Dichotomy

I just woke up crying.  Have you ever done that? I cannot remember a time that I have, and it has left me reeling.  I am sitting in my hotel room at the posh Rosen Shingle Creek Resort

in Orlando, Florida with fresh tears wiped from my face.  Today is the last morning of this six-day trip.  I am not upset about leaving, nor reminising about my beautiful town or husband and sons I left behind (although I will be very happy to see them at the end of the day).

 

I was dreaming about my second-grade classroom, and my colleagues at Lena Whitmore Elementary.

The day before I left for this trip I returned to my former classroom to begin the process of separating my personal belongings.  It was the first time I'd been alone in the room for a year, and it was an experience that I was unprepared for.  I didn't anticipate the intensity of my own emotions.

I was surrounded by the deep blue and green bookcases that I had painted.  The empty branches of the giant oak tree made from crumpled paper bags that I'd stapled to the concrete wall loomed overhead.  My beloved rug with children from around the world smiling up at me beneath my feet. Every drawer that I opened or bookbox that I peered into was intimately familiar, and yet foreign to me.

It was all wrong.  The furniture wasn't where it was supposed to be and the Ikea bookboxes were cracked and broken.  Some of my childhood books that my father had read to me as a child were now ripped.  An unknown child had ripped the preserved green June beetle from its plastic case in the cover of the Beetles of the World book.

Yes, I realize that I chose this path....  Another one-year, once-in-a-lifetime presented itself to me, and I took the leap.  Against multiple odds it worked out.  And now I find myself subconsciously mourning the loss of my second-grade-teaching self. How is it that I can be genuinely excited about my future and all that it holds and at the same time so very sad about what I am leaving behind?  I know that it has to do with all of the time and energy and love that I poured into that time in my life.  A life that I loved and never imagined myself leaving permanently. That's the dichotomy I find myself in at this time.  Sitting in a tropical paradise dreading the act of removing a piece of my heart when I return home.

Transformation of Teaching

I have been extremely fortunate to teach this semester in the University of Idaho's Doceo Center for Innovation and Learning.

The word doceo is Latin and means "I teach, tutor, or instruct". The Doceo ("Doe-CHAY-oh") Center was funded by the J.A. and Kathryn Albertson Foundation for the purpose of "providing cutting-edge training and technology integration resources to educators, teacher educators, and administrators in Idaho as well as research for larger audiences." I often describe this space to people who have not been here as a room with "technology on steroids". This lab is equipped with six interactive displays, five collaboration stations, an AMX switching system and a variety of devices including document cameras, iPads and laptops. In this environment I have been able to transform my teaching with an infusion of cutting-edge technology. My students are now learning the course content through collaborative presentations and activities that utilize Web 2.0 resources. I am modeling the use of digital hardware and tools that my students will need to know for their future classrooms use including: Smart Boards, iPads, Chromebooks, and the Lenovo IdeaPad Yoga. They are also experiencing interactive Google Apps for Education (GAFE) programs: Docs, Sheets, Slides, and Forms, and digital educator resources on a daily basis. My students are learning how to foster collaboration and cooperation in a 21st century classroom environment. Aesthetically speaking, it leaves something to be desired....specifically a window. After taking a full-day two-week course here this summer I would feel the need walk outside and stare at a tree every chance that I'd get. Granted, this basement location is the center's temporary location while the new College of Education building is under construction. When completed, the Doceo Center will be the highlight of the new building. Teaching in this classroom is an amazing opportunity in itself, but it has already opened up other doors to me. As a result of my course transformation in this technology-rich environment, I have been asked to co-present at the UBTech Conference in Orlando, Florida in June. The title of our presentation is, “Transforming Practice in an Active Learning Environment: Faculty Perspectives.”

Outstanding Teaching Assistant Nomination

I am very honored and humbled to be nominated for the 2015 Outstanding Teaching Assistant Award at the University of Idaho.  Here is the actual nomination letter from my department head. Part of the nomination process included a letter from a former student and fellow staff member who has observed me in the classroom. Even if I am not selected for the actual award itself, I am so thankful to have gone through this process.  I am going to include the letters (without identifying others) for a little pick-me-up for those times when I am feeling overwhelmed and discouraged with the teaching profession.

