3 Lessons from Pole Dancing

Warning!  Super weird post coming your way.

Yesterday I took a fitness pole dancing class with a girlfriend of mine.  To be quite honest, I was a little bit nervous coming in.  It was something that was completely outside of my comfort zone... not to mention I have zero upper body strength.  

After paying, my friend and I walked into the fitness room that was scattered with poles.  All of the lights were off except for one purple light in the corner of the room.  The instructor started by telling us to "Let loose and let our hair down.  No one is here to judge anyone else."  The class started off a bit awkward for me.  I'm not used to sexily prancing around a room and then swinging around a stripper pole.  But as time went on (it was a 75-minute class!), I became loose and we all started to forget that the rest of us were there.

Yes.  This is an education blog.  
Yes.  I'm writing about pole dancing.

What's the connection?!  I learned quite a few lessons from my pole dancing class that can be applied to my teaching career.  I know.  It's weird.  But here it goes.

1. Be open to new experiences.  It's so easy for us to get wrapped up in doing the same old, same old.  We know what works for us and we know what works well.  But don't let that stop you from trying something new. Whether it's a new activity to teach, facilitating a discussion in a different way, or entirely flipping your classroom, be open to new experiences.  It will teach you a lot about the way your students learn and the way you deal with the unexpected.
2. Don't be afraid to look like a fool.  Like I said, the beginning of the pole dancing class was a little intimidating.  2 of the girls in there had been taking classes for weeks and could do upside-down tricks.  But I pushed through anyways.  Yes, I totally looked like a fool at first.  But that's okay.  We have to learn to be comfortable with the uncomfortable because only through these experiences can we grow.  If you try something new in your class and it's a total failure, that's okay.  What's important is how you handle it at the time and how you reflect on it to improve later. 
3. We are all more capable than we realize, and so are our students.  I have no upper body strength.  I don't say that sarcastically but seriously. The only exercise I'm doing right now is running to train for a 15K I signed up for. I always thought that if I had to pull myself up from the side of a building I would be able to - after this class, though, I'm not quite sure.  But during the class I learned that I was able to do a few tricks that I didn't think I would have the capability to do.  We all were! All it took with the right instruction and encouragement.  Our instructor was kind and a good listener.  When we struggled, she was able to watch our technique, diagnose the problem, and set us on the straight and narrow.  We need to remember that for ourselves but also for how we interact with our students when they're struggling.  

Yes, I know it's a weird experience to talk about and relate to teaching but it's all very true.  I think it's quite possible that I can learn a lot from my pole dancing teacher in regard to how I teach my own students.  

Field Trip to the Art Exhibit

To change things up in the 4-hour long summer school class that I teach, I took my students to the art exhibit on campus.  After visiting and observing, students were to write a back story on a piece of art of their choice.  It was, in a way, a multi-modal essay because it included both text and photo.  They were to include a photo of the artwork that they chose and reference it in their essay.  Aside from that, there weren't too many restrictions.  This was an opportunity for them to be creative!

The exhibit, called Plop Art by Erik L. Peterson, was interesting to say the least.  I'm not an artie by any means but I would assume that this would be considered contemporary art... I know that only because I Googled it. It seems to only be defined by the time period that it is produced in.  In reading the Peterson's description, he mentioned that the art was to serve as commentary on various norms in our culture including narcissim and ADHD.

While I won't tell you about all of the art work we saw, I'll mention a few. We saw a Reflecting Pool which at first we all thought was a pile of sand...Then we realized that it transformed colors as you looked at it.  After realizing what it was, the iPhones popped out.  Everyone wanted a shot.  It was hard to capture the rainbows on film, though.  As you can see, mine looks a little bit more ghostly.

We also saw a tapestry created out of the two billboards.  It took us quite a while to figure out what it was but, once we realized, we understood the large amount of time and painstaking attention to detail it must have taken to create.

We saw another piece known as the Cooler.  It was just as you would think. It was a cooler with two ice cream cones inside.  I'm not quite sure what the purpose was but I'm sure it's ironic in some way.  Students joked about it being a "grab-and-go" and not a piece of artwork.  

