creating communities

creating communities

When ticking a box outweighs common sense

I really do try hard to be a good person.  I try to make sure that I treat people well and well today it was beyond me.

We had an inspection at school today and we failed.  According to our inspector we had not been performing monthly building checks since 2011.  Well since he signed us off in 2012 I thought that was strange.    So there was a lot of stress on his behalf and he quickly did some staff training so that even though we failed we would be compliant - how that works I do not understand and how silly that 15 minutes of training could make up for 2 years of no maintenance check?  This puzzled me and I went through our book - sure enough there were our monthly checks dating back from 2005 until the current day.   Well he said when he looked he couldn't find them!!! and they aren't in the right book so I am not going to accept them.

Are you serious!  We are a small school, we work hard to do the right thing and surely actually doing the checks is more important than signing the correct book.    - Well apparently not.

What happened to our friend common sense? - his loss is profound and the impact vast.

And perhaps what I should add is that he was a lovely guy, just trying to do his job but so much time was wasted on ticking off something in a box that should have been irrelevant.

Celebrating teacher success

As part of the flat classroom project that I am currently undertaking my current assignment is to design a celebration to reflect learning.

At our school we work incredibly hard and I think successfully in promoting student success and recognitions of their learning.  We have certificates, happy grams that are shared with home, award assemblies that honour academic, sporting and personal excellence, we celebrate our inspirational students with large banners and t-shirts and this year we started adding this to e-Portfolios and our school facebook page.   There is always room for improvement and new ideas however I do think our students success is recognised and celebrated on an almost daily basis.

However the same cannot be said for the way we celebrate teacher success.  Sure there are thankyous in newsletters, personal letters sent to their and of course just a quiet chat and thankyou but it isn't really acknowledging their success in an in-depth way.

So this is the celebration I am creating:

This is about recongising and celebrating teacher success

The participants for the first go at this will be the current teachers at our school.  I do see the possibility of this extending to our board.

What will we celebrate:   this year we have been using evernote to digitally record our teacher as learner models and anything that shows are contribution and understanding of the RTC's.   

(Just learning to use evernote was a celebration in itself.)

Rather than appraisal meetings and feeling the need to defend and justify we will have a celebration afternoon.  Of course it will involve food!   The purpose of the afternoon will be for teachers to share with each other the many successes they have had during the year.  These successes may be personal, academic or classroom based.   Teachers can share their celebrations through the work they have already done on evernote.  This may include notes, audio, video and photos.

The outcome:
If teachers are to view themselves as learners then it is important that their success are acknowledged.  To often we look at the 'not done' or 'could be better' without focusing on the 'WOW'.  This is a chance for teachers to be celebrated and recognised by their peers.
The best outcome for this celebration will be teachers feeling valued and keen to carry on.  Often these situations feel like blowing ones trumpet and we are not good at that.  I am hoping that our school can find a way to share in teacher success just as we do student success.
It would be my hope that teachers learn to take the compliments and accolades and use that to drive future learning and ideas.

In developing this sort of relationship we are developing a robust model of trust.  This will lead to the challenging conversations and the search for better knowledge and new ideas.

These celebrations can be blogged and shared by teachers as they see fit.  

What makes a good educator?

Education has and never will be static.  Every teacher knows about the need to self improve, change, adapt and challenge ( even those who as another colleague says are 'in the departure lounge') As I age and become a very very experienced teacher my philosophy on change and self improvement is also growing and with that I can see and to some extent appreciate the point of view of some teachers out there.  Already in my career we have gone full circle on some classroom ideas and policies, we have been subjected to the idiocies of policy makers who wish to place their own stamp on our education system.  Are things really improving? Are some children still failing? Are the demands on teachers unrealistic? And will  twitter, couches and bean bags, gadgets and blogs alter that? Is our push any different to those of those before us?

In my first year of teaching I had the latest ideas from teachers college, I was keen on the new ideas of the mid 90s and I was determined to make a difference - word processed worksheets, learning centres, task boards etc and I know I looked upon a few of my older colleagues with bewilderment - they weren't doing these things, how could they be so lazy and uninspiring - didn't they want the best for their kids? Looking back there are the 1 or 2 who really were in the wrong career but my views are changing in regards to a couple of others. 

