Book Review: Screenwise by Devorah Heitner (@DevorahHeitner)

Devorah HeitnerLet’s face it. Screens and devices are everywhere. At least they are in my home and my classroom. Between our 1:1 classrooms and the smartphones, tablets, laptops, desktops, and TVs we have at home, we are continuously plugged into the outside world. The connection to technology isn’t all bad, but it isn’t all good either.

As a parent, I struggle with how much screen time to allow my kids and with how much supervision and monitoring of their devices they need. I’ve not allowed certain video games in my house, and we have rules that limit the amount of time our kids can watch TV and play video games during the school week. We also require devices to be brought downstairs each night to be charged and so that the kids hopefully will get some sleep.

My wife and I have tried to be intentional in raising our children and teaching them to use technology wisely, but we still feel overwhelmed by many of the challenges of raising kids in an always-plugged-in world especially when we see other parents taking different approaches with our kids’ peers. After all, does our preteen need a smartphone? What if all of his friends have one? And how do we keep our nine-year-old safe when she’s playing games online? How do we teach our kids the relational skills they need to be successful adults when they are constantly on a device? And, how do we encourage our teenagers to use technology to create and learn and not mainly to consume and play?

After reading Devorah Heitner’s book Screenwise: Helping Kids Thrive (and Survive) in Their Digital World, I told my wife I wish I’d had the book several years ago. Heitner is the founder of Raising Digital Natives, a resource for parents and schools wanting to help children flourish in a digitally connected world. Heitner wants families to make technology work in whatever way matches our personal philosophies. I didn’t get the sense that she has a personal agenda about technology and the book will be useful for parents who embrace technology and those who distrust it. However, Heitner does express a strong belief in the potential of technology for our kids. While acknowledging and addressing the challenges of growing up in the digital age as shared with her through interviews with students, Heitner offers thoughtful and practical ways parents can mentor their children to have the relational and time management skills needed to become responsible digital citizens. She also does a great job of helping adults see how many of the problems kids face today are similar to those of earlier generations, but the use of today’s technology means these problems leave a lasting digital trail and have a greater chance of being amplified.

Over the course of the book, Heitner empowers parents to mentor their children in using technology appropriately. First, she provides a glimpse into some of the ways in which our children may be tech savvy but still lack wisdom. Then, Heitner offers a way for parents to assess our digital literacy and provides great questions to ask our children to deepen our understanding. She also encourages us to become “tech-positive parents” who embrace the opportunities for creativity, collaboration, and connection that technology allows. Becoming a technology mentor to our children is no small task, and I appreciate Heitner’s reminder that “empathy is the app” that helps us lead our children in ways that they will embrace our mentorship. Additionally, Heitner also provides chapters on how the digital age affects family life, friendship and dating, and school life for our kids.

Screenwise is a valuable tool for parents’ and educators’ who want to engage with young people and help them navigate using technology. I  liked the questions Heitner provides throughout each chapter. They made me reconsider my way approach to using social media and what I share about my kids. While I haven’t used them yet, each chapter also provided some excellent conversation starters to get kids talking and thinking about how they use technology. In fact, the book has so much useful information that I feel I should read it again and wouldn’t mind reading it together with a few other parents, as well.

Raising kids in this digital world is no easy task, and like it or not, the technology isn’t going to go away. It’s become a part of how we connect and communicate with each other both as adults and as teenagers. Heitner’s book is an excellent resource on the difficulties today’s parents meet when it comes to our children’s use of social media and digital tools. I recommend Screenwise to parents and educators needing a resource on ways to discuss these issues with their kids or wanting advice on guiding them into becoming good digital citizens.

This review was originally written for SAIS and can be found on their website. It has been slightly edited from the original because I can’t leave “well enough” alone.

A Statement of Educational Philosophy

Philosophy of Education

Recently, I took some time to revisit my educational philosophy. I’ve written my philosophy a few times over the course of my career, and I find it interesting to note what has varied with each iteration. My beliefs have changed drastically over the course of my career, but my love for students and my passion for learning have remained steady. This “statement” is by no means perfect and continues to be a work in progress. Nevertheless, here is my recent thinking. 

Everyone should be a lifelong learner. The essence of life is learning. As I examine what I believe about education, I realize how much my educational philosophy has changed over the past 15 years. The constant in my career has been my need to reflect on my thinking, evaluate my own learning, and adjust my beliefs and my actions accordingly.

