Monthly Archives: October 2019

Stepping out of my comfort zone

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I feel like I’ve done pretty well with keeping up with the technological advances that come along and incorporating them into the classroom if it has the right fit. One thing that I have never been interested/comfortable with has been video production and film editing. With new video apps like Tik Tok, video production has been on the rise in terms of interests and ease. We are wrapping up a unit on the horror genre and other than an essay, students have the chance to pick another project, one of which is filming and editing a book trailer based on the short story they read. I was able to offer examples from previous students and a pretty basic overview of platforms to use. Other than that they seem to be self sufficient! This is the first time I have allowed students to have an opportunity like this in fear of not being able to help them. I now know that they are able to help themselves in addition to needing to remember that there are colleagues who are familiar with these programs who would be happy to help. Out of my comfort zone as an educator, but it really worked out in my favor this time!

Interesting Observation

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We are working through our Horror Story Genre Unit. The final part of preparation is that students need to pick two stories to read out a pool of five. Since we are a 1:1 district I posted the pdfs of these stories in Google Classroom. Being cautious I printed off a half dozen copies of each of the short stories because there is typically one or two students who have dead devices or prefer paper copies. What I observed through all of the different sections of my 8th grade English classes was that my low scoring kiddos were the ones to scoop up the paper copies. Now I am sure that there has been research completed on paper copies vs digital and the retention of plot, but I found it to be really interesting. This morning I chatted with a couple boys as to why they went for the paper copies and they said that it helps them stay focused and they feel like they are making progress in the story by turning the pages. I would not have remotely considered the last comment as a reason why but it makes sense. If they struggle with reading they need to physically see that they are working towards a goal. This was one of those moments of clarity as to how technology really does need to be balanced.

Balance

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I was chatting with our Media Specialist (Librarian) about my upcoming presentation on the various digital libraries we have access to and I was surprised to hear her opinions on reading on personal devices. As a one to one district I am looking for ways for my students to utilize them in ways that make sense to them, reading is one of those ways. She mentioned that she was not a fan. She is very progressive and knowledgeable in everything tech and literature related and this really surprised me. In probing a bit more she expressed that there needs to be a balance in everything and that includes technology. Students are being asked to complete so many different projects and assignments digitally. They need a chance to unplug and learn the value of something timeless like reading. I respect and appreciate her stance, many aspects of it I agree with. However I am not ready to dismiss the opportunities that digital libraries offer. Obviously this format is not for everyone, but helping my students find balance with their devices should be a teaching moment that I seize.

Addiction? Or Boredom?

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8th grade is new to me . . . Having recently transitioned from seniors back to the middle school realm, I am struggling.  I am struggling with the smell, with the frequent popping of my personal bubble, in addition to the drastic decrease in the level of maturity. More so I am struggling with the mindless gaming that my young gentleman seem to be enthralled in. Before class, after class, during class, the moment there is a lull in conversation, as soon as I look away, there is an open chromebook with the rapid movement on the keypad. Having engaged them in conversation related to what they are playing and why, their answer astounded me: what else are we supposed to do? There seems to be an understanding that if there is nothing of value, in their minds, to do, that the only realistic option is to hop on a device to spend the time. I’m at a loss of what to do. My goal would be to teach them self control in addition to the timing/respect idea that that comes along with device use. However, what is my role and when is the opportune time? Do I have the conversation with all of my students, who could probably hear it? Or do I focus on the students who need to be steered towards a more focused direction? I am sure within the next week next steps will become clear, but as for now something that has been occupying my thoughts . . .