Engaging the Introverts

Every classroom has them.  The students who try their best to be invisible.  They hardly raise their hands, they hardly volunteer to read aloud or answer a question or lead a discussion.  They may be perfectly well-behaved and compliant, facing the teacher or the board, watching what the others are doing, or just sitting on their hands.  These are the kids whom many teachers speak about with a gleam in their eyes; the kids whom many teachers love to have in their classes because they are respectful rule-followers.

But are these kids engaged during meaningful discussions?  If you answered yes, how do you know?

Just because a student is “physically engaged” in the classroom does not mean he or she is “cognitively engaged.”  In other words, I could walk into a classroom and immediately pick out the physically engaged students. You know who they are – the kids sitting quietly, watching their teacher or seemingly paying attention to another student who is speaking.

But what I can’t do is walk into a classroom and immediately determine which of these students is actually listening, processing, making connections, questioning, or creating hypotheses.  The only way to know if these quiet kids are learning is to ask them what they are learning or thinking.

And there’s the rub with introverts – getting them to feel comfortable enough to speak in class or share what they are thinking.

During the last two week, I had two moments of clarity regarding introverted students.  First, I read a blog post written by Jennifer Gonzalez titled A Mild Case of Fisheye.  “Think all of your students are participating in class?  Take another look.”  Gonzalez’s lead-in grabbed me.  This is a great post describing how the best class discussions are only engaging for the extroverts.  A teacher asks a great question, a few students provide thoughtful, interesting, or provocative answers, and a discussion ensues – but only for those who are participating.  But what about the quiet ones?  The Introverts?  Are they engaged?  

Gonzalez expertly explains why equitable participation in classrooms is important.  As she writes, “The quiet ones must learn to speak.”  And, “The talkers must learn to listen.”  She provides good strategies to bring out the introverts in classrooms.

Additionally, Gonzalez has written another post titled The Big List of Classroom Discussion Strategies.  Here, she provides 15 highly discussion strategies for teachers to use to engage ALL students in the classroom.  This is a great read with terrific strategies.

Then, I read a blog post written by my esteemed colleague and good friend Dr. Brian B. Bullis on his The Principal’s Office blog.  Dr. Bullis is a self-proclaimed introvert working in a leadership position designed by and for extroverts.  As Brian writes:

As we all know, this profession really has little room for introverts.  I am expected to a be a dynamic public communicator who can give speeches at the drop of a hat.  I am expected to say the right things at the right times to keep students, teachers, parents, and the community motivated to passionately pursue our school’s mission and vision.

I would put good money on the probability that Brian was one of those quiet kids in class who did not raise his hand very often in class.
Introvert Care

 

 

 

 

 

 

 

Two weeks ago, our instructional coaches and I shared the two Gonzalez blog posts with the teachers in our school.  We asked each teacher to try one discussion strategy to engage all students in meaningful and thoughtful discussions.  I am pleased to report that the teachers came back with very positive comments regarding the strategies.  We put together of a shared document of all the successful strategies that I will share with the entire staff.  

 

The goal for us as a staff is to engage all kids – the introverts and the extroverts.

Image retrieved from http://a.fastcompany.net/multisite_files/fastcompany/imagecache/inline-large/inline/2013/08/3016031-inline-how-to-care.jpg

A Sticky Predicament

I like a good piece of chewing gum after a meal or after a cup of coffee as much as the next guy. I happen to be partial to Wrigley’s 5 Cobalt Peppermint gum.  Great flavor that lasts forever.  

Anyway, the recent packs of this delicious gum include a little game printed on the wrappers called “Truth or Dare: Choose a Stick, Take a Chance.”  Sounds like fun, right?  That is what I thought, too.

So, I was floored when I pulled out a fresh stick last night after dinner, and I got this “Truth” statement:

Gum Wrapper

Really?  Tell the truth:  Would you rather go to the dentist or the principal’s office?  We principals are being compared against dentists who stick needles into our gums, use power tools to drill down to the nerve endings, and yank out our molars?  I certainly am not an anti-dentite; some of my good friends (and my brother-in-law) are dentists.  But, is going to the principal’s office really as bad as going to the dentist?  I think not.

If that is the case, then we principals have a lot of work to do to change our image.  The question is how do we do that?