I used to think a teacher’s primary job was to know his content thoroughly and to present the material well, but now I think a teacher’s main role is to get to know his students, to uncover their understanding, and to help them demonstrate their learning well. Early in my career, I spent untold hours studying the content I needed to cover and preparing the presentations I would use in my teaching. These days, I devote the majority of my time to conferencing with my students individually and in small groups and to having them share their thinking visibly. While I appreciate teaching as an important part of the process, I believe learning should be the primary focus in classrooms and schools.

Learning is more than the process of gaining knowledge and skills. It requires constructing meaning and transferring understandings to new contexts; it includes meta-cognition and reflection. I believe learning should be active and passive, social and secluded. Activity, collaboration, and interaction should enhance and deepen understanding, but there must be time to process, read, write, and think quietly, too. I believe the most engaging and memorable learning arises from student-driven inquiry, where students ask questions, research ideas, evaluate answers, connect information, and share their learning. Project-based and problem-based learning develops the critical skills today’s students need to become deep thinkers and take ownership of their own learning.

My leadership stems from a passion to serve those around me and to help them become the best they can be. To serve them I listen carefully to hear their needs and concerns, I work with opposing people and polarizing ideas to find creative solutions and build consensus, and I strive to lead honestly and transparently building a common vision and a culture of care.

I know schools and classrooms must be places where all learners feel secure, valued, and able to take risks. Effective leadership focuses on the strengths of each individual to build relationships and develop leadership at every position within the learning community. As leaders empower teachers to take risks, teachers inspire students to grow into the creative entrepreneurs our society needs through the challenging, meaningful, purposeful, and engaging learning they experience.

My current philosophy of education consists of these ideas. Yet, as a landscape is changed by a river rolling through it, my philosophy will continue to be shaped and molded by future experiences, new discoveries, and further interactions with my community of learners. As a mentor once said, “We do not know where our train is going, but Someone knows.” I do not know what insight and changes the future holds for me, but the Teacher does—and that is enough for me.

I accomplished my goal…and it was awful.

resilienceI’ve confessed before how much I suck at running. It’s true. I’m really not being modest. I’m slow. It hurts. It’s discouraging. And yet, last month I ran a marathon. Okay, that sounds better than it actually was. It’s true I did complete the 26.2-mile distance, and people have been incredibly kind to pat me on the back and tell me how awesome I am to have finished it. And yet, I’m not happy with my accomplishment at all.

My race day was awful. In the weeks leading up to the race, my stomach didn’t play nicely. I tapered my runs. I took my supplements. I watched my diet and my hydration. I did everything I knew to do in anticipation of my race on December 6th, but I still found myself in my doctor’s office on the afternoon of December 5th watching as he shook his head and said, “Are you sure you want to do this?”

I did.

The first 15 miles of the race went well. I ran right along with my pacer. I cheered my fellow runners on. I thanked volunteers and hugged friends who’d come out to support our cause. I felt great. My energy level was good, and my spirits were high. I doing it. Mile 16 changed everything. At the end of 15, I stopped to go to the bathroom. My pacer ran ahead, but I wasn’t worried thought I could catch up with her. I never did.

Mile 16 was awful. My stomach started cramping, and my legs, feet, and lower back began to hurt. I had to stop for the bathroom again at the next water station. Honestly, if a friend hadn’t been there to encourage me to go on, I probably would have quit. I certainly felt like giving up. Miles 17-21 consisted of a little running, some walking, regular Porta-Potty stopping, and lots of grumbling. I expected to see my family at mile 19, but falling off pace meant missing their cheering faces, too. I trudged on.

I don’t remember much of the last five miles. I know I ran more than I walked, and I know every single step hurt. A lot. Thankfully, I didn’t have to stop at the toilets during the last few miles. There was nothing left in my system. I crossed the finish line in 5:42:48. I wasn’t happy or proud, but I was finished. I’d been looking forward to the race for months. I’d trained my body. I’d raised money for a great cause. I wanted to feel good about it all, but I didn’t. I just felt awful. Yes, I’d finished the marathon; I’d technically accomplished my goal. But, the experience didn’t met my expectations, and I’m a little sad and discouraged as a result.

Where does this leave me as a runner? I’m not sure yet, but I’m finding it tough to lace up my Brooks. What do you do when you’ve accomplished a goal, and it’s left you feeling bleh?

Why I Run

Why I runA few years ago, my friend Todd told me that he and another friend had started training for their first half marathon. They had just finished a Couch to 5K program and were looking for a new challenge. As I listened to my friend, I realized I was jealous. My friend was getting in shape and I wasn’t. He was taking care of himself and I wasn’t. In fact, I was headed in the opposite direction, and I needed to do something about it. School was almost out for summer so I bought some Nike running shoes at the nearest outlet store, downloaded a #C25K app for my iPhone, and hit my neighborhood streets. By the time summer ended, I was ready for a 5K race and feeling better about my physical health.

