Do You Know Me? The Voice of a Disgruntled Student in a Boring Class

First published here on GettingSmart on 3.26.2014

Dear Boring Teacher,

Do you know me? I’m the sixteen year-old bedecked in hand-me-down Nikes, baggy jeans that reveal a little too much of my Hanes boxers, and a faded t-shirt that says something borderline rebellious to bolster my cool points but under the radar just enough to avoid trouble in school. My name might be Juan, David, Sebastian, Terrance, Niran, or Abdul. Doesn’t matter. Totally irrelevant. But for the sake of moving forward here, let’s just call me Student X. Heck, I feel like a data entry most days anyway.

Do you know me? I sit in the back left corner of your classroom of thirty-five teenagers. If you look beyond my embarrassing acne and disheveled hair, you’ll surely get a glimpse of my zombie eyes. But don’t mistake them. It’s not that I’m geekin’ on some drug of the week. No. Far from it. In fact, if you knew me, my true character, you would know that I detest those poisons. Nah, the glazed-over trance as evidenced by my eyes is strictly boredom induced. You see, it’s simple. I hate your class.

Do you know me? You may find it hard to believe, but I’m quite the creative talent. Rather secretly, of course. It’s not like I get the chance to show it in your classroom. Bet you didn’t know I have my own studio at home, did you? I’m not trying to tell any lies ‘cause you know the truth is that my studio isn’t much to look at. An old Lowe’s outdoor shed the previous renters used to store their lawnmower and yard gear. Well, you know what I did? I ran some extension cords and lights out to my musical get-a-way. Later on, I scored big on a hoard of cupholders from Mickey D’s and tacked those cheap acoustic pieces all over my studio. With help from my more affluent friends, we added the essentials: a laptop with Mixcraft, a couple of old mics, and whatever else we could squeeze into that tiny shack. Even a couple of guitars. Honestly, you might be surprised by my talent. Not to brag, but I play with figures of speech like Kevin Durant toys with opponents with the orange rock in his hand. No matter how you look at it, we both drop it like it’s hot and create the thunder.

Do you know me? Chances are….no. You see, when my afternoons are filled loading our own YouTube channel with jams written and performed by me and my friends, those dang worksheets you drop on my desk every day don’t inspire me too much. Nope! Probably won’t ever hear me say, “That worksheet really changed my life.” Truthfully speaking, I stare back at those sheets with enough anger and frustration that it’s a darn miracle they don’t spontaneously combust. Be kind of funny if they did catch fire, though. Maybe I’d get a little attention while sparking some interest in the class.

Do you know me? I don’t think so. Just curious, though. Why can’t we be creative in your class? Why can’t we take the assigned standards, get with some of our peers, and create to show you what we know? Never can tell. We may just blow your mind. Think about it. Wouldn’t it be awesome to sit back with your grading rubrics and listen and watch as your students amaze you with authentic projects that tap into their own personal interests while mastering the learning concepts? It would be like an educational party. You might even hop out of bed the morning of the presentations with a rekindled spirit for teaching. Lord knows, any flash of excitement or energy would be an improvement from your normal lethargic, I-don’t-want-to-be-here-but-I-have-to persona. Just sayin’. If you need any help getting over your self-imposed impediment for allowing students to be creative, just pretend there is a universal standard that reads like this: “Ignited by the opportunity for creative expression and fueled by talent-based, intrinsic motivation, students will relentlessly pursue higher truths and knowledge to create lives replete with challenges, service, integrity, happiness, fulfillment, and success.” We can call this standard TSBR-US1 (“This Should Be Reality-Universal Standard #1). It may not be too common in many classes, but I promise it will go right to the core of all students’ learning spirits.

Do you know me? I’m a social being. I’m on Twitter, SnapChat, and Instagram. Of course, my favorite form of socializing is simply talking to my friends…face-to-face. You might never know any of this ‘cause I’m quiet as a mouse in your class. I tried the first week to collaborate across the aisle, but my will and the will of my peers was broken by the threat of being written up. Some things just aren’t worth fighting for. Especially if it awards me I.S.S., in-school-suspension, where I will undoubtedly be quiet for at least eight hours. But I get it. I guess you don’t want to lose control of the class. Control...hmmm. What an illusion. The interesting thing is, however, that a class of engaged and excited learners would probably run through a brick wall to prove to you how well they can communicate with their peers and prove their mastery of the standards. That sounds like control to me.

Do you know me? I love technology. Especially my smartphone. In fact, I call it a palmtop. Yep. It can do just about everything I need a laptop to do. There’s just one problem. Rule #1 posted on your classroom wall states, “Absolutely no smartphones allowed. Any visible smartphones will be confiscated and delivered to the office.” I’m quite sure I understand the reasoning behind this rule. I wonder, are you aware of the gazillion apps that could help me organize my thoughts and interact with the assigned content? I mean, Evernote and the Google Drive apps alone could revolutionize my experience at school. If nothing else, they would at least get this backpack full of heavy-as-lead textbooks off my back. But, I know, I know. I hear it all the time. Teachers keep thinking this technology fad will blow over. Maybe you think the same. I’m sure when the automobile was created there were many people unwilling to give up their horses. I can hear them now: “I don’t need no darned auto-mo-bile when I got my trusty horse. Why would I need to get anywhere in an efficient manner?” Yep. They probably thought the new technology-on-wheels would fizzle out. You know…kind of like the light bulb did. Well, since the world now has more smartphones than toilets, perhaps it is time to flush that notion down the drain. Sorry this letter wasn't written a bit better. It would certainly be a stronger composition if I were allowed to learn my way. You know, brainstorm with my peers, look up resources on the internet, speak my essay into my phone using Dragon Dictation, and ultimately create a heartfelt essay that would jolt you back into the year 2014. But instead, I simply completed my assigned worksheet in a matter of minutes and spent the remaining class time scratching this out. Bet you didn't know that.

 But maybe you know me by now.

 The funny thing is... I'll never forget you.

 Sincerely,

 Student X

6 Steps Taken by an Indecisive Squirrel and a Creative Teacher

First published here on GettingSmart on 4.15.2015

Perhaps it sounds a bit nutty, but I believe two of the most mesmerizing sights are that of an indecisive squirrel scurrying to cross a street and a passionately creative teacher immersed in her craft. In fact, I believe these two actions are nearly identical in nature. Throw out, of course, the furry tail and rodent-like incisors, and a shell of curiosity is cracked to reveal a common pattern of fearless originality. Let’s take a look at the six steps taken by an indecisive squirrel and a creative teacher.

The Impetus

“Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!” –Dr. Seuss What is the impetus for a squirrel’s gutsy and multi-directional traversing of a road? Who the heck knows. One thing is for sure. A seeming impulsivity to act on an idea or thought is shared by both an indecisive squirrel and an innovative educator. The ignition point for a teacher’s creativity can stem from nearly anything. A commercial. A song. A movie. A late night talk show. A novel. A vehicle. A sport. A website. A board game. An app. A night out with friends. A theme park. A camping trip. A workout. An impromptu conversation. A student’s comment. A “just about anything” can serve as the impetus to classroom creativity if an educator remains open to the possibilities. Like Dr. Seuss says, just think.

The First Steps

“You have to be burning with an idea, or a problem, or a wrong that you want to right. If you’re not passionate enough from the start, you’ll never stick it out.” –Steve Jobs Have you ever been traveling down a two-lane road only to witness a squirrel nervously and sporadically take its first steps to cross a road? It’s almost as if you are a rolling audience to a furry version of a James Brown or M.C. Hammer dance. If so, then surely you appreciate the energy and lack of complete confidence it exhibits as it musters up the courage to continue the journey. Most teachers act the same when embarking on a creative endeavor. In the beginning, the self-checking questions abound. “Do we have time to implement this creative activity in class?” “Will students be engaged and learn with this lesson?” “Will students rock out the lesson plan only to be assessed in a totally different (and boring) manner by a standardized test?” “Will my administrators think my cheese has slid off its cracker if they walk in to witness such ‘learning noise’ and excitement for an assignment that does not stem from a worksheet and textbook?” As Mr. Jobs so clearly states above, if the fire is present during the first few steps, all these potentially stifling questions will turn to ashes as your creative classroom adventures ignite with passion.

