Tag Archives: students

Snapguide

Overview:

Snapguide is designed for users to create visual based how-to guides.  That’s it.  Sounds simple. It is and that is what makes it great.  The guides are built around teaching how to do something through pictures and videos.  Adding text is a part of the process, but you are limited to 200 characters a page.  Once your guide is finished you publish it to Snapguide’s site, then you can share it through other social media sites. Guides can also be viewed on their website, but can only be created through the app.

Why I like it:

It is easy and fun to make a guide with your mobile device.  One night I decided to make a Snapguide about one of my family’s favorite dinners, Pizza Sandwiches (click to see the Snapguide). So, I grabbed my iPad to take the pictures as I cooked, then designed the guide later that night.

Another bonus to the app is the Snapguide community.  You can investigate other guides, or follow someone who makes guides covering subjects your are interested in.  Be prepared to interact through the comment option with people who like your guides.

Use in the classroom:

I have a Process essay unit for my writing class.  I showed the students Snapquide as an option to create a “visual how-to” assignment (the students had a number of options).  Three students used Snapguide.  Below are their guides.

How to French Twist Hair

How to Bake Chocolate Chip Cookies

How to Make Ramen Noodles in the Microwave

Each guide was viewed at least 500 times.  Each had at least 50 loves.  And each got at least one comment.  This is the power of creating work that connects beyond the classroom.

The other side of Snapguide is finding guides to enhance what you are doing in class.  There are guides that could be used in art class, industrial arts, or music. Just browsing through the categories will spark ideas for you.

Snapguide’s focus is to allow users to make and find great step-by-step guides.  It is a great example of how we can share our knowledge with people who also enjoy our interest.  Using Snapguide is a great way to enhance any lesson that is centered on how to do something. Share your guides with me via Twitter (jdog90).

Series Note: I decided to use Tagwhat in the upcoming website series that I will be doing in December.

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And then there is Golf

Tools of the Game

Saturday was the first day of our club championship.  This was the third year I have played in it.  The past two years I finished last.  I was determined not to finish in last place this year.  All summer my scores ranged in the high 40s and low 50s for 9 holes.  I got my first new driver, ever.  My game was doing OK.  I was excited to play this year.

Well, the first nine was a disaster. I shot a 61.  My inconsistent play got me into trouble on a couple of holes, scoring a 10 and a 12.  I improved on the back nine, but not much. I shot a 57 for a first day score of 118.  Last place.

I headed home feeling pretty low.  I had hit some nice shots and even had a par.  But I was again in last place.  I had another day to play I told myself. Sunday would be better.

Sunday was a new opportunity.  I had three pars, hit some incredible putts and made some nice shots.  But I shot a 61 on the front nine and a 58 on the back nine. 119. One shot worse then Saturday. Last place again.

At that moment, I wanted to quit.  I had been playing for 20 years and had improved very little. I practice.  Especially the last couple of years I have had a practice session almost every week.  Maybe I’m just not good at golf and am wasting my time.

As I drove home today, it hit me how much I sounded like a student.  I started to remember students who would say the same thing in my class when presented with new material, or a deeper concept.  I remember one student who would balk at anything creative.  They would state that they weren’t creative, and it was too hard.  Or the times working through rough drafts of essays and hearing time and time again, that the student wasn’t a good writer.  I would do my best to break through the mindset, but I don’t know if I actually did get through for some of the students.

What really got me this weekend was the way I felt about myself.  How my students might also feel about themselves.  I know that my self worth is not measured by my handicap, but that didn’t change the way I felt as I drove home. Last place.  Everything felt like last place.  How do my students feel about themselves when they struggle, when they say “I’m not good at this.”?  Are they experiencing that same irrational, but ever present connection to their self-worth?   I bet they are, and keeping that in mind could help generate a new approach when a student wants to quit.

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The Why

There has been a kind of running joke between my students and me about how I deconstruct Disney movies with my kids to reveal the “deeper” meaning of the film for them.  Actually, I do that, but that’s not the purpose of this blog.

