No Victory Lap

birth storyI awoke at 2:37 AM. I know because I looked at the clock next to my bed. I heard the shower running in our bathroom, and Debbie was no longer lying beside me in bed. I stretched out my ankle like I always must after sitting or lying for a long time, then I went to the bathroom and poked my head inside the shower to ask Debbie if she was okay.

“I think my water has broken,” she said calmly. She’d been through this before three different times.

“What should I do?” I questioned.

“Go get dressed, pack your bag, grab the baby’s diaper bag, and get her dress and blanket.” My wife is always very patient with me.

I shot back into the bedroom, threw some clothes in a backpack, dressed, then changed clothes again before returning to the bathroom to ask Debbie if I should wear pants or shorts to the hospital. I was afraid it might be cold in the delivery room.

She replied, “It doesn’t matter, but you need to call Mom and Dad to come watch the boys while we go to the hospital.”

I dashed back to the bedroom, called my father-in-law, then continued scurrying about gathering belongings and throwing things in the mini-van. After a few minutes had passed, I noticed Debbie leaning against the van.

“If Mom and Dad don’t get here soon, we’re going to have to leave the boys alone.” Her voice was serious. Her look told me she was in a great deal of pain. I ran back into the house for one last item, and as I returned her parents had just arrived in the driveway.

I jumped in the driver’s seat, and Debbie climbed in the front seat next to me. I noticed she had placed a towel on  the seat beneath her. I backed out of the garage and sped down the driveway. Debbie told me to call the hospital so I dialed information for Germantown Methodist Hospital as I raced through our subdivision. From our door to Highway 70 is approximately one mile. When we reached the highway, Debbie told me I had to HURRY! I stepped on the gas, and we careened westward toward Germantown Parkway. I spoke to the hospital, and they told me they would be waiting at the door. At the light at Highway 70 and Germantown, I barely braked to make the turn, and Debbie was annoyed that I slowed at all.

Less that .10 mile down Germantown, Debbie informed me that we needed to change our plans. We weren’t going to make it to Germantown Methodist, we’d have to go to St. Francis-Bartlett instead. I again picked up the cell dialing 9-1-1. Then, I accelerated to approximately 90 MPH and turned on my hazard lights. There was only one other car on the road, and it was heading toward me. I knew it was a Bartlett police officer, but Debbie warned me not to slow down for ANYTHING! We were NOT GOING TO MAKE IT! The cop passed me, made an immediate U-turn, and chased me with lights flashing (I don’t know about the siren). I never slowed except to turn.

The 911 operator was less than helpful. (You don’t ever want to have an emergency in Memphis!) As I explained my wife was in labor, we were switching hospitals, and I was presently being chased by the Bartlett Police, the operator told me I’d have to call the hospital myself to let them know we were coming. There was nothing she could do to help me. I thanked her for not being at all helpful and promptly hung up the phone. MEMPHIS!

We slowed slightly to make a curve in the road, and then raced across the parking lot to the St. Francis-Bartlett Emergency Room entrance. I slammed the car in park and dashed through the hospital doors screaming, “Come help! Come help! My wife is in labor, and she’s having the baby now!”

Nobody moved. Apparently, husbands tend to overreact when their wives are in labor. Unfortunately, I wasn’t overreacting. What Debbie had failed to relay to me was that while we were racing to the hospital, the baby had crowned.

“HURRY!” I screamed. “She’s having the baby NOW! This is her FOURTH baby!”

Suddenly, everyone moved. Three or four nurses came running out to our mini-van. One was pushing a wheelchair. (Behind my van sat the Bartlett police officer. When he saw me enter the emergency room door, he patiently waited in his car. When I returned with medical staff in tow, I yelled to him that my wife was in labor. His only response was “Okay then, I’m gonna go.” He put his cruiser in reverse and was never heard from again.) A nurse instructed Debbie that she’d have to get in the wheelchair. My wife’s response was that she couldn’t–the baby was already crowning. The nurse told my wife that she had no choice, and they would look at her as soon as she got inside.