I started running for health reasons. I needed to lower my cholesterol; I wanted to lose some weight. I hoped it might help me live long enough to escort my daughter down the aisle at her wedding. My motives were primarily selfish, but they got me out the front door to the street each morning. They helped me accomplish a few goals and brought others within reach.

So I was running right along somewhat proud of my accomplishments when I realized something: I’m a terrible runner. I’m not being humble. I’m really not. I wish I were just being hard on myself, but I’m not. I suck at running. I’m awful at it. I’m slow–painfully slow, and it doesn’t bring me lots of joy the way it does many of my runner friends. Instead, I see running as really hard work and on most days I’d rather crawl back under the covers when my alarm sounds at 4:30 AM.

Races are usually discouraging. More people pass me than I am able to pass, and my personal records are beyond my reach these days. I cannot remember the last time I beat my best time at any distance.

I’ve also become injury prone. I suffer from bad knees and take supplements to relieve the joint pain. Last year, when I complained to my doctor about some neck and upper back pain, he noticed my shoulders are somewhat asymmetrical. X-rays confirmed a mild case of scoliosis so now my recovery from long runs often includes taking a muscle relaxer, and I hate the way it makes me feel.

Running is hard. I suck at it. It hurts, and I find it completely discouraging. So, why do I run? Why put myself through it? I run because I suck at it. I suck, but I keep trying to get better.

I’m competent at most of what I choose to do in life. I’m pretty confident in all my roles. For example, I’m a pretty good teacher. I know how to develop my students’ thinking. I know how to design learning experiences and how to manage a learning environment. I also know my subject well. I love reading and writing, and I know what it takes to be a good reader and writer. I’m able to develop strong relationships with my students and my colleagues. And I’m able to leverage these things to continually improve my practice. Being in a classroom is “in my wheelhouse.”

However, I know the same isn’t true for all my students. For many of them, being in a classroom is hard work. School is discouraging. When their alarms go off each morning, they want to crawl back under the covers and not get up for school. They may find my class to be painful or uncomfortable. They may think they “suck” at reading and writing. They may have learning difficulties to overcome each day, and they may get tired of learning always being so hard.

So I run. I run to empathize. I run to better understand. I run because quitting isn’t always an option. Running is hard, but I’m a better teacher having ran.

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.

Considering Place-based Education

On Saturday I attended a free screening of Bob Gliner’s film Schools That Change Communities hosted by The Martin Institute for Teaching Excellence. If you haven’t seen the film, I recommend it. (The film is available to buy on Mr. Gliner’s site for a small fee. I have no connection to him.) Progressive leaders would do well to start  conversations among school staff about the ideas in the film. Here’s the trailer:

According to the Promise of Place website, place-based education:

  • Immerses students in local heritage, cultures, landscapes, opportunities and experiences;
  • Uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum; and
  • Emphasizes learning through participation in service projects for the local school and/or community.

I’m drawn to learning experiences portrayed in the film. In particular, I love that students are given a voice and heard not only by their teachers but also by the community at-large. Imagine how empowering a young person feels knowing he’s doing something good in his own neighborhood. Too much school learning purports the idea that “you’ll use this someday.” Students need to know that their learning matters now. They need to know that THEY matter now. Place-based education can take the learning out of the classroom and put it in the community where it’s most needed. That’s powerful.

Recently, my students and I have jumped into the deep end of project-based learning. I’ll share about our experience and learning later, but I believe PBE could be the natural progression of the project-based learning approach when an entire school or team of educators envision students’ doing local work that matters. After the screening, Jamie Feild Baker pointed out, “PBE provides an answer to the ever-present student question ‘Why do I need to know this?'” Through place-based learning, students experience the why now. In fact, many of Will Richardson’s ideas in Why School? surfaced as I thought about the film.

Too many students find school and learning irrelevant to the world they know. Based on what I saw in Schools That Change Communities, PBE provides immediate relevance. If you haven’t explored it, give it a look. You can learn more about place-based education and find useful resources at the Promise of Place.

This post originally appeared on http://philipcummings.com.

Today, We Played

We played together today.

My 6th graders and I are away on a two-day “Breakaway” trip to Victory Ranch about an hour and a half outside Memphis. It’s been a day full of character and team building activities. I’ve been able to spend some time getting to know the guys in my mentor group better, and we’ve had a great time facing some challenges and enjoying some friendly competition. We’ve also talked a lot about leadership and what it means to be a godly man, but perhaps my favorite part of the day Has been playing with my homeroom.

