Standing Resolute

It's January so of course everyone is talking about resolutions.  The population is generally divided into two camps - those who believe in making resolutions and those who think that iot is a waste of time as many resolutions are discarded by February 1st.

The word resolution is derived from "resolute" which means to be admirably purposeful, determined, and unwavering.   The definition makes me wonder if perhaps the reason that resolutions often fail is that they are not purposeful.

There is a common strategy that is marked with the acronym "SMART" that is often used to help individuals set purposeful goals.

The S stands for Specific.  General goals, like "I will eat better" seldom succeed because they lack specificity.  Try saying "I will eliminate pop from my diet" or "I will eat two portions of vegetables with each meal"

The M stands for Measurable.  Identify a way to measure the progress of your goal.  Instead of saying "I will start working out"  try :I will work out for 30 minutes at least 3 times a week."

The A stands for attainable.  If you have never gone for a hike, climbing Kilimanjaro is probably not attainable at this time.

R stands for Realistic.  As much as winning the lottery would be nice, it is probably not a realistic goal.  Saving 5,00 towards a down payment on a house might be.

T is for Timely.  While with proper training, virtually anyone can run a marathon (I know, I did it after telling someone only a year before that I never could)   aiming to do one in a month if you have not been training is not a good timeline.  Aiming for 6 months to a year would be a more realistic timeline.

So what SMART goals did I set for myself for 2020?  I chose three.  Ambitious, yes.  Realistic, also yes.

My first goal relates to my physical health.  I resolved to work out for approximately 30 minutes at least 6 times a week.  I know this is doable for me at the present time because I did it in the summer.

My second goal was diet related.  I promised myself to give up Coca Cola. This is one I have struggled with in the past.  I have managed to go about 3 months and then something happens and I "need" a Coke again.  Perhaps a more realistic goal is I will limit my Coke consumption to 1 can/bottle a month.

My third goal was to focus on my mental well-being.  I bought a mindfulness journal and a book on mindfulness.  My goal is to write in the journal at least 3 times a week and to finish the book by the end of summer.

So don't be afraid to make a resolution.  Just be SMART about it!

Here's to a new year filled with family, good food, good friends and fun.

Why?

The past twelve months have held many changes for me.  Many have been positive.  A few have been cause for tears.  Reasons to celebrate included exchanging my 20 year old vehicle for a shiny, new SUV.  The only thing better than the new car smell is feeling confident I won't find a trail of fallen off parts on the road behind me.  I also added a new member to my household and welcomed a new kitten into my home.  Her playfulness has brought out the kitten in my two six year-old cats and her unusual brown eyes and six toes on each paw are constant reminders of how unique and special she is.  Finally, after two and a half years of hard work I completed my Masters degree and got to see the pride in my mother's face as she watched me cross the stage.

Sadly, I also lost my twelve year-old golden retriever to old age this year.  For years he was my personal trainer.  He motivated me to get out and walk, run or hike even when I might have preferred to relax on the couch.  As his condition deteriorated and I became immersed in my Masters my activity level decreased significantly and I gained some weight.

After seven months of being dogless, I will be bringing home a new puppy in three weeks.  I intend to get back into the routine of regular walks and runs so that we can have a long, healthy life together,  I want to make the most out of having the privilege of a dog.  I want us to enjoy the many activities that we can share together.  She deserves someone who will give her a full, healthy life.

Why am I determined to become more active?  Bella.  One look at that golden bundle of fur is all the motivation one needs.

The Achievement Gap

What exactly is the Achievement Gap?  According to the Glossary of Education Reform the Achievement Gap refers to:

any significant and persistent disparity in academic performance or educational attainment between different groups of students, such as white students and minorities, for example, or students from higher-income and lower-income households.

The NMC Horizon Report defines the Achievement Gap as “an observed disparity in academic performance between student groups, especially as defined by socioeconomic status, race, ethnicity, or gender.”

Is there an achievement gap in British Columbia? Why is the achievement gap a concern?  One has only to look at the controversial FSA results to see that it exists in our own backyard.  My own school ranks 949/956.  Does this reflect the quality of teaching?  Do these schools have exceptional teachers?  More innovative programs?  I would argue that the staff at my school are just as qualified, experienced,innovative and dedicated as that of any school on the list.  All of the top ten are in the lower mainland and six of them are in Vancouver itself.  Compare the demographics and it becomes apparent that there is a link to socio-economic status and achievement.  This suggests that it is a social justice issue.

My school district is making an effort to address the achievement gap.  Research shows that “progressive systems that provide more funding to higher-need schools can help correct this imbalance. (Horizon, 2017) To this end SD#68 has identified several “focus” schools that it has directed additional resources to.  Presently we are in the second year of this initiative so long term effects are not yet known.