The nurses helped Debbie into the chair and wheeled her inside but not before getting the chair stuck on the door. They rolled her directly into triage. A nurse lifted up Debbie’s dress to see how far along she was and shrieked, “THE BABY”S COMING NOW!” (Duh!) They rolled her behind the first curtain, and the admittance attendant asked me to go with her to get Debbie checked in.

As the attendant and I made about five steps down the hallway, I heard a nurse scream, “OH, MY GOD! She hit the FLOOR!” I turned to see nurses scattering in every direction. One in particular had her hand covering her mouth s if she’d  just witnessed something awful. I raced back to see what had happened. I didn’t know whether Debbie had collapsed, the baby had been dropped, or a nurse had fainted. My heart leapt. It was 3:04 AM.

Reaching the curtain, I saw my daughter, purple and crying, on the floor in the corner of the room. Blood was everywhere. Debbie was crawling onto the gurney, and the nurses were frantically trying to move the wheelchair out of the way to get to the baby. I ran to the other side of the curtain and jumped over a trash can to try to get to Debbie’s bedside. I shouted, “Are they okay? Somebody, tell me they are okay!”

Nobody said anything. They were as panicked as I. They looked at me, and someone gave instructions for somebody to get me a chair, but I leaned against the wall and declined. I just wanted them to take care of Debbie and the baby.

The attendant, who had followed me back to the curtain, reached out, grabbed me by the arm, and said, “Dad, we have to get them admitted. Can you please come with me?” I reluctantly obeyed.

Within five minutes, Debbie’s paperwork was in motion. She and the baby were moved to room 228. The attendant asked me a few really important questions like: “Is Church of Christ still your religious preference?” and “Do you know if your insurance covers our hospital?” Meanwhile, I still needed to know whether the two most important women in my life were okay.

Soon, we’d finished. The attendant led me to Debbie’s and the baby’s room, and Debbie quickly reported that she was okay. The nurse was examining the baby who appeared to be undergoing her first tanning appointment. I asked the nurse if my little girl was okay, and she responded that as far as she could tell the baby was fine.

For the next 30 minutes, I bounced between Debbie’s bedside and the side of my tanning newborn. Debbie explained that when they tried to move her from the wheelchair to the gurney, the baby had entered the world by falling to the cold floor and sliding under the wheelchair into the corner. The umbilical cord had snapped. Apparently, my daughter is a natural break dancer. Over the next two hours, the baby was thoroughly poked and prodded, and Debbie finally delivered the placenta and was feeling much better. By all accounts, mother and child were doing just fine. In fact, one nurse mentioned they were perfect.

Debbie was ready for another shower. So as the grandmothers, who had just arrived, together with the nurse and my bride made their way to the shower, I sat in the window seat, held my daughter close to my chest, thanked God in my heart, and bawled like a big ol’ baby.

I’d love to say that in the middle of all the chaos I had the faith to immediately drop to my knees and pray, but I don’t have that kind of faith. My faith is more of a “do-what-you-can-as-best-as-you-can-and-trust-that-God-is-here-somewhere” kind of faith. Saint Peter wrote, “In this you greatly rejoice, though now for a little while you may have to suffer grief in all kinds of trials. These have come so that your faith–of greater worth than gold, which perishes even though refined by pure fire–may be proved genuine and may result in praise, glory, and honor when Jesus Christ is revealed.” I have no idea why my heart and soul were put through the ringer during that little girl’s birth. However, as I hold her, I am trusting God will watch over her because I KNOW there’s no way I can. That’s already proven true.


This post was originally written on August 22, 2007 following the events of August 21. I’ve posted it a few times before, and I’m sure I’ll post it again. Today Evelyn turns 7. I asked her if she’d just stay six for another year and consider it a “victory lap.” After all, she’s gotten pretty good at being six. She responded, “Nope. I’m going to turn seven, but it’s okay because I still like to snuggle.” I’ll take it. Life is good. Life is most definitely good.

Prioritizing Thinking

See/Think/WonderPerhaps the most important thing my students need to know about me and our class as we begin the school year is the value we will place on thinking. Our class content focuses on reading, but the primary learning goal is to become more thoughtful–to be better thinkers. So on the first day, we start by prioritizing thinking. I don’t want our focus to be on procedures, rules, or even our classroom community. Those things are important, but the main core of everything we do is with the goal of becoming better, more thoughtful thinkers.