So the classroom environments they taught in we're boring by my standards, their teaching approach old fashioned and yet the kids in their classrooms loved them, made progress and still now remember with fondness their names. And it comes down to relationships! They loved their jobs and they loved the kids. They listened, built relationships and made every child in that classroom feel important. They found what made the most difficult of children special. They found the very essence of what makes education so rewarding. They took time. And they did it while being pushed by management and wearing the scorn of some of their colleagues for not moving forward.

When I think about the teachers who have the most profound effect on my daughter it isn't so much about the frills  (and yes there is a place for those) it was about the teacher who spent 15 minutes every morning reading with her to help with her biggest weakness. It was about the teacher who gave her a cuddle every morning and welcomed her to the day.  And incendently both of those teachers were not flash on ICT, inquiry or 3way conferences- I thought that mattered at the time - how wrong I was.

It is important to move with the times, it is important to ensure that our children have access to technology but most importantly it is imperative that our children have access to educators who develop relationships with them and make them feel valued and important. 

For those of us out there who are early adaptors and expect others to do the same - continue ...-the world needs us to push the boundaries and redifine the outcomes for students but let's do it with tact and integrity to our colleagues who don't necessarily move in our circles but have still found the key ingredient. 

"A teacher takes a hand, opens a mind and touches a heart" author unknown

" one looks back in appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary  raw material, but warmth is the vital element for growth and soul of a child"  Carl Jung 

Yes I do think there is importance in MLE's, I will continue to enjoy the learning and support twitter provides and I would be lost without iPads in education however these will only be effective if there is heart behind their use and delivery.  

Life!

Playing with pic collage at unlearn! 

Does blogging make me connected?

I have been reading blogs with interest for a while now.  Some I agree with, some I disagree but surely that is the aim to get us thinking, challenging and relating ideas to our own personal experiences.  One thing that strikes me about the blogs I read is the level of information I get out of them and the way they are so well scripted. In agreeing with and following the belief that for a LCN to be effective a participant needs to be openly connecting with others I decided that this year I would blog.  A few blogs in and I stopped. Why?  

On one level I felt that what I had to say really wasn't that important and that my level of writing was not at a level that would inspire others to follow and comment on my ramblings.  If I write and no one reads then what was the purpose?    

Some will say that blogging is about personal reflection and that is an essential part of being a connected educator - I agree to a certain extent however as blogging is a public forum I am conscious of just what message and information I am sharing.  My own personal reflections are more honest as they are just for me. 

I have read and enjoyed reading blogs from teachers showcasing their classroom environments, success with student learning etc and yet why do I feel that if I were to write like this I am showing off, trying to prove my knowledge and one up man ship. 

So 6 months later I have not blogged, yet happily read others and their take on the world. 

Another query is around being connected... Does blogging make me a connected educator? How many views and comments need to appear before I am satisfied that my blog has connected at some level with others? I have friends that tweet, blog, Skype etc and friends that don't - who are the better educators? Is there even a difference? I think that as long as you are making connections with others outside of the your own four walls the tools used are immaterial. It is about whether those conversations have any impact on your teaching and learning beliefs. 

So I am still in two minds about blogging. Perhaps I need to really give it a go, share the successes we have and the where to from here.  If I am able to connect with one person that will be a start.

You care to much...

A phrase used to criticise me this week from professional agencies.
Of all the things I do or don't in my professional life I never imagined being told that I care too much.

Two incidents involving students have rocked my world this week. Both situations have literally made my stomach churn and my mind spin.

What counts though is how we as educators deal with the care and protection of those students, our staff who also have their worlds rocked, the agencies and legal side of the situation, the school and wider community and of course ourselves.

Over the course of the week I have spoken to various NZ agencies who are responsible for the care and well being of our young. In two situations I have been told that I need to be more objective and turn off from the situation.

I believe I have a care of duty to do the best I can for the children in my care. That does not mean turning off a 5pm because my day is over. 

In discussing this situation with other professionals, I am saddened and disturbed that this is such a common occurrence within schools and that many have become used to and hardened to circumstances beyond our control.

