Today I gave my students permission to walk out of my class #IMMOOC

This week I attended and presented at #ICE18. It was an incredible conference as usual, filled with lots of passionate educators sharing their ideas and building networks of support. One of the best things about being an adult at a conference (or at an EdCamp) is that if what you walk into isn’t what you thought it would be, you have the freedom to get up and find something that suits your interests, passions, or needs better. No one batted an eye when participants showed up late or left early. In fact, those actions are not only welcomed but are actually encouraged if it means growth is happening. I was thankful that as a student in those sessions, I had the ability to decide for myself.

Then last night as I listened to George Couros, Katie Martin, and AJ Juliani talk about innovation and compliance in schools during season 4, episode 1 of the #IMMOOC, I had an epiphany. How many of my students would walk out of my room if they weren’t worried about the repercussions of doing so? What would it tell me as a teacher, and how could it help me change my practice if that were an option for them?

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So today, I shared that reflection with one of my classes, and I gave them the permission to leave my room if they needed me to change. Here are the parameters:

  • They have to physically walk out of the room. For one, sometimes kids look disengaged when they aren’t, and other times they look interested when that couldn’t be further from the truth; the visual of their leaving the room leaves nothing to be assumed. On top of that, no one has to raise his/her hand and say, “This is boring, Mrs. K.” Yes, I want to teach my kids to ask politely and appropriately for what they need, but I also think it might be a better approach to allow them to challenge my practice silently at first so that when they return, I can be the one to start that dialogue and help them frame a response.
  • They have to come right back. This is where the conversation between George and AJ comes in. Last night, George mentioned to AJ that there is certainly a place in education and the world for compliance. He said something to the effect of, “You can’t submit your taxes to the IRS on Google Slides if you feel like it.” Likewise, kids can’t just leave school. I want to help facilitate their learning, and at the end of the day, all kids want to learn. Both entities want the same thing, and walking away wouldn’t be the best way to accomplish that.
  • They have to tell me what I’m doing wrong and contribute ideas to make the activity better because that conversation is the key to a solution. We’ll redesign in the moment together so that the kids have a say in their learning, and hopefully, that empowerment will be a motivating factor for them as well as a great opportunity for me to improve for them.

 

 

For me, this is an innovation. I’ve asked for feedback before, but this is new because I’ve gotten that previous feedback when I ask for it. Instead, this change allows the kids to give me feedback at any time, which is far better because I’ll actually get that feedback when they need the change; however, there are also parameters with which they have to comply because life is filled with situations where compliance is necessary. They’re not allowed to come and go from school as they please (yet), so I’m trying to innovate inside the box (and still push it out a little bit).

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The economy of a school

I currently teach an interdisciplinary US History/English III course with my teaching partner Chris. Developing this course and co-teaching have been the two most incredible challenges I’ve faced in my time as an educator, but they have also been of the most rewarding experiences because the thinking and creating we get to witness from students on a regular basis is nothing short of inspiring.

Let me go ahead and admit that not every day is awe-inspiring. (We’ve even had a few days that could almost be called awFUL.) But after over a term together, we’ve found our way — all of us — and we’re seeing together just how much can be accomplished when we take a risk and try a different approach.

One of those beautiful moments came on the second to last day of this past unit. As a wrap up before the kids presented their Company Consulting Projects in our Economics unit, we asked them to:

Read:I, Pencil” by Leonard Read
Watch: “I, Pencil, the Movie”
Respond: How many people does it take to make a pencil?  What does that have to do with the economy/markets?

It was a pretty open-ended question, but overall, we were hoping they would make the connection that economies are complex and influenced by many factors, from major entities like governments all the way to the individuals who take part in producing and consuming goods and services.

One student’s take on the material and the link of human capital to successful economies was particularly noteworthy to me, as a teacher:

All the people whom have something to do with the creation of a pencil work towards making it. That is what it has to do with economics. Every job which someone performs has an influence on an element of the world. A teacher has an influence on a student. That student may be working at the supermarket and has an influence on the customers of the supermarket. That customer goes home to his/her family and has an influence on them. …[Those kids and parents] go to their work [or school] and they have an influence on their coworkers. On and on and on.