With that in mind one of the first activities we did is a See-Think-Wonder about 6th grade reading and our classroom. I gave my students a few Post-It notes and asked them to spend a few minutes exploring the classroom and writing down the things they saw. We talked about the need to gather evidence and pay attention to details. (These are skills we will use to help us become better readers, too.) The whole room was open to the students. I encouraged to explore every facet of the classroom including the closets, bookshelves, filing cabinets, and drawers. I challenged them “to research” the room thoroughly. After a few minutes, I called them back to their seats to complete their lists and share what they found.

Once we talked  about their “I See” lists, I asked them to begin interpreting, drawing conclusions, and making inferences about the things they noticed (Again, these are skills we will use to grow as readers, too.) They developed a set of “I think” statements. I gave them a few minutes to come up with as fluent of a list as they could; then, I dared them to come up with a few more. Their conclusions fascinated me. As they shared their thinking, I reinforced how important it is to base our conclusions and inferences on evidence by asking, “What makes you say that?” so that had to support their reasoning.

Finally, I challenged the students to take their thinking to a deeper level. We discussed that best way to push our thinking is to ask good questions. We talked about the value of questioning and concluded that “good questions” inspire us to think deeper–to explore our ideas further. (Yep, a skill we will use to further develop as readers.) “Good answers” can be helpful sometimes, but they tend to curb thinking more than deepen it. I asked the students to consider their “I think” statements and take them to a deeper level by developing “I wonder” statements about their original conclusions.  Again, we shared our thinking with our partners and with the class. Then, we prominently posted our thinking where it can be seen by everyone in class and any visitors we may have.

Again, the goal was to help the students understand (from the very first activity) their thinking is highly valued. Here are a few random pictures I captured of different students’ thinking about the class, our space, or me:

I see. . .

See 1 See 2 See 3

I think. . .

Think 3 Think 2 Think 1

I wonder. . .

Wonder 3 Wonder 2 Wonder 1

I’ve written previous posts about this first-day activity in past years. You can read those posts here and here.



This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

To Be a Better Teacher, a Better Person

a better personI live an extremely privileged life. I know I do. My life hasn’t always been easy, but it certainly has been privileged because of things I’ve had little or no control over. I’m male. I’m white. I’m heterosexual and married. I’m upper-middle class, and the majority of my education has been in private schools. My current employer is an independent, Christian school for boys. As I mentioned, I’m privileged.

The news out of St. Louis last weekend that an unarmed, young black man was shot multiple times and killed by a Ferguson police officer has angered and frightened me, and it has made me extremely sad. I haven’t followed the unfolding story as closely as I should have because what I have seen and read has been gut-wrenching. It’s been easier to focus on the first week of school–to think and talk about something else. Honestly, I just don’t want to accept the world is the way it is. I want all to be joy and peace and love.

And yet. . . we I need to think about it. I need to SEE, HEAR, TASTE, and SMELL the realities of racial prejudice. I need to FEEL the injustices so many face (and that my life of privilege protects me from). I must KNOW the fight of those less privileged. I must UNDERSTAND the friction they regularly face. I must EMPATHIZE with the fears and frustrations they bear. I must find a way to fathom all of this, so that I can FOSTER CHANGE.

There are several people who help me do this. They not only make me think; they help me see the world through a different lens. A lens I need to look through regularly. Their words and stories are immensely valuable to me, and I want to amplify their important voices. You should give them a read:

Jose Vilson – When Can We Talk About Race? and Adults, Please Get Out of the Way

Rafranz Davis – Conversations with My Son Regarding the Mike Brown Murder and The Dehumanizing of Black Boys at School

Chris Lehman – What Do We Teach When Kids Are Dying?

John Spencer – If This Is the Goal of Education . . . 

There are others I probably should mention, but these folks, in particular, challenge me and make me consider the world differently. They shift my understanding. They make me a better teacher–a better person. And my students deserve a better me.