Obviously, we still are living under the notion that the principal is the person to whom kids get sent when they are naughty; that’s his or her only job.  Back in the day, maybe that was true.  There used to be true fear in the idea of getting sent to the principal’s office.  It was that place way back in the corner of the main office where kids went in, but did not come out.

I still cringe when parents whom I am meeting for the first time tell their young children, right in front of me, “I don’t ever want you to go to HIS office!”  And that is the child’s first time meeting me. No wonder we are in this predicament!   

Upon reflecting back to my elementary school days, I hardly ever saw the principal in the classrooms, the halls, the lunchroom, or on the playground.  (Unfortunately, I did see him in his office a few times, but that is a topic for a different blog post).  Maybe if he had spent some time with the kids, they would have seen him as a regular guy who was personable, smiled, had a sense of humor, and cared about them.

So all you principals out there please join me in reshaping the public perception of the principalship.  (Check out any TV show or movie that has a school principal as one of the main characters.  How is he or she typically portrayed?)  Get out there and show the world that principals are people, too!  

We are currently in the middle of National Principals Month.  This is the perfect time to set the record straight – visiting with the principal is way more fun than going to the dentist!  

Remember – the Principal is your PAL!!  

Enjoy the month, my friends!

Using Twitter for School District PD

“Twitter is an amazing tool for educators!” – Anonymous  (at least I think someone might have said that.)

 Regardless of the source of that quote, I have come to believe this to be true.  When I first signed on to Twitter, I was not so sure, however.  I saw this cool new tool as another way to chat with people and share innocuous tidbits about their lives.

I now see Twitter as an invaluable source of information for educators.  The number of teachers and administrators using Twitter is growing exponentially, and these folks are writing about all of the important topics of the day. You can get opinions on all of these topics, and you can find amazing resources for teaching and learning.  Over the years, I have been to many, many professional workshops and conferences, and I have gained knowledge at these events.  However, I would argue that I have learned as much in the last few years on Twitter as I have in the last 29 years as an educator attending on-site professional development sessions.

Today was a watershed day in my life as a Tweeter.  Until today, I used Twitter on my own to connect with others around the globe, and I have participated in Twitter chats that I have found quite valuable. But, until today, I have done my Tweeting outside of the school day, on my own time.

Today was different.  We held an all-district inservice day for our teachers.  No students; only teachers. One of the scheduled activities for all staff members was to participate in a 30 minute Twitter chat that was led by administrators and instructional coaches.  Eight relevant topics were presented to staff to discuss.  Each chat was offered at two different times during the day.  Here are the topics:

Standards Based Grading #SBG109  

Project Based Learning #PBL109    

Classroom Management #MGT109

Connected Educators  #ConEd109  

Disciplinary Literacy   #LDC109  

Special Needs Topics #Sped109

ePortfolios   #ePort109   

Doing Things Differently #DTD109   

What a great idea for professional development within a school district!  (I can say that because it was not my idea!)  Because we all have so much to offer, discussing these topics in group chats had the potential to be valuable for all participants.  I can say that the chats in which I participated were terrific. I now can go back to each of these hashtags and read the string of comments to learn even more.  None of us would have been able to do that if we held in-person discussions in classrooms.  Furthermore, the discussions can continue forever if people choose to keep the chats going.  Finally, because these hashtags are public, we had other Tweeters from outside the school district joining our chats.  There is no way we could have gained insight from others if we held traditional face-to-face inservice meetings.

All-in-all, today’s experiment in Tweeting was a huge success from my point of view, and I would recommend that other school districts try this approach.  Feel free to check out our hashtags.  There were a lot of great thoughts shared regarding eight important educational topics.

For information on hundreds of ongoing educational chats on Twitter, check here.  Thanks to @Jeff_Zoul, @mfaust, @Arubin98, and @mikelubelfeld for bringing this idea to our school district!  Well done!

Have a Tweetful day!

Dave  @dbsherman

Students Must be Blogging

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In the Seth Godin video I embedded in my last post, at the 4:00 minute mark he asks the audience to raise their right hands as high as possible.  Then, he asks them to raise their hands even higher, and they do!  Why?  Because people always hold back a little when asked to do something.  Ask students to write an essay or paper for the teacher.  Chances are, the teacher will get something pretty good from the student.  But, are students holding back a little because they have an audience of one? Are students writing just well enough for a good grade, or to check boxes on a rubric?

