Rock The Class with John Hardison and Kasey Nored

Hut 1, Hut 2: Literature on a Football Field

First published here on GettingSmart on 2.1.2015

To me, it is indisputable that literature is meant to be brought to life. Easier said than done, though. Such organic rendering of the written word involves courage in the shape of improvisational and planned acting. That is enough to make teenaged students as nervous as Tom Brady and Bill Belichick in a room full of NFL wonks and football pumps. In fact, when faced with a case of the jitter fingers just before turning literature into lifelike visuals, our students attempt to deflate any nervous pressure by responding with the class motto: "<a title="Studio 113's motto "Life is a stage. Step UP."" href="https://twitter.com/JohnHardison1/status/543156745712197632" target="_blank">Life is a stage. Step UP.</a>"

However, sometimes a stage does not suffice for such an arduous task. A location that combines necessary guidelines, exudes toughness, and provides the freedom of a wall-less classroom seems to set the tone for any literature and acting assignment that demands rigor. And one such taxing activity would surely involve demonstrating mastery of the literature by merging collaboration and creativity in a timely manner.

Yep. If you are carrying what I am handing off, you guessed it.

A football field is the perfect space to tackle a gargantuan opponent, such as the <a title="Forrest Gump in 1 Minute and 1 Take" href="http://youtu.be/nOvgJ0TxdfI" target="_blank">1-to-2 minute summary</a>.

Quick. You go long and dive into this blog, and I will pass you the notes.

Break.

<h2><strong>Hut 1: The Assignment</strong></h2>

No need to scream and holler about snappy details like the Dolphins' field goal kicker in <a title="Ace Ventura on Wikipedia" href="http://en.wikipedia.org/wiki/Ace_Ventura:_Pet_Detective" target="_blank">Ace Ventura</a> who cries "Laces out!" However, it is definitely a sane practice to put the purpose of the lesson before the activity. What were my intentions with <a title="Studio 113 at East Hall High School in Gainesville, GA" href="http://teacherpages.hallco.org/webpages/jhardison/index.cfm" target="_blank">Studio 113</a>'s latest assignment in American Literature? To study Dark Romanticism by analyzing the symbolism and numerous themes in Nathaniel Hawthorne's "<a title=""The Minister's Black Veil" on Wikipedia" href="http://en.wikipedia.org/wiki/The_Minister%27s_Black_Veil" target="_blank">The Minister's Black Veil</a>." <a title="60 Seconds & a Camera: Essentials for a Culminating Activity" href="https://www.gettingsmart.com/2013/04/60-seconds-a-camera-essentials-for-a-culminating-activity/" target="_blank">Two years ago</a>, the class challenge was the same but involved Bret Harte's "<a title=""The Outcasts of Poker Flat" on Wikipedia" href="http://en.wikipedia.org/wiki/The_Outcasts_of_Poker_Flat" target="_blank">The Outcasts of Poker Flat</a>," a story of Realism and Naturalism set in the Sierra-Nevada Mountains.

Click <a title=""The Minister's Black Veil" 1-2 Minute/1-Take Summary Assignment" href="https://docs.google.com/presentation/d/1lB_nRJcUHF1uo0M57IJsFx9f9ljGoyEgDkzMjVx00PQ/edit?pli=1#slide=id.g5cb2964df_085" target="_blank">here</a> to see the most recent assignment details. Want to see the video that inspired this project? Click <a title="Forrest Gump in 1 minute and 1 take" href="http://youtu.be/nOvgJ0TxdfI" target="_blank">here</a>. Also, make sure you visit the <a title="60 Second Recap YouTube Channel" href="https://www.youtube.com/user/60SECONDRECAPcom" target="_blank">60 Second Recap YouTube Channel</a>. It rocks.

After it is all said and done, the students should create 1-to-2 minute summaries that condense their teams' collective analysis of the prescribed literature. To show the students what a glorious score looks and sounds like, I have them view this 1-minute, 1-take summary of <a title="Forrest Gump in One Minute, One Take" href="http://youtu.be/nOvgJ0TxdfI" target="_blank">Forrest Gump</a>. Of course, if you want to really get their attention, witnessing a successful completion from <a title=""The Outcasts of Poker Flat" in Roughly 90 Seconds" href="http://youtu.be/TlnuMfUsZCo" target="_blank">their own peers</a> and their own <a title="East Hall High School in Gainesville, GA" href="http://ehhs.hallco.org/web/" target="_blank">school</a> is the ultimate motivation.