The Point-of-No-Return

“Creativity requires the courage to let go of certainties.” –Erich Fromm Just like the squirrel who is already too far in the road to turn back and risk the danger of being flattened or nearly worse than that… returning to the same stagnant place, the creative teacher must recognize the point-of-no-return with any imaginative projects. Abort after too much time invested, and the students will resent your decision. Make large, rash and assignment-altering changes after the point-of-no-return, and you risk losing the students’ trust the rest of the school year. Let Fromm’s comment push you forward as you ultimately break free and let go of all but one certainty…knowing your students will complete a lesson worth remembering.

The Dance

“Creativity is an act of defiance.” –Twyla Tharp Okay, surely you have seen “The Dance” performed by the road-crossing squirrel. If so, you are giggling to yourself already. You know what I mean. That little herky-jerky, side-to-side choreography of moves enacted by the squirrel somewhere around the center line of the road. To be honest, no one knows what the squirrel is experiencing at that time, but one can imagine long enough a squirrel so exuberant at having survived the temptations of the point-of-no-return that the only form of expression worthy of such liberation is that of a traffic-dodging, look-at-me-working-it-on-the-double-solid-center-lines asphalt disco. Pretty nutty, huh? The innovative teacher, also having broken free of any doubts, performs “The Dance” too. Sure, these spirited moves might not take place in the middle of the road (if they do, I’m not judging), but they do take place. Think more of a classroom “dance” in which the teacher, wide-eyed and full of smiles, appears to glide from station to station, student to student, and team to team as she does her best to guide her pupils’ inventive concepts and to manage the good stress of facilitating such an enthusiastic classroom. As Twyla intimates in her quotation above, the creative teacher defies the traffic of standardized, multiple-choice testing and a “teach-as-I-was-taught” mentality by dancing right in the center of where all action originates. The heart.

The Mad Dash

“Anxiety is the handmaiden of creativity.” –T.S. Eliot The mad dash occurs near the very end. And anxiety is its theme. Just like the squirrel who only has a few feet left to safety, the creative and risk-taking teacher feels one last rush of “What ifs.” “What if all this time has been wasted under the guise of fun and busy-ness?” “What if the discouraging and negative comments from my colleagues were right?” “What if clueless parents attack this innovative process?” “What if…” “What if…” But, what if the resourceful educator has an understanding that anxiety is actually serving and assisting creativity? You know, kind of like that final rush of adrenaline in the squirrel as it dashes to the other side knowing all too well that another predator of rolling rubber is just feet away. Doesn’t that make adrenaline its temporary friend? It’s no different with anxiety and creativity. They go hand-in-hand.

The Finish

“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry.” –Albert Einstein Ahh, thank goodness. Finally, the finish line and all its rewards. Peace. Contentment. Celebration. Validation. All justified by the students’ projects, presentations, and personal representations of knowledge acquired. Of course, there will be more roads to cross. More traffic to dodge. More tough nuts to crack. That’s okay, though. Just like a squirrel whose nest resides in a tree, the creative teacher rests high above all others and has a vantage point that many may never try to imagine. For more blogs by John, check out:

• Slow Jam The Poem: A Jimmy Fallon Inspired Lesson Plan
• The Ghosts of Education
• The Students Have Spoken: Will You Listen?

The Tao of Blended Learning

(Originally published on gettingsmart.com on September 23, 2013.)

Seated oh so uncomfortably in a rickety, wooden chair and behind a weathered, hand-me-down teacher’s desk littered with white stacks of ungraded essays, I stretched my aching neck and scanned my classroom of thirty-four students. High school teenagers in a Language Arts class. Some pretending to silently read with their heads propped up on tiring, wobbly arms. Others didn’t even bother to fake it. Their heads rested on the presumably all-knowing but extremely outdated textbooks while thick strands of drool oozed like sedated snails from their mouths.

A slight, sitting adjustment from me emitted a sound not unlike the chopping of kindling with a hatchet. Heated by sudden jolts of adrenaline produced by the “Oh, my gosh! Is the teacher staring at me?” look, a few eager-to-please students stirred and re-shifted. Unengaged and motionless, like mannequins in neat rows of yellow-topped desks that included right-handed armrests, pencil holders, and welded undercages suited for holding other textbooks or maybe 45-lb. weightlifting plates.

All was quiet. No talking. No chaos. No passing notes. No smartphones visible.

After all, students knew the rules. Heck, they were posted, all twenty-two of them, right next to the hanging wall clock.

A controlled environment with no problems.

And the students? Well, they were busy with their assignments. They had life-changing worksheets in front of them. I told myself without a doubt, learning was evident.

But my internal self-assurances were interrupted by the creaking of the opening door.

Could it be time for another observation? Perhaps I should pop up and begin a riveting, mono-toned lecture with a PowerPoint slideshow. Was Principal Justin X. Ample about to confirm my awesome teaching skills?

Nope. Dr. Ample was nowhere to be found.

Only Bruce Lee.

Yep, bedecked in a yellow jumpsuit with a thick, black stripe on both sides, the King of Kung Fu, the creator of Jeet Kune Do, and the philosopher who was mistaken to be a martial artist first, stood with a wide base and hands on hips.

“Totally nontraditional teaching attire,” I sarcastically mumbled to myself, too intimidated and awestruck to say aloud.

A quick movement of his right arm and extension of his index finger (yes, with action sound effects) pointed the way to a golden ladder in the middle of the room. The rivets that held the ladder together were emblazoned with black and white yin-yang symbols, and a sign containing the Chinese symbol for “change” beckoned us to climb the steps.

After taking five steps up the ladder and shifting a tile from the hanging ceiling to the side, Bruce broke his silence and said,

“The doubters said, ‘Man cannot fly.’ The doers said, ‘Maybe, but we'll try.’ And finally soared In the morning glow While non-believers Watched from below.”

I knew I had two choices: 1. Follow Mr. Lee up the ladder, through the ceiling, and into the unknown or 2. Get my butt kicked by a Kung Fu master before I could even blink. Remembering a painful thrashing I received from an older middle school foe many moons ago, I swallowed my fear of the unknown, embraced my curiosity, and ascended the ladder.

And what about the thirty-four frozenly bored students I was leaving behind? It was no use. After the way I was teaching, they would not have followed me to a cold water fountain even if they had just spent a week in the desert. Sad but true.

Looking up through the ceiling, I climbed every so cautiously as Mr. Lee’s yellow jumpsuit faded into black nothingness. A whispering echo from above guided me out of my stagnant classroom…

"If you always put limits on everything you do, physical or anything else, it will spread into your work and into your life. There are no limits. There are only plateaus, and you must not stay there, you must go beyond them.”

Call it Star Trekkish, or whatever you want, but the moment my feet left the top rung of the ladder, I was transported into an unreal, almost unbelievable, classroom.

