Teaching and Learning – heather edick

Feeling Capable, Competent, and Valuable

Usually, my blog posts address educational topics immediately. This post will be different. Just as we teachers have found our personal and professional lives blended out of necessity while we teach from home, my blog post today will address something personal and tie it to my professional context. By sharing my experience, I hope to help other teachers who may also be struggling to feel capable, competent, and valuable.

Today, I learned about the cognitive triangle, a cognitive behavioral therapy (CBT) concept that I wish I had known about half a lifetime ago. A person’s thoughts spark certain feelings, leading to certain behaviors. Around the triangle we go, sometimes going back and forth a while, over and over, for better or worse. Habitual ways of regarding ourselves form this way.

That said, however, learning about this theory has revealed my psychological and emotional mindset to be malleable, not set in stone. I don’t have to feel the way I do about myself. It’s a habit to consider myself the way I do, one formed as I traveled along the sides of the triangle, fearing to leave the path. Now, I know I can practice something different, but it needs to be deliberate practice, intentional practice.

It’s Been Like This for Too Long

Frankly, I am tired of perceiving myself as a problem child who needs to be tolerated. There may be people who are surprised to read that, but most folks who know me would say, “No surprise there.” The moment I make a mistake, I crawl back into a figurative hole into which I have dumped every negative thought I’ve ever had about myself. It’s pretty crowded in there. I’d like to close it forever and walk away with my head held high.

I’ve tried my best. That should be enough.

My triangle usually includes thoughts about being a problem, incapable, incompetent, and of little value, which lead to feelings of deep and utter sadness, confusion, and hopelessness, which culminate in behaviors that include tears, the tell-tale hunch into a semi-fetal position, and self-isolation. It’s exhausting, and has been for many, many years.

I’m tired. I’m also ready to be happy. Time to build a new triangle, a better triangle, a more productive triangle.

Could You Use a New Cognitive Triangle?

It’s hard to change, and during this health crisis, trying something new is harder than ever before. Everything seems to take longer, including self-care. Therefore, something as simple to remember as the cognitive triangle might help those changes become permanent.

It all starts with thoughts, with changing the thoughts that lead to terrible feelings that culminate in negative behaviors. Change the thoughts and different feelings emerge. Just like taking a deep breath when reaching a summit, filling the lungs with clean air, changing thoughts and feelings forces the shoulders back, and raises the head to face the horizon, both observable behaviors that reflect the intangible.

Perhaps, if you have read this far, you could use a new cognitive triangle too. Perhaps you realize you deserve clean air and to view the horizon.

As I said before using different words, there are no quick fixes. How do we eventually succeed in having a positive view of ourselves? Step-by-step, moment-by-moment, and day-by-day, I imagine. Having a positive view of myself is something new to me; it’s actually frightening. Hudson Therapy, in White Plains, NY, explains the challenge ahead very well.

It is not until we bring light to this process and begin to interrupt the cycle that any change occurs. This is where a lot of work in therapy is focused. The change doesn’t happen easily, rather it is hard. Our brains become accustomed to the way we have always done things, and it takes a lot of active and consistent work over a long period of time to disrupt this cycle and instill more healthy ways of thinking, feeling, and behaving.
Hudson Therapy

A New Cognitive Triangle for Everyone!

When I took the time to decide how I wanted to perceive myself (as capable, competent, and valuable), I compared that to how I actually see myself. The negative thoughts had a deflating effect, like letting air out of an air mattress. To truly devise a new paradigm for self-reflection, those negative descriptors need to be pushed aside rather forcefully. One way to keep them at bay is to make manifest the positive thoughts, on paper, on one’s lock screen, etc.

This is something we can teach others to do. We aren’t psychologists, but this concept is not difficult to share with others and we aren’t engaging in therapy, just sharing a tool they can use. As a literature and creative writing teacher, it is a tool I can embed in character analysis with no problem at all.