<h2><strong>Hut 3: The Process</strong></h2>

Before the students begin reading the assigned literature, class volunteers are asked to huddle up and participate in a private draft. Of course, it depends on the specifics of the task, but I usually ask the team leaders to select a diverse team of ten to twelve students. I always remind the leaders to pick peers, not just friends, who can build a well-rounded team that is capable of completing a 60 to 120 second analysis. Before wrapping up the drafting procedures, I ask the students to take an oath that all drafting details will remain in the drafting room.

After all teams have been chosen, I give the class some relevant background notes and a few pointers. Then, I turn over the entire process to the team leaders. It is a blast to stand back and watch how each team leader approaches such an intimidating <a title="The 1 to 2 Minute/1 Take Summary Assignment" href="https://docs.google.com/presentation/d/1lB_nRJcUHF1uo0M57IJsFx9f9ljGoyEgDkzMjVx00PQ/edit?pli=1#slide=id.g5cb2964df_085" target="_blank">assignment</a>. Whether all leaders start out loose or too controlling, they all eventually realize that organization, flexibility, and collaboration are the keys to success.

I marvel as students' personalities and talents collide as they follow their peer leaders through the reading, analysis, brainstorming, rehearsal, and eventually, the performance. Talk about a mature and tough assignment. It is a wonder they do not ask for helmets and pads.

<h2><strong>Touchdown: The Examples</strong></h2>

<h2><strong>The Point After: Pros and Cons</strong></h2>

Creativity takes time. I guess that is why no standardized test ever spawned a major invention. Honestly speaking, if you are concerned with how much you cover in class versus the depth of knowledge and creativity, this assignment should probably be removed from your playbook. But if offering real-world challenges that transcend the "A, B, C, D" multiple-choice bubbles sounds like a game plan, you should call an audible and pass off a 1-minute analysis to your students.

Believe me, it is sure to be an <a title="The NFL and the Pittsburgh Steelers: Naming the Immaculate Reception" href="http://www.nfl.com/videos/pittsburgh-steelers/0ap2000000113831/A-Football-Life-Naming-the-Immaculate-Reception" target="_blank">immaculate reception</a>.

For more blogs by John Hardison, check out:

<ul>

<li><a href="https://www.gettingsmart.com/2015/01/students-spoken-will-listen/" target="_blank"> The Students Have Spoken: Will You Listen?</a></li>

<li><a href="https://www.gettingsmart.com/2014/12/bringing-literature-life-can-square/" target="_blank">Bringing Literature to Life Can Be Square</a></li>

<li><a href="https://www.gettingsmart.com/2014/12/todays-educator-jack-trades-master-one/" target="_blank">Today's Educator: A Jack of All Trades and Master of One</a></li>

</ul>

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:

The Sidekick & The Superhero: Using Google Drive for Peer-Assessment

"The Sidekick & The Superhero: Using Google Drive for Peer-Assessment" (Originally published at GettingSmart.com on 12/26/12.)

“More efficient than an overworked teacher! More reliable than a carry-home satchel of ungraded papers! Able to simultaneously curate infinite comments from speedily working students! Look! On the computer screen! It’s an aggregator! It’s a sharing point! It’s Google Drive!Yes, it’s Google Drive…free application offered by the California-based internet giant with resourcefulness and organization more astounding than some seasoned educators of many years. Google Drive…which can offer students forms to submit comments, make students’ documents easily accessible in one location, and which, disguised as your average that-can’t-be-awesome-‘cause-it’s-free app, helps create an engaging and effective class of proficient learners through reliable and efficient technology.”All right. I know it sounds cheesy, but the above parody perfectly reflects my excitement and enthusiasm upon conceiving my latest AP Language lesson plan. It is exactly how I felt. Although I have been using Google Drive in the classroom for the past two years, the recent success and simplicity of my students’ last assignments have driven me to identify a superhero in Studio 113. And it is definitely not me.

A Challenging Task: The Impetus for Using Google Drive

Just two and half years into teaching AP Language, I oftentimes feel absolutely powerless, helpless, and overwhelmed. Creating and locating valuable content is a never-ending process, and the challenge of preparing students for a four-hour test consisting of upper level multiple-choice questions and three free-response essays is daunting. Nonetheless, backed by a colleague’s assurance that I will eventually feel comfortable teaching this course after about five years, I continually remain open and flexible to any resource that will help my students reach their goal of passing the rigorous AP Language exam.With a teaching schedule consisting of six classes ranging from AP Language to American Literature Honors and only fifty minutes of planning, I heartily accept any help I can get. Fifty minutes of planning is not enough time to punch in grades and answer e-mail, let alone respond to the bottomless in-box of students’ writings. One thing is for sure, however. Students’ educational growth should not suffer because of a lack of time and absence of any teacher super powers. Needless to say, this is where I call on a superhero.