We spent a couple of hours this afternoon riding the zip line and playing on the water slide. I put on a harness and joined them. We ran. We swam. We ate sno cones. We wrestled in the pond as the boys tried, rather unsuccessfully, to dunk me. We received a reprimand from the lifeguard. We tried to catch a football while going down a four-story water slide. We did flips and barrel rolls. We took turns. We told stories. We laughed. We connected and bonded as a homeroom class.

Playing is learning. It’s important. We spend a significant amount of time thinking, learning, and problem-solving in school and it’s good, but so are the times when we play. Play allows for self-expression. It develops our creativity, imagination, and empathy. Play reduces anxiety and increases self-confidence. When we play, we learn to cooperate, share, and resolve conflict. We improve our concentration and learn to persist. We develop our ability to communicate. (Singer, Golinkoff, Hirsh-Pasek 2011)

We weren’t in class today. The desks sat empty. But don’t say we didn’t learn. Today, we played.

#MCHunter Day 2: First Day in Office

As regular readers of this blog know, I am taking a Master Class with John Hunter this week at The Martin Institute for Teaching Excellence. John is the creator of the World Peace Game and featured in the movie World Peace and Other Fourth Grade Achievements. One of the unique aspects about the Memphis class is that it there is a group of students who are playing the game each morning, and Master Class members have the opportunity to watch the game in action. Then we spend the afternoon debriefing and reflecting on our own practice with John and Jamie Baker.

Yesterday, the adult observers were encouraged to look for how to handle “unknowing,” team development, Mr. Hunter’s use of his strengths, and how learning happens. I attempted to keep these suggestions in mind as I watched the game unfold.

The game portion of today started with the students going over the day’s crisis report. The report identified the following 22 crises that Mr. Hunter has embedded into the game:

  • a border land dispute
  • an air defense scramble
  • a natural disaster
  • a rebel insurgency
  • religious tensions
  • endangered species
  • drone attacks
  • a territorial ownership dispute
  • an oil embargo
  • arms proliferation
  • a territorial waters dispute
  • a forced alliance
  • two separate global warming issues
  • ethnic cleansing
  • mercenary and rogue military actions
  • an oil spill
  • a toxic chemical spill
  • a Star Wars missile defense conflict
  • an undersea mining dispute
  • a sunken civilization artifact discovery
  • cyber-hacking
  • an ancestor burial dilemma
  • an oil well gusher blowout

How’s that for a to-do list on one’s first day in office? 🙂

I love the game’s complexity, and it was great to hear John’s philosophy on the need for complexity. Often, in teaching we divide the learning into smaller parts in order to make it simpler for the student to understand and master. As someone stated “we pre-chew their food.” The problem with this is that the world is incredibly complex and it’s rare that we are able to focus on just one individual task at a time. By designing the game with significant complexity, Hunter requires the kids to tackle multiple tasks at once and rely on their creativity as much as their analysis. He’s not teaching them to multi-task, but simulating the true complexity that already exists in the world.

As a group, we adults observed students responding in several different ways to this. Some seemed paralyzed by it all. Others were confused. Some slowed down and approached things carefully and methodically, and a few simply jumped in with their “to-do lists” and tried to accomplish something. It was an interesting dynamic. The room was full of activity and busyness, but I’m uncertain as to whether it was productive. I’m curious to see how the gameplay will develop.

Students approached their lack of knowing and understanding in different ways, and it wasn’t easy to know how they were doing without really knowing them personally. I think this really speaks to the need for strong relationships with students. I also noticed that John has a gift for one-on-one connections. He is very intentional about seeking out individuals to ask questions, offer encouragement, and make observations. He also has a way of expressing genuine interest in each individual. It’s quite remarkable.

During the afternoon our cohort debriefed with John and Jamie about what we saw in the game, and John shared with us some tools he uses with his students. (I’m working on a separate post about these.) then, we sat together and shared our responses to the “homework” questions. Teachers are extraordinary people. Listening to my peers share deeply about how they teach and why they do so was a beautiful experience, and I learned so much from them. And this morning, as I reflect on yesterday and this experience, I must confess I am extremely proud to be a teacher.

Running Thoughts: How Do You Teach? Why? #MCHunter

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I completed 5 miles this morning on my run even with a few app issues. This morning “Running Thoughts” agenda included my homework assignment from yesterday’s Master Class with John Hunter. At the end of the day, we were asked to reflect on the following questions for today:

  • How do you teach?
  • Why do you teach that way?
  • How are you intentional about building relationships?

Additionally, as a tool to help us think through the process we were given a copy of “Maslow’s Heirarchy of Needs.”

How Do You Teach?