What if students have an audience of 20, or 120, or 2020?  What if students were given a platform on which they could write for people other than their teacher?  Well, I would argue that they should be given such an opportunity through blogging, and it should be a large part of their school experience.  I am not talking about middle or high school students.  I believe students starting as young as kindergarten should start blogging.  

I will present three reasons why students should be blogging, and I will share what we are doing at our school to get started with student blogging.

Provide Students with an Authentic Audience

The first reason for students to blog is to provide them with an authentic audience to share their thoughts and to engage in online conversations about their thoughts.  Do not underestimate younger children.  Kids as young as 5 years old (and younger!) have opinions.  They may not care about immigration or health care, but ask a child who is the strongest superhero in the world or what the prettiest color is in the rainbow, and you will definitely get an opinion.  

Ask a 4th grader why we need to clean up the environment, and I guarantee you will get a strong opinion.  

So, instead of having kids tell their opinions to their teachers, have them write a blog post and share it with others in their class, in other classes, in other schools, in other states, and in other countries.  Establish a process for students to comment on other kids’ blog posts and engage in meaningful conversation.  When students know that other people in their world, or others far from their world will be reading their thoughts, and possibly commenting, they will “raise their hands” even higher and put forth their very best effort.

I would go as far as to say that many kids will get so jazzed up about writing for others that we will find many of them writing on their own time, outside of school, and not because they are doing homework.  Hey, I am sitting at my computer writing this blog post on a sunny Saturday afternoon because of the thrill that someone may read it and maybe even write a comment.  The same certainly would be true for lots of children.  Give kids a platform to share their opinions, and let them take off.  Expect to see kids choosing to write posts and comments on their own time, outside of school, once they get the “blogging bug.”

You may be asking yourself, “How can a kindergartener or a first grader write a blog post?  That is a fair question. But the answer is simple.  Give students an iPad or tablet, show them how to record their voice, and let them talk about their topic.  Then, show them how to add a picture, or how to take a picture of their artwork and upload it, and off they go with a blog post.  This is very doable for a young child growing up with a bevy of devices in 2015.

Digital Citizenship

This is a very important topic in schools today, regardless of whether the school has a 1:1 program or not.  As educators, we are responsible for teaching children how to behave appropriately on their devices, on the Internet, and on social media.  We should be teaching good digital citizenship to children starting as early as kindergarten.  So, let’s use blogging as one important vehicle for this.  

When students are blogging, they are putting themselves out there onto the Internet.  Because blogging provides students with the opportunity to do write for an authentic audience (maybe even Grandma!), they need to be careful to write using appropriate language (especially if Grandma is reading it!).  Blogging also provides an easy means to include photographs and graphics, so we can use this platform to teach students to be appropriate and to follow copyright laws.  Blogging allows students to accept and write comments which makes it a form of social media.  Teachers can use blogging to teach young children how to behave online, a skill they most definitely need as they move into junior and senior high school.

Digital Portfolios

Picture a first grade student using a blog to start talking about or writing a narrative piece about her favorite topic, Disney Princesses.  She can add pictures and links to the blog post, and she can accept comments from others.  Then, she goes to art class and takes a picture of her latest masterpiece.  She starts a new blog post and speaks into the iPad’s microphone to explain how she incorporated the use of lines and secondary colors in her work (concepts taught by her art teacher).  Next, she goes to music class and creates a blog post with a 30 second video of her playing a simple rhythm on a drum.  Back in her classroom, she write a new post where she explains how she “Solves a word problem that calls for addition of three whole numbers whose sum is less than or equal to 20” (CCSS 1.OA.A.2).  (Don’t even think about saying “1st graders don’t know the CCSS” because they are learning them everyday in classrooms all over the country!)  

Fast forward to the same student in fifth grade writing much more sophisticated blog posts for all school subjects on the same blog she started in kindergarten or first grade.  How much fun has that student had over the years seeing how her work has improved as the blog posts have become so much more involved and detailed?  How amazing and powerful is this kind of a portfolio for students and their parents?  The blog has followed this student through all of her elementary grades, and she has used it to create a huge digital portfolio, in chronological order, with tags to organize everything, making her posts easy to find and sort.

So where to start?  

I started the process by purchasing a Kidblog Admin-Pro account which gives every student and staff member his or her blog with unlimited posting and commenting abilities. The total cost for my school, at $1.50 per student was $630 for the entire school year.  Pretty good bang for our buck considering the potential usage we will get from these blogs.  I choose Kidblog based on the low price, but there are a number of other blogging sites schools and teacher can use.  Wesley Fryer has a great post here where he shares other blog sites for students.

