Dear Parents,
There is a lot I wish you knew. In March, you saw me and my fellow educators as heroes for quickly converting our face to face lessons into distance learning. We rose to the challenge and did the best we could in a crisis with no skin in the game for students who were already passing. Now many of you seek to demonize us, call us lazy, say we need to get back to the physical classroom so your kids can get back to normal and so much more. What happened? Why are we villains instead of heroes?
As we approach the start of another school year, most of us are filled with anxiety, losing sleep and worrying about whether or not we will get sick. I have read some comments that make me sick to my stomach, by politicians, parents, and even fellow educators. Some of you want us back in the classroom with full class sizes of 36, no social distancing, regular sports and activities and no masks. But how is that safe? Last year I had five classes with an average of 34 students per class. I saw 170+ students per day. My campus has 3,000 students plus 150 staff. It is not safe to have indoor dining or gatherings of more than 10 inside. How is a school safe but a restaurant not?
Some things to think about with a traditional or even hybrid in person schedule. What if a teacher tests positive? What is going to happen if there are not enough substitute teachers? What if the teacher is out for 4-6 weeks, or longer? Is every student with whom that teacher had contact expected to quarantine? What if it is a student? Think about the fact that at high school the 36 students in my 1st period class go on to five more classes during the day and are exposed to hundreds of other students. How can we contact trace all the people who might have been exposed? If a school shuts down due to positive students or teachers, how long will it be closed for? What if it reopens and is promptly shut down again? Where is the stability in the constant unknown of when students will be at home versus on campus?
I have heard about wanting normal for kids. But do you realize that normal is not possible? There will be no working in collaborative groups, no small group discussions, no hanging out with friends during passing period, no hugs from teachers for the little kids and a lot of other things missing from a normal year. As a teacher, I will have to lecture instead of ask students to work together to analyze sources. Instead of being able to have paper copies, everything will be on the computer that they will be assigned. Teachers will stand at the front of the room in their own little space instead of circulating around the room trying to help individual students.
Now do you understand why so many teachers are pushing for online learning to start the school year, and insisting that schools not reopen until things are under control and we see a sharp decline in cases? We want to teach. But we want to be safe. Teachers are making out or updating wills in preparation for the school year. Teaching does not need to stop because we move online. My district has spent a lot of effort to create a robust online learning experience. Do not worry about your child falling behind because every other kid in America is in the same situation. Please stand with us in demanding that physical schools only reopen when it is completely safe to do so. That might be in October, but it might also be in January. Until then, we will show up and create lessons. We will find creative ways to develop a classroom atmosphere online.
We have an opportunity to rethink education for the better, where it can go beyond just the four walls of our classroom. Imagine how powerful it would be for my US History students to collaborate with other students from multiple different states. Maybe a history teacher and English teacher can partner up and design a lesson together. Instead of attacks and anger at teachers, lets work together as partners to help our students continue to learn.
Monday, July 13, 2020
Teaching in the Time of COVID19
Imagine holding class as normal throughout the day, hearing of other districts closing down but not knowing what your is doing? This was the reality on March 13, 2020. It was a minimum day. I think LA Unified has already decided to close and maybe San Diego so we wondered our own fate? We had already been instructed to get students set up on Google Classroom so we had discussed the idea of seeing students online the next week. I remember thinking that maybe I should send students home with the workbooks that go with our text. I did not unfortunately. About 10 minutes before the end of school we got the official word that we would close for three weeks. At the time we did not know if it would be a regular class the following week. So I said goodbye to my 6th period class of seniors, but not in a final goodbye manner.
That afternoon I volunteered in my daughter's 1st grade class and am so thankful I had that opportunity. Part of the time was spent making sure students had logins for Google Classroom and other programs. I wish I had known that it was the end. I would have had my daughter hug her teacher a little harder. I would have taken a few photos of them together.
We were told to be available the following week and after a brief staff meeting were told that it would be an extra week of Spring Break. We already had 2 so April 6th would be the first day back. I remember the day that it was extended to April 30th and the frustrations over losing the opportunity to have staff from the Reagan Library pilot a simulation with my students, the sadness over my daughter losing her field trip and Back to School Night that had been scheduled for March 19th and concerns about preparing my students for the AP US History exam. And then the day came when it was announced we would not return to school for the rest of the year. It was a heartbreaking day, knowing I would never again see my students all together, knowing there was no goodbye to seniors I had taught for both US History and Government. I mourned for the loss of my daughter's experience with a fantastic teacher who she adored.