My first perceptions? Sound... and movement... and excitement… and creativity… and engagement… and learning. My educational sidekick (pun definitely intended) led me to an area where a team of ten students were using online instructional videos to solve math equations. They transcribed their newfound knowledge on dry-erase boards, took smartphone pictures of their colorful creations, and uploaded their digital notes to a shared folder in Evernote. Their learning was organic, spontaneous, and definitely collaborative. However, I couldn’t squelch my pessimistic side, and my knee-jerk reaction blurted out of me, “Well, certain circumstances don’t allow for such activities, especially with the use of smartphones in class, and I don’t---” My negative rambling came to a screeching halt with a bold look and a terse reply from Bruce, “To Hell with circumstances; I create opportunities.” (Gulp) “Yes, sir,” I replied with a crack in my voice. I continued to follow Mr. Lee, lest my skull be thumped by lightning-fast nunchucks. Truth be told, however, I was so eager to learn, so eager to break forth from my sedentary and traditional mode of teaching. I yearned for an enthusiastic learning center, a place where students had a voice about their own education. In essence, a place where they wanted to be, not had to be. The next learning zone exhibited five students who were choreographing a dance to interpret certain aspects of the Spanish culture. With each new move, students articulated their explanation in their infantile language. Each moment of the dance was intentional. The music, the clothing, the meticulously timed steps. And the process of creating the dance? It was clearly spontaneous and highly collaborative. My professional insecurities and fear of change must have taken hold of me again. “Well, I don’t like dancing. I don’t even know if I’d ever have them do something like that.” My discouraging remark elicited a soft chuckle from Bruce. He said, “A good teacher protects his pupils from his own influence.” I rolled my eyes, more of a gesture of how inferior I felt when surrounded with such greatness than a judgment of the current classroom. Our next stops revealed even more learning power. We witnessed green screen acting, collaborative writing with shared Google Docs, team movie editing with WeVideo, and virtual conferencing with schools in other districts via Google Hangouts. Whether teacher-led, student-driven, or digitally inspirational, the entire classroom was an energizing magnet for curiosity and zealous learning. I had seen enough to know that I stunk as a teacher. I felt like a waste of a college degree. Change was needed. “But how?” I asked. “You must be shapeless, formless, like water,” Bruce answered. “When you pour water in a cup, it becomes the cup. When you pour water in a bottle, it becomes the bottle. When you pour water in a teapot, it becomes the teapot. Water can drip and it can crash. Become like water my friend.” I smiled, and Bruce reciprocated my attitude with the offering of a fist bump. I obliged and said, “I guess it’s about change, flexibility, huh?” “Yep,” he responded. “Notice that the stiffest tree is most easily cracked, while the bamboo or willow survives by bending with the wind.” BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! BEEP! My alarm clock jolted me back to consciousness, and I rolled out of bed and into the morning routine of shower, coffee, breakfast, kids, and work. But work was not routine. Nope. Never is. In fact, the moment I reached to open the door at the E.P.I.C.C. Academy, I was greeted from behind by a group of eager students waiting to record in our music studio. 7:30 in the morning. Excited students. An eager teacher. A creative classroom. That’s when it dawned on me. “Hmmm, so this is the Tao of Blended Learning,” I mumbled. “What’s that, Mr. Hardison? Did you say somethin’?” asked a student. “Oh, I was just thinking how fortunate I am to experience a dream twice in one day.”

1 Question, 1 Challenge, and 11 of the Best Teacher Gifts

"1 Question, 1 Challenge, and 11 of the Best Teacher Gifts"

(First published here on GettingSmart on 12.7.2017)

Watching my thirteen-year old daughter and my College Freshman son open gifts every Christmas produces such enjoyment for me. I revel in their excitement, their curiosity, and their appreciation. With each gift, I study their eyes, their smiles, their authentic and knee-jerk reactions. And at least one gift for each of them never ceases to amaze me. Although I don’t always predict the most successful presents, there is always that one, special gift that stirs up raw, pure emotions of enthusiasm. I call it simply “the perfect gift.” I’m sure you’ve experienced and witnessed these particular occasions if you are a parent. They are easily recognizable by the tornado-like unwrapping technique, which is immediately followed by a holiday-appropriate exclamation and a spontaneous, yet ugly, living room dance that makes Carlton Banks’ boogie look like Michael Jackson’s moonwalk from “Billie Jean.” No, the collective delight from observing such an animated celebration is not unusual. So, naturally, being the prototypical, connected educator who struggles to unplug from all things academic and actually rest during the holidays, I found myself contemplating one serious (at least to me) question: What is the perfect gift for a teacher? Thanks to the recent replays of National Lampoon’s Christmas Vacation, my flat screen spoke the answer nearly every couple of hours. But the answer did not come from the Griswold family. Oh, no. It came from the antithesis of the Webster’s Dictionary. Yep. The wise one with the wise answer was none other than Clark’s beloved brother-in-law. Eddie. After learning of Clark’s prestigious Christmas bonus in the form of a one-year membership to the Jelly-of-the-Month Club, Uncle Eddie surprisingly surmised, “Clark, that’s the gift that keeps on giving the whole year.” Finally, after lip syncing nearly five viewings of the holiday classic, Eddie’s wisdom finally registered in my head. I had my answer, but before I could utter my approval, Clark chimed in with, “That it is, Edward. That it is indeed.” However, I must admit there is one catch with this flawless present. It must begin with a challenge. Read on as I unwrap a multitude of educators’ presents below and ultimately reveal the perfect gift for a teacher.

Gift #1: A Challenge

To improve, there often has to be a fire lit under one’s posterior. Well, ‘tis the season for rosy cheeks anyway, right? Perhaps the best classroom experience for any teacher is to have a student suggest, “Is this the best you’ve got?” This necessary sentiment is often expressed through nonverbal cues that practically scream “Your class is brutal!” Or through semi-respectful but blatantly honest comments like, “Your class is so boring that time just snails along as I scratch away at meaningless worksheets while the only thing that keeps me alert and awake enough to make progress are the occasional vibrations from my pocketed, and banned, smartphone.” No doubt a wake-up call is sometimes needed to joggle educators out of classroom stagnation. In fact, a challenge is the gift from which all other educators’ gifts originate. Need a jolt, I mean, a gift? Let Student X help. Warning: this gift is not for the squeamish.

Gift #2: Purpose

Once a challenge has been issued, all determined educators delve deeply into their teaching philosophies for re-examination. Maybe that coincides with current practices and curricula or maybe that simply coincides with the most important curriculum of all, the real reason teachers choose to enter the classroom…to stir up enough curiosity to send all students on a personal quest that results in self-knowledge, creativity, generosity, and happiness.

Gift #3: Vision

Challenge? Check. Purpose? Check. What’s next? A shared, collaborative, and classroom vision that can sustain the gift of purpose. Founded in 2008, Studio 113’s vision has included improvisational acting, interactive learning structures, project and passion-based learning, and off-the-chain learning practices in a stage-centered and flexible classroom. To establish this vision at the beginning of the school year, Studio 113 bolstered its creative intentions on the following lyrics from “Am I Wrong?” by Nico and Vinz.

Am I wrong For thinking out the box from where I stay? Am I wrong For saying that I choose another way? I ain't trying to do what everybody else doin' Just 'cause everybody doin' what they all do If one thing I know, I'll fall but I'll grow I'm walking down this road of mine, this road that I call home

So am I wrong? For thinking that we could be something for real? Now am I wrong? For trying to reach the things that I can't see? But that's just how I feel, That's just how I feel That's just how I feel Trying to reach the things that I can't see

Am I tripping

For having a vision?

Gift #4: Inspiration

Pablo Picasso was accurate when he said, “Inspiration does exist, but it must find you working.” In agreement, I say show me an inspired educator, and I’ll show you an amazing teacher who rocks the classroom with the zeal of the Energizer Bunny after inhaling a box of Krispy Kremes and chasing them with two Red Bulls. To be honest, observing inspired, master teachers working their craft is comparable to gazing at a work of art. They are one-in-the-same.

Gift #5: Creativity

Personally, this gift is what gets me out of bed at 5:30am every morning. Whether the day calls for interactive learning structures, acting on stage, students’ presentations, or wild-and-wacky learning activities, I can’t wait to see students’ talents and interests expressed out loud.

Gift #6: Happiness

The cumulative effect of the first five gifts is humor, laughter, and just overall professional happiness. I'm betting Confucius’ claim, “Choose a job you love, and you will never work a day in your life”, is true. I know I surely love coming to "work."

Gift #7: Community & Family

The day a teacher walks around the classroom to assist students and suddenly realizes a community and family-like atmosphere are present is a day unlike any other. Collaboration, cooperation, mutual respect, ownership of learning responsibilities, and a genuine concern for others make up the wrapping for this gift.

Gift #8: Connectivity

Breaking down the four walls of a classroom and making connections outside the local community is so liberating, and quite frankly, real-world. Today’s educational technology affords classrooms an unlimited supply of tech tools to extend and share knowledge beyond the brick-and-mortar setting. Not trying to oversimplify, but connecting to another class of passionate learners is just a few tweets and one Google Hangout away. Take a look at this assignment that took connectivity to another level outside of school hours.

Gift #9: Fortitude

I’m not going to lie. Teaching…can…be…tough. If you have ever been front-and-center in a classroom with 35 students daring you to grab their attention, then you’re picking up what I’m laying down. But that’s where a determined teacher rolls his sleeves up, plays a Springsteen song, and Charlie Hustles it in the classroom. You know what I mean. The Pete Rose in the classroom. Minus, of course, the alleged affiliation with steroids and gambling. But as sure as I am a bald-headed, forty-year old man who way out-kicked his punt coverage in the marriage department, I promise you that the gift of fortitude is invaluable. Teaching will definitely sound the alarm on a teacher’s insecurities. However, with the right attitude and toughness, that same alarm will morph into a triumphant song of success.

