Think Like a Teacher

Have you ever found pieces from two different jigsaw puzzles that actually fit together, one a blue piece of a geometric design and one a scrap of sky from an entirely different puzzle box, yet surprisingly an appropriate “match”?  Two posts from separate feeds in my Google Reader today interlock for me into a new idea. One was from the New York Times, a post about today’s young parents and the need for them to turn off their cell phones, iPods,  and Blackberries and just talk to the stroller set. Nothing in that post was new to me, but it got me thinking about thinking out loud and its importance for learning. The other post was elementary teacher Brian Crosby’s post about allowing students time to process what they have done and learned, even (especially?) when the learning is project-based. Whether toddlers, elementary kids, or even adults,  we need time to think out loud about what we have done. Those around us understand us better and learn from us when we do. Young ones grasp our language to build their own language of understanding. Peers and elders appreciate what we have done when we can stop and explain it.We find our own meaning better when we do it out loud.

But the world does not like to grant time for thinking aloud. Brian Crosby bemoans the fact that  end-of-day recap time has slipped away in his classroom. Most of us who take the world with us via iPhone or Blackberry use that once-precious think-back time to check email now.

Maybe we need an app for that. I’d like a “thinking aloud allowed” app that lets me record my thoughts aloud at the same time that it blocks email with autoreplies telling others that this is my time for thinking, so go away.  The same app would turn OFF young parents’ iPhones, etc. until they had conversed about red stop signs, sidewalk cracks, and at least twenty-five other topics with their stroller-bound munchkins. How could the app help Brian’s students? Maybe it could ask them to record their reflections, prompting and saving their comments so they could store them up like Bandaid box treasures (do you remember metal Band-Aid boxes and their treasure-holding capacity?).

No one would make money on this app, but they would make learners and thinkers. Thinking aloud allowed. There’s an app for that.

In today’s data-driven life, everyone wants a way to measure (and perhaps pay) a good teacher.  Parents have always wanted a way to “know who the good teachers are.” Administrators want a way to put a quantitative label on what they know (?) is happening in their schools. But the only measure anyone has offered so far is student achievement. In a non-widgetmaking process as slippery as learning, finding a measure of what makes a good teacher is as elusive as a second grader on his way out to recess.

A favorite quote in my family is, “Moms worry deep.”  The core-level angst of a mother is what makes her a good teacher and nurturer of her children. When something is wrong with one of her children, she just knows it. The level of stress this can cause her may not always be healthy,  but that mom-deep worry is essential to her effectiveness.

Some doctors worry deep, too. I once had a pediatrician who called me, the mom, because what he had seen at my child’s morning appointment so gnawed at him that he could not wait for my post-naptime call to find out whether things were better. He had not been able to diagnose the problem and had sent us home. But he knew something was not right so called us back in. He eventually did diagnose the problem, driven by a level of involvement with his patient that went beyond the norm.

I would hypothesize that it is a similar involvement with students that makes a teacher effective — even stellar. I have seen some teachers agonize over  the students who “gnaw” at them.  When these students struggled, the teacher struggled more. When the student did not seem “right,”  the teacher wanted to get to the bottom of it. When the class  bombed a test or sat like cinder blocks during a lesson, the teacher had to figure out why. These teachers have a level of involvement, a “Teacher Involvement Quotient” (TIQ) that makes a difference far broader and more lasting than a single test score. There are even some ways to assess that TIQ. When faced with a scenario, those with the higher TIQ would respond differently:

Think of the last time a student failed a project or test in your class. What did you do?  (score based on the response)

Or, instead of asking, WATCH what he/she does, note it, and measure it. Yes, we need to develop a scale, but would it be any harder than designing high-stakes tests?

There are those who see teaching as a series of steps they follow in a certain room at certain times.

There are those who see teaching as designing well-marked trails for students to follow,  waiting to see who comes out at the other end.

There are those who see teaching as the trail their students forge for themselves while the teacher watches and lures them uphill, worrying deeply for those who trip and fall.