  

Are you a communicator or lurker?

I think we have all been lurkers at various times.   More and more I lurk on facebook because it is a social media site that I am becoming almost disinterested in (no offence to the people for whom FB is our common ground and sharing point - all 50 of you - its the other 400 odd I wonder about)

Its all about receive, read and respond.  It sounds simple but just how good are we at making sure emails are getting to the right place.  

I regularly check my emails - it is how I make it through a day - to open my inbox and see 60 unread messages would cause heart palpitations.  And in honesty I am good at responding to people there and then.   If I don't use this system then the file is 'lost' in my mind and inbox.

Are we installing the same diligence with our students both in the classroom and online?

We are all good at receiving marking.  The truely diligent of us are good at not only reading but responding through feedforward and comments but ... do we expect that same of our students.  Are we training them to receive the feedback, read and understand the comments and respond in some way - either by fixing up and altering or just acknowledging that they have understood our intentions.     Are we at times encouraging students to be lurkers in their own learning?

My reading this week about communication talked about 3 levels of student engagement when it comes to communication and collaboration

1.  The engaged student who gets things done and is making progress

2. The procrastinator 

3. The disengaged.

Which one are you?  Does it change depending on the type of communication?   Where do your students fit into this.

I read an awesome blog in the weekend about student blogging and the purpose for the exercise.   It made me think about the disengaged student in relation to my own disengagement.  I have had a twitter account for a few years - it was a requirement of the FTP programme. So I opened an account, used it once or twice and left it at that - I didn't get it - I couldn't see the point and so I was totally disengaged.   

It wasn't until by choice I saw how much collaboration and communication was right there at my fingertips that I began to see and understand the value of twitter.  Suddenly I am actively communication and responding, I am widening my circle and challenging my ideas.   This is having a profound effect on my teaching - daily 5 for one, blogging, collaboration, debate.  But I needed to see the purpose and I think that this is true of many students.   

If I can empower in my students the need to communicate and share with others in their learning the tools will become irrelevant.   As my students leave our school I want them to be able to communicate effectively using voice, on paper and on-line.   The ability to communicate and articulate ideas is key.

In our world today

90% of people watch but don't actively participate

9% show some form of communication

1% create and collaborate content.

Which percentage are you?    Which percentage are your students?

Communication is everything

As educators many of us are great at communicating with parents and students - it is what we do on a daily basis.   But how do we communicate?  What messages are we sending to our students and parents?   Is it enough?

As a principal and a teacher I am currently taking part in the Incredible years teaching programme.  The first session has challenged my thinking and really made me think about what i do with each 'hat'.

My principal hat is great at communicating with parents  through newsletters, facebook, emails etc but not so my teacher hat.  Sure I talk to parents and share their child's learning but I have realised that those messages aren't personal or often enough.

Many of my interactions with students while positive are not messages that easily get home to parents. 

For some parents the interactions I have with them are more negative than positive given the child and the issues.  

So over the last few weeks I have implemented small changes within the classroom to increase the positive messages they are hearing about their children.

• Happy grams - such a simple concept and I don't know why I never thought of it before - a certificate on coloured paper that I can stick into children's homework books to share with parents about something great their child did.   It is a great way of focusing on the simple but has such a positive power on our students and parents.   

• What's happening - we are great at communicating and sending home notices but sometimes the message gets lost in translation - so each week I am writing specifically to parents about a couple of great things from the week before and what's happening in the classroom this week.   Again such a simple task but one that includes parents in the classroom. 

With students I have focused on non verbal forms of communication that convey the desired message.  Like most teachers I definitely  have the 'look' when it comes to discouraging behaviour but not some much for encouraging behaviour.    High 5's are back in and the kids are loving it.  Why did I stop doing it in the first place?  

Communication is about the little things - remembering something that a child was doing and talking about it with them. Sitting next to a child and having lunch with them. It is as simple as saying Good morning and reinforcing every day to every child that they are wanted and needed in our classrooms and schools.

Parents deserve to hear when their children are good, not just when they have made bad judgements. 