I love to hear, “My brain hurts.”  I think I do a good job at creating lessons that reach a deeper level for the students.  Many times my students do better on their Literacy Skills AR test than the Reading Practice test.  But, at some point a student will ask, “Does everything have to be so deep?”

Yes, yes it does.

OK, maybe not so deep but I think we have to have a serious WHY to what we do.  Teachers have to answer that question all the time, but maybe it is something to really consider.  And not just for a lesson, but for our lives.

In school, sometimes we have to practice a skill, like math or welding.  Sometimes we have to learn new vocabulary so that we can look at a subject on a deeper level.  And sometimes a lesson is just fun or relaxed.  Many times in school the WHY is based on test scores or grades.  A look at those parameters and learning is for another blog.  But schools have to have some measurement and we will leave it at that for now.

Let me give you a stat: “Thirty percent of college and university students drop out after their first year. Half never graduate, and college completion rates in the United States have been stalled for more than three decades,” from US News and World Report.

Is the WHY of school to prepare students for college?   Or should it be to help them live up to their greatest expression of their talent and dreams? WHY are we doing what we are doing?  I know that I am in a unique situation that lets me investigate education from a different aspect while also being in the “classroom” dealing with the real world of teaching.  Being at this intersection is frustrating and motivating.  I would love to change education, but in reality I am not much of an influence.  But like you, I have a classroom, students, and a life to live.

This year I had one of those great teacher moments when a former student tagged me in a photograph on Facebook.  The photo was of a slide that had graffiti scratched into it, the worst kind.  This former student is a father now and was spending time with his son at the park when he came across the graffiti. Part of his post, “Made me think of the book The Catcher in the Rye. Kids and their innocence.”

What we do in the classroom matters.  What we do in life matters.  It might make your brain hurt, but I ask you to answer your own WHY questions this summer.

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Student Essay

I wanted to showcase some of my students’ work over the next couple of weeks. The first is Brooke, an American Literature student.  She is usually quiet in class, but she has a tremendous talent with the written word.  Here is her essay over the book The Street. If you get the chance, please leave her some feed back on her essay.  Thank you.

Money: The Downfall of Mankind

Throughout life we are constantly moving. Shoving our way through crowds stomping on dreams already left shattered on the pavement. Regressing, sliding backwards until we stumble over sidewalk cracks or other people passing. No matter which direction we move in we experience those moments that completely turn everything around. Moments of impact where we finally collide with all that we are and what we will become when it’s all over. These collisions shape us. They are the moments when everything falls together and the lesson to be learned is directly in front of us. Some learn to appreciate these moments while others flee from them. On the streets of Harlem people are always avoiding these moments of impact for fear that any realization will send the walls they’ve built crumbling around them. None of them have the strength left to pick through the rubble to rebuild. They’ve already suffered too much. The source of their suffering: a fragile paper dollar.

This fragile piece of paper distorts reality, lifts and slays hope, and defeats the downtrodden. Lutie Johnson and her son Bub are subject to the supremacy of the dollar along with everyone they cross paths with. Every aspect of their life relies on whether or not they can afford to live. Lutie’s first trial began with her husband Jim. Employment is difficult for black men to find and the only work offered is demeaning. They find themselves drifting along surrounded by their own inferiority. Strong, courageous men shrink in the face of money, for it taunts them constantly reminding them of their inadequacies. Jim had said, “Don’t they know if I knew how I’d change the color of my skin?” (Petry 30). As Jim sat back, his pride crushed, Lutie found a job far from home in America. Ignoring the warnings of Mrs. Pizzini who believed, “It’s best that the man work when the babies are young. And when the man is young. Not good for the women to work when she’s young. Not good for the man” (Petry 33). Unfortunately money made the decision for this family before they had any clue what they were heading for. Money is a necessity in this life, aware of its own authority it curls around the fate of families who can’t make ends meet.