Gift #10: Balance

Ahhh, balance. That four-letter expletive, as many people refer to it. Highly sought after; hard to achieve. Illusive it sometimes seems. But with the unwrapping of the previous nine gifts, balance is bound to occur. Balance in the classroom. Balance outside the classroom. Balance between the following: work and home, students and family, weekend grading and recreational activities, professional life and personal life, stress and workouts, care-taking and self-care, and….well, just overall balance. And that gets us to the greatest gift of all for a teacher. Gratitude. I am grateful to be entrusted with such an important job. I am grateful to share key, and oftentimes pivotal, learning moments with students. I am grateful to witness students shrug off fear, step on a stage, and courageously share their talents, interests, and knowledge at such a vulnerable age. I am grateful to accept suggestions from the true “customers” of education…the students. I am grateful to experience the energy of students who have their whole lives, their wishes, and their dreams directly in front of them like a brilliant painter with a blank canvas and unlimited paint. In fact, gratitude is ceaseless. You might even say, “That’s the gift that keeps on giving the whole year.” And with a heart full of gratitude, I will look all students in the eye, accept their challenge, and respond, “Yep, my best is exactly what you’ll get, and together we are gonna unwrap one heck of a gift.” Are you a teacher? Think back to your favorites that didn't come gift wrapped. Share by commenting below! For more blogs by John Hardison, check out:

• Bringing Literature to Life Can be Square
• Today's Educator: A Jack of All Trades and Master of One
• Diving Into Project-Based Learning? Heed These 7 Warnings

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Ordering a Teacher: Suggestions from Students (Part 2)

(Originally published on gettingsmart.com on August 13, 2013.)

The feedback from Part 1 of “Ordering a Teacher” has been very positive and insightful. The blog has sparked many meaningful discussions, and, in some cases, arguments. All have been fruitful and ultimately positive, however. So, it is with much enthusiasm that I speak on behalf of my brilliant students to deliver the remaining five characteristics of an extremely successful educator…one who appears to be custom-made to order for today’s 21^st students. Again, the experts have spoken, and they say today’s educators should be…

#6 Excellent Dancers

“Adaptability or flexibility means being able to change as circumstances require it. It recognizes that life will bring us unforeseen challenges and if we are to honor our values and goals, we must adjust and learn as we go. Adaptability requires a certain willingness to let go, sometimes even grieving unmet expectations or ideas of how things ‘should’ have been.” -WisdomCommons.org Honestly, this concept is a bit scary and threatening to me. I mean, seriously, have you seen me dance? I make Elaine Benes from Seinfeld look like Michael Jackson performing “Billie Jean” live. All kidding aside, thank goodness this idea of dancing teachers is only a metaphor. And a powerful one, too. During a recent discussion about the characteristics of an effective educator mentioned within Part 1, a team of colleagues and I decided the art of teaching can be likened to the art of dancing. This conversation derived from the age-old argument about the ability for teachers to control their classrooms. Thankfully, a number of teachers and I agreed that, although classroom management is vital, classroom control is an illusion. A canard. A lie. There is no such thing as classroom control. Anyone still holding on to this mirage has not seen the clip of A Bug’s Life where the ants finally realize how powerful they are when banded together. Instead, we decided most successful learning environments are facilitated by awesome dancers who rely on the classroom magic that stems from an interdependent, give-and-take partnership between students and teachers. Think about it. Sometimes educators guide a group of students through a meticulously detailed and choreographed lesson plan and pray students follow, while the very next moment the roles are totally deconstructed with the students adding new moves and twists. This image reminds me to treat my lesson plans as mere frameworks of a house to be constructed later by a team of collaborative carpenters. If I install foundations replete with standards, engaging and interactive resources, and the flexibility to augment lesson plans with details created, suggested, and organized by students, the results will surely resemble fluid, harmonious, and symbiotic learning at its finest. Other times, class is like a synchronized line dance with all students following a rock-solid, gamified lesson plan. Although students are always on different levels of learning, these well-planned learning activities can bring students’ diverse talents and skills together to create something much larger than themselves. One thing is definitely for sure. According to the students, learning should rarely resemble the kind of dance illustrated by John Travolta in Saturday Night Fever. Yeah, I know. It is an amazing scene from an amazing movie, and, truthfully, I wish I could be as cool as he was dancing under a multi-colored strobe light on multi-colored, tiled floor while strutting around with butterfly collars and snug-fitting polyester. Heck, the paint-can walk at the beginning of the movie was enough to make me long for coolness. But that’s exactly my point. The students say it is not about me. It is not about the power lecturers or the know-it-all sages on the stage. It is not about the teachers. It is about the dance created by all parties involved.

#7 Energetic

“The world belongs to the energetic.” –Ralph Waldo Emerson Let’s face it. There is no comparison between the lethargic and monotone teacher in Ferris Bueller’s Day Off and the energetic and inspirational Mr. Keating in Dead Poets Society. There is no way students will be enthusiastic about learning if the teachers show no excitement or energy for teaching. Students were in agreement that educators who drag themselves around the classrooms and show no signs of zest for their professions ultimately zap the life out of their students. I thought it was quite interesting that many students said teachers who exhibit this type of behavior actually establish classroom atmospheres that mirror this lack of energy and overall indifference. No students were saying teachers need to jump on desks and tables, a la Ron Clark. All that is needed is a little excitement for learning and genuine concern and love for the students. The energy will effortlessly flow then.

#8 Aware

"What is necessary to change a person is to change his awareness of himself.” –Abraham Maslow Students often paint a gloomy picture of teachers who are extremely unaware. They say this lack of awareness keeps students from connecting, and oftentimes respecting, According to these overlooked experts, unsuccessful teachers are unaware of:

• Student's needs, strengths, weaknesses, talents, passions, future ambitions, homelife and fears
• Their own strengths, weaknesses, talents, and fears
• Current modes of connecting to other professionals
• How powerful a heart-to-heart and face-to-face conversation with students can be
• Engaging teaching strategies
• Trends in educational technology
• Their tone and condescending manner when speaking to students
• How their preceding reputations establish negative expectations before students ever enter the classrooms
• How awesome their classes could be if the students were asked their opinions

#9 Curious

“It is a miracle that curiosity survives formal education.” –Albert Einstein This quotation just about sums it all up. It seems so many educators are unwilling, or maybe just downright scared, to deviate the slightest bit from the learning blueprint, the unbending lesson plan. This rigidity often squelches students' questions. As one student put it so well, "It seems teachers want to fill our brains with facts when all we want to do is discover the facts of who we are and what we can accomplish through questioning and creating." Teachers who ask questions, pose challenges, and demonstrate a genuinely inquisitive nature spark this same curious mindset within their students. One such teacher who ignited a passion for learning was one who I never met...Steve Irwin. This ceaseless ball of energy captivated a world of animal lovers, or soon-to-be animal lovers, by simply expressing his awe for all living creatures. Even when things didn't go his way, Steve Irwin remained curious. Take a look at this video and hear the curiosity and wonder in his voice. It nearly makes me want to stare eye-to-eye with this beautiful lizard.

#10 Creative

“The creation of something new is not accomplished by the intellect but by the play instinct acting from inner necessity. The creative mind plays with the objects it loves.” –Carl Jung I know, I know. Expecting teachers to be creative all the time adds pressure to the always challenging profession, but injecting creative twists to old lesson plans through gamification, interactive learning structures, passion-based learning projects or by simply redesigning traditional classrooms could be just the pressure relief needed. After all, a classroom of engaged and passionate learners is the most effective form of classroom management.

Teachers don't necessarily need to be creative, they just need to provide opportunities for children to be creative. #edcampsfbay #satchatwc
— Teacher (@Primary_Ed) August 10, 2013

As this embedded tweet suggests, teachers who feel the DNA gods failed to give them the creative genes necessary to wow a class of learners can simply remember to "create" an environment that allows students to construct authentic work. Well, quite frankly, the students have spoken. I sure have tried to listen. Take one last look at all ten and ask yourself, "What would my students say about me?" If I am truthful right now, I better to get to work. If I need any help, I'll ask the students to point the way.