And then we saw my favorite.  The neon plop cone with spilled ice cream (it had no name).  Isn't it amazing? Surprisingly, we had a lot of conversation about it.  I say surprisingly because this isn't an art class and none of us have any idea how to discuss art.  Students argued about the focal point - "It's the cone.  It's on the wall.  How could it not be the focal point?" - "No it's the blob of ice cream.  Is it melted or did it fall off?  I think it melted because it's so much bigger." - "It's neither.  It's the light that catches your attention. The light and the color."  I was impressed with the amount of conversation that they had.  They enjoyed it, observed it, and didn't take the art viewing process too seriously. 

So what did I learn from this experience?  Take your students out of the classroom!  We all need a change of pace.  It doesn't have to be serious!  It can be fun and enjoyable but still educational.  While there, students took notes on the art work of their choice and later they wrote an essay on the back stories for how the art came to be.  Perhaps taking our students out of the typical classroom fires up their creative impulses.  One thing's for sure though, they were able to experience something new and creative, use a different part of their brain, and interact with one another in a way that encouraged discussion and collaboration.

So where to next?  Maybe the Student Center Coffee Shop?  Maybe the lake in the courtyard?  Perhaps even the observatory!   I'd love to hear any suggestions that you may have!

BLOG HOP: What Teachers and Holden Caulfield have in Common

This blog will be noticeably different today. My name is Matthew and I am the author of the blog The Unpredictable Teacher. I’m joining Mackenzie’s blog today and she’ll be joining my blog! Mackenzie and I are both English instructors. I teach high school English and Student Council. In addition, I’m a wrestling coach, Peer Mentor, husband, and father.

Okay, here we go…

What could an educated, professional teacher possibly have in common with a sixteen-year-old, cynical boy? 

Well, the answer may surprise you. 

If you ask any teacher, “Why did you get into education?” Not a single teacher will say they got into it because they love to work too hard for too little pay. The answer will almost always be, “because I love children.” That’s certainly why I got into education. 

When I was in school, I was terrified and I hated school. I struggled in both reading and writing, but particularly in reading. I remember one day back in 3^rd grade (I think), I was pulled out of class and taken to the counselor’s office. They administered all these tests and concluded that I had to be put into something called, “resource.” I was pulled out of my regular classroom and put into a different classroom where I received more support with reading and writing. Years later, I exited out of resource and rejoined my classmates. However, I never really felt comfortable reading out loud in class. Whenever I was called on to read out loud in class, I would die a little inside. “Popcorn-Reading” was the most miserable experience for me. I would literally try to disappear into my seat so that no one would call on me to read. Till this very day, I still have a small panic attack whenever I read in front of people. 

I finally got to the point where I couldn’t take the stress anymore. I was resolved to do something about my reading ability. Toward the end of high school (yes, high school), I went on a reading rampage. I just started reading everything I could get my hands on. Eventually, I grew to like reading. Then, I grew to love reading and learning. Now, I’m an English teacher (an Honors teacher, as a matter of fact).

That’s part of the reason I became a teacher: I didn’t want students to feel the same way I felt while in school. I don’t want students to feel ashamed and scared. I don’t think any kid should feel stupid and defeated, like I did. I love my students too much to allow them to feel that way. 

I know there are many students that feel the same way I felt. And, there are students that are simply not challenged enough by school and so they don’t apply themselves—like Holden Caulfield.  At the beginning of The Catcher in the Rye, Holden has been kicked out of his fourth school because of his refusal to apply himself. In fact, he has just failed four of his five subjects (the only subjected he passed was English). Unfortunately, there are many students just like Holden. They are not challenged by school. They are so bored with the work that they don’t bother doing it. As a result, they fail out. To me, this is heartbreaking. 

The unchallenged student is not a bad kid. Yes, he might be unmotivated and distracted, but that doesn’t make him bad. Often times, the unchallenged kid is very smart, and his failing grade does not represent his ability. Who is to blame for his lack of success? I would say it’s both his teacher and the student. The teacher is responsible to cause the student to learn. If the student is not challenged then the teacher needs to challenge him. The teacher is responsible to motivate the student and remove distractions. This doesn’t mean the student is off the hook. The student is responsible to learn regardless of the teacher. 

