary "With whom will I be meeting?" or, "I want to bring enough copies of my resume - how many should I print?"

- Do your homework. This was a key point that was underscored numerous times throughout the session. You must do your research ahead of time. This includes everything from knowing where the school is and how to get there to your personal views and beliefs about education. Here's a rundown of items mentioned:

• Name of the school, location, how to get there (Don't ask the secretary; use GPS or Google maps. Take a practice drive if you're unsure of the directions).
• The principal's name.
• General demographic of the district; general understanding of any specific issues or unique features of the school or district.
• Your personal opinions about "hot" or important education issues - e.g. open enrollment, academic eligibility for athletics, etc.
• School report card, mission, etc.
• Be aware/abreast of current reform issues. Be able to speak eloquently and knowledgeably of these issues and your positions on them.
• Likewise, be familiar with state and national assessment contents. One principal mentioned the website datawarehouse.com, which he said provides high stakes exam data and trend analysis. You might want to look at the district's performance on these exams.
• Be aware of various professional organizations, and join the appropriate ones for you.

- Be able to frame your responses to various questions within the context of the district; tailor your answers to fit into the framework of the beliefs of the district.

- Know why you want to move. If you are already employed at another district, be prepared to explain why you want to leave it. Always give a positive answer - no principal wants to hear you say "well my co-workers are a bunch of idiots." A better answer would be "I'm looking for more professional development opportunities."

- Know why you want to work at that school or district. What's in it for you? "Employment" is not an answer; find something unique about the school, or frame your answer in terms of your own personal and professional development.

- Interviewers will try to uncover your belief system. For example, at the end of the interview, you might be asked "Is there any topic you thought I'd ask you that I didn't ask?" All of the principals said they use this question to dig at something deeper about the candidate; however, they varied in what kind of responses they like to hear. One said to try not to answer this question: by answering it, you might be revealing too much about yourself, and implying that the principal wasn't smart enough to ask the question. On the other hand, another principal said that they want an answer from candidates, to know they were prepared for the interview, and to uncover what other issues/topics they are concerned with. So it's a toss up, but I think once again you'll want to say less rather than more; keep any answer you give succinct.

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