Ordering a Teacher: Suggestions from Students (Part 1)

(Originally published on gettingsmart.com on August 1, 2013.)


I have learned the best way to improve my teaching practices is to listen to the people who matter the most…the customers, the students, the ones I serve. It seems the last few years students have been more than willing to “burn up” my ears with their opinions. Perhaps they felt the need to correct me when lesson plans lacked interest and engagement, or perhaps they simply sensed the sincerity of my educational inquiries and decided to enlighten a 40-year-old, baldheaded teacher of fifteen years. I’ll assume the latter. Whatever the reason for their eagerness to divulge educational bits of advice is immaterial here. However, the certainty, conviction, and passion behind their musings cannot be denied. So, in keeping with my self-prescribed plan for professional rejuvenation and development, I have compiled a list of the top 10 suggestions for today’s professional educators. Directly from those who matter the most, the students. What has been my question to initiate such mature discussions? I always ask, “If you could walk up to a machine that dispenses great educators at your disposal, what characteristics would you select to create the teacher of your dreams?” Of course, I figured I would get comments reminiscent of Van Halen’s “Hot for Teacher” music video or maybe even a bunch of teenage girls remarking how they would surely pay attention if Channing Tatum were behind the class lectern. To my surprise, none of that. Instead, I was pleased to continually hear a rapid, machine-gun list of characteristics that should be practiced by all educators. According to the experts, the brilliant students who fill our classrooms, today’s educators should be…

#1 Positive

“Dwell on the beauty of life. Watch the stars, and see yourself running with them.” –Marcus Aurelius

This characteristic is definitely a no-brainer. Overwhelmingly, students choose the word “positive” to describe their favorite teachers. As one brilliant young lady said to me recently, “There’s no way in the world a teacher can expect us to be excited about learning when he starts class by saying, ‘All right, I don’t wanna be here either, but we gotta get some stuff done.’” Fifteen years ago when I started teaching, my supervising professor gave me sound advice: “Stay away from negativity, shut your classroom door, and teach your butt off.” With the exception of closing off my classroom, I try my best to adhere to his advice. Likewise, if I ever find myself in a negative environment, I need not foul the air with verbal poison. I can simply vote with my feet and walk away from the pessimism.

#2 A Forward Thinking Professional

“We cannot solve our problems with the same thinking we used when we created them.” –Albert Einstein

What does it mean to be a forward thinking professional? According to the customers, educators should not rely on doing the same things they’ve always done. Instead, teachers must always seek to stay connected to current educational trends and classroom practices. This most definitely includes being cognizant of the latest educational sites, apps, and gadgets that could potentially help students reach mastery of the standards through efficient and engaging technology tools. As one student said to me, “It says a whole lot when a teacher says, ‘Put away those darn cell phones and quit tweetering with your friends on FaceVine, or whatever it is you’re using.’” And she continued by adding, “Obviously, it’s not too exciting when the teacher follows that up with, ‘Now get out a pencil and sheet of paper to turn in your one-paragraph journal.’” So, what’s the best way to stay connected to all things awesome in education? For me, Twitter is my starting point. From this powerful, social media giant, I learn of new educational tools, and I am challenged to move forward by reading thought-provoking blogs from fascinating teachers around the globe.

#3 Fearless

“There is no hope unmingled with fear, and no fear unmingled with hope.”-Baruch Spinoza

Yep! I know. This is a tough one. How can teachers be fearless when faced with pay cuts, job losses, less classroom time, increased standardized testing, and a new teacher evaluation system? Heck, I’ll be honest. Teaching demands ten times more than it did when I first stepped into the classroom. It’s hard to imagine being twenty-three, fresh out of college, and thrown into a classroom of thirty-five boisterous students. Yes, I did it many years ago, but with all the extra responsibilities, it seems a daunting task. The answer, however, is rooted in the above quotation from Baruch Spinoza. If we can ground ourselves in the hopes that we can be the superhero educators of our dreams, then our fear of dealing with the minutia that zaps our energy and robs us of precious classroom time will easily subside and melt away. Only the product of our hope, and engaged classroom of personalized learning, will remain.

#4 Balanced

“Happiness is not a matter of intensity but of balance, order, rhythm and harmony.” –Thomas Merton

I was amazed recently to discover that most students think all teachers do is go to work and argue with students, only to go home and grade papers until collapsing from exhaustion. In essence, many students think teachers have no lives. In fact, students want to see the exact opposite. They want to see teachers leaving “work” at work. They want to see teachers having a blast with their families. They want to see teachers in the community involved in non-work-related activities. This doesn’t mean that you need to go get a tattoo that says “YOLO” or go to a Lil’ Wayne concert, but students continually want teachers to simply live. Maybe students say this so they won’t receive extra homework from overzealous instructors, or maybe their suggestions are more altruistic and they want adults to recapture that kindred spirit of adventurous and excited living that our overloaded brains must have squeezed out.

#5 A Leader and a Follower

“The task of leadership is not to put greatness into people, but to elicit it, for the greatness is there already.”–John Buchan

Quick question: What feels more natural, easier, to you? Leading or following? I guess it depends on the situation, right? Well, surely being the curriculum leader in your classroom feels natural, but how about following? Students continually say that following is just as important as leading. Admittedly, they want their teachers to be confident leaders who understand the direction of the classrooms. However, students often told me that after the standards and learning tasks have been introduced, the best thing teachers can do is get out of the way. Allowing students to “play” and “explore” with the assignments in mind provides them with a more natural way of learning. Students repeatedly informed me that when they have a voice in the direction of the class, when they are allowed to choose how to demonstrate mastery of the standards, they ultimately feel as if the classrooms are theirs and intended solely for their benefit. The end result? More engaged and enthusiastic students learning in an active, not passive, educational environment. Please check back next week for the remaining five suggestions for teacher improvement. In the meantime, I'll be checking myself next to these five suggestions while trying to determine how much I would be worth if I could be ordered as a teacher.

5 Lessons from a Beach Vacation

(Originally published on gettingsmart.com on July 16, 2013.)

I write where I am, and for the last week I have had my toes entrenched in the sand on the beaches of Panama City, Florida. My seven days of sun and relaxation were reminiscent of a song from the Zac Brown Band. However, just like any true educator, I was open to any lessons while I kicked back in a beach chair, covered in Bull Frog 50+ SPF sunscreen, behind prescription shades, and under a Columbia fishing hat. Somehow, someway, five lessons managed to roll up on the waves and saturate me with educational droplets of wisdom.

Lesson #1: Doing Nothing is Doing Something

Unless you consider throwing a Frisbee, playing cornhole, and swimming in the ocean to be intensely physical activities, I didn’t do much of anything for about seven straight days while on vacation. The funny thing is, however, that I reflected on many parallels to the classroom while sitting on my behind. How often do I leave work more fatigued than my students? I have often been told that a solid classroom is indicated by the students working harder than the teacher. Do I consider myself a teacher or a facilitator of learning? I used to be proud when an administrator walked in to observe me and I was busy lecturing away. Now, I know better. I am proud when my students are “observed” as active learners, and I am simply strolling around the classroom seeking to help and guide students on their individual learning journeys. Am I too eager to jump in and “rescue” a student who is struggling with a standard or concept, or do I stand by as a patient guide while waiting for him to ask for help or clarification? I can honestly admit that I oftentimes made the answer all-too-easy to discover during my first few years of teaching.

Lesson #2: A Pier’s Foundation Must Be Strong

A popular community pier was about a half mile from my spot on the beach. Through binoculars (and not trying to exert too much energy) I witnessed all walks of life trek back and forth on that pier, and I could only imagine how sturdy the pier’s foundation needed to be to handle all types of weather. Do I set my classes up strongly by introducing and practicing all classroom procedures or do I dive immediately into the curriculum? Will these classroom foundations be solid, but flexible enough, to allow for all types of learning activities? Do I establish a BYOD system that welcomes all learning devices, including smartphones?