In the Chandler household Lutie becomes aware of the American Dream. The Chandlers have paper stacked in every item in their home. It struts around in their clothes, furniture, and conversation. Revealing its crucial importance and persuading all that it’s truly invincible. Conversation in the Chandler home revolved around, “Richest damn country in the world—Always be new markets. If not here in South America, Africa, India—Everywhere and anywhere—Hell make it while you’re young. Anyone can do it—Outsmart the next guy. Think up something before anyone else does. Retire at forty” (Petry 43). The reality of this is not everyone can make money, and this is made obvious in the statement that follows. It’s extremely contradictory to say that anyone can make money, but outsmarting others is necessary to do so. White people made sure colored people were easy to outsmart by allowing them absolutely nothing. Paper constructs this complex competition where only the strong can survive and unfortunately the definition of strong is white men who oppress others to quench their own thirst.

The result of this dream sparkles in the minds of rich white folk, but for all left out of that category it barricades desires leaving only a minute, dull lifestyle. A lifestyle that caused Mrs. Hedges to transform her home into a whore house after being burned and spat out by the world she was circumstantially born into converting her into the piercing, snake lady; a lifestyle that turned Mr. Jones, the super, into a tall, solemn, devilish creature; one that turned Pop into a lonely alcoholic; turned Min into a shapeless, meek woman; Junto into a greasy, squat man; Boots Smith into a numb, angry, womanizing cat man filled with stealthy manipulative tendencies; and all the other faceless creatures of the street into dark shadows sliding along with resigned expressions. Money has kept all these people fearful and imprisoned. Lutie had said, “I don’t like mountains, I get the feeling they’re closing in on me” (Petry 160). The environment Lutie inhabits is always pressing in on her shoving out any sunlight, making her feel small, incompetent. She cannot escape this prison money has locked her in. All she can ever hope for is limited space and consuming darkness. This consuming darkness forces Bub to sleep with the light on in the lonely apartment, and grown men to stand outside Juntos bar staring into the light that warms the building leaving it secure and full of life. They stand staring into the lives they wish they could have, into the dreams they’ll never have the chance to fulfill. The kinds of jobs colored people receive cannot pay, or even come close to paying for anything more than the rent of a broken, dim apartment and measly quantities of food and clothing. All these people are merely just dark, shadowy figures “silhouetted against the light” (Petry 186).

People who weren’t worth anything to the rest of the world were shoved into crowded streets with decomposing buildings, and darkness creeping around the corners seeping into lonely apartments. No one living in these horrid environments could stand a chance against them; eventually the walls would press in to crush what’s left of their hopes. Money forced them to work petty, self-loathing jobs with long hours in order to scrape in just enough cash to pay rent. It kept them from building relationships or self-confidence. Everyone on the street is fighting for themselves alone in hopes of escape; the only relationships that exist are social contracts. The only goal is survival and these people will stoop to any level to make it out with their lives. Money turned Lutie Johnson, a caring mother and confident strong woman, into a wicked murder who deserted her son and ran from the law. It turned a young, happy Bub Johnson into an insecure, greedy, and dishonest boy. How can anyone possibly escape the street, when all it does is pull you back to remind you it is exactly where you belong?

Throughout life we are constantly moving. No matter which direction we move in we experience those moments of impact where we finally collide with all that we are and what we will become. They are the moments when everything falls together and the lesson to be learned is directly in front of us. Some learn to appreciate these moments while others flee from them. On the streets of Harlem people are always avoiding these moments, for none of them have the strength left to pick through the rubble. They’ve already suffered too much. The source: a fragile paper dollar.  Money produces two kinds of people those who have it and those who don’t. The ones who have it become greedy and unappreciative stealing what they can by repressing the weak; those who don’t have it cannot afford to live period. If our lives are weighing heavy on a fragile paper dollar, what happens when the paper tears?

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Miles Davis: So What

My oldest son is learning to play the clarinet, and seems to be doing well.  He makes sure he practices every day.  Of course he learned to play a part of the Star Wars theme, which he likes to share every day.