The Story of Learning, Part 2

story of learningAs mentioned in my last post, I’ve struggled as I consider the question “What will be the story of learning in your classroom this year?” I’m a sucker for a good story. It’s why I love good books, great movies, and skilled teaching. All involve good storytelling, and I can get lost in a good story for hours and hours if time permits. I want our story of learning in my classroom to be a great story. It has to be a great story. My students deserve nothing less. But…I’m not sure I know exactly what that story should be yet. After all, I haven’t met most of my students yet. How can I possibly know what our story should be?

It’s important to develop my students’ voice. It’s important they have choice about their learning and have ownership of it. Their thinking matters. I know what skills, concepts, and dispositions they need to develop, but this isn’t really my story of learning. It’s theirs. As I’ve thought more about this question (while running 14 miles this past weekend), I’ve decided my students and I need to plot the story of our learning together.

Good stories don’t happen by chance. They have important elements that come together to create a powerful story. We need to consider those same elements as we plot the story of our learning. Here is a quick list of some questions I plan to work through with my classes as we develop the story of our learning together. We’ll start contemplating and discussing these together during the first few days of school.

Setting: Most of our story will take place in Room 218 at Presbyterian Day School in Memphis, Tennessee. Nevertheless, I want my students to consider the type of environment we want our classroom to be. What will be the tone and ethos of our room? What should we do to make the most of our space? What pledges do we need to make to each other to create the environment we want?

Character: What types of learners do we need to be? What attitudes and behaviors should we adopt to create a great learning story? How should we treat each other? What do you see as your strengths as a learner, as a reader? Where do you want to improve?

Conflict/Rising Action: What are the problems we want to solve? What questions should we explore? How will we handle disagreements among us? What are the internal and external conflicts that might get in the way of our learning? How should we address them? What will we do when we struggle or when things are hard?

Climax: What would be the greatest thing you could do this year individually? What do we want to accomplish as a group? What aspects of learning and school matter to us the most?

Falling Action/Resolution: What would need to happen in order for you to say you had a successful year in this class? When you look back at 6th grade, what do you think you’ll remember?

Theme: What is the main goal we want to achieve this year? What are the “throughlines” that tie all our learning together? What are the big questions about conflict (our grade level theme) we need to consider?

I’m out of time to write. Does any of this make sense? What other questions should my students and I consider as we “plot” our year together?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

The Story of Learning, Part 1

The Story of LearningBeginning the school year is incredibly hectic for me and my wife. We are both teachers working in different schools in different systems. We also have four children—in four different schools. Each with its own unique start of school schedule, traditions, and expectations. In addition to this, I’m shifting to a Readers’ Workshop approach to my classes this year, and I’m once again training for the St. Jude Memphis Marathon. It’s Friday morning. I’m tired and feeling overwhelmed. My students arrive next Wednesday, and I’m not ready—not even close.

At one of our first-day meetings, my instructional leader asked us to stop and reflect for a moment. She asked, “What will be the story of learning in your classroom this year?” The start of a new school year is an opportunity for a new start. This is my fourth new start teaching sixth grade reading, but Susan reminded me my students only get one sixth grade year. They only get to be a sixth grader one time.

As I sat there trying to reflect on the learning in my room, my mind was blank. What will the story of learning be in my classroom this year? I had no idea. All I could think about was the lists I need to complete, the schedules I need to coordinate, the books I still need to read, the forms I need to make, the files I need to organize, the shelves I need to rearrange, the lessons I need to create, and the planning I need to start. I couldn’t see it. I couldn’t picture the story of learning. I wanted to see it, but I couldn’t.

I want to stop all of this craziness. I want to spend some time dreaming and wishing—imagining what our year of learning in sixth grade reading will be like. I really do. I cannot think of anything I’d rather ponder, but I’m overwhelmed by the start of school. There’s too much to do. My checklists runneth over.

