This year started off quite rocky for me with many personal and professional challenges. I found myself not being at my best and not feeling inspired in the way I normally am and found things that never before bogged me down doing just that.
I was doing what I had to do each day and doing my best to make the students my focus. Feeling a little lost, I was trudging on hoping to find the internal spark that had dimmed a bit. On a whim, I decided I needed to get away from Singapore and the life it encompasses and travels on mid-break somewhere different than I was experiencing. I booked a ticket to Vietnam to visit some past colleagues and dear friends and wasn't really sure what I was in for. I had no plans, barely had a Visa in time and had thrown a few things in a backpack on the morning of my flight. Little did I know, what an eye-opening and inspiring trip it would be for me personally, and professionally. Ho Chi Minh City itself was such an adventure and reminded me so much of my experience in China where culture swirled around you and everything became a challenge. I began to realise how much I crave and thrive in situations where I am challenged. It became very apparent to myself that if I am not being challenged, I am not learning to my fullest potential. An interesting thought as a teacher, where my job is to challenge and support students in these challenges every day. It made me reflect in thinking - who is doing this for me? Am I doing this for myself? Am I waiting for others to challenge me? Do I need others to be the one challenging me? I'd say I'm often pretty self-motivated but at times I need someone there as well. As I'm still new to teaching, often I'm just doing what I 'think' is right and not necessarily the best way of doing it. I need others to challenge my thinking. I visited the International School of Ho Chi Minh City where some of my friends worked and was truly inspired by the teachers and the work environment. In addition, they also had a visiting math consultant which I was able to learn from for the day and a half I was there. It was such an eye-opener to see how other educators do things in other schools. I spent most of my time just watching, trying to take it all in and learn from others. I furiously would scribble down notes as I went and just tried to soak up the experience for what it was. I came away with so many ideas that I instantly wanted to implement in my own classrooms such as the bubblecatchers and the way they view home learning. I know that when I take my learning into my own hands, I get a much richer learning experience. Interesting enough - isn't that what we want our kids to do too? One of the biggest things I took away was the power of observation. So much of our time we spend worrying about getting paperwork done, marking or a variety of other things that have to get done that we don't make time for the things we should be doing. This year alone, I know I have not been into enough other classrooms to see what they are doing. Yet, I went to another school and that's all I wanted to do. We all have so many amazing things that we are doing but unfortunately, they don't always get shared. I went to Vietnam and was so inspired by the way others looked and acted towards education in a way that was similar to how I feel about my job. I also recently found out I was accepted into the Google Teacher Academy (GTA)- another professional development opportunity I have taken into my own hands. Last year I was introduced to Google Apps for Education and the GTA and instantly thought it was something I would like to work towards. My first year was all about developing the skills to use them and then I felt this year should really be able using them more effectively before I apply for the GTA the following year. However, something in the summer kickstarted my want to learn more and try for this year. So this past summer, I did all of the online courses that I could with Google and became a Google Educator by doing 5 Google Apps courses and exams and also did the Youtube Digital Citizenship course. From there, I decided I needed to develop my professional learning network through Twitter and began connecting with other educators and sharing what I do in my class. And then tried for Google Teacher Academy. I didn't get in the first time.... or the second time... but with perseverance, the third time did the trick. This is something I wanted to do, learn about and be able to apply to my teaching - not something someone is telling me I have to do. There is something about having agency over your own professional development that truly adds to the learning itself. When you are choosing to learn, the learning seems to be richer and the excitement and inspiration seems to flow. The question then becomes, how do we best transfer this knowledge into the classes we teach?
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We tell our students it's okay to fail. We tell them it's okay to make mistakes as long as you grow from them. We tell them not to worry and that it'll all work out. We tell them you learn more from doing something wrong than doing something right. We smile at our students and tell them to persevere, bounce back and to work through it. We tell them We tell them this when they get a bad grade, don't make the school team, or don't get into the college they want. But what about us as teachers? What about when you go after something just like our students do and you do quite reach what you want?