Can’t we assess TIQ? Wouldn’t it be worth a try?  This is the learning I agonize about these days.

More education happens over warm Diet Coke, cold coffee, and chocolate than the experts ever realized.  A recent study, discussed in this Edweek article [I hope this is the correct link for the free access version], demonstrates the positive effect that “top notch” teachers have on peers, especially in informal, side-by-side teaching relationships. The full study will be published in the October  American Economics Journal: Applied Economics. Not surprisingly, good teaching not only rubs off on teaching peers but also extends to improved achievement by the students of those teachers.

I can hear teachers nodding their heads as they read this. The comments from teachers in Edweek are a palms-up “Well, Duh!” Ask any experienced teacher to think back on the best teacher-peer he/she* ever knew. Now ask her to close her eyes and picture that teacher’s class in action. Though she likely was never actually in that teacher’s class, she will tell you what must have happened there. She will describe the kids’ reactions, the sounds she heard emanating from that room, the projects hanging in the hallway, the conversations overheard on the playground or between students as they left for the bus or came in from THAT teacher’s class. Watch her eyes pop back open, then glaze over, as she tells you about what THAT teacher’s kids DID. Then she will probably tell you which ideas or lessons she borrowed from THAT teacher and how grateful she is for the additions to her repertoire.

The study does not delineate the how and why. I love the comment by Linda NBCT Science about the first 15 minutes after the kids leave as precious professional development time. She underscores the real “stuff” of teaching. It is that “stuff” that experts may have discounted until now.

So I venture some hypotheses on why elbow-to-elbow exposure to teaching excellence permeates like the smell of burnt coffee in the faculty room:

Misery loves company? To some extent, seeing how somebody else copes helps you cope. But it is more than that.

Competition and not wanting to “look bad”? If this is all that motivates a weaker or novice teacher, he/she will not last long in the profession.

Providing a concrete vision of what learning can look like — over time and in empirical, visionable, practical form so it can be absorbed and verified? That’s it. If you see the evidence every day, you notice it gradually. You tune in and learn from observing it because you are curious, not because someone made you have a meeting or attend a workshop about it. A motivated teacher may not have the inherent vision to imagine these new ways of teaching and learning, but she knows it when she sees it. Like our students, we each hit that teachable moment at a different time. The prolonged and low-key exposure to teaching excellence, along with a little shared chocolate and warm Diet Coke, goes much further than any graduate course, inservice day, or external motivator. 

If you are THAT teacher, pick up a bag of Hershey Kisses or M&Ms this weekend for the faculty room. If you are the teacher still looking for inspiration, you might want to share your Diet Coke to go along with that chocolate.

*I use the feminine pronoun simply because I am too lazy to use both he/she. No gender assumptions or implications intended here.

In honor of the first week of school, I am rewinding to the days when I worked to meet the needs of individual kids instead of masses of teachers. Scott McLeod posted yesterday about a teacher desperately seeking a reading “program” for what I call a “severely and profoundly gifted” fifth grade boy. It’s good for me to play my old role again, and maybe it will provide some further ideas beyond those already offered in the generous comments from several kind teachers. So pretend I am just another teacher of gifted trying to help out here.

To the teacher of this young man, here are what I consider (based on 27 years teaching kids like this) to be vital aspects of what he needs in his “program” :

Conversation
This boy needs to converse about what he is reading with people he respects. These people may or may not be students. They could easily be students 4-5 years older, if those students have a genuine interest in talking (not so likely among 16 year olds) . They could also be adults. I suggest using one web-based community where he can build trust and also be responsible for his comments and behavior. If he says something silly, he will be labeling himself within the community. I have not looked at them deeply, but I would suggest checking out groups on sites like: http://www.bookglutton.com/ or http://readkiddoread.ning.com/ or  even by searching Google for “online book club gifted.”  I found this post: http://teachers.net/mentors/middle_school/topic13670/8.27.09.11.08.21.html     Maybe even throw a Tweet out there to find other teachers of gifted looking to START a reading discussion group for HIGHLY gifted kiddos. Warning, though: Don’t intermingle with the run-of-the-mill gifteds.  He will simply slide along and get in trouble. Scare him with some intellectual peers. Most likely, adults will work better, as long as someone is watching over his virtual shoulder so he does not fall into dangerous company (see Support).