Teachers can make a big difference to a child's future when they spend the extra time nurturing positive relationships.  It is not always an easy task and requires consistent commitment...."  Incredible teachers pg 87

Sometimes we communicate so much that we lose the value of what we are communicating and what messages parents and students receive.

 

Priorities

Sometimes in the madness it is easy to forget what our priorities are or more importantly which ones come first. There are times when the lines blur and I have made it my mission this year to think, evaluate and go with my priority.


This week I had some tough decisions to make around my own priorities between students needs, staff needs and parent needs.

On Tuesday morning when I opened the final sue report I actually cried. Between the previous Thursday and the phone calls that followed the Sue report had not improved and had actually worsened... The need to sort this for staff was huge but so to was my personal belief system of attending sports events. They are a great opportunity to communicate with parents and encourage our kids. A coffee later and my priority re checked I spent a great day watching our juniors in the pool and seniors take part in a leadership day.

The parent issue was not so easy but again I knew that my priority was with the children and their need for an advocate. It certainly won't 'win' me any friends but it will make a difference in the lives of those we serve and for that I offer no apologies.

There are so many times in the day and week when educators have to make decisions and prioritise. Often we are not thanked for the decisions we make and at times this hurts, but it is about holding your head high, hand on heart knowing that you made the best decision open to you at that moment.

For me it is about the kids. It will always be about the kids ... They are my priority. One teacher can make a difference and I will be that one!


On a personal level I am a people pleaser but in a leadership role that is not always possible. I have to be thick skinned and know that my friends are my friends and my job is my job.


So what is your priority and how do you stick to it?

All work and no play....

Makes me a very narrow minded person. But there is just so much to do and a very small window of opportunity to achieve it all.
It was with relief last week that I spoke with a group of principals who were feeling much like me.. A sea of paperwork, an ever growing list and the feeling of exhaustion so early in the term..

Breaking my leg has not helped matters as by 4pm I am almost unable to process any thoughts rationally, the pain killers definitely dull the brain and it takes so much effort to do the simplest of tasks.

I briefly questioned my decision to study and the time spent on that vs time for management ... However I am enjoying formal learning again and ultimately it will have an impact on my leadership.

The big problem has been that I am so immobile and that has made it difficult to relax and escape the thoughts in my head.
Rather than allow time to tackle the paper war it seems to have added to my lists, compounded my frustration and feeling of inadequacy and has hindered my ability to switch off..

ENOUGH - yes I am a professional, yes I have big responsibilities on my shoulders but I am still a human and need to have a life...

So this weekend I spent all of Saturday fighting the compulsion to work and study. I gave in at 3pm and did some readings and study but not direct school work...
I forceably put my laptop, iPad, iPhone etc in another room and spent the evening watching movies with my kids ... I relaxed, I was tired and I was asleep by 10:30pm and slept most of the night. ( a rarity)

Leg wise movement is not pleasant and really I should be at home with my leg up but this morning I went and watched the trial bike ride... It was lovely to sit in the sun, have a sausage and drink with my kids and friends. Those three hours felt like weeks and again I feel relaxed and Sunday afternoon sleepy...
( often I wish to be tied to the couch but as soon as you are if becomes the last place you want to be!!!)

I am teaching tomorrow and yes I know what I am doing, I have things in place for kids to be learning .. I do not need to spend 6 hours today getting it sorted.

When did this happen? Why should teachers and leaders feel so much guilt for actually wanting to take their weekends...

It is time to make some changes and make sure that teachers are getting time out from being teachers and leaders and time to be themselves.

So heres to having a glimpse of a life and to re establishing and developing programmes within classrooms that allow teachers to be both teachers and real people ...

All rest and no play means my kids and family miss out
All rest and no play doesn't not make me better at my job

What 'fits' for me in the here and now

BRAIN OVERLOAD!

How often do we go to courses, learn and see the AMAZING, know that we want a piece of that in our rooms and schools but can't quite get there?  Well that is exactly how I have felt for the past few weeks.   The idea is there but my mind just can't make the connections.  
Here is my little story of frustration and the AHHA moment when I solved it the best way I could.