The BCTF’s stand to reinstate stripped language pertaining to class size and composition from contracts is justified from an academic achievement perspective as the Horizon report states that “ investment in lower student-teacher ratios and higher teacher wages resulted in schools with smaller achievement gaps and better educational outcomes for low-SES students”

While inequality still exists in British Columbia schools, we are fortunate our students are not faced with barriers such as war or overt sexua;l discrimination that exists in many countries and heavily impact  achievement.  All students have the opportunity to attend school although they may come with different degrees of readiness.

I have heard it argued that we are investing too many resources into lower-performing demographics and neglecting higher achievers.  I was intrigued by the research cited in the Horizon (2017) report that suggests  improving learning for low performers does not come at the expense of average or top performers”

I am committed to closing the achievement gap and providing all students with the opportunity to achieve their full potential regardless of socio-economic status, gender, race, religion, or physical ability. These words spoken by (though not originating from) a teacher featured in the article Blueberries  by Jamie Vollmer resonate with me,.

We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one!

References

Concepts, L. (2013). Achievement Gap Definition. The Glossary of Education Reform. Retrieved 9 February 2017, from http://edglossary.org/achievement-gap/

Editorial Projects in Education Research Center. (2011, July 7). Issues A-Z: Achievement Gap. Education Week. Retrieved 7 February 2017 from http://www.edweek.org/ew/issues/achievement-gap/

2016-nmc-cosn-horizon-report-k12-EN.pdf. (2017). Google Docs. Retrieved 9 February 2017, from https://drive.google.com/file/d/0B6btfF7n9

Vollmer, Jamie. The Blueberry Story: The teacher gives the businessman a lesson.. (2017). Jamievollmer.com. Retrieved 18 February 2017, from http://www.jamievollmer.com/blueberries.ht

TechNology Versus TechYesogy

Technology in the classroom is a hot topic these days.  This is not surprising.  Technology is embedded in the lives of our students.  According to statistics released by Commonsense Media and published by Techaddiction by age eight, 96% of children have watched TV, 90% have used a computer, 81% have played console video games, and 60% have played games or used apps on a portable device (cell phone, handheld gaming system, iPod, or tablet).  While it is prudent to be aware that not all students have access to or are familiar with common forms of technology, a significant portion of our students use technology on a regular basis and are engaged by it.  Cox cites a study that states  students prefer technology because they believe that it makes learning more interesting and fun.

There are many reasons educators should incorporate technology into their instructional design.  Mathis cites several of them in her article Technology in the Classroom:  5 Undeniable Reasons to Embrace It.  Among these compelling reasons is our obligation to prepare our students for the work force and life after school; creating responsible digital citizens; providing opportunities to learn independently and collaboratively; offering multiple means of acquiring and representing knowledge; and the opportunity to pesonalize the educational experience for our students.  I would also add that it is included in British Columbia's redesigned curriculum.  

Technology in the classroom may include (but is not limited to) student-created slide presentations, delivering lessons using Nearpod on a mobile device, using augmented reality like Aurasma to have students embed reflections or additional detail in their work; or using Kahoot or Plickers to do formative assessment.  The possibilities are exciting and virtually endless.  I have found that using Lexia with my students as part of a station rotation and lab rotation has assisted in increasing student achievement.  

One concern is the effect of screen time on developing brains.  This of particular importance for younger students.  In fact as of May 2013, "internet use disorder" (IUD) was added to the Diagnostic and Statistical Manual of Mental Health Disorders, published by the American Psychiatric Association. (Crawford, 2017)

In her article Crawford (2017) cites research that shows that certain activities, such as playing video games or playing on certain apps can release dopamine. This natural chemical often referred to as the pleasure chemical can create addictions and can result in serious problems.

Used with purpose and intentionality technology can increase student achievement by providing access to diverse resources and allowing the teacher to rethink instructional delivery. Technology itself isn't the solution, it is simply a mechanism through which a solution may be achieved.

Join the debate. Check out this Pixton. Do you agree with Chantoui or Chantenon?
https://Pixton.com/ic:bghbqrkt

References

Cox, Janelle.  Benefits of Technology in the Classroom. (2017). TeachHUB. Retrieved 4 February 2017, from http://www.teachhub.com/benefits-technology-classroom

Crawford, N. (2017). Wired Kids: How Screen Time Affects Children's Brains. Breaking Muscle. Retrieved 4 February 2017, from https://breakingmuscle.com/learn/wired-kids-how-screen-time-affects-childrens-brains

Mathis, Meghan.  Technology in the Classroom: 5 Undeniable Reasons to Embrace It. (2017). TeachHUB. Retrieved 4 February 2017, from http://www.teachhub.com/5-undeniable-reasons-why-educators-should-embrace-technology-classroom

Statistics on Children’s Use of TV, Internet, & Video Games - TechAddiction. (2017). Techaddiction.ca. Retrieved 4 February 2017, from http://www.techaddiction.ca/media-statistics.html

The Power of Yet

It is probably a safe assumption that every teacher has heard a student mutter "I can't do this" or "This is too hard."  They believe that the task is beyond their ability and they give up.

