Category Archives: my classroom

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

I thought I was being very efficient as a teacher, lining up the release of assignments in Google Classroom to coincide directly when I would need the students to access them. I worked on Sunday, thinking on Monday, for the morning work for school and home students in our hybrid model and for a writing prompt in my three ELA classes. I sent an email to all students in my sixth grade, about materials they would be needing (as we shift this week to synchronous teaching, with Zoom Stations in the classroom).

Everything was aligned, all set, and everything, wonderfully efficient. Or so I thought.

Then, the snow storm came, and the superintendent called off Monday on Sunday night (a bit pre-emptive, I thought, but OK, fine) and I completely forgot that I had these different things all ready for Monday to be released on their own. Google Classroom knows only the clock, not the weather.

I noticed something amiss early on, when a few students (who would be in the home hybrid) began to email me early.

“I thought we had a snow day?”

“Is this is a mistake or is this work we need to do on a snow day?”

“Mr. H, do we have today off or not? My mom says we do. But I see work here to do. So I’m confused.”

Oops. Dang it. I scrambled to pull back the assignment, to send an email out to everything, to relabel the assignments already live with a bold SNOW DAY MISTAKE — GO PLAY, and apologized to those who had emailed me directly.

(A part of me thought, it’s so cool that they were so attentive to the ways our days begin that they were even paying attention enough to notice and email me … that’s another Slice on another day.)

As I write this, I just realized: I have something scheduled for release tomorrow that needs to be adjusted. I need to unschedule that. Be right back …. I’m back … all set …. thanks for waiting.

Peace (forgetfully yours),
Kevin

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

As many have and are, we’ve grappled with the effects on the Pandemic in our school by mostly using a hybrid/cohort model, and moving to remote when the virus numbers deem it (we are just back to hybrid this week after a few weeks of remote). Next week, we shift to a third model — synchronous learning.

Thanks to a hefty technology investment by our school district, our classrooms now have Zoom Stations — huge screen televisions, mini mac computers, video cameras run by teacher control, and a powerful microphone/speaker — which will allow students in the home cohort to join in to the classroom via video feed. In a dystopian sense, if you tilt that way, it’s like we just installed Big Brother into the classroom, with an ever-watchful eye on us.

This shift comes as worries about the independent learning days are not engaging enough students, and with new hours-on-learning by the state Department of Education come into effect (an average of 35 hours of teacher-student direct interaction over a two week span).

Some of my colleagues are wary of the new technology but I think it will work fine, from a technology standpoint. (There’s also been real tension about how this was rolled out by the School Committee with very little input from teachers or administration).

What I am still working on is how to best leverage the new technology for better teaching — how best to pull the Zoom kids into the classroom activities and how to use the time together to meet the needs of all my sixth grade students. An online webinar the other night with AJ Juliani and Catlin Tucker on Synchonous Learning was helpful (and with 1,600 other people in the webinar, I am guessing many people are in my same shoes). I have some ideas on synchronous learning like this but if you have resources, send them my way, please.

I can already see some challenges of where to put my attention, how to make sure I am engaging the Zoom kids in class discussions and sharing and collaborations, and the need for us to feel “whole” even as we still exist into cohort parts.

We did a test run yesterday of the set-up during snack time, and the kids at home got a chance to see the room from their perspective and the kids in the classroom got to see the kids on the screen. We just played around with the camera and chatted. And it went fine.

Peace (settling in),
Kevin

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

I know this is strangely narcissistic, but I was curious to know what I looked like, teaching remote via Zoom, and even more so, what would that teaching look like in time-lapse video? So, I did it. Here it is.

The other morning, during our Morning Meeting and then into our Vocabulary Lesson, for about 50 minutes, I let my iPad snap moments in time-lapse. It’s intriguing to see myself through that kind of lens, and I was curious about visual clues of interactions with students.

Here are some observations:

• I seem to be smiling a lot and laughing quite a bit, which I want to note, is how I hope I am interacting with my students via video feed;
• I seem to be talking more than listening. I know that students are also talking and sharing and participating, but maybe not nearly as much as I am;
• My face demeanor changes once we transitioned from Morning Meeting (where everything is about playful connections) to the actual lesson on vocabulary, as we moved into talking about the work they had done;
• It’s strange to see oneself like this, but a version (in regular speed) of this is what my students see each day we are in Remote Learning (this week, it continues a few more days).

Peace (looking in, looking out),
Kevin

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

I started noticing them in the Fall. Maybe you did, too, if you are a teacher. Whenever we were in our Remote Learning (as we are again, this week), a few kids at home would dim the lights in their rooms where they were working, so their faces became shadows and silhouettes, and a string of colored LED lights along the doorways and walls behind them would create an eerie glow in the room.

Pink. Blue. Green. Red.

Following the holidays, what had seemed like a sporadic trend has become a full-blown fad, and unfortunately, the students who need the quietest space and least distracted space for thinking, the ones on learning plans for a range of issues, the ones who are struggling with Remote Learning and need the most support … those students are the very ones who have the most LEDs blinking in their spaces.

I’ve asked some students to turn them off in the past, but we never had a blanket policy. I guess I want them to be able to make where they learn, their own, with their own bits of personality. I don’t mind the periodic dog or cat coming into the video window, or even the antsy child who sometimes gets up and shoots a nerf hockey puck before settling back in.

But the influx of colored lights means we may need to institute a “policy” on LED lights soon. What it makes me wonder is, what were the parents of these children — the ones who need more focus, and less distractions — thinking when they bought strings of LED lights for the space where their children would be doing schoolwork? It’s hard enough, for the students and for us, the teachers.

We never knows what’s going to be all the rage next, do we? But teachers have the frontline to fads.

Peace (lit up),
Kevin