The challenge for this week was to create a classroom monitoring portal.  A what?   Well that's certainly how I felt and even after doing some reading I am still very foggy about just what I am trying to achieve.

What I do understand?
A CMP is a 'pull' technology where information comes to the learner.  It is a place where RSS feeds, emails, Wikis, blogs etc all meet in one central location around a central theme that you have initiated.

What am I trying to achieve?
In the ideal world our students will not only be global citizens they will be digital citizens. In fact you really can't be one without the other.   To be a digital citizen one must be able to use a range of technologies and tools to communicate globally.   The idea is simple and I can see the big picture and where this could head for our small rural school.
I want the students of WSS to use the technology we have to communicate with the world around them.  I want them to see the big picture.     


What's stopping me?
Well its a little like a 5 year old starting school and being expected to read Yellow books straight away.  It's all about realistic expectations, sound systems, pedagogy and sustainability.
I don't want to start a whole lot of something that I can't keep going or is ultimately relying on me to drive it.    Yes you need a pioneer but you also need others to come on the journey with you with the ultimate hope that they will get the vision and run ahead.

I am not sure of just how we will use a CMP when as a class we are not yet using some of the obvious things like wikis, blogs, RSS feeds.    (don't be too judgmental - we only got a website 18months ago and last year we set up E-portfolios)

I have the big picture but not the steps to get there yet.  Yes I am happy to learn off others and if readers are able to help me expand on my classroom monitoring portal then I am willing,ready and able.  BUT for right here, right now this is my small step towards the big picture.

What am I going to do?
When I looked into a website host I chose to go with a company called SPIKE - spike has a simple userface and great technical support - it also is a one stop shop in terms of e-portfolios, blogs and learning caves. They are not as technical as others but they are in one location which is an important consideration on parents, teachers and staff.

So I am going to set up and work with the big kids to add to a Learning cave.    A learning cave is password protected (this is very important to our community HERE and NOW)  and will give our students the chance to make the first step and start participating and developing their knowledge of digital citizenship.

So it isn't what the challenge required but if I look at the 'Becoming a  flat classroom project' as an inquiry then we are on the path.  We are looking at what we know and what we want to find out and taking the so what step.

Its about the HERE and NOW.   It is about teacher sanity and student engagement.    It is about realism and admitting that you are not on the same page as everyone else.
We are the tortoise in this story - SO watch out world here we come, one small step at a time
 

Search Engine Dilema

In total disbelievement last week all of our Apple devices stopped opening Google; reporting a  404 Forbidden message.    The chaos and annoyance that has since followed shows just how reliant we are on using technology.     If anyone knows how to fix the error I would be grateful for any advice.  However what it has highlighted is that without prejudice we have become Google snobs.  It is our search engine, calendar, drive, emails - Its our way of communicating and without it as teachers we are lost.   The same is true for our students.  We have downloaded an iPad app that allows access to a variety of search engines but our students are finding it difficult to use.

What serach engines do educators use with students?
Do we need to be teaching and using more than one search engine?

Teaching computer skills

Students are entering our classrooms technologically savy with the idea that ICT is a tool, but I am still an advocate of specific skills teaching.
10 years ago it was skills around printing, connecting to a server, accessing the Internet.. We needed students to have those skills to use our classroom computers. In junior classrooms those skills will still be unfamiliar to some students but most students have those basics mastered quicker than the learn to tie shoelaces.

However we need to be teaching students the more social skills of technology. Yes parents need to be helping here but we know that many aren't. One only needs to look at Facebook and the inappropriateness of some pictures and comments to realise that parents are either totally unaware of what their kids are doing online or have turned a blind eye..
So once again as educators we need to step in here. Regardless of our personal views social networking is happening in our classrooms. It is has having an impact on students and just as we teach the skill of sharing we need to teach skills around the etiquette of using technology. Do they understand that what seems private may be accessible? They are able to login but what does that actually mean? What happens when someone 'acts' as you and posts something inappropriately? And how will they deal with images or websites that appear when the filter isn't full proof?

In some classrooms and schools I worry that students are literally being handed a smoking gun with disastrous consequences.

Our children are out there and it is our moral and ethical duty to 'teach' skills for online survival.