The Lesson Plan: Using Google Drive as a Tool, Not the Toy

To succeed on the free-response section of the exam, students simply need to write more and receive constructive criticism. Quite honestly, I am lucky to return a class set of essays within two weeks, and that is assuming I grade for hours on the weekend. I needed a plan of attack that would highlight and clarify, once and for all, each student’s writing weaknesses. This strategy would allow us to open the second semester with an accurate set of data that would pinpoint areas where my lessons failed during the first semester while revealing any pre-determined, second-semester plans needing immediate restructuring.So, I asked my AP Language students to write one analytical, one argumentative, and one synthesis essay in the final three weeks preceding the winter holidays. I informed them that each essay would be peer-assessed at least twice and all feedback would be submitted via an embedded Google form on my teacher page. To keep the writers and peer-assessors anonymous, I assigned each student a number. With two classes of AP Language and the randomness of the numbers, students had no idea of the papers’ authors.

Here is the order of operations for each essay assignment:

Day 1: The students and I spent one class period examining the writing prompt. During this time, we used our AP Language infographic to review the guidelines of the particular type of essay, and we thoroughly discussed all accompanying excerpts and resources for each prompt.
Day 2: Students wrote the essay in timed fashion on the following day. Although fifty-minutes of writing after having already ingested the entire prompt is too much time according to the AP Exam timeline, the bell-to-bell setup added an appropriate level of pressure at this stage in the students’ writing development.
Days 3-4: Students were randomly handed a peer’s paper and asked to use the Google Form to submit their feedback. I used the free-response open rubric as a guideline when I created the survey. Students worked through their assigned papers in a systematic way that ultimately lead them into scoring the essay according to the college board’s 1 to 9 scale.
Homework and Downtime: Students were granted access to the live, shared spreadsheet on my Google Drive, and they were encouraged to check the feedback submitted for their personal papers during any downtime or for homework. Just before beginning the next essay assignment, I informed the students of the polished and numerically organized Excel spreadsheet of feedback on my teacher page. I used two tabs in Excel: one organized by writer and the other by assessor. For sake of easy navigation within the Excel spreadsheet, I made each row single-sized and asked students to click on the appropriate cell to read the comments in the formula bar.

This four-day sequence was administered three times, once for each type of essay. Obviously, this game plan left us with three remaining days before breaking for the holidays. Two of these days were spent completing diagnostic grammar and writing exercises in order to prepare the students for the final, and perhaps most important, phase of the lesson plan.

The Final Phase: The Self-Assessment

The final phase of our three-week plan was simple: complete an honest self-assessment. Using this embedded self-assessment, students were encouraged to review their peers’ constructive criticism of their three essays and to recall any challenges presented by the diagnostic grammar exercises in hopes that they would be able to submit accurate data.This is the only spreadsheet that will not be shared with the entire class. There is no need to share it, except to simply review with each student on a one-to-one basis. The spreadsheet of students’ data will act as a springboard for next semester’s highly differentiated lesson plans.

The Pros and Cons

Teachers are allowed to circulate the classroom and help each student as he/she struggles through understanding what constitutes a paper scored a 3, 5, or even an 8.
Teachers are afforded time to read essays during the writing and peer-assessing periods. Out of necessity, the reading of most papers will be prompted by the students’ continuous challenges with the text.
Allowing students to work side-by-side with their peers on their mobile devices (smartphones, tablets, or checked-out laptops from the media center) fosters inquisitive communication that is based entirely on determining how to accurately assess an AP Language essay.
Students are completely clear about what is expected on the free-response portion of the exam.
Students are aware of their writing strengths and weaknesses.
Students can be active participants in their own education while continually prescribing and requesting certain activities for their own self-improvement.
The cons? No Kryptonite here. I have not discovered a weakness for Google Drive, yet.

There is no doubt that I feel very confident with this lesson plan, and I cannot wait to return and begin to differentiate lessons for each student. The level of confidence is quite powerful. I feel faster and more effective than an automated essay scorer, stronger than a completely rested teacher on a Monday morning, and able to leap tall stacks of essays in a single reading.But wait a minute! That’s not how a sidekick is supposed to feel. That sounds more like the power of a superhero…the power of Google Drive, a modern-day, educational crusader.

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.”