We have just started getting our students up and running on their blogs.  Some classes are moving a little faster, some are not quite there yet.  But, as we talk more about the power of students blogging, and as we teachers and principals model the use of blogs in our professional lives, more students will join the fun and excitement of writing a post and having someone other than a teacher write a comment.  They will truly start raising their hands as high as they possible can when they write.

What is School For? I Dare You to Answer

Watch this video.  I dare you.  It will take 17 minutes of your day, but it will change the way you look at school in 2015.  

Why the dare?  Well, when someone challenges our thinking, better yet our entire way of life (professionally speaking), we often want to avoid looking the devil in the eye and admitting that he may be right.  Did I just call Seth Godin the devil?  Yes, but I really don’t mean it.  However, he sure does present some devilish thoughts about the current state of American education and why it is failing.  

For those of us who are deep into our careers as educators, listening to Godin speak is uncomfortable.  He challenges us with this simple question – What is School For?

How do you answer that question?  How might you answer that question after watching the video?

As Godin states, school was about teaching obedience and the #2 pencil.  The first American public schools were designed by Horace Mann to prepare workers for the industrial age.  Public education’s sole intent was to train people to work in a factory, to be obedient, to fit in, to become “interchangeable people” like assembly line parts.  Schools were the factories to build workers for the factories.  Is that the case today?

Think about what we ask kids to do in school on a daily basis:  Stand, face the flag, and state the Pledge of Allegiance in unison.  Talk about teaching obedience!  I am all for patriotism, and I love my country as much as the next principal, but maybe it is time to give kids a choice as to how they show their feelings about America.

And this is just the start to my thinking on this topic.  How many teachers are requiring kids to memorize facts that they can easily look up on any Internet-connected device?  BTW – what is the capital of Vermont?

Picture this  scenario – It is Tuesday morning, Period 2 English class. 27 high school freshman sitting in rows facing the teacher who is up at the front of the class.

Teacher:  Take out your #2 pencils, please.  You have exactly 30 minutes to complete this grammar test.  When you are finished, start reading chapter 11 of The Catcher in the Rye.  Remember, the test on the first 12 chapters is this Thursday.

Student:  Do we need to annotate this chapter?

When we associate reading a book with taking a test, we take all of the joy out of reading.  Is that what school is for?

According to Godin, when we have put kids in schools-like-factories we encourage work, not art.  I am starting to agree.  When our goal is to train people to become productive workers we are squashing their passion for learning, investigating, trying and failing.  The previous conversation from that high school English class, and thousands like it, are taking place in schools all over the country under the guise of good teaching.

Now that I have seen this video a few times, I have started reading Godin’s “Manifesto” Stop Stealing Dreams (What is School For?).  After the first few sections, I have a feeling I may be blogging about this topic some more in the near future.

Welcome New Staff!

I am proud to introduce these fine new educators who will be starting at South Park this year.  Actually, they wanted to introduce themselves!!  Please join me in welcoming them to South Park.

Kori Kelly – Kindergarten

Hi there! I’m Kori Kelly, and I am a new kindergarten teacher at South Park. Upon graduating from Indiana University in 2013, I had the privilege of working as a paraprofessional and then as a 4th grade teacher. I am beyond excited to teach kindergarten in this incredible district and can not wait to meet my new class! When I’m not at school, you can find me teaching dance to children of all ages. I look forward to working with the amazing staff, supportive families, and smiling students at South Park!

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Jessica Morehead – First Grade

Hello! My name is Jessica Morehead. This school year I look forward to joining the South Park team and the opportunity to work with the wonderful community I grew up in. I received my Bachelors Degree in Elementary Education and Special Education from the University of Northern Iowa. I come to South Park with teaching experiences at various schools in Chicago. I have loved the opportunities to teach in multiple grades but I know my heart belongs in first grade. I look forward to meeting each of my students and their families in the next few weeks!

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Nicole Marak – Third Grade

Hello, my name is Nicole Marak, and I am happy to be joining the third grade team at South Park!  In May, I graduated from Illinois State University with a degree in elementary education.  My student teaching experience took place in Wheeling, District 21, in a second grade classroom.  I was fortunate enough to take part in a year long student teaching program.  This past summer, I taught 7th grade language arts in Wheeling.  I am very excited to become a member of the South Park family.  I look forward to a year filled with lots of fun and learning.  I can’t wait to get to know all of my students and their families!