Accountability
He should be involved in designing the “program” and revising it along the way. Talk at length about what he will do, what it can look like, when he will do what. A student this bright enjoys testing limits and experimenting with human behavior. Some might simply say he is “manipulative.”  He needs to be involved in designing his own program and being accountable to it.  Most likely, he will set the bar low for himself, so that’s where the “support” comes in. Someone needs to call his bluff yet help him get started in whichever community and tasks you decide to use. The accountability should include evaluating whether the program is doing what it should for him and whether he is doing what he should for the agreed-upon program, That conversation needs to happen weekly, F2F. He can tell when you are making things up, so be honest. If you haven’t read the same book, admit it. When you design the program, design in what the logical consequence is if he does not meet his own goals.

Support
Most likely, he has never had such freedom to fail and to work on his own. Ask him what he is afraid he might not get done or might not know how to do. Then do it together the first time – or 1/2 of the first time. He’ll get it quickly and need to be on his own when he can be.  For safety reasons, his online activities should be random-sampled. He may not be able to tell when someone is manipulating him online. Talk openly about what happens there, and expect him to do the same. This is not the time to “respect his privacy” in his online conversations!

Choice
He should have some choices and some things about which he has no choice. As you plan products and reading choices, use some of the terrific booklists available and make sure he finds things he likes AND genres he might never try alone.  Use the “pick two from column B” approach to increase exposure to new things. He may get fixated on one genre or author until he exhausts it if he has the choice to do so. Build in variety of  genre, culture, fiction/non, biography, etc. Look at  some of the classics and more offered by Stanford grad students at  http://www.shmoop.com/literature/

Match
What he reads should challenge him and allow him to experience new depths of understanding, but perhaps not be so socially mature that he cannot handle it yet. That is a tough call at age 11, because his emotional maturity may not be ready for sexuality, etc. that appears in books he is capable of “reading,” i.e decoding.  The “classics” are often  safer because people never said things outright in “those” days. Schmoop options and those on “classic book” lists might be good places to go until you can assess the maturity and how his parents feel about it, too.

Product
The most important part of the agreed-upon program is a product.  I think Id ask him to help you design a reading program for highly gifted students. He is the designer, the guinea pig, and the publisher. If the product is good enough, you may take him to a conference and present it together or use it in future years when you have other students like him. As he reads he can create product samples that are meaningful, not just hoops. He should write and create in response to everything he reads. Use all the terrific web 2.0 tools. See Tikatok, Voicethread, Mapskip, Wordle, Google Maps, and similar tools reviewed here.  As he works his way through different books and discussions, he will create different products that others in the future can see as samples for THEIR reading projects. He can also share his projects with others in his online discussion group for feedback. Maybe have him choose a different tool each week/month. Use the SAME email, password and username on EVERY tool so you can monitor, and have him embed or link all his samples into a wiki page so they are accessible from one place.

A Way to Talk About It
When he is not in “regular” reading class one of two things will happen (or both) : he will either brag about it until his peers hate him or he won’t know how to explain what he is doing, and they will think he is goofing off. Either way, his peer relationships, likely already poor, will suffer more.  Help him develop a way to explain what he is doing for reading to his peers, other teachers, and other adults so it is factual and neither bragging nor condescending in tone.Throughout his life he will have to find ways to explain himself to those who don’t get it. This is a life skill he needs for survival and happiness.

I have written far too much. I hope–if you read this– that you will comment back to me or have the young man read it and do so himself.  You are in for an interesting year.