Leaders of schools need to rethink the filters they have in place. By banning social media, trade me etc are we enabling students to learn digital awareness. Most children come to school with data loaded in their pockets. They are using Facebook and we need to accept it and move on.

And there is a place for learning about sites like trade me.. We are allowed to buy a school dishwasher. We are using trademe and the engagement is huge.

There will be mistakes but we can learn from them.

Going mobile

This is certainly not a new skill for many and I have always had a 'thing' about mobile phones.  The challenge however for my study this week was about going mobile and how cellphones or mobile devices can be used educationally within classrooms.

This blog talks  firstly  about cellphones and the negative connotation they sometimes carry in the classroom. 

I have had an iphone for a few years now and like many I do love my phone.  It is my diary, camera, email assistant, music player,  social net worker, shopping assistant and and and -  Like many would be lost without their diary I would be lost without my phone.  Why though is a diary widely accepted as a work tool but a phone isnt?
The challenge is to break down the barriers associated with cell phones and to encourage those who dislike them to realise their value in a classroom.   15 years ago laptops were the big thing and now they are common place - I would like to suggest that teachers using smart phones should becoming common place too. 

In the past I was criticised for having it available in the classroom - a mobile device implied that I was less of a teacher and conducting my social life during teaching time - Whatever.  Since the first camera's appeared on cellphones I have been snapping photos of kids.  I am a professional I know not to have a personal conversation during school time.

Now I work and live in a part of the country that has little need for cellphones.  This might have something to do with the fact that service is limited to a windowsill and that it is impossible to have a conversation on one.  But it is so much more than that....  while my students don't own mobile phones they still need to know about them and see their value.

On a daily basis I (and initially my students) used my cellphone to

• take pictures
• video record
• time things
• check out websites and stream to apple tv  
• watch you tube
• scan Q r codes

 and sure I check my emails and  the occasional vibers from my teenager  - but that's not making me a bad teacher it is making me a human one.
As an educator I use it for running records, note taking as it synchs to Evernote and a whole range of things that I probably dont even think about.

The iPhone got my kids hooked on technology in a new way and paved the way for iPads and iTouches in our school.   Kids think nothing about recording each other sharing news, explaining and doing.  They grab one to take pictures much like they would grab a pen.    They calculate, search, play games and use these devices to enhance their learning.  
A great example is the hydrate yourself app.  I have some students who need to be drinking water more regularly - rather than teacher prompts the iTouch does it for them - no fuss, discrete and  totally cool as they plot their way to their desired water goal.    -Why would you go back to teacher prompts when a $1.50 app is allowing students to monitor their own behavours?

The challenge this week was to go mobile and it was something that I had already done but it has got me thinking about just how valuable these devices are in education and that they are not a personal item for teachers to hide in their desk but something that can guide their teaching.

We are certainly developing an iPhone club at our school and not because we are 'cool' but because it allows us to communicate with iMessage (as text really isn't an option) we use them to record events as they happen within the classroom,  and probably to calculate big numbers that we can't solve in our head! 

Going mobile isn't about conducting your personal life during teaching time - going mobile is about using a tool to enhance teaching, scaffold learning for students and being part of the 21st century.

Especially in a college setting where these devices are sitting in students bags. It does bug me that I have to purchase a scientific calculator at $50 when there is an app on her iTouch. And really does it matter if she sends a txt? Didn't we all do that in paper form! And why aren't students being encouraged to video lesson to re watch later?
Schools need to move forward.


Many of you will have read this blog and thought so what - I do all that and more with my phone but for those of you who don't - why not have a go? - dig that phone out of your bag - borrow someone elses or visit a classroom where a cellphone is a tool for learning. 

Frustration

                                                     Is anyone else feeling the burn?

Week 4 Term 1 - did we have a summer holiday?  It does feel like that some days.  I am not a 'newbie' principal anymore - the training wheels are off and there is a lot of shaking and swerving.  I have not applied the brakes as like many I am worried that once I stop I might not be able to get back on. - So what is the problem?

