The first SpEdcampNJ will happen on April 25 at Neptune High School, Neptune NJ!
Register here! http://goo.gl/14wRpE
One of the best parts of being a part of something bigger than myself is the opportunity I get to meet others. That may sound a bit simple-minded, but as often written about, it is easy to get ‘stuck’ inside my own sphere where life can grow to become so complicated. However, as I work […]
I started my Saturday morning off as I start many of my Saturday mornings. I typically wake up (always a good start…) grab some coffee and work my way to my spare bedroom/office and jump into #SATCHAT with my other buddies who share a passion for sharing and learning.
After concluding my chat time and regrouping for my work for the day today (aka, refilling my coffee cup), I went back and reread the posts from the morning’s chat. A post from Pernille Ripp caught my eye:
Of course I had to click on the link (goo.gl/lBKJqk) and I invite you to do the same. Her words spoke to me as if she were “Killing Me Softly With (Her) Song” . I don’t often add comments to a post; I’m not much for the Redundancy Chamber. But given that I’d had the following experience just the previous afternoon, I was compelled to respond.
I wrote on Pernille’s Blog:
(A brief recap: My co-teacher and I designed a unit length project using ExplainEverything using all the electronic materials the students are given (aka handed) on their classroom wiki, in their iBook, and possibly some Internet research (beyond minimal). Their assignment: create an ExplainEverything project using 3-4 slides per unit from their learning goal rubric where they identify and synthesize their understanding of the topics presented. Their first unit had 17 learning goals. Upon presentation of the project to them, they immediately did the math and said…51 to 68 slides!!!??? and under their breath… are they crazy????)
If you went to Pernille’s blog and read my response, which I hope you will take the time to do, you will read a bit more about the question my Gen-Ed HS Biology co-teacher and I were asked:
If doing this kind of work is so important, then why is this class, our class the only one doing it? Why isn’t every teacher making us do this kind of work, to work so hard, in all of our classes?
The truth is that I ask myself this kind of question every day. Why aren’t teachers in our high school asking the students perform creative knowledge constructing projects every single day? Why do we ask so very little of our students?
To be fair, which is a code I live by every day (and some days better than others), some of the teachers in my building are doing incredible work. But it still begs the question asked to us by our student: Why isn’t every teacher asking us to work this hard?
As I said in my post to Pernille, I had to hold my tongue. I couldn’t possibly tell my student what I’ve experienced in my co-teaching classes. I couldn’t possibly tell my student of the multiple or even many conversations I’ve had with my building colleagues about changing their craft to include projects like the one I created and (to her credit) my co-teacher has supported. (This has been a bumpy journey; bringing a project like this into a classroom for the first time is filled with unforeseen bumps in the road, despite my months of planning. And she has been a terrific co-pilot, pointing out how we can tweak the implementation here and there to make the process less stressful for the students. God bless her…) But I couldn’t possibly tell my student the words I’ve been told In conversation after conversation; the words that strike frustration and disbelief to my heart:
“I don’t have time. I’m too busy with (insert your excuse of choice here) and (insert your other excuse of choice here) to put all that time and energy into changing what I do.”
During this morning’s #SATCHAT as with many other Twitter Chats I follow, someone inevitably goes down the road of ‘providing teachers with professional development…..”.
Which brings me to my question of the day:
What does it take to have/inspire/cause a teacher to swim against the Conformity Current?
I wish I was writing because I knew the answer. I wish I could say that the tens (maybe hundreds) of thousands of dollars my district has spent on iPad training for our staff was the answer. I wish I could say that getting teachers (yes, even new teachers) to swim against the conformity current had an answer I could provide. But the sad truth is that I don’t.
Before I close, I will share with you where I find the inspiration and courage to fight the good fight, as my friend Courtney Pepe would say (@iPadQueen2012), everyday.
For health reasons, I was home last spring, away from my classroom, and missing my work. I was using Twitter to stay current on my political addictions and I decided to see what was going on in the educational arena. Of course, you know the ending to this part of the story; I found my courage and inspiration from the millions of you out there who support and encourage us to do what’s best for kids everyday; to fight the good fight. And if needed, to swim hard against the Conformity Current.
In swimming against the Conformity Current with the support of my Twitter friends and colleagues, I was no longer alone in the fight but supported by hundreds of others with a greater vision like mine: that kids won’t have to just do worksheets and multiple choice tests, but will have to put their minds to work and create new understandings and possibly change the world in the process. Now… How Cool Is That?
P.S. Thank you for choosing to Swim Against The Conformity Current and inspiring me every day.