For those of us accustomed to being told when to talk, walk, eat, and even go to the bathroom (in 41 minute increments with 3 minutes between), the shift in culture between our familiar schoolworld and the broader e-world is as difficult as right-brain/left brain shift. Forget the digital native/immigrant thing. All of us are living a tectonic shift in time/space reality.  This may sound like an easy excuse for the life-by-the-bell set to claim disability, but envisioning a lack of time definitions and physical locations is hard on the brain. We can accept them when we see and experience them, but moving counterclickwise to IMAGINING the potential experience of tools such as Skype and Twitter is much harder when we have spent most of our daylight memory since age 5 in school-scheduled time (a time zone of its own, for sure!).

This post is an informal exercise to help your brain, much like drawing with your non-dominant hand or covering one eye to see how it changes your vision. I start by giving a few thoughts on the shifts in time and space envisionable via just two vehicles: Skype and Twitter. As you read, close your eyes and picture each of them occurring.  See the faces, hear the voices and words. Then, after experiencing a few,  add your own visions in a comment on this post.

For those who find this easy, add as many as you can. For others, read more and add only a few. The goal is to help your brain shift back and forth in time and space enough that it MIGHT even start to do so on its own. All of a sudden one day, you and your class might spontaneously shift without thinking about it in advance. And this shift will cause neither earthquake nor cerebral hemorrhage. You might end up late to your next class, but you won’t even notice.

What Skype is Really For:

a two year old trying to make sentences when he sees his deployed daddy during brief shore leave

an octogenarian in Vermont telling stories to a grandson in Dubai- landline to Skype connection

a former student co-presenting at a conference with a former teacher – both colleagues far from home, one in person, one not

a humor break for a grieving parent from their child’s long-long  friend

Tehran to CNN eyewitness reports

witnessing a lab experiment

sharing the first picture of the baby on ultrasound

What Twitter is Really For:

hashtagged #skool2day mentions of what is new in “morning meeting” in classrooms (where?)- popping up on multiple Tweetdecks (where?)

quotes of the day from people you know only as @thinkr or @ideaman

cries for help with a software program or scary error message

a quick idea for a substitute from someone she does not know

debunking…anything

telling disembodied anybodies about the cool idea you just read

singing a thought in 140 characters

playing “telephone” in the modern day (if U R old enuf 2 know what telephone game was)

telling people you are from Alaska when you really live in Mississippi

deciding who you trust

This one has been hanging in my head during swimming-thinking time for a couple of weeks.

What is the true value of teachers’ graduate work, in particular Master’s Degrees?  A recent study decided it is a poor use of school funds to underwrite teacher graduate degrees by increasing their pay simply for the additional degree. As often happens in education, determining a “bang for the buck” factor for academic achievement invites all sorts of statistical mumbo-jumbo. What is the value of a graduate degree? I can hear the wheels of my quantitative friends spinning as they determine a means to assess “value” of a Master’s degree: What is it worth in private sector HR? What value does it add to productivity (as measured by…)? What additive difference can be demonstrated by the aggregated affect of Master’s degrees in country X as compared to the U.S.? We could spend the day generating ways to evaluate the $$ value of the Master’s degree to a U.S. school district,  fueled by the self-assured procedures for research that WE learned in graduate programs.

I take a different approach. Though not scientific, I prefer to assess the true value of teacher graduate degrees in terms of two things: rigor and passion. Neither is measurable, so bean counters can start laughing now as I venture once more into an analogy.

True Value is what we seek when we visit the hardware store (thus the chain’s trademarked name). We seek fasteners with solid strength, paints that will last, and the right tools to accomplish the task. If we are committed to having our hard work last, we may opt for the paint that costs a bit more or for the stainless steel screws to use near water. The true value often comes from the bit of extra beyond the minimum.

We all want teachers who model passion and entice students into a rigorous love of learning. In the case of the some Master’s degrees, that passion and rigor are the true value of the degree. The teacher who completed it did so out of excitement for at least most of the work. He/she read, wrote, researched, explored, argued, created, and wondered through a series of academic courses and a thesis. That actual thesis may never have a place in his/her second or tenth grade classroom, but the true value of the degree lies in the passion and rigor that do not end with the degree.