My point is that everyone has an influence on something. Just by talking with someone we are changing the world, and we do not even know it. That is why the waitress, who gives the woodworkers coffee, has an influence on a pencil.

She had other things to say related more closely to the unit, but for our purposes today, there are two major takeaways from these words, I think.

For one, our students see that interactions matter. The other day I read a post shared on Facebook by Jennifer Gonzalez who authors the popular Cult of Pedagogy blog. The article, titled “Why Aren’t We Rude to Grown-ups the Way We Are Rude to Kids?,” is more than worth the few minutes it will take you to read through it. In it, writer Ben Martin points out that we often speak to kids impatiently or even rudely. He reflects honestly, which helps the reader, specifically this teacher, think about all the times I may have been impatient or acted frustrated with students. And while my students often joke that it’s hard to take me seriously when I need to be stern because I’m often pretty smiley, I know there are times I’ve said the wrong thing and negatively impacted a student.

According to my very own student, our actions, reactions, and interactions mean everything, and continue to impact our students long after they’ve left the room. That’s a responsibility we can’t afford to take lightly.

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The second takeaway is about the importance of teachers specifically. No where in this unit did we discuss schools, and yet, my student’s example of an economy began with the influence of a teacher on not just her/his students, but as a result, on the world. Let that sink in for a minute. You matter. A lot.

The economy of a school is determined by the educators in it. How will you contribute to the strength or growth of a stronger “economy” in your school?

 

 

 

#IMMOOC: The gift that keeps on giving

In my relatively short teaching career, I’ve experienced a lot of changes. Before I was certified, I taught a reading lab at a university in Tennessee, then became certified in Texas, and early in my first year teaching there, I found out my husband had received orders to Illinois. When I started teaching here in the Land of Lincoln, I can’t tell you how many times I said both to myself and to others that I was thrilled not to have to undergo any major changes for a while. Little did I know the biggest changes were yet to come.

Fast forward a year. Our district Instructional Technology Director, Joanna (@joannacarroll96), came into my room raving about this new book The Innovator’s Mindset. She said just reading the intro gave her chills. I believed her, but also believed that if I took on one more work-related thing either my head was going to explode or I might have to reconsider my career choice. It sounded like a great book, but I filed it away into the folder in my mind labeled “Hope to get to; probably won’t.”

Joanna is persistent, though, and she’s good at her job. She made sure to mention it periodically, and when the author, George Couros (@cgouros), announced that he and Katie Martin (also amazing – follow her at @katiemartiedu) would be moderating on open, online course about the book, she not-so-subtly encouraged me to do it with her. I’d join and lurk, I decided, but it only took half of the first chapter to realize that I wasn’t going to be a lurker.

The last week of the #IMMOOC, I blogged that the end was really just the beginning. In that post, I reflected on the change I experienced over those few weeks:

Over the last few weeks, I have noticed a huge change in myself, both as a person and as an educator. It is amazing what fueling your passion can do for all aspects of your life. I have had more energy for my family, for my students, and for myself, and it hasn’t been an energy burst — like the kind I need for a week or two when I have a lot going on. That type of energy isn’t sustainable, and when the busy weeks are over, you’re left feeling empty — drained. The energy I feel now fills me up and keeps me constantly pushing for more. If I was asked to explain what innovation does for a person, that is how I would describe it: fulfilling in innumerable ways.

I had been so worried about what the book study might take away form me: time and energy. Instead, it only gave: fuel for my passion, permission and encouragement to be the educator I’d been fighting to be, a growing PLN to learn from and share with, and an energy I’d never known before. And those gifts keep on giving a year later. Before beginning, the thought of one more change in my life exhausted me. After five short weeks, this was what I had to say about change:

Sometimes we are scared to change our ways for fear that that means we’ve been doing it “wrong,” when in reality, we need to see every iteration of what we do as a step towards something better, even if that something better is always changing. That doesn’t mean we’re “throwing out the book” of our past experiences and successes. It just means that the book is a living document and we get to add to it all the time.