For example, this week in AP® Lit, we start King Lear. There is a treasure-trove of psychological issues in that play, starting with the first scene. Lear thinks his daughter, Cordelia, is diminishing his worth by not giving a grand speech about her love for him. He feels angry because he thinks his favorite daughter has betrayed him. He acts by disowning her. A good question for the students: How does that compare to what you might think about Cordelia’s response?

In Creative Writing I, we have been working on creating a character we can use in a short story. We can make the character believable using the cognitive triangle. If the character thinks “x,” then what would the emotional response (“y”) be? How would that translate to behavior (“z”)? Figure that out and create a believable character.

In English 10, we are reading Ethan Frome, and Ethan and Zeena are both psychologically wounded, but Zeena – a hypochondriac – is easier to figure out with the cognitive triangle method. Zeena thinks she is sick, she feels sick, and she tries to find cures for her various “illnesses.” Ethan’s report to the narrator about her decline makes it obvious that Zeena is more depressed than ill, and everyone living through this current health crisis knows that depression can manifest itself physically. The pain is real, but its origin is not in physical decline, but in the mental struggle. A good question for the students: Can we apply Zeena’s cognitive triangle to how some people feel today?

Finally, in English 11, we are reading All Quiet on the Western Front. This is a story about German soldiers in World War I, many of whom died or became part of the Lost Generation, suffering from what we now know as PTSD. My goodness – again, there are many connections among thoughts, feelings, and behaviors to explore. A good question for the students: Can you trace the progression of the cognitive triangle through the narrator’s characterization?

The need for SEL (Social and Emotional Learning) is legitimate. This is one way I can incorporate SEL into my lessons. If you teach in a different content area, what thoughts do you have about incorporating the cognitive triangle into your curriculum?

Thank you for reading.

NaNoWriMo Is Coming and This Year I Will Write My Heart Out Because My Message Matters

From nanowrimo.org and created by Tyrell Waiters

I participated in this awesome contest for many years before taking a break, but I believe this year, with all the confusion and disorientation many of us are experiencing, it is critical we do what we love. For more information, please visit nanowrimo.org.

It was a late September morning, the day after the demons blasted a hole through the wall of the high school to get their latest fix, that Paul — a demon himself — found his best friend Aidan lying in his California King bed with his feet still dangling and a white sheet covering him from head to toe. Paul stood in the doorway, hands on his hips, smiling. The smile faded as his brows furrowed, and he shook his head in disapproval.

“What the hell is this?” Paul asked the sheet. Aidan groaned and told him to go away. Since confrontation was part of Paul’s nature and he found it useful, so he didn’t fight it, he dismissed his friend’s request with a snort. He went over to the bed and sat down. Then, he bounced on it. Aidan growled, which made Paul laugh. It was a derisive cackle, really.

“Would you please go away?” Aidan said in his deepest voice.

“No,” Paul said. “Listen, this is ridiculous. As much fun as it might be to see you in existential agony, your time of self-pity is up. Get up and let’s figure out what to do.”

Aidan pushed the sheet back, allowing his friend to see his ancient, beautiful face streaked with blood tears. His white hair had been stained with blood in places as well. “To do?” he asked.

“Yes! You never give up. In a thousand years, you’ve never given up! Why the hell are you being so stupid now?” Paul was slapping Aidan’s thigh as he spoke. He knew it wouldn’t hurt, but figured it might emit some reaction at least. Aidan did not move.

“They won. There was nothing I could do to stop them. Now, hundreds are gone.”

“And more remain! Besides, they aren’t really gone. Their minds are gone for now. They’ll be back. Yeah, some died from the blast,” Paul said, shrugging his shoulders. “But more survived it. You can help them, and you must.”

Dear Reader, if you ever tell Paul or Aidan they are best friends, they’ll deny it. Trust me, though, they are.

At this moment, Aidan grew furious. He raised his head, growled, and showed his teeth. His pale blue eyes flashed. Paul cackled again. It had been years since that display made any difference to him. Aidan backed off, as usual. He slammed his head down on the pillow.

Aidan cried into the pillow, “What?! How am I supposed to help them?! Do you think I can cast a spell to return their wits to them? We can’t even find most of them! They’ve run off somewhere…”

“So you’ve wasted time laying here under a flag of surrender while the kids are out there? You’re a coward.” Paul said this in a menacing voice that made Aidan sit up. Finally, he thought.