Online learning started April 6th, but there was a major curve ball thrown at teachers - we had to hold students harmless in their grades. This meant that whatever grade a student had earned based on work before March 13th, they could not go lower even if they never showed up for class again. And there were students, even in my Advanced Placement class, that I never heard from again. There were still 10 weeks left of the semester, an entire 1/4 of the year practically. When people slam educators for the disaster (their words) of distance learning, I wish they knew that what we did was crisis learning. We were thrown into an online environment where students did not have to attend. We went from 5 hours a week in class where we could talk with students and encourage those who were missing work to 3 hours max a week, relying on emails and messages, calls to parents (which exposed our home contact info), Google Meets and help from counselors. DO NOT blame the teachers for the failures of this crisis learning. Students did not show up. Parents did not make them show up. Counselors told students to worry about only those classes they were failing. The system set us up to fail. Most of us still tried to reach and teach our students. AP teachers all over the country successfully helped students prepare for a 45 minute online one question high stakes exam.
Many people including national leaders say we just gave up. But that is not true. I worked harder than ever trying to convert my engaging collaborative lessons into something that could be done online. I had to shrink the content of three different classes to fit the new time constraints of 3 hours per week. I sent emails to students and parents to let them know about changes to the AP exam and praying that they received them because few responses were received. I begged parents of students who were failing to get their child to start showing up and turning in assignments. I worked well past my contractual hours, often times answering emails until 9:00 at night. Therefore, distance learning was not the utter failure that some would like you to believe. There were successes. We were heroes for a brief moment when parents realized how hard it was to teach their kids. And how quickly they have forgotten now that we are being blamed. It is a sad state of affairs.
That afternoon I volunteered in my daughter's 1st grade class and am so thankful I had that opportunity. Part of the time was spent making sure students had logins for Google Classroom and other programs. I wish I had known that it was the end. I would have had my daughter hug her teacher a little harder. I would have taken a few photos of them together.
We were told to be available the following week and after a brief staff meeting were told that it would be an extra week of Spring Break. We already had 2 so April 6th would be the first day back. I remember the day that it was extended to April 30th and the frustrations over losing the opportunity to have staff from the Reagan Library pilot a simulation with my students, the sadness over my daughter losing her field trip and Back to School Night that had been scheduled for March 19th and concerns about preparing my students for the AP US History exam. And then the day came when it was announced we would not return to school for the rest of the year. It was a heartbreaking day, knowing I would never again see my students all together, knowing there was no goodbye to seniors I had taught for both US History and Government. I mourned for the loss of my daughter's experience with a fantastic teacher who she adored.
Online learning started April 6th, but there was a major curve ball thrown at teachers - we had to hold students harmless in their grades. This meant that whatever grade a student had earned based on work before March 13th, they could not go lower even if they never showed up for class again. And there were students, even in my Advanced Placement class, that I never heard from again. There were still 10 weeks left of the semester, an entire 1/4 of the year practically. When people slam educators for the disaster (their words) of distance learning, I wish they knew that what we did was crisis learning. We were thrown into an online environment where students did not have to attend. We went from 5 hours a week in class where we could talk with students and encourage those who were missing work to 3 hours max a week, relying on emails and messages, calls to parents (which exposed our home contact info), Google Meets and help from counselors. DO NOT blame the teachers for the failures of this crisis learning. Students did not show up. Parents did not make them show up. Counselors told students to worry about only those classes they were failing. The system set us up to fail. Most of us still tried to reach and teach our students. AP teachers all over the country successfully helped students prepare for a 45 minute online one question high stakes exam.
Many people including national leaders say we just gave up. But that is not true. I worked harder than ever trying to convert my engaging collaborative lessons into something that could be done online. I had to shrink the content of three different classes to fit the new time constraints of 3 hours per week. I sent emails to students and parents to let them know about changes to the AP exam and praying that they received them because few responses were received. I begged parents of students who were failing to get their child to start showing up and turning in assignments. I worked well past my contractual hours, often times answering emails until 9:00 at night. Therefore, distance learning was not the utter failure that some would like you to believe. There were successes. We were heroes for a brief moment when parents realized how hard it was to teach their kids. And how quickly they have forgotten now that we are being blamed. It is a sad state of affairs.