My teaching has transformed over the past few years. When I started teaching, I used mostly direct instruction and my classes were primarily teacher-centric. I set the rules; I established the procedures; I made the decisions. As I’m reinventing myself, I am moving to a more student-centered approach. I have implemented a lot of visible thinking into my instruction and I see my role as more of a questioner than answerer. I also have moved toward more inquiry (though I admittedly have a long way to go). Now, I am much more interested in giving my students a voice in how the class operates and functions and I try to do more listening than talking. I want to draw out their ideas and then ask them good questions to help them process or refine their learning. I am also making a larger commitment to having my students write because I think writing helps us formulate and process our ideas.

Why do you teach this way?

I teach this way because the world has changed and it is important for kids to learn how to think on their own. My goal is to teach students to think critically and creatively and to make deep connections in order that they might live an excellent life. I don’t want them to simply accept what they are told. I want them to ask good questions, consider alternatives, and weigh consequences. I also want them to do work that matters and, ultimately, to make the world better place.

How are you intentional about building relationships?

Actually, I think this is one of my strengths. I realized early on that good relationships require an investment of TIME. So, I invest time getting to know my students and my colleagues. I set aside time at the beginning of the school year to let my students do some inquiry into my classroom and my life. I also have the students create a bridge or metaphor about themselves then bring it to class and explain it to us. I work hard to learn students’ names, and I ask them questions about their families, their interests, and their hobbies, and I try to find ways that I can connect with them as individuals as I listen to their answers. I also set aside time to go to their ball games, to talk with their parents, and to be available for them as they need me. I firmly believe that good teaching and learning does not happen without good relationships so I am working continually to make lasting connections.

What about you? How do you teach? Why do you teach that way? And how are you intentional about building relationships?

Starting Over

As some may know, I decided to start over this school year. Well, that’s an over statement. Last April, while I was pulling double duty as a Title I facilitator and an English 10 Honors teacher, I received an offer to return to the classroom full-time. The Title I job, a quasi-administrative position, was a great opportunity when I accepted it. I learned a ton about federal programs and gained valuable experience. I was well on my way toward reaching my goal of becoming a high school principal. At the same time, I started on a personal learning journey with the help of my PLN and began to rethink what it means to be well-educated and a networked learner in the information age. I realized that while I had been a successful teacher in my old job, I would totally reinvent myself if I ever returned to the classroom.

Over the course of last few years my perspective and my satisfaction with my job changed. The problem was that while I admired the people with whom I worked, I was totally disillusioned by the constant focus on high-stakes testing and quantitative data. I didn’t (and don’t) believe it was best for students, teachers, or schools in general. I wanted to lead a change in the way schooling was done, but if I was truly honest i had no idea how to go about teaching the way I believed it needed to be done. When the opportunity presented to pull double duty and spend the majority of my day in the classroom, I jumped at it because it allowed me to focus less on test data and test prep and see if I could actually be the teacher today’s students need.

I loved being back in the classroom. I loved the re-connection I made with students, other teachers, and my PLC. I also realized just how hard it is to truly reinvent oneself. I think I made strides, but I also fell short. I was to blame for most of the failure, but I was also limited by things beyond my control. I struggled with the lack of student access to technology, the required standardized test prep, the required number of summative assessments (and inflexible grading scale), and the mandated standards and pacing guides. It’s no wonder all the teachers are stressed.

When the opportunity presented to teach 6th grade reading at PDS, I jumped at it. PDS has an excellent reputation in town, and I had already connected with several other PDS educators through the Martin Institute and TeachMeets. They were (are) an impressive bunch. I’d also worked closely with my friends Melissa and Cindy to organize InnovatED, which PDS hosted, and I knew they’d continually push me to innovate. I love that PDS is committed to preparing boys to be critical, creative, and connected thinkers. Besides, how could I say “no” to the opportunity to teach in a 1:1 laptop setting and try to become the kind of teacher I think today’s students need.

So this August I started over. I moved to a new school, a new subject, and a new grade level. I rethought what a classroom should look like and how a classroom should be led. I stopped reading so many educational theory articles and dove head first into young adult literature. I cut back on the amount of time I spent on Twitter and spent more time considering how to teach kids to think. It’s been an adventure–one that I’m loving, and I wouldn’t change a single moment. I’ve experienced some success and some frustration, made new friends and missed some old ones, but when the alarm sounds each morning I cannot wait to get going. There’s just so much to learn.

I’m going to do my best to chronicle this journey here but I confess that finding time to blog has been problematic already. If you have any advice as I move from high school to elementary school or any tips on how best to get out of my students way, I’d appreciate the feedback. I’ll let you know how things go.