“I am no coward. I dinna know what to do!” Aidan’s Scots accent was prominent now, which always came out when he was in crisis. Paul decided to push because that’s what Paul does.

“You ARE a coward,” Paul declared, emphasizing his opinion with a stab of his finger into Aidan’s chest with each word. “You are acting like a helpless human instead of what you are. Stop it.”

Aidan, Paul, and the other characters to come have been in my head for years. That might sound crazy, but I’m sure you can confirm with any writer at any level that characters do that. I’m not a good writer, but I have the need to tell a story. These characters fit the story I need to tell. It’s their story, but the themes are mine.

My first theme has grown out of our current health and economic crises. If you aren’t part of the solution, you’re part of the problem. If all you do is complain without having a suggestion for how to make things better, how is that helpful? If you pull the flag of surrender over your head, how is that helpful?

My second theme is that part of growing up is finding your why. You might find it odd that I’m talking about growing up in the context of ancient beings, but we can experience growth at any time in our lives. Stick with me.

We can feel small and insignificant, or we can feel integral and necessary.
We can bring our gifts to the situation, or we can keep them to ourselves.
We can risk ridicule and failure while we try to make a difference, or we can avoid feeling less significant than others by doing nothing.

But can we live with ourselves if we do nothing when we know we can do something? That’s why I want to be part of the conversation.

If we teachers support the notion that failure is an opportunity to learn when it comes to our students, can’t we support that for ourselves as well?

In a world where no one believes in demons, as almost no human does in my story, to blame the behavior on demons seems nutty in itself. And so, these poor humans, the ones that Aidan allowed to escape by diving under the sheet, live through years of trying to rebuild their lives and reputations because no one believes the catalyst for their actions was a supernatural creature.

Outwardly, they look the same. Inwardly, they are a hot mess. Some don’t make it.

In my story, the demons are the beings that siphon the fear out of humans. They live off of fear, encourage it to come forth before sucking it out of you, leaving you unhinged, not happy. Instead of being sufficiently afraid, which we all need to be, these people become bold and brazen and start doing dangerous things they would never have done if they had their wits about them. These humans declare their allegiance to absurd ideas or people. They become sycophants to tyranny and autocracy. Eventually, the levels of fear even out again, but it’s after they have displayed risky behavior for a sustained period, ruining their reputations, relationships, and lives.

Putting the demon aspect aside, think about current events. Messages delivered by important people matter. The messages being sent these days — whether good or bad — have emboldened people to behave in ways they would not have before. My fear is that those who support ideas that hurt others, because these messengers have validated them, are going to regret what they are doing someday and experience intense and crippling remorse. A bigger fear is they won’t.

So, yes, in my opinion, my story matters. It might be convoluted and sound silly. It might not be good writing. It still matters. I’m trying to be a messenger, to send helpful messages that support the solution seekers, not the troublemakers. That’s why I’m going back to NaNoWriMo this year. Writing is part of my why, even if I’m not going to win any awards. I must. I will.

(Yes, NaNoWriMo, I do plan to make sure I write 50,000 words in November, but I had to start writing now.)

Thank you for reading.

This Is What Happens When an English Teacher Has Writer’s Block

It’s not pretty.

The key to having your voice “heard” is to use it often, but this week’s post topic eludes me. Perhaps it’s fatigue. Maybe it’s this feeling that I’ve already said too much.

Still, I yearn to be part of the conversation. I want to talk about the purpose and goals of education — what they really are and what they should be. I want to scream from the rooftop that ideas such as “patriotic education” are stupid. I want to counter the argument about “patriotic education” with the idea that our history curricula are watered-down versions of the truth (and sometimes lies). We need a civics curriculum, too, but not in the way certain demagogues are imagining it.