Lesson #3: If You Feed the Birds, They Will Soar

On day four of my beach escape, I watched a young man throw pieces of CheezIt crackers into the air just feet above him while Seagulls floated on the gulf breeze and gobbled up the bite-sized snacks. It was quite mesmerizing. As long as he fed them, they stayed directly above him…hungry for more. Am I knowledgeable of my students’ interests, passions, past failures/successes, and future ambitions? Do I allow these same interests and passions to dictate the direction of class? Do I stay abreast of current educational trends and practices in order to meet the students” where they are” and not where “I was” as a teacher?

Lesson #4: Every Seashell is Unique

The collection of seashells produced by my son, daughter, nephew, and niece reminded me of this unchanging truth. Do I continually treat all students as if they were the same by teaching as the sage-on-the-stage through boring lectures? Am I open-minded enough to allow ALL students to be who they are and learn the way they do even if I don’t truly understand why? Do I seek to help students discover their own individual ways of learning and then provide challenges that help them perfect those individual styles?

Lesson #5: Connections Are Everywhere

My father-in-law is one of the best cornhole players I have ever seen, and it was a given that his set of cornhole boards were going to Florida. I was so glad he did because we continually met aspiring players from Kentucky, Alabama, Texas, and Georgia. Hearing their stories and learning about their backgrounds was very educational. I even met one professor from Texas and one history teacher from Kentucky. Of course, we didn’t talk work too much, but the moments we did left me with even more insight into an ever-evolving profession. Do I provide “outside-the-classroom-walls” connections for my students? What technology tools do I use to make these connections? Google Hangouts? Skype? Lync? Twitter? Do I gamify certain lessons in order to bring students together with a common purpose? Yeah, my beach vacation was definitely needed and definitely successful. In fact, each day had me singing words from the very same Zac Brown song… “Life is good today, life is good today.” One thing’s for sure. If I take these five lessons to heart, I’ll be singing this same line at the end of each future school day.

My 5 Splashes of Brilliance from ISTE '13

(Originally published on gettingsmart.com on )
Just like trying to choose an eating venue from a multitude of amazing restaurants or deciding where to hang out with a group of creative colleagues while walking along the Riverwalk in San Antonio, ISTE 2013 was a free-flowing stream of difficult decisions among a plethora of exciting activities. Thankfully enough, I learned from my two previous ISTE trips that I couldn’t do it all, that less is more. My first trip to ISTE in Philadelphia had me going to a session from sun-up to sun-down without taking time for a lunch break. I was trying to soak everything up, and I was afraid of missing valuable information that would help me transform my class. The result? Information overload. So my second trip to ISTE, which was in San Diego last year, was supported by my learned motto, “Less is more.” I achieved a professional learning balance there and immediately implemented the information from the fewer sessions into my classes. And as the old cliché goes, “The third time’s a charm,” ISTE in San Antonio allowed me to effortlessly float along the stream of knowledge and enjoy the five splashes of brilliance that have already begun to soak in.

Jane McGonigal

In a riveting presentation, Jane McGonigal solidified gamification as an excellent mode of learning. Not only did she present evidence that proved the effects of simple games and how the true essence of a learner is rooted in resilience and a hunger for improvement, but she also established the fact that any lesson can be gamified by injecting a little creativity and a sizeable challenge. By taking a leap forward and gamifying certain lessons throughout the school year, Jane McGonigal nearly promised students would experience these 10 emotions. Take a look here. These characteristics definitely describe an engaged learner.

Tweet-Ups

One of the overlooked powers of any educational conference is the ability to meet the people who actually inspire you. Take for example, the many people in your professional learning network on Twitter or some other social media site. The ability to put a face with the inspiration is priceless. I was fortunate to meet two giants in my professional learning network. My first tweet-up was with my virtual friend and colleague, Dave Guymon. Just being able to hang out with an influential educator who has helped me improve my profession is a blessing. Plus, it is extra-cool when the tweet-ups actually resemble the persona portrayed by one’s comments on social media sites. To meet Dave Guymon in person was seamless. A friendship that began on Twitter by sharing educational philosophies and ideas continued effortlessly over dinner with a group of colleagues. The second giant I met was Kevin Honeycutt. I have always been a fan of this trailblazing educator because of his transparency, vulnerability, and honesty as an educator. Not only do his videos and thoughts from the road challenge my classroom practices and direction, but his creative ideas for real-world lessons inspire me to step outside of the box and offer my students all learning possibilities. To take a “facey” or “selfey” picture with him was a great way of showing my appreciation and respect for all of his help.

Ignite Sessions

A quick way to be inspired at ISTE is to attend the Ignite sessions. The format is simple but effective. Presenters share the original ideas and classroom practices while showing up to twenty images with each one viewable for a maximum of fifteen seconds. There is no way anyone can walk away from these fast-paced sessions without being rejuvenated and enlightened with creative potential. Take a look at the website for the original Ignite movement.

Generous Presenters

One reason I now avoid attending every single session possible is because many presenters are very generous and share valuable resources with all attendees. These overwhelming gifts sometimes require additional hours to peruse and realize the real value. I have learned when I attend a powerful session with a generous presenter the first thing I need to do is go sit down in a hallway somewhere and look through all of the information. Processing time is hugely important. That was something I was ignorant of my first trip to ISTE. Here is just one example of information from a generous presenter. The potential of Google couldn’t be delivered in one hour by this presenter, which is why I spent the following hour sifting through the valuable links.

A Teacher Party

Best thing I've read in a while. RT “@jackiegerstein: Adults need to have fun so children will want to grow up via @shareski #iste13”
— John Hardison (@JohnHardison1) June 23, 2013

The quote above speaks volumes. One of my favorite times at ISTE 2013 was the #EdTech Karaoke at Sunset Station. Educators from all around came to hang out with colleagues and cut loose and have a little fun. Now, I’m not going to lie. There wasn’t very much talent exhibited on the karaoke microphones, but there was an abundance of teacher fun. Whether rocking it out in the ‘80s karaoke section or the outdoor venue, a lot of laughter and out-of-tune singing was witnessed. Who says teachers don’t know how to party? Yeah, ISTE 13 was a splash of brilliance…now that I have learned to tread the rapid current of educational technology.

#ISTE13: Inspiration, Synergy, Trailblazers, Expertise

(Originally published on GettingSmart.com on June 5, 2013.)

Even though ISTE ’13 in San Antonio is just a few weeks away, I am already excited about the absolutes of such an amazing conference for educators. Having experienced the magnificence of ISTE twice already, I can honestly say those four letters stand for such much more. My tireless mind and teacher’s heart are already preparing for an influx of educational knowledge. In fact, I decided to curtail any informational overload that I experienced during my first two trips by establishing (and ultimately renaming) a preferred acronym that helps me organize and encompass the magic that is the International Society for Technology in Education. Yep. On June 23^rd, I will again walk through the doors of ISTE and come face-to-face with Inspiration, Synergy, Trailblazers, and Expertise.

Inspiration

Jokingly, I must admit that if Twitter awarded degrees based on accumulated learning from a social media site I would be referred to as Dr. Hardison by now and, of course, still waiting on a pay increase. I say this not to boast or brag (Lord knows I may be mistaken for Captain Average on my best days) but to provide evidence of such shared wisdom from the ISTE conference. It was in Philadelphia in 2011 that I heeded the advice of my colleague and friend, Greg O’Dell, and ventured out to investigate how social media could elevate, engage, and inspire my Language Arts classes. Yeah, I was skeptical at first, but the “#teach with #tweet” session presented me with all the proof I needed. I was sold. To say that the “City of Brotherly Love” introduced me to “Philadelphia Freedom” by way of social media wings is, I must admit, a bit cheesy. Oh, but how true it is.

Synergy

If synergy can be defined as 2 + 2 = 5, then this apparently inaccurate equation is given a shot of cortisone and steroids at ISTE and easily balloons to an astonishing 2 + 2 = ∞. Seriously. One simple break between sessions in San Diego last year found me seated in a hallway with about fifty others. I had about thirty minutes to kill and wanted to soak up the knowledge from the previous session. One introductory comment later and I was exchanging contact information with a multitude of educators from New York, Michigan, California, and other states. These educators were on fire for education, and they were eager to establish connections to modernize and bolster their class assignments. Besides offering priceless resources and experiences, they were essentially sharing a way to tear down the classroom walls. It was mind-blowing. In the past, I was elated to collaborate with my in-school colleagues. Just stepping outside my room during class changes was a welcomed invitation to quickly share ideas. It still is, however, sometimes all I need to do is create a quick e-mail, tweet, or Google Hangout. My needed resource may now be three doors down or three time zones away. No difference to me. Synergy is a proven fact. Thanks to ISTE.