Okay, so what does Holden Caulfield have in common with teachers?

Spoiler alert: I’m going to share with you why the book is titled The Catcher in the Rye. If you haven’t read the book by now, I don’t feel bad for you (Shame on you for not reading the book sooner).

In chapter 22, Holden is talking to his little sister about why he hates school. She tells him that he hates everything. When Holden disagrees, she challenges him to name one thing that he likes. He names a few things and then he says this:

“. . . I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody’s around—nobody big, I mean—except me. And I’m standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff—I mean if they’re running and they don’t look where they’re going I have to come out from somewhere and catch them. That’s all I’d do all day. I’d just be the catcher in the rye and all.”

Obviously Holden could never be a catcher in the rye when he grows up. But this is what Holden has in common with teachers. As teachers, we are all Catchers in the Rye. Metaphorically speaking, our students are playing around in this big field of tall rye grass. They are so observed in themselves and the distractions all around them that they don’t see the gigantic cliff right next to them. At any time they can make a mistake and fall off the cliff. Everyone knows that kids today are distracted by television, Facebook, Twitter, and all these video games. Not to mention being totally absorbed with friends and the people that like them or don’t like them. If they’re not careful, those distractions could lead them right off of a cliff: they could fail classes, drop out of high school, and totally handicap their future quality of life. 

Sometimes it takes a teacher to come out from somewhere and catch them. It takes a teacher to motivate a student. It takes a teacher to show interest in a child. It takes a teacher to intervene and refuse to let a student fail. As teachers, we are protecting our students to that they don’t fall off the cliff. It certainly takes a tremendous amount of time, energy, and hard work. But, I can’t think of any title with more honor than Catcher in the Rye. 

Question: When have you been a Catcher in the Rye? Comment below or Tweet me @Matt4Newport

Stop by my blog to see Mackenzie's post!  Thank you! And if you found this article helpful or interesting, please share and subscribe!

How do you contact parents?

I'd love to hear your thoughts!  Please comment below or tweet me with the ways you keep in contact with parents!

What It's Really About

A few weeks ago I was at church and listening to the Pastor talk about being a servant.  It was the weekend following Easter, so it was not a surprise to hear about extending your faith from passive to active.

The Pastor talked quite a lot about how people in The Church can often times miss the point.  He said, "You can ruin a church by making it activity-oriented instead of Jesus-oriented" and it reminded me of the most profound thing that I learned during my time teaching at the high school level.

I remember sitting in a meeting with my Department Chair, my student teacher, and my student teacher's advisers.  You see, my Department Chair and myself were co-cooperating teachers.  As we sat in this meeting we were discussing the use of activities in the classroom.  He said:

When you wake up in the morning and are thinking about your day,
 are you thinking about the activities you will be doing in class?  

If so, you're missing the point.

Of course what he meant was, we need to be thinking about what our students will be learning.  That needs to be our focus.  The exciting activities we use or cool technology we have implemented means absolutely nothing if we have not really focused on our learning outcomes for the day.

So my question to you is: 

what do you think about when you wake up in the morning?  

It's important to remind ourselves of the purpose of education and why we are teaching who and what we are teaching.  Let's remember to focus on what it's really about in the classroom... our students, their development, and their learning.

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End of the Year Ideas

As the end of the year approaches, many of use are reconsidering what we do to wrap up the entire semester/year.  Some of us have weird end-of-the-year schedules.  Ya know, the ones where final exams are a week before the end of the actual year?  Or grades are due on a Wednesday but you still have class on Thursday and Friday?

DON'T FRET!  We, here at Brownbag Academics, have some great suggestions to get you designing your End-of-Year Curriculum!

Remember please that all of education is simply a reformulation of ideas.  These are ideas that we have used in our classrooms and have found to work very well!  We've collected these ideas over the years: some were developed by ourselves, some were inspired by lessons found online, and some were collected from colleagues.  Feel free to use and abuse these suggestions!  No sense in recreating the wheel.