I make mistakes on a daily basis. There is no surprise there and it's something I really do embrace, usually with a good laugh at that. But sometimes you give something your all and you have those 'oh I really want this' moments and still it is just out of your reach. This is exactly what happened to me this week. I had applied to Google Teacher Academy in Southeast Asia and, of course, was waiting patiently for a response on the status of my application. I had made a video, answered the questions, shared my resume and was pretty happy with my application overall. Was it perfect? No, there were things I wished I had fixed or changed or added in the end but that's always the case when it comes to the learning process. Then I got the email that informed me this time wasn't my time to be accepted into the programme. Of course, I was a bit bummed at first. I had that sinking feeling that takes me back to my Grade 7 year when I didn't make the co-ed baseball team at school. It was an opportunity I really wanted to be a part of and felt I could learn a lot from. But I believe everything happens for a reason and it just wasn't meant to be right now. Sometimes when you want something, you seem to forget about what you already have. If I stop for a second, I see how much I have accomplished already. When I look back over my teaching career, it's amazing to see where I am already and I am so thankful for each opportunity that I've been given. As I begin only my third year of teaching, I've had the pleasure of living in 2 countries, developed my technology skills tremendously and been guided and inspired by fantastic international educators. I've had the opportunity to take PYP workshops, present at a conference, lead training within my school and recently moved into a Year Group Coordinator position. I get to work with students who inspire me each and every day and who bring so much laughter and joy into my life. Never did I think I would have a career that lets me create digital products, foster leadership in others, share my own love of learning and also get to play dodgeball and dance all in the few hours of a workday. I've really only been using GAFE in my 1 to 1 classroom for a year now and I can't believe the transformation I've had as an educator because of it. Just like I tell my students to do, I'll try again next round. Each time I'll have more experience under my belt, more knowledge of GAFE, and in general, will hopefully be better a teacher than I was before. I am presented with the challenge of using GAFE in my classroom and trying to become more knowledgeable with the tools I use on a daily basis. I will continue to develop innovative ways to learn with my students. I do hope in my professional future that I do have the opportunity to be a part of the Google Teacher Academy and other professional opportunities that lie ahead. An obstacle only lights the determination within more as I continue to focus on making my classroom a positive and engaging learning environment for my students. No one is ever going to be told yes every time. No one is going to get 100% every single time. No one is truly perfect. Mistakes matter. Mistakes make people develop character, resiliency and a different outlook on life. So failure isn't really anything but finding a new approach to the same problem, a new way of looking at things and just one of many ways that don't work. Failure is just a way of saying a you've still got a challenge to overcome. At the end of last year, I was asked to work with another colleague from the East Campus and an early years teacher on a new website design for classroom teachers by our education technology department. Little did I know at the time how this would have the impact that it did.
Off we went in a Google Document writing about what was working, what went well and what could be changed. The ability to collaborate across the city without having to meet in person constantly really allowed us to maximize our time and focus on the task at hand. It was very easy to see trends across and within campus but also places where what we wanted as teachers were different. While my opinion of what I wanted to see in a website was able to shared, I felt that my site impacted a lot more people than just me. It was important that I asked others who would be using the site for their thoughts as well. I created a Google Form and sent it to both the parents and students from my class to get their feedback. Ultimately, everyone said it was most important for it to be simple, user-friendly and updated regularly. There were things like a calendar tab that parents didn't use but yet knowing the dates of events was still important. My students felt the class resource section was the best part of their site so they could refer to it often. This information became very valuable in tweaking the sites as we progressed. Our team of three decided to sit down and draw up what we felt would be the best design and easiest for parents, students and teachers. We decided to keep the tabs to a minimum and focus on teachers regularly doing a few things really well than many things on a site in a mediocre manner. We met with the education technology team who would bring it to life. Of course there were a few things that weren't possible but for the most part, the design became what we wanted. The layout started to take form. We focused on having pages for home, important information, media, classroom resources and homework. My favourite part is and has always been the classroom resource section as it provides students with the support they need both in and out of the classroom in a fun and enjoyable way. It's hard to find a one fit model to meet the needs of all teachers, students and parents. However, providing a framework of expectations allows teachers to know what to focus on and then those teachers who want to adapt to fit their needs can do so. Just like we can't teach every child the same, we can't expect every teacher to use the same template in the same way. But it is a starting point which allows for consistency and helps those that are not sure where to begin. I was asked to take on the role of a 'trainer' to help my fellow colleagues build their class websites from the template we created. First of all, this terrified me. Having never been in the trainer position before, I wasn't sure how I would be teaching adults, specifically ones I know, respect and work with on a daily basis. Then of course I wasn't sure how people would even respond to our new design and having to relearn a way of doing something they were already doing.
I spent hours learning the ins and outs of the website and creating my own Google Site from our template to ensure I understood how and why things work. It was important that I felt comfortable working within the template provided so that I could communicate to others how to successfully build from the template and help them problem solve when necessary. One of the biggest things I was able to do was to tweak the template as I went so that all teachers didn't have to redo the little formatting changes I found along the way. The one thing that began to fascinate me as I built my own site was coding. Never before had I really understood the need to code. I simply thought it was something that more 'techy' people than myself used and understood. And yet, there I was trying to change code to make table properties disappear or centre objects, embed gadgets or adding in other features. I became fascinated on how the slightest modification to the coding could make the biggest change to a site. I found ways to do things that I was told weren't possible with some research and determination and was able to tweak my site to make it more functional for myself. It made sense to me why some people can spend hours coding, creating and problem solving. Then it was time for the teachers. A little nervous and lack of sleep (due to nerves) didn't seem to bother me as the first group of teachers joined me for the 'beginner' session. We were able to get them set up using the template and changing the email, editing site layouts, creating their homepage and learning how to add links, images and videos. With patience, a smile and an open forum to ask any questions, together we began building sites for our new