So, I thought I would introduce him to Miles Davis.  To expand his musical interest.  To reveal to him some of the great artists, to show him how incredible music can be.  To show him the deeper part of music.

It didn’t go well.  Not that he didn’t listen with me, but he wasn’t much interested.  I tried to get him to let the music speak to him, to feel the emotion behind it.  He just wanted to be somewhere else.

I was disappointed.  Over the last month I have been sharing movies with the boys that I watched when I was growing up.  Both boys like some of my 80s music.  I thought exposing him to Miles Davis was going to be a great moment.  Why wasn’t it?

I started to wonder about all the times I tried something like this in the classroom.  Sometimes it worked, other lessons failed.  Why?  I just assumed my son would like Miles Davis because he was learning to play an instrument.  My son has no background knowledge about Miles Davis, hasn’t even heard him before.  What did I expect?  That he would just understand how great Miles Davis was.

As an English teacher I have fallen into that same trap, especially with literature.  That my students will just get how awesome a book or poem is.  I don’t want them to miss the opportunity to be moved by the literature, just like I wanted my son to feel the beauty behind Miles Davis’ music.  Ironically, I become the barrier of that moment.  Not in sharing the music, but by being the source of the selection.  And worse, like with my son, not creating an opportunity to spark their interest, or to provide a real foundation to what they will be reading or listening to.

I want to share the great works of this life with my students, with my sons.  But more importantly, I want them to decide what is great on their terms. To search out their own deeper moments.  That is when real learning happens.  And I want to be there, as a dad and as a teacher.

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First Year, Again

The only time I totally lost my cool with a class was my first year of teaching.  I threatened them all with detention.  I even slammed my hand down on my desk.  That first year of teaching is such an eye opening experience.  All theory seems to evaporate in the controlled chaos of everyday life of school.  That year challenges you, makes you dig deep into your creativity, resolve, and meaning of it all.  Thirteen years later I am experience that again.

Instead of standing in front of a class of new students, a clean marker board behind me, walls decorated with motivational posters and first day jitters; I sit at a desk in front of a HD camera, 50 inch TV and students who are attending schools miles away.  I have taught distance-learning classes for the last nine years, but have always had a room full of my own students.  It is not the system that is challenging; it is the loss of any person-to-person contact.  I am purely a teacher on the TV to them.  All theory seems to have disappeared with that little red light on the front of the TV.

This year has challenged me in ways I wasn’t expecting.  In so many ways I am again a first year teacher.  My creativity is challenged in creating lessons that can bridge the technological divide between the students and me.  I am challenged to work through all the bumps in the road, from technology issues, to student apathy. To be honest, some days I feel like a total failure at this and wonder if I am even doing anything worthwhile for the students and my own life.

My own personal struggles got me thinking about the other aspect of my job, working with teachers on integrating technology into their curriculum.  I have had the privilege of already doing a school wide workshop, presenting at Nebraska Distance Learning Association’s conference and helping ESU 10 colleagues with their workshops.  Through all these events, I realized that sometimes when we talk about getting technology into the classrooms and getting teachers to use technology more, we forget that in a small way we are asking them to go back to being a first year teacher.  Obviously it isn’t as extreme as a true first day of school, but it has some of the same challenges.

We are asking them to stand in front of their class as a new teacher.  That is exciting, but it is scary.  Teachers take pride in their lessons, they teach to see their students grow and learn.  Nothing makes a teacher smile more then when a student’s face lights up with understanding.  Even though we know not to take it personally, it hurts when a student says a lesson is stupid, or walks into the class announcing they hate English (the class I teach).

Technology integration asks teachers to go back to that first year, but now they have tools and lessons that have worked for them.  Lessons that have brought their students to that light bulb moment.  We cannot ignore that we ask them to be a first year teacher.  We need to address their fears… but also tap back into that other feeling which all teachers had that very first day as they stood in front of that class, took a deep breath and thought, “I’m ready to make difference in these students’ lives.”

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Are You Ready?

