Greetings! I am a veteran middle school teacher with nearly 30 years experience teaching English language arts. In 2012 I added Digital Design and Broadcast Media to my schedule, and discovered the joys and power that an internet-connected 1:1 classroom can bring to my students. Revising my curriculum to take advantage of 21st century tools while also developing our digital media programs have kept me engaged and excited to be in the classroom every day. In addition to teaching, I also present workshops for teachers on Google Apps, project-based learning, and writing; plus I work as a community facilitator for Edutopia and write for KQED Learning and Edutopia. I love to connect with other educators, so please enjoy this site, check out my how-to NaNoWriMo site, and contact me here or via Twitter @LAMBRADLEY.
What’s the #1 complaint from teachers when attending a conference, workshop, training, or professional development session? Besides not enough chocolate, near the top of my pet peeve list is presenters who are not classroom teachers. Even trainers who were once in the classroom lose a bit of their credibility when I find out they’ve been out of the classroom for a few years. Today’s classroom is an ever-changing place!
The same holds true for books and curriculum: I need teacher-authors to write those books so that I know I am getting tried-and-refined curriculum and strategies that will succeed in today’s classroom. And that’s why I’m excited to be part of the launch of a new series of books for teachers, The Best Lesson Series, which is the brain-and-heart-child of Brian Sztabnik, high school English teacher and Talks with Teachers podcaster.
Brian reached out to English teachers across the country, asking if they would contribute one chapter on one really great literature lesson that has been successful with their students. I was happy to share one of my lessons that helps my students develop their literary analysis skills, but even better is having access to 14 more lessons that have been developed, tested, and refined by boots-on-the-ground, face-to-face-with-students, innovative classrooms teachers.
The timing is perfect to check out the first book in the Best Lesson Series, try a chapter for free, and then grab a copy for yourself. You just might find the lesson you need to get you and your students through the holiday craze, another brilliant strategy to welcome them back in January, and 13 more that will energize your teaching for months to come.
Thanks to Brian for putting this all together, and to Todd Finley, Dave Stuart, Jr., Susan Barber, Jori Krulder, Dan Ryder, Heather, Wolpert-Gawron, Josh Stock, Joy Kirr, Amy Rasmussen, Shanna Peeples, Brianna Crowley, Gerard Dawson, and Ruth Arseneault for sharing their best literature lessons.
Now get out there and do what resourceful teachers have always done: steal other teachers’ best lessons!
Share #yourEdustory, week 2: Inspired by MLK: how will you make the world a better place?
It’s too easy to assume that because I’m a teacher, I make the world a better place. Everyone from Einstein to Steinbeck, Aristotle to Andy Rooney, Lee Iacocca to Steve Jobs to Bill Gates to Dr. Seuss has given us reason to believe that simply by being teachers, we are affecting the future, making the world a better place.
But how much do I improve the world if I just teach my students to pass tests? Train my students to write formulaic essays? Motivate my students to read core curriculum books? Even instilling a love of learning isn’t enough to genuinely make the world a better place, is it? No, the world needs more than educated people. The world needs educated people who are passionate about how they can use their talents, skills and education to make the world a better place.
Prior to reading Steinbeck’s The Pearl, my students write about how their lives might change if they win the lottery. I push them to be thoughtful in this assignment, to consider honestly the pros and cons of great wealth, and how they and the people around them would change as a result of instant riches. Many students write that never having to get a job would be the best part of winning the lottery. That prediction becomes part of a class discussion.
“Why do we work?” I ask them. “What is the value of a job, a vocation, a career?” Most students respond with the obvious: money. They’ve heard the message their entire (relatively short) lives: get an education so you can get a good job, so you can buy nice things, so you can support yourself and your family. It’s a rare 8th grader who recognizes that our work can give us much more than financial security or luxury. Once in a great while, I read responses like these:
“Life would get so boring because I wouldn’t have to work for my money.”
“…even if I had everything in the world, I would still get bored and become unhappy.”
“Even with my wealth, I would need something in my life to keep me going. Without a job, I would have no reason to get out of my bed in the morning and no incentive to do anything.”
My students are a little young to understand the psychological benefits that come from finding our passions, using our skills to help others, and persevering through hard work. And that’s where I have the opportunity (the responsibility, even) to point them in the direction of finding the causes that will motivate them, the role models that will inspire them, and the gifts and abilities that will empower them to improve the world.
The quality of my teaching is reflected not in how highly educated my students become, nor how wealthy, but in whether or not they find their passions and pursue solutions to problems they see in their world. So that’s my challenge and my hope: to pass the torch of world-improvement on to my students, empowering them to tackle what will fulfill their lives more than what the world tells them they need.
I have read some great posts this month about the benefits of being a connected educator: Tom Whitby’s on collaboration, another from Tom featuring six educators’ journeys to connectedness, and Edutopia’s valuable set of resources to help educators become more connected. As I pondered my own journey to being a connected educator, I couldn’t think of much I could add to the discussion. And then I had a day when I saw so clearly the power of connected educating. So instead of a list of the benefits, I thought I’d share just one lovely illustration of how we all (students included) can benefit from connecting with other educators.
On Saturday I read Brian Sztabnik’s post about how he uses a musical chairs activity to introduce his high school juniors to Shakespeare’s Macbeth. I saw right away how Brian’s activity could help ease my 8th graders into Steinbeck’s The Pearl. I tucked the idea in my “gotta use this strategy!” file and then shared it on Facebook. Connecting with Brian, a high school teacher on the East Coast, was going to benefit my California middle-schoolers in a big way come second semester.
On Tuesday, I saw that my friend Debbie, who teaches 7th grade world history in Idaho, had grabbed Brian’s musical chairs activity and put it into practice the very next day. She posted a picture of how she set it up in her classroom, and said, “Musical chairs for deciphering history documents…. giggling, happy, engaged students means they learn hard stuff … despite themselves… I even asked my administrator to come watch!” In just a few days, one educator’s clever idea bounced from his blog on the East Coast to a teacher in California, then to students in Idaho, and will come back to California for more students in January.
And that, my friends, is why I love being a connected educator: no longer isolated in my classroom, trying to come up with yet another clever lesson to hook my students, I can now, with a few mouse clicks, find and share a wealth of resources from clever educators all over the planet. What a GREAT time it is to be a teacher!
What are some ways that being connected has benefited you or your students? Any great ideas that we can start pinging back and forth across the country? Please share in the comments below!
[also posted on Edutopia.org]
In anticipation of the new Common Core Smarter Balanced Assessments, which students will take online, teachers are being asked to help students prepare by giving them more time on computers. After all, if the testing environment is all online, students need to be familiar with and comfortable using basic computer commands and options, as well as keyboarding and computation.
But as with any significant shift in classroom practices, there has been some push-back, as parents and educators alike ask about the potential downsides of too much “screen time” for kids. New technologies offer a wealth of opportunities for students to discover their own agency: to take control of their learning, to make choices in their education, to find their unique voice. But will students become passive learners, sitting in front of a screen and consuming, instead of actively interacting with and producing new content?
Yesterday I participated in a webinar with the National Writing Project and Educator Innovator on how we can create opportunities, space, and time for all youth to be agents in their own learning. Kicking off Connected Educator Month, we take inspiration from the Maker Movement as well as Connected Learning principles to support the sharing of ideas and strategies related to this notion of youth agency throughout October and beyond.
As my students prepare for NaNoWriMo, they find their own voices honored as they choose all aspects of the novel they will create. How do you give your kids opportunities to find their voices and claim agency in your classroom? Please share in the comments below!
(Also published here on Edutopia.)