classes. I knew that if I could remain positive and calm that my target audience would have a better chance of reciprocating it. I was amazed how the whole session seemed to flow and how teachers were helping teachers next to them. A sigh of relief came over me when the last teacher had left that night knowing that I had succeeded in helping move teachers forward in this process. The 'advanced' group of teachers was even easier than the first training session as many were familiar with site building. Many similar questions arose as we constructed the sites again from our templates but I was more relaxed this time round and even learned some neat ideas from my colleagues. There was sharing of what had been used successfully in the past in an informal manner within the table groups. That's the beauty of working in a collaborative environment - you don't always have to know all the answers but you need to be open and willing to listen to the ideas around you. As we went on to the third group with our 'specialist' training session, it became apparent that some individual specialist teachers required different needs than others. Here lies the beauty of flexibility. We were able to help them adapt to their needs while still maintaining the basic outline of expectations and maintaining consistency between sites. Their site template was quite different than their previous one and therefore more support was going to be needed moving forward. But again, overall the positive attitude towards the sites really helped make it a good session for teachers to learn. I felt overall it went relatively smoothly. There are always things that could be improved upon in the future both on the sites and training but feel a bit more confident taking on other challenges in similar roles in the future. It is a starting point but will continue to be a process. No one was really frustrated with the technology or gave up. Everyone was positive about creating their sites. One of the biggest goals of leading the training was showing people how to do it for themselves and not 'doing' it for them. It's important that teachers (and students) are doing it step by step by themselves and 'the trainer' only guides and supports them through the process. In other words, the only person who touches the computer is the person that owns it. It's one of the biggest things I've learned by watching others lead training sessions about technology and one of the best ways to empower others. Standing up in front of your colleagues to speak has never been an easy thing for me but I appreciate how supportive and receptive they were to what I had to share. I'm also really appreciative of having a school that is willing to put their faith in me for a project such as this and allowing me such opportunities. At the end of the day, it really is a team effort within a school and we are all there to support each other for the betterment of our students. Finally, done (ish). Or so I thought. In my mind, my website was ready to show my students and we could begin using it as a resource for learning and sharing within our classroom and with the greater community.
We have been studying communication for the past week so I did a lesson about how visuals, colours and logos can communicate certain ideas and feelings. I then showed my students our new site and said, "What do you think?" Their reaction - it was good but parts of it were boring because it didn't show them as a class. Secretly as a teacher I was thrilled about this response and had even hoped for it. So I simply asked, "What do you like? What do you want to change?" and that is when the real magic began. My students told me that this website should have more of 'them' throughout it. So they split into teams and each took on a part of the website. A few students started to create a new banner for the class site. It was important to them that they identified us as 5EM and include our school crest. This was who they were and conveying that on the homepage was important to them. Also on the homepage, they wanted to have a class picture. So of course what else would we be but have a class photo shoot? It was great to see their personalities shine. One of the best things I felt they did was create an introduction video for our homepage using iPods to record the video and iMovie to create the video. The video was inclusive of every student where each student said hello. The team in charge of the video wanted to celebrate the different languages spoken within our class. Any student who could speak another language said hello in their language. I felt that showed the diversity of our class and our identity as a real community coming together from various backgrounds. As part of this video, another team created an original piece of music using GarageBand. The students tried to included different instruments and think about what message the music could convey. Together, the two groups merged their products and the music was added to their iMovie project. We used a number of pictures the students had taken on their digital scavenger hunt the week before to be part of the banners on each of the other pages. They wanted to see their faces on every page and I couldn't agree more! I love having the students be the photographer in my class and seeing the class through their eyes. There is a section where I(the teacher) am supposed to update my students' parents on what is happening in our class and what is coming up next. I told my students this spot should probably stay. But of course, my students asked where they could share their thoughts of the week. Good question! So I threw it back at them - How did they want to share with their parents and friends? The word collaboration was key to them - everyone needed access to it and everyone needed to be able to help each other easily within it. A Google Document was one option but it would be a little messy some students thought. So another student suggested Google Presentation. Bingo! The solution to our problem. The students asked that I create a template where each student got 1 slide to decorate, create and comment on. This is how the weekly 5EM Files was born. It is now going to be an optional activity for the students that can be done as part of their weekly homework or if they finish their work and have some free time. All of this was their idea and it was a little shocking they all agreed to doing more work. Who would've thought that something that was dreamed up by my students late Thursday afternoon would blossom into a full class participation activity by Friday afternoon? Is it perfect? No. Is the spelling all correct? No. Is the grammar all correct? No. Punctuation? No. BUT... those are conversations that can be had in the future. Those are conversations that students can have with each other. Those are conversations that can foster teamwork and further collaboration in the future. Students will be able to learn the need for peer review before publishing a piece of work. It is more about the process than the product in my classroom. The final piece of the students took ownership over when the icons that linked students to the different resource page. All of the icons originally looked like the PYP UOI icon below until my students said they wanted to make their own. In design teams again, they decided what image could convey the specific subject. Using iPods, they took the photos and then imported to their Macbooks. In Preview, the students cropped the images to become circle images and I was able to add them to our sites. They each link to a separate page full of different resources for that subject. I love that my class was so engaged in this process and focused on making what they wanted a reality. Our website is now a place that is just as much theirs as mine. They are proud of the work they created and are excited to bring their parents to the site over the weekend. What I am most proud of my class for is not just creating their website, rather, working together as a class community in an inclusive manner to create something that they feel they have ownership of, that they were able to use their skills and prior knowledge in a meaningful way and that they realised that everyone in our class has something to offer. |
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