I’m not dismissing Susan’s suggestion. I’m holding on to it. I woke up with it early this morning hoping I could  steal a few minutes to sit and reflect—to zoom in on what I truly want for my students. And yet, my lists keep calling to me. Here in the quiet of this morning, I’m still being pulled toward a more visible form of productivity. So for now, I’m just going to keep carrying the question in my heart and mind: What will the story of learning be in your classroom this year?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

Prepping for Back-to-School

back-to-schoolMy back-to-school in-service starts Wednesday. I’m looking forward to the new school year and everything a new beginning signifies. Over the past few days, I’ve reflected on how my approach to the start of school has changed through the years. A video shared by Hugh McDonald on Twitter and the discussion that followed sparked my thoughts. While this teacher has made some choices I wouldn’t make, I appreciate the passion and excitement he’s bringing to his work. He want san inviting space for his students and I can appreciate that. However, I was somewhat surprised by the comments of several on YouTube who equated his decorating with his teaching. Those are NOT the same thing. I’ve sat in rooms with four bare walls and learned from some extraordinary teachers. I’ve also sat in some beautiful rooms where the teaching was awful and the learning absent. Don’t get me wrong. I’m all for an inviting space, but I see no correlation between one’s ability to decorate and his ability to teach.

Here’s the video Hugh shared:

I’m reminded of myself as I prepped in my first few years teaching. As a rookie teacher, I would start working in my room weeks before the students arrived. I’d spend hours (if not days) arranging desks, decorating walls, writing names in textbooks, creating lists of rules and procedures, and ensuring I outlined and explained it all in a typed, class syllabus handed out the first day. This wasn’t necessarily a bad use of my time and energy. After all as a single guy with few responsibilities outside my job, I had the time, and I had plenty of nervous energy about each upcoming year, too. But I’m not sure it was the best use of my time either.

After fifteen years, I don’t spend too much time decorating and arranging the space before the students arrive. I do break my room into two primary sections. I arrange one part as a reading/living room area and the other part as an instructional side complete with desks in pods to ease conversation and small group work. The only things I put on the walls are the posters required by my school (standards and language of thinking) and the visible thinking anchor charts we use most often. The only real decorating I do is outside my door where I creatively (and tediously) display the names of my homeroom students. We post and share student thinking (usually on Post-It® notes or written on the IdeaPaint™ wall) on the rest of the board and wall space in my room.

During in-service, I try to spend most of my “room work” time planning and reflecting on the learning that I should happen in my class. I don’t spend time considering rules and procedures. The students and I work together develop these in the first weeks as we get to know each other. One of my goals is to have a student-centered, inquiry-driven classroom, where each student knows his voice and choice matters. Obviously, there are a few non-negotiable procedures we must follow (like what to do during emergencies), but when I can include the students in making decisions, I do.

As a husband and parent, I have demands on my time I didn’t have when I began teaching. My vacation time from school is valuable time with my family, and it’s important I be present with my wife and children investing in my relationships with them. Summer is time when I can truly focus on them. Therefore, I don’t spend much time at school in the weeks before in-service. I understand why some teachers do, but I don’t. Sure, I still read professional texts and work on my professional goals during the break. Summer is a great time to reflect on my work, but you will no longer find me spending the last few weeks in my classroom burning the candle at both ends and trying to get my classroom perfectly decorated and my syllabus appropriately typed.

What about you? How do you spend the weeks leading up to the start of school? How has your prep for the start of school changed through the years?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

Be Present

be present.Life moves at much too fast a pace. I’d prefer things move a little slower. My dad turns 72 today. I can still remember his surprise 40th birthday party like it happened yesterday. In a few weeks, Evelyn will turn 7. How can that be? Wasn’t her birth just a few minutes ago? The older I get the faster time flies. How is it possible I’m going to be 44 years old next month?

I had a bit of a scare this past weekend. Late Saturday night, I received word that one of my closest friends was in the hospital in Nashville battling a dangerous infection. I hardly slept that night. I kept waking up checking my phone for updates on his condition. Worry overcame me. Throughout the day Sunday, I couldn’t stop thinking about him. Sure, I was praying for him, but I needed to do more. I needed to be present with him at the hospital. I couldn’t do anything for him medically, but I could be present. Fortunately, my wife realized this and suggested I drive over as soon as she got home from work Monday afternoon. I did and I’m glad I went. There is power in being present with the people you love.

My friend is better. He went home from the hospital yesterday. He’ll still be recovering for a little while, but he’s going to be okay. I didn’t do anything to help his situation. I didn’t do anything tangible. We talked and laughed. We remembered past days. I walked with him to get some testing done. I listened. We hung out in silence some, too. And yet, being present with him and his wife mattered. We don’t have nearly enough time together. We need to make time to be together more often.

