Thrivapy: Live, Learn, Have Fun

Gold Five: Just before becoming space dust A t this time of year, it is not unusual to see quite a few education bloggers write about summer vacation and the challenges facing teachers and students to remain focused.   I like this one by a member of my PLN, Justin Tarte , and I share their challenges.  But I also take a somewhat unusual perspective on the challenge of approaching summer.  I flip the challenge and look for the opportunity.  As Gold Five says in Star Wars: Episode IV, teachers want their students to "Stay on target!" during these distracting days.  I for one remember, though, that soon after uttering those words, Gold Five was turned to space dust. Instead, maybe taking the Luke Skywalker approach is more appropriate (at least it was in the movie).  Pay attention to the things distracting students, trust your instincts, and learn to "let go." For example, if students are staring at a beautiful day outside, take them outside.  Find the distract

The following post was contributed by Alexia McCormick.  Alexia is a writer for Netop . Students today are well-versed in technology. Many aspects of their lives include technology. Starting at a young age students are playing computer/video games, using iPods, connecting with friends through social media, texting and reading from electronic readers. It does not take a brain surgeon to conclude that technology is a major part of students’ lives. Not only is technology a large part of students’ lives, they are good at it. They have a lot of practice, and they like it. Most technology students use is for entertainment. They see technology as something fun. This reason alone may get more teachers to incorporate technology into the classroom. It is a way to engage and interest students. It enhances learning and better prepares students for the technological world they are living in. How do I implement technology in my classroom to enrich learning? Classroom Management Softwar

A recent post by Shelly Blake-Plock on TeachPaperless, The Problem with TED Ed , suggests that the lessons presented through TED-Ed are not really lessons at all because they do not require any "doing."  With the doing part out of the equation, there is no learning and, therefore, no lesson. Before I share some of my thoughts on learning, I should make a few points clear. I am a subscriber to TeachPaperless through my Google Reader and have long enjoyed the challenging posts shared on that blog.  As a matter of fact, it was probably the first blog I subscribed to (at the suggestion of a friend). The thoughts shared in this post are not intended as a critique of the opinions shared on TeachPaperless.  Instead, my thoughts were inspired by the TeachPaperless, and for that I am grateful for having learned a little more about myself. I am a big supporter of TED and TED-Ed.  As a matter of fact, I have used TED and TED-Ed talks/videos as the primary resource f

P eople with a growth mindset, in the most general sense, make the decision to place value on the process rather than the outcome.  This is a result of believing that in almost any area of life, they can get better (as opposed to those with fixed mindsets who are driven to "be good"). Procrastinators delay taking action until the last minute; often missing the chance to "get better" or do well enough to "be good." What is the possible connection? With both, you may get a sense of "not yet" when you engage with them.  The growth minded person is getting better, but is "not yet" where she set her goal to be.  The procrastinator, when asked if he has begun his work, simply says, "Not yet" (usually accompanied by a number of reasons why). What is abundant with the growth minded person is lacking severely in the procrastinator - effort. A s a teacher, you may face both with your students.  For the growth minded ones

I nitiating a conversation with a teacher can be a very difficult thing for many students.  Any number of fears and concerns can emerge as the student struggles to make his or her point.  Students can find their these attempts frustrating and leave feeling as if their teacher "doesn't understand them." Here are three tips for students that can help their conversations with teachers go more smoothly. 1.  Questions or concerns about YOU are best addressed away from the group setting of class. Ask the teacher if you can stay after class or for a time when you can have her full attention.  Unless the class is engaged in an exercise that allows the teacher to spend time one-on-one with you, respectfully asking for time away from the group puts both you and the teacher in a better position to be effective.   2.  Make your intentions clear to the teacher. After thanking the teacher for her time, your next sentence should establish exactly why you need the time.

