This module made me consider the benefits of blogging as a teacher. Previously, I felt that blogs were just for someone looking to sell something, or for people looking for careers in writing... This module helped me to realize that a blog is a great way to keep track of your online learning, and to process and synthesize information from multiple sources. I feel blogs and online portfolios provide teachers with the chance to enhance their instructional practice, as well as their student's learning. By providing the space to work through the multitudes of information that is available to teachers on the internet. Teachers can use their blog to keep track or resources and their reactions to the content. By having this place to process and synthesize, teachers are able to plan and teach better! Exposure to a Professional Learning Network allows teachers to see new and best teaching practices in new ways, and to interpret the experiences of others, therefore building their knowledge and repertoire of skills. Students will benefit from the improved methodology and thinking behind their teacher's lessons, and perhaps their learning will improve as they are exposed to new ideas and lessons. Blogging, or even the action of following fellow teacher's blogs, has the potential to enhance the classroom experience.
Read the article, Facebook for Teachers: 11 Tips for Protecting Your Privacy and review the article from Module 3, 10 Social Media Rules for Teachers. Which of these tips do you believe are the most important for teachers to follow?
As an educator, it is so important to keep your personal and professional life seperate. While reading Facebook for Teachers: 11 Tips for Protecting Your Privacy, I appreciated the information on how to check your privacy settings and the "View As" tool. It is very important to keep track of and pay attention to the privacy settings on your social media accounts- especially when those accounts are used as a social or fun tool to connect with friends and family. Educators should not allow their social life to cross with or mix up in your professional presence online. Even if you are not posting questionable content, you never know who is reading and getting offended by your opinions, views, or the comments of your social group. It is also so important to keep an eye on the photos and posts you are tagged in- the information on how to do this easily was a useful reminder!
In 10 Social Media Rules for Teachers, the author mentions the use of geo-tagging posts, and how it should be avoided. Although I do not use the feature often, I can see how it could become a problem. I did not realize that users can search for posts in a specific geographic location. Much of the rest of this article outlined things that I thought were common sense, but should still be mentioned. Things like friending students, posting your work location, complaining about your job, and posting photos of your students online seem to me like foolish things that are just asking to throw yourself under the school bus!
- How does co-learning through virtual presentations, online conferences, and MOOCs benefit educators?
I think the opportunities to co-learn that are available online are an excellent source of inspiration and professional development. It can be hard as a teacher to find the time to devote to searching the web for information and content. I know that my school day is packed, and after finally getting all of my students to safely transition out of the room, my preps are barely long enough to write a to-do list. A LOT of my work comes home with me: I spend my evenings and at least a day of each weekend analyzing data, writing IEPs, and doing the general housekeeping that is necessary. Through all of this, I struggle to find the time to research, or hesitate to commit and lock myself into PD that requires a strict schedule or in-person meetings. However, MOOCS, webinars, and online conferences offer the flexibility that I need. I would imagine it is the same for many other teachers; when there is no required meeting time, teachers can attend and gain their knowledge when it is best for them. In the case of MOOCS, the lack of a required workload allows the course to be more casual, inquiry based, and ultimately more helpful, without the added stress of long work assignments and due dates. Personally, I know that I learn much more applicable content and gain useful tools when I am able to direct my own learning; I also know that I do not gain much and retain less when I am stressed out by due dates or long assignments, which I always end up pushing to the last minute, because of the other obligations in my life. Therefore, I would consider all online sources that fit the theory and learning model of paragogy and peeragogy to be low on stress, but high on educator gains.
When you attend your next conference or unconference, what will you do differently as a connected educator?
About 2 years ago, my school district tried something new on Superintendent's Conference day: they tried to create our own district PD in the Edcamp style. Although there were some differences, it was largely a success. Teachers volunteered ahead of time via a Google Form to lead sessions about things that ranged between technology and best practice in the classroom, to how to do yoga and cook the best ribs you've ever tasted. Teachers did have to sign up ahead of time for sessions, and we were unable to move from topic to topic - unfortunately, I think that mostly had to do with the sheer size of my district, and my administrators need to keep tabs on their staff... That is the only thing I wish was different- it would have been nice to leave sessions that strayed from content that was applicable to me, and find others that fit my needs better. However, overall it was a wonderful experience.