Life is full of busyness and distractions. My family life gets filled with appointments, practices, ballgames, daily commutes, and making sure everyone has done his homework and washed behind his ears. It’s easy to get caught up in good things that aren’t the best things. The same can be said of my school life, too. It’s easy to get caught up in school assemblies, report cards, committee work, daily schedules, and workplace politics. Add social media, email, RSS feeds, etc. to the mix, and it becomes easy for me to miss what matters most. I need to be present–fully engaged with the people who matter to me.

A few weeks ago, I posted my professional development goal for 2014-2015. I’m excited about that goal, but it isn’t the most important goal I’m working on. My greatest goal, and perhaps the most challenging one for me, is to be present fully with those I love. Whether spending time with my wife, my children, my friends, my students, or my colleagues, I want to be present physically, mentally, and emotionally with them. I want to cherish our moments together.

A while back I gave notice to notifications on my phone, but somehow they’ve managed to creep back in to my life. I’m taking care of that problem today. I’ll continue to engage in online spaces. Those relationships matter to me, too. Some of my best friendships started online, but I’m going to be intentional about being present where I am—both in person and online. And I’d appreciate your holding me accountable for it, too. Time flies by. I want to make the most of each moment.

Yesterday Alex Couros shared a video of three German students surprising a homeless guy. The video really resonated with me as I watched how they chose to be present with this man. The video is worth watching.

How will you be present today?

4 Tips for Getting Started with Social Media in Class

social media in classOver this past week I’ve been asked a couple of times about my experiences using social media in class. The fact is social media is already part of our students’ daily lives. The are active in various digital spaces. While the media focuses mainly on the potential negatives of kids sharing online, there are many positive aspects to social media. It’s a fun way to find and stay connected with friends, but it’s also a way for us to learn new things, show our creativity, voice our opinions, and collaborate with others.

Many of my sixth graders already have Twitter and Instagram accounts. I know that some are on Tumblr, Facebook, and Google+, and I wouldn’t be surprised to learn some are using Vine, Snapchat, Kik Messenger, WhatsApp, or Whisper. There are so many social apps and websites it’s impossible to keep up, and new ones are developing all the time. It’s not important that you or your students master a particular tool because the apps will come and go. What matters is the deeper thinking, learning, and connecting that social media affords and the dispositions it helps us develop.

Here are four suggestions to help you get started using social media in the classroom:

  1. Teach and model good citizenship. Don’t differentiate between how one acts in person and how he acts online. The same guidance should apply. Teach students how to use social media in all the positive ways. Model these things through your own use of social media and talk about it with your students. Show them how you learn through Twitter, how you express your creativity on Instagram or YouTube, how you express your opinions through blogging, and how you collaborate with others through Voxer. Most importantly, help them see how you show thoughtfulness and kindness in what you post. Set up guidelines, practice sharing, and offer grace as they make mistakes along the way. A great resource that might help as get started is Common Sense Media’s Social Media Topic Center.
  2. Connect with other teachers and classrooms. There are many ways you can do this effectively. In the past few years, we’ve connected with other classes on Edmodo during the Global Read Aloud. We’ve also Skyped with other classes to help with research projects and to learn about schools in other countries. This year, I’m considering Quadblogging to help my students develop an audience for their blogs and better connect with other students around the world.
  3. Share what’s happening in your classroom. Create a Chief Tweeting Officer role in your classroom so different students tweet the learning that happens each day. Your CTO could tweet several times throughout the class period, share a creative headline to summarize important learning, or pose questions to followers to draw in outside opinions. One idea I may try this year is adding a Chief Instagram Officer role to my class. Maybe we’ll share a photo-of-the-day complete with a caption to express our thinking and learning.
  4. Consider and talk about safety and privacy concerns. Obviously, not everything needs to be shared online. Students need to know the dangers in location-sharing apps. Talk about privacy concerns with your students. One reason I like using class accounts is that my students aren’t sharing their personal information. We identify ourselves in our posts using only initials or first names, and we always get permission before posting a photo of someone else. People have the right to not use social media if they choose and that’s okay. When I a student doesn’t want to use social media, I engage them in a conversation to learn their thoughts on the matter. Why do they want to opt out? Then, we decide together how to move on from there.