I remember a friend in college who at the start of every NFL season would proudly declare his team is 16-0 (a perfect regular season for the non-NFL fans reading).  Beginning in week one, he would adjust his outlook based on his team's results.  For example, if they won in week one, he would continue to declare his team to be 16-0.  If they lost, his team was now 15-1. This was the very definition of eternal optimism, in my mind, because his favorite team rarely had winning seasons. On the other hand, someone else looked at the beginning of each season with a 0-0 record and either proudly (in case of a win) or quietly talk about their team's progress.  A win in week one and they were now 1-0; slightly better than before, but still moving forward.  Lose in week two and they were now 1-1; time to get back on track in week three. Hopefully, you are beginning to see the two different ways of viewing progress.  One only sees the positive.  The other celebrates wins, but is te

  A re you ready to be a school leader?  Are you already one and want to test your judgement?  Find out by taking this simple quiz (unscientific and somewhat for entertainment purposes). For each question, pick the answer which best matches how you feel.  Write down (or remember) your answers.  When finished, use the point values to add up your score. 1.  A student comes to you to complain that her teacher does not seem to care about her.  Do you...      A. Tell her you are sorry, but the teacher is doing his best      B.  Listen, ask questions, then provide advice for how to talk with the teacher about the issue      C.  Blame the district office for assigning the teacher to your school      D.  All of the above 2.  You hear about a teacher who is doing interesting and engaging lessons using technology.  Do you...      A.  Visit the class to see the lesson first hand      B.  Tell the teacher you are hearing great things about her class      C.  Ask the teacher

I n the time it took me to write this post, you can do a quick reflection on your class.  As most of us are entering the last part of the school year, here are 10 questions to think about. What has been the most effective lesson of the year? What topic generated the most interest from the students? Who has been your greatest success story in class? Who is in the most need of your help during this final part of the year? What are you looking forward to the most from this point forward? What new technique will you try again before the end of the year? What is your progress on your goals at this point? Have your students had a chance to explore a topic of self-interest? Do your students know how proud you are of them? How can you begin, today, to explore the greater potential you have to make an impact on the lives of your students? Please feel free to share any of your own reflection questions by leaving a comment below.

P art of every goal setting plan should include an agreement to have regular and scheduled student check-in meetings.  I sometimes refer to these as "check points" and they serve to maintain motivation and examine progress. While checking in is important, as important is going into those meetings with an established routine and clearly understood expectations for both you and the student. This meeting may take on a variety of functions based on the goals, but there are four essential pieces that should be in place for each check-in. 1.  Highlights since last meeting Each check-in should begin with asking the student to mention any specific highlight or notable occurrence that happened since the last meeting.  While the highlight may be directly related to the goals, it may not.  The purpose here is to start on a positive note; if it relates directly to attaining goals, even better. 2.  Feel about or evidence of progress This is where you take the student'

W hen working with students who have set goals and are working to attain those goals, it is important to remember that, sometimes, life gets in the way.  Thus, there are times when even the best goals and plans get derailed.  When this happens, it helps to have some ways to help the student who is now looking to get back on track. Here are a few.  Feel free to add to the list by commenting below. Remember.  You are not alone. Remind the student that you are part of her team.  You are invested in the success of the goal and that she is not alone.  Sometimes a simple reminder that you are there to help and support the student goes a long way.  Knowing she is not going at it by herself can be the boost she needs to get back to her goals. Be honest with yourself. The student does, however, need to be honest and come to grips with the fact that he has gotten off track.  Students may be tempted to offer up multiple reasons and excuses.  That is normal, but don't allow t

N ext school year will be my fifth at my current school.  The school is a PS to 12th grade private independent school in Northern Virginia.  I serve as its Head of Middle School (grades 6 - 8). During my tenure, two of the more challenging issues on which I have worked to adjust are creating a daily schedule that supports a commitment to project based/active learning and establishing a team of teachers who are working solely in the middle school division.  Each year we have made some adjustment to the middle school schedule and teaching assignments to move closer to making each a reality. For next year, we are once again making an adjustment to the middle school schedule.  Without going into the minutiae, the new plan calls for a predictable rotation of longer blocks (to allow for more project based learning) and a core subject (English, History, Math, Science) teaching staff that teaches only middle school classes.  While there are still a few kinks to work out, the faculty respon