Classrooms are humming

Kids are happy

Teachers are awesome

Support staff - magic

Role - best its ever been

So where do the wheels fall off? why am I stressed? - for me it is the uncontrollable that should be controllable - to spend 7 hours on the phone to novopay - wait late at school for two non-replies and have to have 'that' conversation with staff who dont deserve it - it is taking its toll.   That is 7 hours that could have been spent on readings, assignments, spending time with kids, coaching and mentoring and swimming with my own children.  

 I am frustrated - I am cross..  Why I am asked to 'play nice' with a team that is under performing,  and why are we explaining and apologising to staff?    The twitter feeds and FB status say it all - teachers work hard, they deserve to be paid... and its actually about the stress... they should be thinking about their classrooms and students and their own families not stressing about mortgage payments and getting to visit the bank manager.    We know this isn't going to go away - so how will I deal with the next SUE report that has just as many errors - Leave at 5:00pm to swim with my kids or stay and fight for staff to get paid?    This week one staff member was paid for working 27hours on one day - I need 27 hours in one day.    

NO I need those with power to sit up and take notice,  I need those in the 'know' to make the tough decisions so that I can focus on the things that are important.

Our jobs are never ending, the list is never completely ticked off and for some of us that it the constant battle we face in trying to balance the professional with the personal...   Well at the moment the scales are tipped at all the wrong angles for all the wrong reasons.

 

Communicating in the big wide world

The challenge for this week is to communicate with new tools.

The first part of the challenge was to select an asynchronous tool and a synchronous tool and if possible use them with a partner.

The first problem - I am the shy girl in the corner who likes to work with people she knows; and I don't know anyone in my course - Sweaty palms, procrastination and OMG what am I going to now!

Synchronous tools are tools that allow you to communicate in 'real time' and often face to face.  

A tool that I am developing in this area is skype - especially skype messenger.  Skype messenger is like having a 'buddy'.  It is a quick, continuous and discrete way to communicate with others.  It saves time, and can link the isolated with the real world.  This is one tool that I rely on as a leader. This might change once I start skyping my way around the world and have to deal with time zones.

 At this stage it is very much a teacher tool.   Why am I not using it in the classroom?  I do not know but for some reason I just can't seem to get it started with the kids.  - why? parent expectation. It has taken 18months for parents to feel comfortable about the use of a school website and children's photos being on there.  The jury is still out on the benefits of e-portfolios, so I am a little hesitant about how skype might be received.   Having said that I am keen to try doing a novel study or book sharing adventure using skype - ??? any takers???

Asynchronous tools - dont happen at the same time - blogs, FB, Youtube ...   well most of us use these tools without thinking although I am aware the many of these tools are changing.  Google docs can be both real time and read later, and the same can be said for twitter.

After reading this chapter I am now looking forward to quad-blogging and putting some familiar and not so familiar tools into action.

This will also help with my very first problem of being the shy girl in the corner..

Push and Pull

No this post isn't about using doors but about my new learning for this week; Push and Pull technology and developing my PLN
So I use google docs, I have a facebook and twitter a/c, email is a given and I am actively  connected with the world...  Well actually no I'm not.  I am actively connected virtually with the people that I was already actively connected with in the real world. 

Push and pull technology are new to me words and they have really challenged me this week.

So what is push and pull technology
Push technology is essentially us pushing a button to find information.   Searching for information is the main way we use push technologies.

Pull technology is where the information comes to us based on the threads we have set up. The information we are interested in comes to us and is available when we have time to read and interact with it.

What does that mean for me and my students
There were many aspects of pull technology that I was using in a limited way and during the past week I have started to 'reach out' and pull more people, blogs, articles towards me and my developing PLN.  But this takes time and I am feeling the pressure... some days I hardly have time to think.. let alone blog...  comment on other blogs and read the 460 RSS feeds that our now on my dashboard.    
The word Pull has taken on a new meaning...  while technology has now 'pulled' to me things of interest, readings that will enhance my leadership and teaching it has added another 'must do' to time that sometimes feels too pressured.  I love the conversations that happening on twitter but they have the ability to take over the conversations that are happening in my own home and the importance of family vs professional learning.
and then there is the just jump on in...  it feels a little funny to be sharing with others I have never met and do they really want to hear from me anyway -  yes this is how we develop and this is the attitude and opportunities we want for our kids but it needs to be something that is incorporated into our lives not on top of and that is something that I need to work on  as I develop my students are very much still on push technology into the world of Pull
 