From my former student:

To Whom It May Concern,

Looking back throughout my education I have been influenced by many inspirational teachers. Teachers who would spend hours outside of the class helping me, teachers who would impact me the minute I walked into their class, and teachers who would evoke a sense of passion into every lesson they would teach. As a former student of Janice Weesner’s EDCI 201 class at the University of Idaho, I feel that I am justified to say that she is one of those teachers who have impacted and inspired me in many ways.

When I walked into Janice Weesner’s classroom I was swept away by her passion for teaching. Her welcoming personality made it easy to adjust to a college class. She made it a priority to know her students names, which may seem like a minor detail, but it allowed me to see the devotion she had for each student. As a student currently pursuing a degree in elementary education I was instantly drawn to her teaching strategies. She not only puts effort into every student she comes into contact with, but also puts effort into perfecting herself. For example, Mrs. Weesner sent a survey out to all of the students in her EDCI 201 class and asked each of us about her strengths and weaknesses. She wanted us to be brutally honest with our answers, and that was exactly what we did. After the survey, she examined her pros and cons and made a noticeable effort to correct the areas that needed the most improvement. Although this example may seem pointless to some, it inspired me to open myself up for examination in order to better myself.

Janice is a teacher who truly cares for her students, and you can tell by her warm personality. Throughout the semester, Janice made it apparent that she wanted the best for her students by her devotion in and out of the classroom. This aspect of her teaching has inspired me the most. If it was an email late at night or staying after class to ask her questions, Janice Weesner made it obvious that she wanted to help in any way possible. In the classroom, she would engage the class and make it an environment that was easy to learn in.

Janice Weesner is a teacher who I want to imitate when I teach. Her caring personality makes for an ideal learning environment, and her passion for teaching is contagious. Janice puts effort into every student and well as herself. She inspires others and has impacted me in ways that few teacher have. She has evoked a new sense of passion in me for teaching and I am thankful that I have had the opportunity to be one of her students.

From my colleague:

Dear Selection Committee:

Please consider the contents of this letter in support of Janice Weesner for the Outstanding Student Teaching Assistant Award. I have had the privilege of mentoring Janice in both the k-12 environment and here at the University of Idaho and have been truly impressed with her ability to impact the students that she teaches in both roles. Her dedication to her profession shines through every day in her interactions with students, k-12 teachers, and UI faculty members.

When I first met Janice, she was a k-12 teacher who was eager to integrate technology into her classroom. Her interest in exploring these possibilities led her to apply for the NIWP Summer Institute, a collaborative effort of the Northwest Inland Writing Project, the Idaho Common Core Teacher Network, and the Doceo Center for Innovation + Learning. Through this program, Janice has been a wonderful role model for other teachers and college of education students as she applies everything she learns directly to her current teaching experiences. She clearly considers both the limitations and affordances of specific technologies and instructional strategies and how their uses will impact student learning.

Janice’s determination to integrate technology in the classroom has transformed her teaching style. She began teaching in the Doceo Center Lab at the beginning of the semester where I have had the pleasure of observing her sections of EDCI 201. Janice uses every opportunity to engage her students with collaborative activities and model best practices. As a result, I witness the students benefiting from the active learning style where they dig much deeper into the materials and learn from one another. In fact, Janice will be presenting at the 2015 UBTech Conference in Orlando along with myself and two other instructors who will share their perspectives concerning teaching in an active learning classroom.

In my extensive experience in mentoring teachers, it is rare to find an individual with the determination that Janice possesses. Her brave efforts to innovate by trying new approaches in the classroom are paying off for both her and her students. I unconditionally recommend her for the Outstanding Student Teaching Assistant Award.

2014 Birthday Guesses

For the past 12 years as a teacher, every time my birthday rolls around I have played a special game with my students. Typically, I ask students to guess my age by putting a number in a hat, and then write the anonymous guesses on the board. The 2nd graders guesses for the past several years have consistently been between 21-65!

Once the range has been determined, we play "Guess My Number" where students are challenged to guess my actual number in as few as guesses as possible.  As each guess is given, the range grows smaller and smaller, until students are left with the correct answer. Afterwards, I share a special birthday treat with them. 