You have probably also encountered those students who, when faced with failure, reflect, take a different approach to the challenge and persevere. They understand that they just haven't succeeded YET. They understand that with reflection and practice there is a very good chance that eventually they will succeed.

Carol Dweck would refer to the first example as a fixed mindset and the second is a growth mindset.  Individuals with a fixed mindset believe that abilities are fixed...you are good at something or you are not.  Persons with a Growth Mindset tend to view abilities as progressive.  They try, reflect, adapt and try again with the belief that they will keep improving and eventually succeed.   This is a trait that many innovators and problem-solvers possess.  It is one that employers seek out.

Can a mindset be altered?  Can an individual with a fixed mindset develop a growth mindset? Studies conducted by Mindsetworks, founded by Carol Dweck,  suggest we can indeed change a person’s mindset from fixed to growth, and when we do, it leads to increased motivation and achievement. In a study in which seventh graders were divided into one group that received memory training and a second group which were given training in growth mindset the first group continued to show declining grades, but the growth-mindset group showed a clear rebound in their grades.

Growth Mindset is not directly addressed in British Columbia’s redesigned curriuculum but is a good fit with he Personal Awareness and Responsibility Competencies which include self-determination and self-regulation.

In exploring Growth Mindset I discovered a wealth of resources that explain and illustrate Growth MIndset.  I curated them in a Symbaloo lesson.  Curious to learn more?  Click on the link and let the journey of discovery begin!

http://lessonplans.symbaloo.com/start?accessCode=41113

References

MindsetWorks (nd) Decades of Scientific Reserach that Started a Growth Mindset Revolution. Retrieved 21 January 2017 from https://www.mindsetworks.com/science/

British Columbia MInistry of Education. (2017) Personal Awareness and Responsibility Competency.  Retrieved 21 January 2016 from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PersonalAwarenessResponsibilityCompetencyProfiles.pdf

The Antidote to Burnout

The topic of teacher burn-out and the importance of self-care got me thinking about an article published by Lisa Dabbs in Edutopia titled 20 Tidbits for New Teachers.  The article contains some good advice for new and veteran teachers.  Amongst the tips is build relationships; collaborate, ask for help, be willing to grow, get a mentor and, of course, make time for r&r.  Dabbs (2011) is clear that “If you don't take time for rest and relaxation you will crash and burn.”  In her article 5 Tips for Avoiding Teacher Burnout Hertz (2014) also identifies the importance of self-care in preventimng teacher burnout and encourages teachers to maintain their “other” life outside of school by exercising and socializing.

I will be the first to admot that pursuing my Masters degree while working full-time has meant that self-care has not been a priority.  I succumbed to my addiction to Coca Cola and have been more sedentary than is healthy.  Fortunately my personal trainer (otherwise known as my golden retriever Tucker) gets me out for a two kilometer walk most mornings before work.  I also have a colleague at a different school that I talk to regularly which both provides an opportunity to socialize and discuss work-related challenges.  This is a start, but it’s not enough.  My present challenge is, where do I find the time and energy?  I am already stretched with work, studying, professional learning groups and other professional development initiatives.

So what can I do that I can fit into my packed schedule?  Journaling at the end of the day before bedding down for the night is a possibility.  I also love movies.  I am an escapist.  It has been a long time since I have been to the theatre.  There are a few movies I would like to see.  Taking the initiative to invite someone to go with me to see a movie and leave the real world behind for a few hours would be welcome and something I could pursue.  

Having completed two marathons I am a big believer in an active body supporting an active mind.  Exercise, and running in particular, has taken a back seat as of late.  My dog is aging and his muscles no longer respond to running and I would feel guilty leaving him behind while I run by myself so we now take shorter walks.  Looking at the list of potential activities posted in the OLTD 509 Quest I think it is time to identify other means of being active.  I have a stationary bike that I could use before settling down on the couch to study after work and I am sure the Internet is abundant in quick exercise videos.  It is time to make activity a priority again. According to Robinson et al (2017) people who exercise regularly tend to do so because it gives them an enormous sense of well-being. They feel more energetic throughout the day, sleep better at night, have sharper memories, and feel more relaxed and positive about themselves and their lives.  That is reason enough for me to make it a priority again.