Saturday, October 28, 2017
History Mysteries
I have certain lessons that fall under the category of "History Mysteries." I like them because I can honestly tell my students that there is no right answer and it is up to them to determine what they believe and support it with evidence.
One of the mysteries that I have turned into a two day lesson is on Sacco & Vanzetti. The information for this lesson came from UMKC School of Law Famous Trials page. I took information from many of the pages and turned it into a case for my students to solve.
First students enter my classroom and see caution tape, a chalk outline of a body and evidence markers. Next I show them a video I made in the style of Law & Order. I call it Law & Order: History Revisited. Once introduced to the case, I pass out "FBI Folders" that I made. These include biographies on individuals associated with the case, maps, evidence, information on the investigation and more.
Over the course of two days, my students work as a team to find evidence to determine whether Sacco and Vanzetti were in fact guilty or not guilty. Then they have a discussion and ultimately render a verdict.
Another mystery involves the sinking of the USS Maine. Students discuss all the theories of what happened. This year I acquired, at a library auction, a textbook on the history of Cuba that was published in 1898. I cannot wait to use the last chapter on the USS Maine as a primary source.
I enjoy turning lessons into mysteries for students to solve, rather than a lecture or a reading. My students respond well to these lessons and are using collaboration, communication and critical thinking.
One of the mysteries that I have turned into a two day lesson is on Sacco & Vanzetti. The information for this lesson came from UMKC School of Law Famous Trials page. I took information from many of the pages and turned it into a case for my students to solve.
First students enter my classroom and see caution tape, a chalk outline of a body and evidence markers. Next I show them a video I made in the style of Law & Order. I call it Law & Order: History Revisited. Once introduced to the case, I pass out "FBI Folders" that I made. These include biographies on individuals associated with the case, maps, evidence, information on the investigation and more.
Over the course of two days, my students work as a team to find evidence to determine whether Sacco and Vanzetti were in fact guilty or not guilty. Then they have a discussion and ultimately render a verdict.
Another mystery involves the sinking of the USS Maine. Students discuss all the theories of what happened. This year I acquired, at a library auction, a textbook on the history of Cuba that was published in 1898. I cannot wait to use the last chapter on the USS Maine as a primary source.
I enjoy turning lessons into mysteries for students to solve, rather than a lecture or a reading. My students respond well to these lessons and are using collaboration, communication and critical thinking.
Monday, July 24, 2017
Breakout EDU - The Coolest Thing Since Escape Rooms
A little over a year ago I discovered Breakout Edu. It takes the escape room concept and brings it into the classroom. Students are introduced to a locked box with a story related to the theme of the game. Together they must work collaboratively to solve puzzles, riddles and other activities. These clues then help them to open locks. With just 45 minutes to complete a game, participants are challenged to problem solve, learn perseverance and work as a team. Breakout games are designed by teachers for use with students from preschool to college, and even adults!
I use the games in my class for both review at the end of a unit and for content. For example, this past year, I used a Breakout game to teach my students about Watergate. I had limited time to cover the topic and found that rather than a lecture or worksheet (which I almost never do in my classroom anyway), I would find an engaging way to help them learn about the scandal.
I typically break students into four groups (I have 4 complete kits) to ensure there is a role for every student. I have an average of 34 students per class. Some games are completely physical games (with all clues in class). Others include online puzzles. I continue to refine and learn what works and doesn't work.
I have found that many of my students who may not do well on tests or on other assignments, excel in Breakout games. I had one student last year who was often in a group that failed to breakout. She was frustrated but refused to give up. Learning as we played each game, she came in the day of the Watergate Breakout and was determined. This time she and her group were not only the first to finish in her class, but out of all of my classes. The pride she and her team had was so cool to see.
I encourage you to give it a try! Your students will love it! Check out Breakout Edu to get started.
I use the games in my class for both review at the end of a unit and for content. For example, this past year, I used a Breakout game to teach my students about Watergate. I had limited time to cover the topic and found that rather than a lecture or worksheet (which I almost never do in my classroom anyway), I would find an engaging way to help them learn about the scandal.
I typically break students into four groups (I have 4 complete kits) to ensure there is a role for every student. I have an average of 34 students per class. Some games are completely physical games (with all clues in class). Others include online puzzles. I continue to refine and learn what works and doesn't work.