“The factory model of education does not work!” I would scream if I could. It will not help students become 21st-century citizens! Grade levels and tracks may have worked last century, but really they didn’t. Which students really felt like they were learning much that was useful in grades K-12, in core classes? Which students felt that teachers were letting them peek behind the curtain to learn WHY something was being taught? Which students honestly felt the teachers were teaching something not only because it needed to be “covered,” but because it had value?

I must admit I was in awe of more than a few of my high school teachers. That said, only three stood out as those who added value to the content by teaching skills we could use the rest of our lives. Those teachers showed us we were capable, helped us learn to think critically, and taught us how to take notes, among many other things.

Pink Floyd performed the song “We Don’t Need No Education,” and it became an anthem. If the education system was working, would that have been the case?

Oh, sure, kids are always going to be cynical about education, you might say. But why is that, actually? We are brought into the world naturally curious and eager to learn. We go into preschool and kindergarten excited about school and all the wonderful things we will learn. And then, it seems, the curiosity, the eagerness, is sucked out of us as if it were pus. By the time kids get to my classroom, years of drainage have passed. Over the summer, each summer, they rediscover curiosity and wonder. It fills their system, and they smile as they rediscover the world. They are happy to be in school for about two days, and then the cynicism kicks in again.

They all want to ask, “Why are we learning this?” but don’t dare to ask it aloud.

I want them to ask! I’m so eager for them to ask that I tell them upfront, and I tell them I have a method to my madness. If they weren’t so tired, I think they might laugh at that.

Why is it that I feel guilty right now for assigning a novel-study portfolio that provided students a healthy list to choose from? Is it because I’m assigning them schoolwork? It’s not supposed to be just “work.” We study literature to better understand the human condition and our place within the world. Great literature is supposed to help us think, dream, and realize. It’s not busywork. It’s not a packet of worksheets. It’s inquiry-based, exploratory… it’s personal. And yet, I still feel like I am imposing.

If education really worked the way it’s supposed to, kids would be eating up the idea of diving into a novel written by an author who won the Pulitzer or the Nobel. Instead, I feel like I’m pulling their teeth.

And don’t get me started about how sports schedules are eating up students’ time outrageously. Why we even have sports happening right now is beyond me!

Ok, rant over.

I have questions.

What have we learned from this experience of virtual or hybrid teaching and learning that we can use if things return to “normal”?
Will we use technology to redefine and redesign educational activities? In other words, are we looking at the SAMR model to transform teaching and learning?
How will we emphasize acquiring 21st-century skills, appreciating diversity, celebrating differences, acknowledging that we are all part of the human family, facing our history and ourselves, and helping each other cut through all the noise?
Can we finally stop death-by-testing? Have the powers-that-be noticed that testing is uber-stressful and a waste of precious class time?
Can we finally adopt more authentic forms of learning and assessment? Wouldn’t it be better if students created more, and we created less?
Do education leaders recognize that ownership of learning is more valuable than playing the GPA game?
Have the education leaders realized that teachers are ready to lose their minds? Are they prepared to review all the plans around the country and call out those that are insane? There are many.

Thank You!

Someday, I will end my blog posts better. For now, please accept my thanks for reading this post. It did help me to overcome my writer’s block.

Reflecting on the First Week of School

It Will Get Better, Right? Takeaways from In-Service

Day One: Nerves Drive Me to Reminisce

Today is the first day of in-service. I think I am prepared, but I am also very nervous. As always, when I am anxious, I write. Here we are.

This post may not make it to the blog, and that’s all right. It is an exercise in self-care. Teachers need to practice self-care in any situation. How many of us grade papers late into the night, on weekends, and over vacation? Too many, I’m afraid. Do we make time for ourselves, walk or ride, read for pleasure, or listen to music? Many of us don’t. We hear the call to teaching, day and night. We shoulder the burden of our students’ progress. We think their lack of success is our failure, and their success is their achievement.

Those feelings do not emerge without reason. We are trained to feel this way, to think that we need to assume so much responsibility. Just like managers who consider themselves servant-leaders, we are trained to ensure our students experience success. Is the effort appreciated? I hear that it is, based on conversations with a handful of students and parents. Other students and parents may not express it. They may not know their feelings would be appreciated.