The activity that I do that promotes my emotional well-being the most is not on the list.  Spending time with my pets has always been what grounds me.  Nothing soothes away the stress of a difficult day like cuddling with a cat or petting a dog.  Best of all, they are never too busy to listen. I have been known to say that fur is the fix.

We have all heard the saying, “If Mom ain’t haopy, nobody’s happy.”  I suggest that this is true of anyone in the position of a caregiver.  It is not selfish to make yourself a priority every once in a while.  It’s necessary.

So, in the interest of being a better teacher I am going to continue to begin my day with a morning walk but I will investigate ways I can incorporate more activity and socializing nto my tight schedule.  Maybe that new J.K. Rowling movie is still playing.  Popcorn, anyone?

References

Dabbs, Lisa. (2017). Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/users/lisa-dabbs

Dabbs, L. (2011). 20 Tidbits for New Teachers. Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/blog/20-tips-new-teachers-lisa-dabbs

Hertz, M. (2014). 5 Tips for Avoiding Teacher Burnout. Edutopia. Retrieved 8 January 2017, from https://www.edutopia.org/blog/5-tips-avoiding-teacher-burnout-mary-beth-hertz

Robinson, Lawrence  and Jeanne Segal, Ph.D., and Melinda Smith, M.A.(2017) The Mental Health Benefits of Exercise: The Exercise Prescription for Depression, Anxiety, Stress, and More). Helpguide.org. Retrieved 9 January 2017, from https://www.helpguide.org/articles/exercise-fitness/emotional-benefits-of-exercise.htm

TGIF

I like to be prepared.  Probably because I am a am a self-professed control freak.

That is why I stayed at school until nearly 6:00 last night and why I was there at 7:25 this morning.

I am aware that you can't be prepared for everything and that plans can often go awry (particularly when 6 and 7 year-olds are involved) but it is somewhere to start.

This morning after I had walked the dog, showered and dressed I stopped by the dam to collect fresh water for the class tadpoles and arrived at school at 7:25 with my Starbucks hot chocolate in hand.

I proceeded to unstack the chairs and place them at student desks and turn the computer on.

I love how peaceful the class is before everyone arrives.  In those moments the day ahead is perfect.  

The day never unfolds exactly as you imagined it.  But that doesn't mean it can't be good.

Today was pretty good.  A few barometer students were away again so the energy was calmer.  This enabled me to focus on other students with needs.

There is one girl in the class that I am increasingly concerned about.  She has had problems with theft and honesty.  Today she seemed to be the instigator in several altercations.  She claimed to pushed down by one student and a few minutes later, hit by another student.  She was the common denominator in both incidents.  She denied any culpability but further investigation unearthed details that indicated she held some responsibility for each incident.  I spoke with her mother when she picked her up early for a dentist appointment.

I have been pulling certain students to the back table to work with me in small groups to help contain and focus them.  For the most part it is working well.  Proximity is often a helpful tool.  Unfortunately it means I am pretty unavailable for other students.  This is an aspect I am not particularly fond of with this strategy.

One student chose to mope in stead of joining us so after ensuring that he knew he was welcome to join us whenever he chose I ignored him.  He eventually did come to the table but did nothing.

Our weekly visit to the courtyard garden can be a trigger for some students.  It is less structured and some don't do well with that.  I decided to be proactive and send them to the support room with work before we went to the garden.  This worked well for the most part.  The exception was the previously mentioned girl who aggravated another student to the point where she began hitting her.  I did react instinctively and raised my voice.   Not the best response, I admit.   I had to get the support worker to get the support room worker to come one girl why I talked with the other.

The afternoon was filled with a successful activity about frogs, outside gym time our weekly desk clean and centers.

I was pleased to be able to tell the parents of one girl who can be disruptive and belligerent that she had had an awesomne day.  In fact, she had done some of her best work.

I didn't handle one interaction as well as I might have.

I have been frustrated by a student bringing coffee (often a large, filled with LOTS of sugar and cream) with him in the morning.  He's seven.  I am not the only person who thinks this is not a good idea.  I have put a note in his planner to that effect.  The Teacher in Charge was going to call his mother.  He handed his coffee over to me without argument his morning and asked for it at the end of the day. I gave it back to him.  I also told him next time I was going to dump it down the drain.  It did not belong at school.  If I smelled coffee I was going to call his mother.

A little harsh, I admit.  However, it has been going on for weeks.  I can't control what happens at home but I can control what is brought in my classroom.  

What other options do I have?

That is the question I am going to consider this weekend  TGIF.