We teachers also must admit that not all Master’s degrees are alike. We know people who sat and paid their way through 36 credits and received the special letters after their names. They found programs that were easy and needed their tuition dollars. They worked the system.

Going back to the hardware store, what is the true value of a a sit-and-pay degree vs. a rigorous, passionate graduate degree? It’s the same as the difference between a weak wrench that looks OK in the boxed set but will fail under torque and the one that is guaranteed for life. The latter can be returned after abuse by neglect, water, and greasy hands, but it will be replaced if it bends even a few degrees (sorry—pun).

If there is a decision to be made about paying for graduate degrees, it should be based on the true value of the degree in terms of rigor and passion that will last. If there are weak degrees on the shelf of our academic hardware stores, let’s pressure the suppliers and vendors to change their offerings. Why do some of you offer  inferior merchandise?

And teachers, let’s be honest. By purchasing the degrees without true value, what values are we modeling for our kids? Demand true value. Then expect that you should be paid for it.

We have all been there. You are in a session with teaching peers, learning (or teaching or collaborating) about a new way to envision learning and the many tools that can put learning in the hands of the students. Two of the others in the session clearly do not “buy in.” YOU are excited about the possibilities of the topic at hand, but you are aware of the “back-channel” that is going on between your less-positive peers. They are not rude, just disengaged. They are very subtle. You may be the only one in the room (real or virtual) who is even aware of their behavior.

As one who feels strongly that teachers take too much bashing from the media and the general public, I HATE being in this situation. I watch my “peers” embarrassing the teaching profession as a whole, not by being blatantly rude, but by passive-aggressively avoiding really good stuff: the real red meat of learning, right here on a platter in front of them. They are so busy (figuratively) criticizing the outfit the server is wearing that they cannot savor the rich, new flavors on the menu of learning.

I am frustrated twice over: 1)  that their behavior might be cited as representative of All Teachers and 2) that they are missing such great ideas and palpable swell of enthusiasm among all the others in the room. I am incredulous, yet not. And I must decide: do I Retry engaging them in the conversation at hand by whatever means or do I Ignore their behavior and hope it will either go away or fade as they miraculously join in on their own? I am reminded of a similar decision I  faced as a first year teacher with a sixth grader who was partially off-task. The difference is that these are my PEERS. As a leader and peer, the choices are tough. I do not want to violate my peer role or the positive forces in the room by scolding. I really do not want to believe that these two are representative of the profession I respect.

Retry?…Ignore?

I have not answered this question. The one thing I will not do is Abort my efforts to both teach and learn among my teaching peers. So my options are Retry or Ignore. Your thoughts?

Here we are in DC! EdubloggerCon has grown from about 45 people in Atlanta to over 200 here. The topics for discussion range from web 2.0 tools (and these are THE adopters who know the doodads!) to school reform…the most exciting part is that these are educators who takes the time, pay the extra night in the hotel, and bring together serious passion and deep concern for the future of kids and the adults they will become. There is not a person in the room (or hallway, sitting on the floor) who came here to maintain what is. They are all interested in what can be, will be, and should be. There are some who are “consultants” or educators morphed into other roles, but all are here talking about the “what if” and the “why not.”

That is what makes EBC different. I am sitting in a session about the K12 online conference, an “unconference” that has happened for a couple of years and is being planned IN THIS ROOM for later 2009. How do we get teachers to pay attention? How do we avoid overwhelming people who have never heard of it?

What I wonder:

1. How do we help teachers prioritize which things they MUST know, since there is so much to learn, with more every day. How do we talk about tools entirely in the context of their application and USE for learning? I am listening to people make suggestions for “packaging” new ideas and technology USES in a context that is meaningful and personal to a teacher’s situation.
2. How much bigger will the gap between Group Know: those who dedicate significant time to personal prof dev and are NOT afraid to appear as a learner in from of their student,  and Group O (for overwhelmed): those who are concentrating on day to day survival in an environment with little professional support, unreasonable bureaucratic demands, and personal lives that are less than “perfect”?? I see the gap growing and growing. The marvelous people who hang at EBC are often those who spend ALL their time on this stuff–and GREAT stuff! They have also  continuously paid attention to new developments in both technology and in learning. Group O is like someone who has had their TV off for six months or suffered a traumatic brain injury. They are not just behind on today’s news or weather forecast. They may not even know who the president is…
3. Do the people who make it to NECC and EBC have more time in their day/week to continue exploring or do they just skip sleep?
4. I wonder whether the Facebook idea would help… Teacher apps: Which teacher is more like you? What is your edtech IQ? Take the quiz now… Send an edtech Bravo to your favorite teacher.
5. Can we embed ongoing learning into everyone’s life? What’s the code?