Oh my goodness - do my students feel like this

Educators are great at undertaking professional development in groups and clusters.   How good are some of us at going it alone?
This year I have decided to study and take part in the flat classroom project and it is something that I believe will be exciting for myself, other educators and our students.
BUT.....  it can suddenly become so overwhelming, not from pressure put on by others but the pressure we put on ourselves.  Course books, joining groups, words I have never heard before, using e-learning platforms that are new.  Is this how some of my students feel when I ask them to grab a draft writing book or add to their e-portfolios?
How do I reduce that pressure?  When does child responsibility kick in?  and how does our school day impact on students.?   I have just had my first online study session.  I am mindblown and now I need to think, reflect, re-read and take a few deep breathes.  As an adult I can do that but how does that work for students who can't stay at school after the day has ended just to wind down and reflect?   What access do they have to sharing their day and asking more questions?

I have no answers to any of those questions, just that feeling that my buttons have been pushed (in a good way) and suddenly I am a 5year old on their first day of school.    

When the negative becomes positive

Many years ago I had the privilege of working with Bill Matthews as part of a large school's cluster initiative.  We explored the very new to us thinking that the words 'Don't and No' could be replaced with 'we'.   By transforming the old age school rules of 'Don't run around corners' to 'We walk around corners' children could be reminded in a positive way to control their behaviour.

The reasoning behind this is really quite simple, for many (children and adults) the word don't or no simply becomes 'blah' followed by an action.   Don't run becomes run,  no putdowns becomes putdowns.   It would seem that for many children we were actually reinforcing to them the very behaviour we were trying to stop.     We walk sensibly and we speak quietly had the power to transform the school playground and classroom for many children.  

As a school we embraced this idea and for me it made the world of difference to my teaching and manner with students.  Suddenly the negative was positive,  classroom behaviour and the dreaded duty became a conversation and a reminder rather than a negative and grumpy teacher moment.  It is hard to explain just how much our school changed and it wasn't noticeable until you went into a more traditional school environment with NO and DONT  - it had become  so ingrained in my way of being that as a parent I spoke to my children with "at home we ...."

It seemed to me that by now every school and every community was using this type of 'talk' with their students, so you can imagine my surprise when I started my principalship at a school that had never heard of anything more bizarre - for the students this really was a struggle, especially in a school that had not really had any formal rules in the past.    I am not a big fan of RULES but there needs to be some clear boundaries and expectations so that all students understand what is expected of them.   
In 2011 we trialled this 'we' idea - hard slog really but in 2012 we went back at it again - "AT WSS we..."   we incorporated the idea with key competencies and our values  - it felt more familiar this time and while it was still largely a teacher push it did begin to feel like there was a shift in what children expected to hear.  There were days when I am sure I sounded like a broken record!!

You can imagine my delight on the first day of 2013 when I walked into a classroom where the teacher had prompted the discussion about what it meant to be a learner and the children were naturally talking... 'At WSS we show determination'.  When prompted further about what that might look like within the school it was followed by conversation about working until things are finished, trying again even when it's hard, being brave about trying new things....   WOW  2 year and it feels like the culture of 'we' is embedded and that our students are ready to take ownership of the things we do at our school!

To blog or not to blog

That is the question... the answer to which I have pondered or more aptly procrastinated over for quite some time.

The debate to start blogging has not been about using the technology; I am a great elearning fan and usually an early adapter of technology , no... this is about the audience.  Do I really have anything of use to share?  Who am I intending my audience to be?  Will I start and write one or two posts never to continue?

Those questions are really nothing more than procrastination.  I read lots of blogs and take great interest in reading what other educators, parents and children are thinking about education, ICT and the world in general.  I am a believer that education should be shared and ideas celebrated.  For a job where we are constantly surrounded by people, we are often quite isolated and 'bubble' like. 
So  as you can see the decision has been made and I am now officially a blogger. 
My purpose ... to celebrate my learning