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Alison Alves – School Psychologist

Hello South Park community! I am Alison Alves, the new School Psychologist joining the South Park Team. I received my Bachelor’s Degree in Elementary and Special Education from Saint Joseph’s University in Philadelphia before going on to teach English Language Learners and Special Education in Massachusetts. I moved to Chicago in 2010 to earn my doctorate in School Psychology from Loyola University, Chicago. I look forward to collaborating with this special team to support our students- cheers to a great year ahead!
Alison

Jenise Sterling – Helping Hands Pre-school

Hello, my name is Jenise Sterling and I’m excited to introduce myself as the new Helping Hands Preschool Teacher! I have my Bachelor’s Degree in Early Childhood Education from Indiana University and I am currently working on my Master’s. This will be my first year as a classroom teacher in District 109 Helping Hands Preschool program, but I was a teaching assistant under Kat Armstrong, and I have spent the past two years teaching preschool for Carpentersville District 300. I am very excited to come back to District 109 and work with the amazing South Park Elementary Staff!  I look forward to creating a working partnership with families and a sense of community in the classroom while providing meaningful activities that my students can apply to real world situations. I believe in creating a classroom community based on empathy, kindness, and respect and I’m excited to support my students both as learners and citizens of the world.
Jenise

How Fast the Years Have Flown By

In early June, my younger daughter graduated from high school.  Aside from my pride as a father of two high school graduates, both of whom are either starting or continuing college later this month, I was struck by another thought:  We no longer have a child in our local public school system.  After 16 years with kids in school, we no longer have open houses, conferences, concerts, ice cream socials, BINGO and family game nights, and the myriad of other events that parents with school-aged children attend year after year.  These are bittersweet thoughts, for sure.

After coming to terms with the fact that this also means that I am old, I started to reflect on all of the experiences my kids had in school.  My reflections may be slightly different than some other parents in the same situation because I can reflect through two distinctly different lenses: one as a father and one as a principal.  Here are my “take-aways” from our experiences watching our kids proceed through the system.

My girls had many different teachers between their kindergarten and senior year of high school.  Some were amazing and a few were mediocre. This includes all of the self-contained elementary teachers and the more content-centered middle and high school teachers.  This also includes all of the specials teachers and a few special education teachers.

Upon reflection, here is what I learned during the last 16 years.

The very best teachers brought out the very best in my kids.  There is no doubt about that.

  • Over the course of the years, they each experienced some of the very best instruction possible – but not every year (see the next point).
  • The girls learned in spite of the few mediocre teachers they had over the years.  Why?  Because we helped them persevere through the nine months in the classroom.  We helped them understand that they had to take a certain amount of responsibility for their learning and successes, regardless of the circumstances of the classroom environment or the teacher’s instructional practices. No doubt they are better prepared for college and the world of work because of the variety of adults they had to deal with.
  • The girls were placed in classes with and without their closest friends over the years, and they actually did better socially and academically in classes without their very best friends. They were forced to come out of their shells and make new and different friends.  In addition, they were not as distracted as they would have been with their BFFs in class.
  • There were times that both girls experienced failure and disappointment.  But, they made it through these times, and they are stronger and much more resilient now because of these experiences (what doesn’t kill you will make you stronger, right?).
  • There were times that both girls felt the pain of teasing, exclusion, and “girl drama.” In some cases, this was quite severe, which was heartbreaking for my wife and me to watch.  I also admit that there were times when they each doled out some not-so-nice comments and actions to others.  But, I believe the girls are more sensitive, caring people now because of these experiences.
  • Did we fight with them about homework, studying, watching too much TV, eating right, going to bed, playing video games, and all the rest?  You bet we did.  Did we survive?  Absolutely!  Were the teachers and staff members on our side all along the way to guide us through the tough times?  Yep, and I truly appreciate that.

Yes, the years our kids go to school are stressful for us parents, and I can’t possibly explain how fast they have flown by.  But as I look back, I wouldn’t trade any of it.  I am very thankful to all of the adults in all three schools who were there to mentor, teach, encourage, assist, praise, and even scold my girls’ (hopefully not too many times!) throughout their journey.