This year I am not in my 2nd grade classroom, but I didn't want to break my streak, so I decided we'd play anyway.  I created a simple Google Form that I sent to my students and then compiled the data using a web-based program called ChartGo. 

Here are this year's guesses:

My college freshman are much better guessers than my second graders!

range: 28-42    mode: 42    mean: 36.5

Formative Feedback

This week I asked my university students to provide feedback on our class now that we have reached the mid-point in the semester. My purpose in this formative assessment process is to refine and improve my teaching methods, and create a better learning environment for my students.  I also want to model the importance of reflective practice for them.

 I created a Google Form that looked like this:

 I wanted students to be able to anonymously  provide their input without the fear that might surround potential handwriting recognition. 

I asked my student to identify:

2 positive things they appreciate or enjoy most about the class,

and

2 areas or ways in which I can help them be more successful in class. 

I didn't realize how vulnerable I would feel about this process until the first few responses began trickling in. Putting yourself 'out there' can be a difficult thing to do. Criticism, even when it's constructive can sting.  It is in my nature to initially become defensive; to make excuses.  But the real beauty in this process is the opportunity for change and self-growth.  I am already a better teacher because of it.  I will set a timer in class, so that my students know that I value their time as well.  I will provide a more comprehensive exam review.  And I will continue to share brain breaks with my students on a daily basis, because they love them, and they need them--even though they cut into my instruction time.  

To see myself through my students' eyes has been humbling, and heart-warming experience.  To have my students identify me as an, "enthusiastic, passionate, understanding, positive, caring, upbeat, happy, experienced, sweet, relate-able, credible, welcoming, engaging" teacher is everything I want to be for them.  I want those traits in the next generation of teachers. 

I entered all of the students' responses (22 out of 33) in Class Dojo and will share the results with the interactive pie graph tomorrow in class.  Here is a snapshot of what the overview looks like:

6 word memoirs

I recently participated in the first call-back day for the NIWP/Doceo Core Summer Institute I took this summer. It was such a powerful reminder of the importance of community!  I really love the diversity of my cohort, and was surprised at how easy it was to fall back into our familiar community.  One of my favorite takeaways from the day was an activity called the 6-word memoir. I've found myself thinking in 6-word phrases on multiple occasions since then.  The basic idea is to create a personal narrative using only 6 words.  You can view a YouTube video containing several examples of the idea here.  This is a national project that has been picked up by classrooms and individuals of all ages around the world. You can see more amazing examples on this website. Our class used a Google Slide document, with every member creating at least one page (with a background photo and text) in the group project. Here is one of the pages that I created following a road trip the day before:

Welcome home, worth the long drive.

Here's another that reflects my overall thinking of the moment:

No really, you can do anything.

Want to give it a try?  What is your  six-word memoir today? Click here to leave your memoir.

Creating Artist Statements Using Google Forms

One of the best things about my being on sabbatical this year is the opportunity to volunteer in my son's 4th grade classroom.  As a classroom teacher myself, it has been the very rare occasion that I have been able to be a part of his school day.  This year I will be teaching an art lesson in his classroom once a month. He and I are both very excited about this arrangement!

Our first adventure in art was a relief Leaf-Printmaking lesson that focused on the elements of texture, value and color. I was inspired by one of my favorite art sites: deepspacesparkle. Students choose a variety of leaves, and then printed them onto black paper with white ink using rollers and deckles. 

After the printing process was complete, students choose either warm or cool color acrylic paints to sponge in the background. 

The most innovative aspect of the lesson for me was the opportunity to try out using Google Forms to have the students create artist statements for their artwork.  I learned about the process here.  After creating this template,

I brought it up on each of the classrooms' five desktop computers.  As students finished their art, and cleaned up their workspace, they sat down at the computers and began to reflect on their work. 

The beautiful thing about using Google Forms is the spreadsheet that is automatically generated as students complete the form.  Instead of typing out each students work, I simply had to cut and paste their responses into a blank table.  After editing for spelling and conventions, I was able to print out & cut apart each artist statement.  This entire process took me less than 30 minutes from the time they walked out the door at the end of the day.