For all the hours I’ve spent on the road, all the years living in Nebraska and Wyoming, I have never hit a deer or an antelope.  I have had a number of other car accidents, but I’ve always spotted the deer while driving before anything bad could happen. Until this morning…

Right now, it is completely dark for most of my commute.  This morning the moon accompanied me on my drive. I was in between Doniphan and the interstate (as the picture below shows).  Things were going fine, music on, cruise set, and I was checking traffic to decide when to go into the left lane so I could merge onto the interstate.  I just crossed the bridge when the deer appeared.

Image from Google Maps

I was still in the right lane when the deer appeared on the passenger side, just in the fading part of the headlights. Both of us were caught in that eternal second. Because of the light the deer looked like a ghost, faded, almost transparent.  I could see his head snap back and his black eyes widen.  I swear his expression was, “What the….”

I did nothing. Which was the best thing. The deer and I caught up with time. It seemed my car lurched forward to do it, getting ahead of the deer to miss him.  I looked into my review mirror but could not see if he crossed the road or not.

No matter how much we try, we cannot control Life.  We have control of our attitude, or work ethic, and our smile.  But Life, it is like a box of Ping-Pong balls dumped out on a concrete floor.  We will get knocked around, sometimes drastically.  This got me thinking about dictionaries…

As an English teacher I forever get the question, “How do you spell that?”  I would always respond with directions to the bookshelf where the dictionaries sat waiting to be opened.  Even when my students had computers I would get that question.  At a time when answers are sometimes just a click away, why did my students still ask that question?

I think part of the shift we are experiencing, in school and our own lives, must include the ability to react (or know when not to in my case) to Life.  That is a grand statement, but I’m not sure I have had a whole day where something didn’t go wrong.  Where a Ping-Pong ball didn’t knock something off track.  Or a deer run out in front of you.  Are you prepared to react, to adapt?  Are students prepared?

Courtesy of Flickr user Lester Public Library

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Collaboration

collaboration |kəˌlabəˈrā sh ən|
noun
1 the action of working with someone to produce or create something

As a distance learning teacher I have had classes from different schools collaborate during a class period.  I’ve used a number of different tools, Scribblar, Today’s Meet, and others. This semester I took an opportunity to see how well students could collaborate, not just across geographical barriers, but also across time barriers.

I teach ESU 10’s TECHS course. I have four class periods for the online sections. Using digital music downloading as a support issue, I divided the whole class into two groups.  Group one’s stance was that digital music should be free.  Group two’s stance was that there should be a price for music.  Side note: whether good or bad, sometimes I throw the students in the deep end to see if they can swim.  The guidelines were simple, as a group you need to produce a Google doc and Google presentation concerning your side of the issue.  Each group had a Scribblar white board to do work on, a Google doc, and presentation that I hosted for them.  They had a total of 5 days to work on it (including the weekend).  Below are the presentations.

Some observations:

1. Group work.  Just like a regular classroom, some students did more work than others (8 out 49 students reported that they barely worked on the document or presentation).  Just like a regular classroom, I had to refocus the groups at times. The interesting point was that working this way was seen as a positive and a negative.  Some quotes from the students.

“We could chat to other people in your group and talk about the assignment.”

“Well, it was hard for everyone in the groups to get on the right page. They were kind of all over the place, but in the end we did good.”

2. Quality: I feel for the open-ended way that I handled the assignment the students did a solid job.  I understand that the class is in a unique situation, a teacher they see only on the TV.  My first year teaching only from the TV, combined with my somewhat nontraditional way of teaching, probably made the students frustrated.  A student response, “It really didn’t have anything to do with what I thought this class was about.”

3. The Power of Technology.  From a student, “It’s cool how we could all work together as a group and share our ideas and opinions with each other.”  During class I would be having discussions with the students on the whiteboard (they talk more to me in text form then verbally). I remember one discussion that centered around the cost of a song verses the cost of a bottle of pop.  When on task, the students did a great job researching and holding interesting discussions with each other and me during the class period.  But there is always the negative side of this type of communication, “While working on the website with other schools it was hard to add info because so many people tried adding something to it at once.”  And the personal differences; a response from one student to the question about what negative aspect of the assignment they noticed, “the fighting.”