5 Teaching Habits to Tame Time

"5 Teaching Habits to Tame Time"

(First published here on GettingSmart on 10.30.2014)

Something kicks my posterior way too often. It’s a frenemy of mine, you see. Yep, that’s right. FREN-E-MY. Think of polar opposites. Some days are swing and duck, while others are smile and enjoy good luck. Are you picking up what I’m laying down? I’m speaking of that ceaseless, consistent, and never-changing thorn in my side…and friend by my side. Time. As a high school Language Arts teacher of eighteen years, I continually challenge myself to be more disciplined and efficient while improving productivity, quality, and creativity. I’m trying my best, and usually that suffices. Let’s take a look at five ways I’m attempting to tame time.

Organized Bookmarks

Think about it. How many occasions have you re-searched for an educational resource that you used just last week? Can’t remember the name exactly? Hmmm. That doesn’t help. Guess the only thing to do is keep searching. Meanwhile, the clock keeps ticking. Take a look at how something so simple can help you spend time so wisely.

Imperfect Screencasts

All right. Don’t let me offend anyone here. However, have you ever found yourself on a Friday teaching a co-worker the same concept that was shared with other colleagues Monday through Thursday? Was it something that could have been screencast or video recorded? If so, go ahead and do it. Not only will you save time by sending your colleagues hyperlinks to your screencasts or video recordings, but your forward-thinking co-workers will also be able to pause and replay as they practice the very same concepts you have taught. And don’t worry about getting your recordings perfect. If perfection is a part of your plan, you will defeat the purpose and lose all kinds of time. A screencasting guru once told me, “Whether you burp, your dog barks, or your wife hollers at the kids in the background, keep right on screencasting and recording. ‘Cause if you stop at every little imperfection, you’ll never finish. Plus, all that’s real. So be real.” Screencast-O-Matic and Jing are two free programs to use. However, if you can swing it monetarily, Camtasia rocks. Please find below one of my better screencasts and a hyperlink to many more here.

Virtual Meetings

I’m all for the face-to-face meetings. Physically being in a room full of enthusiastic educators adds a much needed jolt to teachers’ psyches. However, sometimes the extra time it takes to navigate a long walk across the campus, to engage in an impromptu conversation, to disengage from that same conversation, to ascend a flight of stairs, and to wait an extra five minutes for a late colleague to arrive makes a Chevrolet 454 engine seem fuel efficient. Oh, how I sometimes want to simply stay put and use a video conferencing tool to connect with my colleagues and collaborate in a scheduled meeting. It really is so easy. Google Hangouts, Skype, and Microsoft Lync are all valuable technology tools that allow people to meet in a very efficient manner. Google Hangouts and Lync allow up to 10 people on one video call, while Skype boasts a maximum number of 25 in a group video call. As if virtual meetings with colleagues aren’t enticing enough, don’t forget about joining classes with a fellow teacher in another school district to team-teach. It may sound complex, but the only tough part is trying to match up class times. Although I have only shared classes through Microsoft Lync with teachers from my school district, the process was awesome. I will definitely try again soon.

Always great to collaborate with @FBHSRamsey & @redbeardjohnson . Such #engchat inspiration. Y'all rock! pic.twitter.com/5vpqn83QgY — John Hardison (@JohnHardison1) July 30, 2014

Google Forms

I jokingly tell people all the time, “Using Google Forms can help solve just about any issue…maybe even world peace.” Seriously, though. A precisely constructed Google Form can not only create magic in your classrooms, but it can also save so much time when gathering resources among teachers. Instead of spending hours upon hours discovering helpful videos, current events, lesson plans, and other valuable internet resources, simply create a Google Form and share it with your colleagues. True synergy then occurs as a group of focused educators scramble to share their favorite resources. Watch the video below to take a quick look at this process in action.

Tweetdeck and Twitter Lists

Let’s be real. If someone is “following” 20K people on Twitter, there is no way those interesting tweets are all being read. There is not enough time in the day. Heck, I am following over 600 and would like to follow more, but I find it challenging at times to keep up with the overwhelming amount of awesome information that flows directly to me. What is my solution? Two things. 1. I use Tweetdeck to effortlessly browse certain hashtags or members of my PLN. By setting up only my desired columns, I can easily scan #edchat, #edtech, and #engchat hashtags all at once. 2. Creating and using Twitter lists also saves me a bunch of time. When I follow someone new, I immediately add him/her to one of a multitude of lists with titles that include: edadmin, ELA, educators, edtech gurus, and many more. Here's a quick video tutorial to get you started. So when you find time is kicking your rear end at work, take just a second to give yourself a hand and replace analog with digital. Will you be more efficient, productive, creative, and...happy? Who knows. Only time will tell.

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:

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Interactive Learning Structures