Just a few thoughts (unedited and without my usual metaphors) as I eavesdrop on session 3 of EBC09 and reflect back on the day so far…

Few of us remember the first time we jumped into water over our heads.

I do not recall figuring out that I could not swim. I do not remember discovering the power of  water. I try to imagine how it felt.  I could not get my feet to touch the bottom at the same time as I opened my mouth to gasp above the surface, and I had no idea what to do about it.  But some kind parent or bigger person reached under my armpits and supported me, laughing and congratulating me for a great jump. He or she likely placed my hands on the pitted concrete of the pool’s edge and told me to “kick big kicks and blow big bubbles.” Trusting, I must have done so, because eventually I learned to swim.

Swim coaches describe a knack their best swimmers have to “feel the water.” Watch the good ones: the feel, the ease, the awareness. Witness their flips, their streamlines as they push off walls, the faces they make to keep water out of their noses during those quick flipturns.

Water is not a natural place for human beings, but we can gain a feel for it. Some gain it faster that others, but even the nervous child who falls in by mistake will learn to move about using a comfortable stroke to get where he wants to go, given the right encouragement and support.The swimmers among us owe our time and support to those less comfortable so everyone can find a “feel” for the water. Stop and try to recall the panic you felt at falling in. Remember watching your child or a neighbor who genuinely believed that he/she would NEVER be able to move through water. Think about those you know (maybe it’s you) who swim only with their faces OUT of the water, safe and dry. Their head-out style wastes energy,  but it is what they know. They can change it, but each one’s needs will be different and each will require encouragement, time, and a chance to “feel” the water.

As we go to NECC, edtech-swimmers all, we should remember the swimmers’ obligation to share the feel of the water and find ways to make it part of our “swim practice.”

This is the time of year when weather fronts spawn nasty thunderstorms or stall out over my part of the world, sending gray-green clouds across  a calm lake, whipping up whitecaps in five minutes like one of those television chefs creating meringue. At the same time I hear from teacher-friends about how they have “had it.” They are stressed, can’t sleep, want to resign every activity that has brought them joy, and just can’t be very nice to each other. I call it “crabby season.” As the final weeks of school stall over them, they spin off storms of their own, whipping up waves over what would have been a pebble-drop in January and turning gray-green from their own exhaustion.

But there are good things that come of thunderstorms and unstable weather: the grass really gets growing, and the annual flowers so tender at planting are suddenly three times the size. The release of that “pressure system” explodes into summer’s best growth, both for the plants and for the teachers. There are high winds for a short while that kick up the white caps, but — in surprisingly short time — the waters calm. The silver maple leaves turn back right-side-out and flutter calmly where they had been bashing into each other a few moments before.

Teachers often ignore TeachersFirst for about three weeks while the winds (and their crabbiness) subside. The exact timing varies, depending on their school calendar. Soon they turn themselves back right-side-out and find green growth that lasts throughout a long, hot summer. After mid-July, they are back, prowling through new beds of ideas, admiring new blossoms and tossing together summer thinking-salads. Many of them have other jobs, but these are often a sort of brain-refreshing Miracle Gro to their real gardens of thought. Somehow the crabby season seems to disappear as if it never happened.

If your hallway seems filled with the crabbiness, close your eyes and remember that  these storms pass quickly. Join me on the covered porch to watch the thunder and lightning across the lake, knowing how beautiful the garden will be tomorrow.