I’m not exaggerating when I say The Innovator’s Mindset and #IMMOOC changed my life, and minus the cost of the book, it’s FREE! If you’re even considering signing up, please read Annick Rauch’s post about what the book study entails (and to answer your question: Yes, I “met” her through #IMMOOC!). If you’re ready, you can go straight to the sign up!

And if you do sign up, please comment to this post or tweet me @MrsKrolicki_phs with your Twitter handle and blog so that I can follow you! I can’t wait to get started on round 3 with you!

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Hug your students

…or give them a high five. Or a fist-bump. Or a pat on the back.

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Every morning starts the same way for me. I drive my daughter and I to school, we drop my things in my room, and then I walk her over to her elementary school to begin her day. Then I walk back, smiling and wishing a good day to all the kids walking on the sidewalk or into their first classes. Somewhere in that routine every morning, I get a hug from at least one former student of mine. Every. Single. Day.

I feel like I need to stop to address the elephant in the room: Yes, I hug my students. If they ask for one, if they reach out, if they are crushed or sad and I have asked if they need one, I hug them. Sometimes it’s a high five (or an air high five) or a fist-bump or a pat on the back, but sometimes it’s a hug. I’m in the low-paying, high-need, extraordinarily rewarding, all-consuming, emotionally-draining, incredible business of education (aka relationships), and if a student asks for a hug, I won’t say no…

…because I don’t know what they just walked out of before they walked into my room.

…because some of them have told me that they hate the weekends because school is more stable than home.

…because it’s a compliment that they want to hug me.

…because they might not be able to remember the last time someone hugged, high-fived or fist-bumped them.

…because someday in the not-so-distant future, each and every one of these kids is going to leave our classroom and our school, and I want them to be kind, compassionate, empathetic humans who make others feel important and loved.

One day last year, one of my junior high students made an incredibly poor decision in the way he treated another student in our classroom when I was out for the day and had a sub. When I returned and heard about his behavior, my principal and I had a discussion with him that, although calmly delivered and threat-free, resulted in his breaking down in tears. Instinctively, I put my arm around his shoulder. In that moment, he was scared and he lied, but I stayed.

Later in the day, he came up to me and told me the truth: He had said the terrible things we asked him about, but he was scared to disappoint me any further than he already had. When he finally unloaded the real story, he said: “Thank you for comforting me even though you were disappointed in what I’d done and you knew I was lying. I just didn’t want you to be mad at me.”

That was the moment that I truly understood the power of a hug (or a high five or a smile or whatever you’re comfortable sharing with your kids to show them you care). It hadn’t even crossed my mind at the time, but what it showed my student was that he could count on me to be in his corner no matter what. I would continue to respect and care about him as he made mistakes and learned how to be a good person. I wouldn’t turn my back if he messed up; instead, I’d stand next to him and help him find a way to pick up the pieces.

In education, the importance of authenticity and relationships can’t be overestimated. If the kids know you care, their investment in your class increases. I share my faults with them, I admit when I’m wrong, and I apologize.. If I’ve learned anything from the educators I read and respect, it’s that the three most important aspects of education are relationships, relationships, and relationships.

I learned it from my favorite professor in my graduate program, Dr. Lynn Masterson at Texas Sate University, who modeled for us every day what a positive classroom culture and a culture of writing can do for students. I learned it further from Susan Shires, my cooperating teacher at Steele High School in Cibolo, Texas, who knew her students so completely and took the time to really know and invest in me. I continue to learn it every day from my current principal, Rich, who makes knowing kids and teachers his business, even when his other responsibilities as principal feel overwhelming. I learn it from people like George Couros, Adam Welcome, Todd Nesloney, Joy Kirr, and many more, who write incredible books and blogs that shift my perspective and strengthen my resolve to be the best teacher I can be for the students I serve.

And if you’re a friend, colleague, student, or acquaintance who has ever hugged me, know that you’ve impacted me positively through the care you’ve shown when I needed it. I appreciate you.