I have found that many of my students who may not do well on tests or on other assignments, excel in Breakout games. I had one student last year who was often in a group that failed to breakout. She was frustrated but refused to give up. Learning as we played each game, she came in the day of the Watergate Breakout and was determined. This time she and her group were not only the first to finish in her class, but out of all of my classes. The pride she and her team had was so cool to see.
I encourage you to give it a try! Your students will love it! Check out Breakout Edu to get started.
My games are centered around an entire unit such as the Gilded Age or a single topic such as Watergate. Students use their content knowledge to help them solve puzzles!
Breakout games promote the 4 Cs: Collaboration, Communication, Critical Thinking and Creativity!
Every team that completes the game in 45 minutes gets a photo. In the future, I will make a wall of fame with these pictures for the year. Students love to compete to see who has the fastest time!
Standing Where History Happened
The "P" in Teach Like a PIRATE stands for passion. Dave Burgess talks about bring our passions as teachers into the classroom. For me that is easy, because two of my passions include travel and photography. I love to visit historic places when I travel and stand where history happened. It provides a unique perspective that no textbook can possibly provide. A case in point was a 2014 trip to Mexico.
During a trip to Cancun, I had the opportunity to visit Chichen Itza, a set of Mayan ruins. At Chichen Itza, there is a massive pyramid that is considered one of the Seven Wonders of the Modern World. That is what most impresses the vast majority of travelers. For me it was the Ball Court. Having taught Mayan History as a 7th grade teacher, it was amazing to stand in the court and see just how small the rings were that the ball was supposed to go through....and how high! To stand there and imagine a game being played, brought my understanding of Mayan culture to a whole new level. It was no longer just an idea of how large the stadium was (it sure did not look that big in Disney's Road to El Dorado). Instead I could see how challenging of a game it really was.
In my classroom, I encourage students to travel (even locally) to historic sites. I also remind them that history is everywhere! To that end, I have created a project "History on Location," that they can complete for extra credit.
During a trip to Cancun, I had the opportunity to visit Chichen Itza, a set of Mayan ruins. At Chichen Itza, there is a massive pyramid that is considered one of the Seven Wonders of the Modern World. That is what most impresses the vast majority of travelers. For me it was the Ball Court. Having taught Mayan History as a 7th grade teacher, it was amazing to stand in the court and see just how small the rings were that the ball was supposed to go through....and how high! To stand there and imagine a game being played, brought my understanding of Mayan culture to a whole new level. It was no longer just an idea of how large the stadium was (it sure did not look that big in Disney's Road to El Dorado). Instead I could see how challenging of a game it really was.
In my classroom, I encourage students to travel (even locally) to historic sites. I also remind them that history is everywhere! To that end, I have created a project "History on Location," that they can complete for extra credit.
The Ball Court
The Ring
Wednesday, November 9, 2016
Google Summit - A Great Learning Opportunity
I just attended my second Google Educator Summit in Temecula (CA). I attended with several other teachers from my school and gained lots of good ideas. I am a strong believer in continuous learning and seek out opportunities to attend professional development events. These summits highlight Google Apps for Educators, but include several other cool learning topics.
This year I presented on how to use Google Maps in the classroom and then attended a follow up session by a member of the Google staff on ways to use Virtual Reality in the classroom. Google Cardboard and Expeditions have so much interesting potential! I will write about them in another post.
Other topics presented at the summit included: Google Classroom, Hyper Docs, Google Drawings, Soundtrap, Breakout Edu.
If you haven't been to a Google Summit, I highly encourage it. Yes it costs money, but there are also lots of FREE seminars for teachers out there!
This year I presented on how to use Google Maps in the classroom and then attended a follow up session by a member of the Google staff on ways to use Virtual Reality in the classroom. Google Cardboard and Expeditions have so much interesting potential! I will write about them in another post.
Other topics presented at the summit included: Google Classroom, Hyper Docs, Google Drawings, Soundtrap, Breakout Edu.
If you haven't been to a Google Summit, I highly encourage it. Yes it costs money, but there are also lots of FREE seminars for teachers out there!
Having a little fun with my fellow CHS teachers!
Tuesday, December 1, 2015
Spectrum of Slavery
In my AP US History class, we study the different points of view of slavery during the Antebellum period. One method that helps my students understand the different opinions is to create a spectrum from the most radical abolitionist to the most staunch supporter of slavery. The discussions they have in groups while they debate takes their understanding to a new level. In the end, I have 7 volunteers stand at the front while the whole class puts them in order. This furthers the discussion.
Subscribe to:
Posts (Atom)