1.  Create groups and reflect on the year.

• One of our favorite activities involves separating the class into groups to have them reflect on the course's objectives.  Have each group reflect on one of the following: 
• syllabus & course outcomes - did the outcomes match what happened in class?
• readings - favorites?  least favorites?
• assignments - which did they learn the most from?  least?
• activities - did they prefer group work?  partners? individuals?
• advice - what advice can you offer to next year's group of students?
• Then, have the groups present their findings and have a whole class discussion!

2.  End of the year slide show.

• Have students create a slide show welcoming next year's group of students.  Have them work together to include the following:
• welcome notes
• course introduction
• syllabus review
• what to learn
• what to be prepared for
• what they liked best about class

3.  Reflection essay.

• Having students write a reflection essay is a great way to see how each individual student has grown.  Start with having the students review the syllabus and course outcomes.  From there, have students look back at their work - for English teachers, this may mean looking at old essays; for Math teachers, old tests and assignments; etc.  Then have students write about the growth that they have experienced.  What are their strengths?  What are they still struggling with?  How do they plan to continue improving?  This should be a reflection of them and their work, not you and your teaching.

These ideas should get you started!  We like to think that the end of the year is a time for a reflection - a time for students to begin thinking about what they have learned.  With reflection comes growth and that is what we hope for and expect of our students.  Have a wonderful end of the year!

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Conferencing with Students

A few weeks ago I flipped my classroom.

I sent out audio/visual lectures that were 10 minutes in length for my students to learn the content before we met. Then, instead of meeting as a class, we met in small groups. Throughout the semester I have been encouraging community in the classroom through group work so this worked out well.  Obviously the not meeting as a class could only work at the college level, BUT there are ways around this.  For instance, meeting with groups while others work individually.

Before my 20 minute conference sessions with each group, students were required to have watched the first lecture and read/annotate an article. This would be the article they would later write on.

During the conference, then, we briefly reviewed the content from the lecture and then moved on to applying what they had learned.

I got to work with students on their ACTUAL papers. This wasn’t theoretical. It was practical. The response from students was overwhelmingly positive. How this will affect my future classes, I don’t know, but I do look forward to the journey!

Visit http://flippedclassroom.org/ for more ideas on how to flip your classroom at any level with any subject!

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Smart Phones & Robot People

Edudemic recently published the post "A Visual Guide to Slowing Down The Distracted Generation".  I really love that they are recognizing the fact that not only are we as a population not reading as much but that technology has a lot to do with the problem.  

Unfortunately, we have lost the ability as a population to just sit and be.  This is something that I talk with my students about quite regularly.  I'll ask them, "How often do you just sit without watching TV or checking your phone?  How often do you go on a walk and not listen to music?"

We have adapted this crazy lifestyle where we have to be entertained at all times.  And what's really upsetting is that we have lost the ability to entertain ourselves.

Edudemic suggests that we "create passion for the written word" and "make reading fun" among other things.  Is it really that easy to create passion in someone else?  

A question that teachers have been asking themselves for generations is: 

How do we create intrinsic motivation?

Unfortunately I'm not sure if we truly can create a long-lasting intrinsic motivation.  However, as a teacher I'm willing to go for it.  

In general, I would argue that this all starts with open conversation.  We need to talk to our students and children. Ask them what they like and why they like it.  It's not good enough to just ask our students about their passions.  We must get to the root of why their passions are their passions. Probing them to think deeper about what they like and why they like it.

Asking questions like the ones below will help us to better understand them:

• What is it about ____ that you love so much?
• Tell me more about that.
• If you could describe your perfect day, what would it be?
• Why is that so enjoyable to you?

By simply asking questions, we can develop a meta-cognitive behavior in our students.  If we get them thinking and questioning, they will soon be able to take risks in their passions.  Hopefully we can keep them away from having a "device in hand at all times, hopping from shiny thing to shiny thing on the internet" as Katie Lepi mentions that we all do.

As a teacher, I of course care that they are reading.  I care more about their thinking, though.  Yes, reading affects thinking abilities but if they're not thinking on their own already, what's the point of reading?

