A new school year is budding: I teach in a multi-track year round school, and our students’ first day of school is tomorrow. Weboth have wonderful staff members returning and are welcoming a large number of new staff members to our building. The faculty kick-off last week was truly exciting.
We have a very large staff, and we learned from a clicker session by our media specialist that we are almost exactly divided into thirds between Baby Boomers, Generation X, and Generation Y.
We viewed some funny & informative clips from speakers on generations in the workplace like Jason Dorsey and Cam Marlston like this and this, as well as looked at other information. Teachers were asked to reflect and discuss which parts pertained to them and which did not. It all led to a really rich discussion of our staff, the strengths of each generation, and led to what it means in terms of technology and instruction.
We then shifted focus from who we are …to who we teach.
“My neighbor’s kid has been in Wake County schools for six years, and his school has changed six times. He has no childhood friends. Why does the county do that?”
I have no answer for this stranger who, upon learning I am a public school teacher for WCPSS, demands it. His tone is curious with only a hint of accusing. He knows I personally did not set any policies, but he’s grappling for a logical reason. Some counter argument which I cannot provide. This county is infamous known for the sometimes contentious board meetings and how it repeatedly rearranges student reassignment. Though the news has explained they are touting choice and address-based models and assuring students will be “grandfathered in”, it does not always seem to coincide with the stories from some parents like this one speaking to me now.
Actually, as a parent I know little about it as well. I am fortunate that the county accommodated my request to have my son at the year-round elementary school that is adjacent to and feeds into the middle school where I teach. There’s even a bus that runs to and from the school to bring him from and deliver him to my school. Therefore, I missed much of the agonizing analysis many parents experience.
I started using Edmodo over the past couple of months. Specifically, I offered it as one option to complete a reading project. I’d thought having a smaller group of students to start would help me ease into it, however over 75% of my 109 students opted for the Edmodo choice instead of the more traditional alternative.
I used the Edmodo quizzes as part of the assessment for the project. Now having used them, I see the quiz feature as having a likely future in my classroom as formative assessments, such as homework, as opposed to actual “quizzes”. Edmodo does not allow retakes easily and both the timed feature and occasional glitches in the system make quizzes that “count” stressful. However, the instant feedback it provides would be very vaulable in the formative stage and would reduce class-time reviewing answers on completed assignments, allowing for more time on new, engaging tasks and collaboration.
My work with my Kenan Fellowship started a collaborative chapter this past week. The four other ELA DPI Kenan Fellows and I came together to the NC Department of Instruction for the first time. We’d been using the NC DPI Self-Study Binders to delve into the common core independently, and had a very intensive nine-hour study of the common core Monday to kick-start our journey together.
I realize now there is so much in the Common Core that will have me fundamentally looking at my own instruction, and major instructional shifts will happen for all educators of literacy and English Language Arts: Continue reading Vol.#3: Paralysis By Analysis→