If I am ever able to attend a conference or unconference, I hope to use the skills I have gained in this class to help me get the most out of my experience. I know now how useful, and applicable social media can be for teachers. Social media sites like Instagram, Facebook, and Twitter provide a platform for the sharing of resources, content, and wonderful ideas between educators around the world. I will definitely take advantage of this through the use of the new personal learning network and accounts that I have set up during the course of this class.
The assignments on this course have connected me to various special education and life skills teachers around the US on Twitter. I have found several new resources and blogs of educators who struggle with the same challenges in their classrooms, and who have some really wonderful ideas on how to best create the organized, safe, and clearly planned classroom environment that I create in my room each year.
I think that I will continue to use Twitter and Pinterest to gather, curate, and keep in contact with new ideas and resources. I may also continue to use this Google Site to maintain a list of instructional resources, links to all of my professional accounts, and occasionally post my thoughts to my this blog, when I am feeling inspired.
Modules 5-8 helped me grow the most. The exploration of the educator's Twitter-verse, and all of the possibilities for connections through social media definitely inspired me to search more, and connect to more teachers through reading their blog posts and thoughts on different subjects. The assignments and readings about Peeragogy, and the different development opportunities that use that theory of learning was beneficial as well. I feel that Peeragogy is a useful tool for all educators, and things like Ed camp and webinars can really key-in to what educators NEED in their development. Rather than getting hung up on technical terms, assignments, and the history of theory, teachers can discuss ideas and activities that relate to their classroom experiences NOW.
The most challenging part of this course, for me, was learning how to navigate, use, assemble, and acclimate to so many different accounts and online sites. I am typically a minimalist in regards to my online accounts, digital footprint, and professional/social presence. I have never felt the need to post excessive updates, connect with strangers, and really put myself out there online - it makes me nervous and uncomfortable to be easily searchable online. This course and the plethora of new accounts has pushed me far out of my comfort zone. In all honesty, I do believe that I will delete one or two of the accounts I created, and select one or two digital tools that I feel good with to maintain my digital brand and professional presence online.
Completing this course has definitely shown me how to continue to develop and push my knowledge base from home, on my own time. It has shown me how to best use the digital resources that are at the tips of my fingers daily, and with this knowledge, I know that I can use my time to effectively connect, interact with, and respond to the many resources and ideas out there that apply to my field.
Overall, I enjoyed this course. I do feel like I have gained insight into the digital world and the benefits of a PLN, and have found some wonderful resources that I cannot wait to explore further. Despite my frustration while creating some accounts, and being pushed out of my digital comfort zone, I feel that this course has been a valuable use of my time.
7/2020
Managing a high-needs, behavioral life skills classroom is like trying to balance 20 hats on your head while juggling 6-8 slippery bowling balls with your left hand, and writing an endless novel with your right. And you are probably riding a bull. The bull is angry. Oh, and the hats are probably on fire... Every day is a different experience. Every child has different needs. I have learned that to be a successful life-skills teacher, your moto must be "flexibility!" - and you have to truly live by it. You have to greet each bump in the road, each unexpected challenge, and hiccup with the wise words of Timon and Pumba: "Hakuna Matata".
Over the last 5 years, I have been lucky enough to teach an amazing group of students in a true life skills classroom - and I get to share that experience with some of the kindest, most supportive, thoughtful, and tolerant people I have ever met. A classroom of this profile cannot survive without the efforts of the support staff that make the magic happen. A life skills classroom is only as good as the student and staff relationships and efforts found within it. To recognize our efforts, our common goal, and our sense of togetherness my staff came up with a nickname for our team: we are The 300. Even though it is, literally, our room number, it gives us a sense of camaraderie as we start each day, or when we feel disappointed with progress.
Teamwork between staff becomes teamwork between staff and students - which becomes social, emotional, and behavioral progress.
So this post is dedicated to the wonderful men and women who show up every day to help our students- We are the 300. Hakuna Matata.