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Dear Brownbag: Boiling Points

Dear Brownbag,

It drives me absolutely crazy when my students walk in to class without having done their homework. To me, it’s a blatant disregard for my authority. Even more so, it puts us behind schedule. Then I feel like I have to “tell them” all of the content to catch them up. I’ve tried pop quizzes and calling on them during discussion but I still feel my blood boil when they walk into class and I hear them telling each other “No I didn’t do it either.” What should I do?

-Boiling Points
______________________________________________________

Dear Boiling Points,

I get it. Trust me when I say we’ve all been welcoming our students into our classrooms with a smile when you overhear them talking about not doing their homework. It can be really irritating. There are two things to consider in this matter.

1) Your reactions: Don’t consider their actions as blatant attempts to hurt you because 99% of the time they are not. That being said, don’t get angry. Respond with grace and respect. Be kind to your students even when your natural human instinct tells you otherwise.

2) Your presence: How do you present yourself and class material/assignments in class? If there’s a hint of uncertainty in your voice, students subconsciously pick up on that. If you don’t think it’s important, they won’t. Instead, present all material with a spirit of excellence and the expectation that they will complete the assignments with that same spirit.

Frequently students will follow the leads of their teachers. Continue working on yourself and developing who you are as a teacher and you will find your students will be responsive to that.

-Brownbag

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Dear Brownbag: Bored Teacher

Dear Brownbag,

Sometimes I feel like I do the exact same thing in class everyday. As a teacher, I get bored. I do the same sorts of activities and I have the same format for my class everyday. Now I know that kind of regularity is good for my students, particularly those with learning disabilities, but it’s driving me crazy. I feel the itch to change it up but am not sure how to do it. Any suggestions?

-Teacher 
______________________________________________________________________

Dear Teacher,

I totally understand! Even though I am a person who thrives on routine, doing the same thing everyday drives me crazy. My suggestion, do one thing different every week. This can be trying a new activity or having class in a new location like the computer lab or library. It can even be doing the same activity in a different way. For example, if you silent read in class everyday, try it with partners where they summarize each page together. Having one thing different every week keeps it fresh for you.

I know it’s not about the teacher per se but keeping it fresh is what keeps you motivated and doesn’t burn you out! And that, ultimately, effects how you teach and how your students learn.

Brownbag


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Fake It Till You Make It

We've all heard the saying "fake it till you make it" before.  Usually we think of ourselves acting in one manner before we become who we actually dream ourselves to be.  I agree with this in many respects.  But why limit this to ourselves?  Why don't we expand this cliche to that which more often affects our lives.

The people around us.

In the book Spirit Driven Success, Dani Johnson uses "time tested Biblical secrets to create wealth while serving others."  The book itself offers great insight into how we can apply Biblical practices to our lives today... specifically in the business world.

In one section she talks about treating what we have as what we want.  She writes "You have to treat it as though it is already.  Do you not like your car, and therefore, you do not clean it?  It's dusty, it's trashed, there's stuff broken; you just don't care about it.  [God] is seeing how you are treating what He has already given you to determine whether or not you are getting promoted to the next level."

Often times we wish for different students.  Students who are more attentive.  Students who are interested in learning and aren't just grade-hungry.  Or we wish for new co-workers.  Maybe if my department was more interested in professional development, collaboration, etc. I would be happier in my position...in my department... in my current school.

~Let's change the paradigm of fake it till you make it.~

Imagine yourself being in the department of your dreams!  One that collaborates within the department and inter-departmentally.  Imagine yourself being challenged by your co-workers to be a better pedagogue and to be more well-versed in your content area.

Imagine that when you walk into your classroom your students are sitting at the edges of their seats in anticipation to hear what you have to say.  Imagine that when you preview the day's agenda that your students don't moan and grumble but they are excited and eager to work.

~Wouldn't this be wonderful?~

How would you treat your department members and students if this is how they were?  Take 5-10 minutes and visualize what that would look like in your life.  What behaviors would you demonstrate?  How would you talk to them?  In what ways would you react to questions or challenges?

This is how we should be acting already!  Change yourself first. Think about this every morning before work so that it becomes habit.  Set your day with intention.  After all, you are one constant in each of those children's lives!  No it won't change everyone around you, BUT it will change the way you interact with those around you.  AND it will make your days more pleasurable.