Trailblazers

Don’t get me wrong. You won’t see any red carpets or paparrazi awaiting the arrival of pompous teachers, but you will most definitely rub elbows with humble trailblazers of education. No pen needed. No autographs given. But a connection established through shared knowledge and a common goal of improved teaching is a certainty. Whether it’s Steven Anderson, Angela Maiers, Jerry Blumengarten (Cybraryman1), Tom Whitby, or Adam Bellow, many titans of education will be present at ISTE, and I’m quite sure they will be more than willing to share.

Expertise

Perhaps the coolest aspect of immersing myself in such a positively contagious learning environment is the ability to believe that I have something of value to offer, too. I don’t see how anyone can witness expertise through engaging in hands-on workshops, observing jaw-dropping creative products from students, listening to lectures from educational pioneers, or perusing the gallery of present and future educational technology, without asking, “Well, what can I share of value since I have received so much already?” My answer just happens to be a 3-hour workshop on creating classroom magic. I know, I know. Perhaps it appears to be a shameless plug, and maybe it is. But maybe, just maybe, I am merely modeling the purpose of a remarkably successful conference by challenging myself to achieve a higher standard. It sounds like a new acronym in the making. ISTE ’13 may just be an Indescribably Super Teaching Experience and leave me speechless. Now that’s what I call a good problem…one that will certainly inspire US to expertly blaze a trail with descriptive words that encapsulate all that is the International Society for Technology in Education.

Educator Resuscitation 101: A Prerequisite for Summer Learning

(Originally published on GettingSmart.com on May 23, 2013.)

I need to admit something. I am dead. Dead-tired. Exhausted. Fatigued. Drained. Emotionally and physically spent. And no, I don't need a trusted colleague to play an armchair psychologist. My cheese is not off its cracker. Things aren't that bad. You see, I am simply a teacher. In fact, I am no different than the other three million plus teachers in our country who are giving their hearts and souls to this demanding, but extremely rewarding, career. This culminating tiredness is normal in my profession, and it is certainly a personal, recurring end-of-the-school-year fact during my fifteen years of teaching. But leaning on Ovid's age-old adage, "Take rest; a field that has rested gives a bountiful crop," I am reminded of the necessity to heed the inner calling of a seemingly illusive trait called balance. As I embark on a two-month hiatus from classrooms teeming with thirty-to-fifty energetic teenagers, I am completely awake to the preparation needed to be the solid educator of my dreams. Yep. It appears I need to take a crash course. It’s called Educator Resuscitation 101, and it just happens to be a prerequisite for summer learning. Let’s take a look at the syllabus.

Assignment #1: Celebrate a Graduation

One of the most rewarding perks of being a high school educator is the privilege of attending graduation. Witnessing seniors bedecked in their caps and gowns as they eagerly step under a shining five-second spotlight is truly a magical moment for me. Not only does the ceremony put an exclamation point on a job well done for all involved, but it serves as a reminder of my goal in education…to help students reach theirs. Assignment #1 is an easy task. It will certainly be heartwarming, celebratory, and well-deserved. But will it be a challenging, initial assignment? Nah. My particular assignment falls on Friday, May 24^th, at 1:00, and it will be effortless. All the hard work was done in class. Note: If you choose to participate in Educator Resuscitation 101 and a high school graduation does not meet your need, please feel free to substitute one of the activities listed below:

• Attend an elementary, middle school, or high school awards ceremony.
• Participate in an elementary or middle school field day.
• Take time to sign students’ yearbooks with thoughtful and inspirational messages.
• Make that one student who can’t be checked out early on the last day of school feel special by striking up a conversation that is predicated solely on his unique talents, his summer plans, and his personal dreams.  (Likewise, asking this same student to help move classroom furniture, tear down bulletin boards, or perform any task that subliminally communicates punishment for being the only kid without a ride home will most definitely warrant the grade of F- for the first assignment.)

Assignment #2: Take a Break

I jokingly tell my colleagues, “To avoid a potential cardiac arrest from all the teaching stress we must remember to take a rest.” But putting all facetiousness aside, teaching stress is real, and assignment #2 is designed to combat the strain ten months of teaching has created. However, since assignment #2 is lacking in specificity, each course participant has the freedom to choose a personalized, relaxing activity. Take, for example, me. Unless it’s on a bike, I simply don’t sit well. My idea of relaxing is hopping on a road bicycle and hammering out fifty miles on lonesome back roads in the foothills of Northeast Georgia. There is just something about the continual spinning of the bicycle crank and the humming of rubber on asphalt. I guess the merging of the two produce a therapeutic cadence that releases all tension. For me, three hours in a Lazy Boy recliner with a remote control in one hand just don’t compare. For some educators, taking a break is synonymous with other activities. Please participate in one of the following or create your own activity to receive credit for assignment #2:

• Take a family vacation. (Note: If “family vacation” involves in-laws, please “double-up” and select another activity from this list as stress levels may surpass those measured at onset of vacation.)
• Treat yourself to a deep-tissue massage.  Yeah, you may feel like your muscles are tangled-up steel cables when you arrive, but you will feel like a wet spaghetti noodle when you leave.
• Lose yourself in a mindless chore. Surely you are like me and have an endless to-do list that has been buried under the ordinary stack of weekend papers. Well, now is the time to attack those responsibilities that weren’t high on the priority list. You might be amazed at how pulling weeds in the garden, painting a fence, or cutting the grass will allow your tired mind to rest while you get something done. (Note: If you still are not convinced, come to my house and I’ll let you practice with my to-do list before beginning assignment #2.)
• Begin a hobby. Do you have something you have always wanted to do but made excuses to never begin? Me, too. Perhaps I’ll take up playing the guitar soon. Let me know if you begin playing an instrument. Maybe we could start a band. Hmmm. Our first song could be a spin off Huey Lewis and the News’ “The Power of Love.” Just imagine the audience chanting our band’s name, Baldy (see my profile pic) and the Truth, as they call us out for an encore of our hit single, “The Power of Teaching.”
• Reconnect with nature by hiking, fishing, and camping. Let’s face it. Teaching often equals cinder blocks with no windows and no greenery. So, why not take a hike and explore the great outdoors? Who knows. The fresh air and sounds of nature may drown out the trials and tribulations of the past school year. I’m not saying you’ll sit at the base of some giant Oak tree and pen a masterful poem reminiscent of the Romanticist Walt Whitman, but assignment #2 may help you reconnect with someone you recently lost due to overworking. Yourself.

Assignment #3: Reflect on the Past

All professional development courses require constant reflection on best teaching practices. In order to eliminate any pedagogical inefficiencies, Educator Resuscitation 101 calls for an honest self-reflection that involves an in-depth look at the positives and negatives from the past school year. Here are a few suggestions for accomplishing this task:

• Ask yourself, “If I were to re-do the past school year, what would I do differently and why?” Don’t forget to impulsively jot down any ideas that flood your mind. Sometimes the knee-jerk reaction is the accurate reaction.
• If available, review any student feedback that offers any insight into how you can improve. Take a look at this survey I used to begin second semester. What did I learn about myself? The students said, “Slow down. You go too fast sometimes.”
• Invite a positive-minded colleague to engage in a discussion about professional improvement.
• Assemble a team of passionate colleagues to meet a few times during the summer to share any ideas. Now, don’t get me wrong. I’m not saying start a 12-step group called “Teachers Anonymous.” Although, announcing to a large group of compassionate teachers, “Hi, I’m John, and I’m an overworked, very caring educator who is somewhat addicted to providing inspirational and challenging learning environments so students may create the lives they have only dreamed of,” would surely be a welcomed statement. Likewise, their collective greeting in unison, “Hi, John,” would be just as comforting.