Using social media can be a positive addition to our classrooms, but it can also become a distraction if we aren’t careful. Remind students the primary goal is to deepen and share our learning. The tools shouldn’t get in the way of that. If they do, it’s time to reconsider what we’re doing or how we’re doing it.

What tips do you have for using social media in class? What resources have you found useful? What new mediums are you planning to try this year? I’d love to hear your thoughts.

Book Review: War Horse by Michael Morpurgo

Book ReviewAs part of my professional development goal for 2014-2015, I read War Horse by Michael Morpurgo. My goal was to consider the novel as a text for my sixth grade students to read during their study of World War I. The book is told from the viewpoint of Joey, the war horse, and focuses primarily on Joey’s relationship with a boy named Albert and on Joey’s experiences serving on both sides in France during the war.

The novel’s primary theme is the universal suffering that occurs through evils war.  The book is short (only 165 pages), and the plot is easy enough to follow. I think it will be a good text for us to use early in the year while I’m still trying to get to know the students and their reading skills. While the book has some sad parts, I don’t think it is too much so, and I feel those parts of the story help develop the primary theme. I also think the story will tie easily into my school’s character education program and give us ample opportunities to discuss several of “the virtues of manhood.”

Overall, I think the novel is worth reading and is useful for our newly developing approach. I’d like to find some additional reading to tie in with it, and I’d love to watch the movie after we’ve finished to compare it to the novel. I haven’t taught much literature connected to World War I so I’m looking for more resources and ideas I can find.

If you have any ideas or suggestions, feel free to share them in the comments.


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

 

Yep, About Five Seconds

The Twitter BirdI like Twitter. It’s an interesting medium for connecting with people, particularly other teachers. Through my interactions on Twitter, I’ve developed some great professional connections. I’ve made important friendships there, too. In fact, some of my closest friendships started on Twitter. My current job teaching at PDS, which I love, came primarily through the connections and relationships that started on Twitter so obviously, I think it’s an important place to be, and I urge every teacher I know to start using twitter and making connections there. It’s been one of the most important tools for my professional growth and development.

But. . . Twitter is a weird medium. By limiting posts to 140 characters, Twitter makes having deep conversations difficult. So while I find Twitter chats interesting and sometimes insightful, I don’t find them deeply challenging. Of course, I’d rather sit down with a great cup of coffee and talk, anyway.

Another thing that makes Twitter weird is the follower/following mechanism. For some reason, those numbers matter to some people. If I’m honest, there are times when they matter to me, too. Then, when I really think about it, I realize that’s kind of silly. I’m there to make connections and to learn. I’m not building a brand, and I’m not interested in making a name of becoming famous. I want to be the best teacher possible for my students, and yet I still have to decide who I will and will not follow.

Recently, Doug Peterson wrote an interesting post about the process he uses in determining whether he follows someone on Twitter. Doug’s is an interesting checklist as he  mentions that one only has about five seconds to make a good impression online. I’d say five seconds is just about right. My process isn’t as well thought out as Doug’s, but I have done some thinking about what goes through my mind when it comes to following folks on Twitter:

  1. I don’t follow every person, or even every educator, that follows me. There are people who do and I think that’s great, but that doesn’t work for me. I like using my “home” stream, and I prefer that it be filled with tweets from people I somewhat know and recognize. I do follow people back, but usually it’s because they’ve engaged in dialogue with me over some idea a few times. If you want to connect with me, I’m open to the idea, but don’t expect me to follow you just because you chose to follow me.
  2. If we meet in person, I’ll usually follow you. Of course, if you don’t share periodically or what you share is of little interest to me, I’ll probably unfollow you at some point. It is what it is.
  3. If you are following me only because you want to sell me something, we might as well end this now. I’m not interested.
  4. If you act like a jerk, I’m not going to keep following you. Life is just too short.

I’m sure I have a few other guidelines, but my Pomodoro timer just sounded so I’m going to stop now. What about you? How do you decide whom you will follow online?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.