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Grading Fast!

If you’re looking through a stack of papers, keep these few tips to help keep your sanity and manage your time:
1. Reread the prompt - know exactly what skills you have expected of your students
2. Read through the entire essay without writing on it - yes! Put that pen down!
3. Make a final note - overall what strengths did you notice? What areas could they improve on? Write them a Dear X letter explaining and be specific.
4. Make marginal notes on the areas mentioned in your Dear X note - these will show students specific examples of what you mentioned! Try it out and let me know how it goes!

Feel free to tweet me @mac_ker or find me on Instagram @mackerby

Another Day Without Class...

Don’t let your students, or yourself, fall behind! Record a lecture or have them do some sort of a journal entry to send to you. Have them read up on current events. Anything to make sure that they don’t lose focus. There have been weeks where I’ve missed 3 days due to weather! But through audio/visual lectures, my students aren’t falling behind! Not an option :)

Flipped Classrooms in Colleges

Flipped classrooms are a cool notion. It’s something I’ve been trying out in my classroom lately and students seem to like it. Whether it’s recording lectures or using audio comments, students come prepared with material and ready to ask questions and apply it! What are your thoughts?? Check out what this professor did!

Lesson Planning Notebook

I’ve tried several lesson planning templates over the years… the free book that the school gives you at the beginning of the year, making a spreadsheet, using a microsoft word document. No matter what I used, I was writing things down and saving material in a ton of different places.

 So I devised my own system. This has a place for the date, the unit, and the lesson plan. It also has a box specifically for your sequence of events… it’s your quick guide to what you’re doing in class that day. Lastly, it has lecture notes or specifics. This is where I write out all of my talking points, instructions, definitions, comments, reminders, or anything else I need to remember to bring up or teach in class.

Yes, I hand write everything.

Everyone has their own system but this allows me to hole punch and keep in a binder. That way, next year when the class comes around, I not only have my unit plans but also my lectures..all saved in one, safe place!
I hope you enjoy!

Use and abuse.

Showing Grace to Students

It’s so easy for us as teachers to get caught up in everything that we have going on.

Grading.
Planning.
Conferencing.
Phone calls.
Copying.
Reading.
Writing.
The list goes on and on.

When we get bogged down by all of this going on at once, it’s easy for us to lose our patience or get irritated. One thing I have learned over the past few years is that the attitude we have as teachers influences how our students learn.

 Over the weekend I went to church and the sermon was about showing grace. Being gracious is important in every aspect of our lives… including our teaching. Being gracious and kind brings all of our students into the “inner circle”. We want our students to feel a part of the academic community and to feel comfortable in our learning environments.

 Remember to take every opportunity to show your students grace and kindness — It can and will influence their learning and their lives.
 

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So, you’re looking for creative ways to use GOOGLE DRIVE in the classroom? Great! Me too! As I was reading through some old essays from my students, I realized that they needed to work more on their thesis statements… In other words, I need to work more with them on their thesis statements.

So, I immediately sent out a Google Spreadsheet. 3 columns for each section I teach:
1) Names,
2) Thesis Statements, &
3) My Responses.

 I shared this link with each of my students and gave them all editing rights. It was amazing! Students started putting in their tentative thesis statements and I starting giving them comments. Not only could they see the comments for their own thesis statements but they could see their classmates as well! It was great! They could see all around the sorts of comments that I was giving them. It was a great way to collaborate - across time & space. Students and myself could work on this and view this whenever they wanted.

What are some of the ways that you have used Google in, and out, of the classroom?

Revision Roles

This whole semester has been focused around group work. I’m really trying to encourage an environment of trust among the class. In order for them to truly trust each other in reviewing each other’s written work, I had each member of their group become a specialist in one area of the review process. Each of them had to read some background information, take an online quiz, and then practice their new skills when reviewing each other’s essays.

Click on the link in order to see the full document with the links to various websites! https://docs.google.com/file/d/0By4LLtkW7eYsM20xSHgtUzZQdzg/edit

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