Assignment #4: Share Everything

After completing the first three tasks, you will be ready to share and receive the best your profession has to offer:

• Start a professional blog. By making yourself transparent, you will be astounded at the wave of positive feedback you receive.
• Develop a professional learning network via social media. Perhaps the best advice I ever received in teaching was from a trusted colleague who recommended I use Twitter to learn from some of the most passionate teachers in the world (not just in my school building as I was previously used to).
• Create a Google Hangout. Whether you use Skype, Lync, or a Google Hangout, virtually connecting with brilliant educators from around the globe is too simple.
• Attend an educational conference. Believe me, there are no shortages of encouraging educational conferences. ISTE just happens to be my favorite. Hey, maybe I’ll see you in San Antonio this summer.

Assignment #5: Reimagine a Technology Toolbox

This step asks you to reconsider which educational technology resources are “tools” and which are “toys.” Here’s a peek inside my technology toolbox. All the toys have been thrown out.

Blogger

Dragon Voice Dictation

Evernote

Google Drive & Google Hangout

Hall Connect

iTunes University

Pinterest

Polleverywhere and/or Celly

SchoolTube

Snapguide

Socrative

SoundCloud

Symbaloo

Teacher Page

Ted

Thinglink

Three Ring

TodaysMeet

Tripline

Twitter

Ujam

Voicethread

YouTube

 

Assignment #6: The Final Exam

The Final Exam consists of four simple questions. Hopefully, you’ll answer yes to all of them.

1. Have you regained a sense of balance, clarity, and inspiration?
2. Do those most dear to you realize that “class” never truly ends?
3. Does your flexibility and adaptability mirror that of a rapidly changing profession?
4. When the new school year comes around, will you be capable of performing at such a level that warrants approval from these two tough judges? (Judge #1: student; Judge #2: teacher)

So, will I see you soon at the registrar's office ready to sign up for this amazing course? I sure hope so. All you stand to lose is a ton of stress, but you will reconnect with so much more. And that, my friend, is called Educator Resuscitation 101. Class begins now.    

Blended Learning That is Truly Blended

(Originally published on GettingSmart.com on May 10, 2013.)

One aspect of education that will never change is the incessant introduction and demise of buzz words. These days educators are discussing flipped classrooms, flattened classrooms, MOOC’s, infographics, gamification, and, of course, blended learning. Even though blended learning is erroneously becoming synonymous with online, digital learning, it is arguably the most intriguing and perhaps the least mastered of all current buzz words. According to Rob Bock, The Lexington Institute contends “that many schools have embraced the term ‘blended learning’ without grasping its true significance.” As my progressive school district in Hall County, Georgia moves forward with the creation of our first Blended Learning Academy, the four concepts of self-knowledge, shared knowledge, student learning options, and an inspirational facility remain at the forefronts of our minds. To me, this hot-topic, instructional method is quite straightforward, and, ironically enough, the main ingredient of its effectiveness lies in its name. In fact, a successful blended learning model is simply…blended.

Self-Knowledge

Although the four concepts mentioned above are equally interdependent, the notion of self-knowledge is seemingly foundational. Even the famous martial artist and philosopher Bruce Lee would have agreed. According to him, “A great deal of pure self-knowledge and inner understanding allows us to lay an all-important foundation for the structure of our life from which we can perceive and take the right avenues.” Think about it. How many times were you asked the right questions as a student? Questions such as: What are your talents? How do you learn best? What distracts you from learning? What are your most challenging weaknesses? What ignites your curiosity? Who was your favorite teacher of all time and why? How will (insert course name) advance you towards your ultimate goals? Without playing an armchair psychologist, all teachers can do one magical thing before ever assigning any learning tasks: allow students’ voices to be heard by challenging them to examine their learning styles, strengths, weaknesses, ambitions, and passions. What will they gain? Self-knowledge. What will you gain? Students who know exactly what they want and how they plan on getting there.     Want to see our first assignment for students entering the Blended Learning Academy at East Hall High School? Take a look here.

Shared Knowledge

Another pivotal principle of a successful blended learning academy is shared knowledge. Without a doubt, all productive environments, whether an educational institution or a Fortune 500 company, practice sharing knowledge. By encouraging students to be transparent learners, they exemplify the wise saying from Ben Franklin, “An investment in knowledge pays the best interest.” Here are just a few ways our blended learning team will foster such an environment. First, students will fashion their own personal profiles in such a place as to be visible by all. Each profile will begin with a student picture just above a detailed list of his/her weaknesses, strengths, talents, interests, and aspirations. Of course, this information stems from the student survey mentioned above. Also, each student will be asked to post the current status of in-progress projects or assignments, as well as any areas of needed help. By encouraging, not forcing, students to be transparent and honest with their education, a wealth of shared knowledge is created and maintained by individuals who realistically see themselves as “works-in-progress” and as possessors of unique talents and abilities. This student profile will not be limited to only students. No, sir. No, ma’am. My teacher profile will be posted also with an eager request for anyone, student or teacher, to help me learn Spanish. All notes will be shared by using Google Drive and by merging Evernote with IdeaPaint. Frowned upon gadgets like smartphones will be welcomed, and social media giants Twitter and Facebook will be leveraged to constantly share knowledge. Likewise, YouTube and SchoolTube will be our digital vehicles to transport our knowledge all around the globe.   To further enrich this culture of shared knowledge, two distinct walls will anchor our facility. A Past & Present wall will showcase digital and physical artifacts of exemplary student work. Imagine a perfected essay held by a small picture easel just below a ray of soft lighting. Whether the work of art is a rap parody with originally written lyrics or a mashed-up video showcasing an authentic rendering of algebraic equations, imagine a student’s digital project looping continuously on a wall-mounted flat-screen. In fact, just imagine amazing products that demonstrate mastery of standards from all courses. No matter if the products are digital or physical. As long as they represent knowledge, they should be shared. The second wall is equally as powerful. The Future wall will showcase a physical and digital shared Google calendar to keep all students abreast of the ever-evolving activities. A la the movie Good Will Hunting, students will also be encouraged to challenge their peers by posting unsolved problems, unfinished thoughts, unanswered queries, and unfulfilled requests for help on educational assignments.

Options

With a learning model bolstered by self-knowledge and shared knowledge, limitless options to show students’ mastery of standards is a discernible reality. Like I mentioned earlier, blended learning is NOT just digital learning. It is not, and cannot, simply be the image of a student tapping away on a computer while he consumes online content and has all surroundings muffled by oversized and overpriced headphones. I have witnessed some online courses that are basically digital versions of the same boring worksheets that have been so tirelessly thrown at kids for decades. Can online courses work? Absolutely. Are online courses synonymous with blended learning? Absolutely not. Blended learning is all about options that originate from inviting students to be co-leaders of their own education. Having devoted sufficient time for introspection, students are able to discuss with their content facilitators (formerly known as teachers) how they would like to reach certain standards or accomplish educational goals. Here are just a few examples of the options offered to our students:

1. Master the standards by completing coursework through our online platform, HallConnect.
2. Flip a classroom and be a part of creating a full-length movie (soundtrack, manuscript, and all recordings).
3. Write and record an original song.
4. Participate in interactive, whole classroom structures.
5. Produce artistic creations that demonstrate knowledge.
6. Use any digital tools to show mastery.
7. Add to an online portfolio.
8. Blog to the world.
9. Participate with other students from around the world through video-conferencing tools.
10. Gamify lessons.
11. Construct models made of clay, wood, Leggos, etc.
12. Engage in face-to-face, individual learning with a content facilitator or classmate.

Did I leave something out? No worries. If so, it will be covered by allowing students to self-prescribe a standards-based assignment in a detailed project/problem/passion-based contract. If all invested parties (students, parents, teachers) agree, the contract is signed and the learning begins.

The Facility

Every educator knows the facility that houses a learning environment is crucial to the success of the inhabitants. Without a doubt, the options mentioned above demand a flexible, “breathable” learning environment. And this is exactly what we plan on giving the students. Equipped with a portable 16’x 12’ stage, a musical recording studio, multiple flat-screens, a rocking audio system, a video-conferencing room, a student lounge with soft seating, student tables glazed with IdeaPaint, and an army of laptops and tablets, the Blended Learning Academy at East Hall High School will be absolutely nothing short of amazing. I wish I could walk you through the facility right now. However, our dream is taking shape at this very moment. It has involved a lot of hard work. We have shared knowledge. We have assessed the options. And our students will soon stand at the threshold of greatness. Hmmm. That sounds like learning to me. Learning that is truly blended.