Final thoughts: As in any classroom, some students jumped into the assignment, others complained, some worked through the frustration, others just gave up.  The funny thing about the assignment was how much it felt just like a regular classroom.  I had the same frustrations as a teacher.  Student apathy, “why do we have to do this” attitude, and honestly, in this case, the technology only seemed to enhance the negative for me.  But I think showing how technology can connect us to opportunities to collaborate was worth the time.  When we truly connect who knows what we can create…

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Turning 40 “The Past”

“Today is the moment when your past and future meet.”

I have been struggling with how to articulate this idea with out writing some deep philosophy book.  Simply stated, what I’ve learned is that our past is important, but we don’t handle its power well.

On the extreme edges we either ignore it or let it cripple us.  Somewhere in the middle is where we can use it to improve today and build for tomorrow.  Our past affects us, even if we don’t always recognize it.

The crazy part is it doesn’t matter if the past was 10 years or 10 minutes ago.  Over the years I’ve seen how the past affects my students.  I’ve seen how the drama of the last class took 10 minutes for them to get focused, to the way a movie we watched in class brought back the pain of the loss of a parent.

I have been guilty of not seeing my students fully. Wondering why they just did that?  Or frustrated with their work ethic.  I am guilty of not considering their past and how it might play a role in their behavior.  To use my English teacher vocabulary, we all are round dynamic characters in this life.  We all have a past, we all have dreams and goals we want to achieve. And today is the moment when our past and future meet. If we are aware of this I think we can tackle issues with a clearer objective.  If we can help our students see that, maybe we can help them build a better future.

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Motivation

mo·ti·va·tion [moh-tuh-vey-shuhn] noun

  1. the act or an instance of motivating,  or providing with a reason to act in a certain way (dictionary.com)

During a conversation with a colleague, the idea of motivation in the classroom came about.  This discussion coincides with some ideas I have been thinking about regarding how we reach our students.  So, I am going to try to express a complicated web of ideas with the center being motivation.

As a teacher I have been frustrated.  I have stood in front of my room looking out on my students’ faces talking to myself, “How do they not see how great this book, or poem, or lesson, is?”  Sometimes, as teachers, we take for granted that everyone knows how powerful learning is.  But if we look at popular culture, it will remind you that they don’t.

Idea one: The Mountain

Let’s use a metaphor for a second. If we view education as a mountain, we understand that to see the spectacular view from the top we must climb.  And that climb is hard at times.  Even an expert mountain climber (or a well educated person) needs a hand to get to the top.

Image by Pete Linforth from Pixabay

Sometimes we need to remember that our students haven’t made this climb before.  Sometimes we have to reach out to them and show them the way to the mountaintop.  The view is incredible; they just don’t know it yet.

Idea Two: Practice

What if the classroom was more like practice?  Take a second to think back to what practice was like for you. How many times did the whistle blow?  How many times did coach go off on some kind of motivational rant?  Sometimes coach got on your case, other times a “nice job” was all it took to keep you going.  You were pushed, you were challenged, sometimes you were down right dog-tired yet felt great.

What does a typical classroom look, sound, feel like?  I understand the difference in the environments, but why can’t we match the energy of practice to a classroom?  The techniques and tools are different, but not what motivates a person.  In an interview on Focus on the Family for his book, coach Joe Gibbs stated that a good coach finds what works with his athletes to motivate them, be it a challenge or a simple comment like “good job.”

Everybody needs motivation; I found it as a coach when we successfully performed on the field.  As a teacher I found it in the light-bulb moment.  We all need motivation, a helping hand.  Not because we don’t know of the importance of our jobs, but because sometimes the climb is just hard.  And we forget what the view is.

Courtesy of Flickr user rbbaird

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