When I was in high school, I was trained not to say anything to a teacher, good or bad. When given feedback, I took it and processed it, but did not question the teacher’s opinion. I was lousy at math, and there was no hope for me, so why was she going to waste her time? I was destined to be a historian, so she expected more of me, but she never said so. I just knew. I didn’t ask her because that would be a mistake. I was failing chemistry, so the teacher ordered me to join her for lunch and let her help me, as my performance was so different from 9th grade that she was concerned. I appreciated it and never even thought to question the edict.

I wonder if my teachers felt as I do or thought a student’s failure was theirs alone? That is how it appeared, but since we never had a real conversation about academic progress, how would I really know?

Day Two: Solid Takeaways from Day One

I have no idea why I ended up writing what I wrote yesterday. Perhaps it was my way of calming my nerves a bit. I am curious as to what your thoughts are, dear reader. That’s a nod to Charlotte Bronte, by the way. Please feel free to comment.

Yesterday, I made my room ready to receive students. The seats are labeled so that students are distanced six feet apart each period and that odd-period students sit at odd-numbered seats and even-period students sit at the even-numbered seats. This gives me a chance to clean and disinfect desks before they arrive and finish up while they are getting settled. Books and paper are out of the way, to protect them from the misting machines. My room looks a lot better, in my opinion.

Perhaps that is a useful takeaway from our preparations for the students’ return: We get to start over with a clean slate, almost literally. We are embarking on new teaching and learning methods, reflected in room arrangements and health-and-safety procedures. Our physical world reflects our intellectual world. Yes, that is a positive and hopeful takeaway. It calms the nerves a bit.

Before the end of the week, I have to create a “Meet the Teacher” night video that will replace the usual face-to-face meeting. Parents are not allowed to come into the building, except to pick up students, so the typical meet-the-teacher night will not happen. I have to create a video for each prep, so what I am thinking of is creating one with a table of contents that will guide them to their student’s class information. What I have now works for all classes; I have to add class-specific details.

There’s so much to do! Time to get to it!

The Days Flew By…

Days three through five are a blur, even now, after I have had some time to review. I can’t remember what happened on Wednesday. I can remember what happened on Thursday and don’t want to. Friday passed so quickly because I was obsessed with creating that video I mentioned earlier. Instead of creating a video for each prep, I added one slide to the end for each class and called it a day. I also struggled with the right platform to produce and publish the video. It was a mess.

Even using the microphone from the robotic camera, my videos are not as good acoustically as I would prefer them to be. The HVAC system is to blame for that, but I would rather have it circulating air constantly. Wouldn’t you? Besides, students and parents need to understand how the physical environment is going to function. Advice from teachers in other districts is to have everyone bring headsets or wireless ear buds and use them to hear me and each other better while everyone is logged into the conference. This makes sense. I will try connecting my wired headset that claims to be noise-canceling and see if that works. That’s another cord…

I’m Not Going to Look Like a Duck.

There is an old saying about a duck looking calm and peaceful above the surface, but furiously paddling beneath the surface. I’m not going to look like a duck. My feelings are written all over my face. They always have been. Perhaps that is what terrifies me. I doubt that any advice I receive is going to help that, I’m afraid.

I’m also trying to ignore the fact that parents are going to see me in real-time. What if I break down in front of them and they call to complain? What if I do something wrong? I’m going to push that thought from my mind.

Final Thoughts

I want to wish everyone in the learning community the best as we embark on this journey together. Please give yourself and your teachers grace while they become accustomed to this new situation. We can get through this together.

2 Ways That Waiting for the First Day of School Is Nerve-Wracking

Some Advice to Help Calm Your Nervous Mind

I was recently honored by a request to do an interview as a teacher representative of my district regarding school reopening. It was a surprise for many reasons: receiving the invitation the day before; receiving the invitation at all; having only an hour to get my disaster, otherwise known as my classroom, into shape before the reporter arrived; and having to demonstrate a lesson among them. Fortunately, it was a relatively painless process. During the interview, Alyssa Kratz asked me if I was nervous about coming back to school.

“I’m nervous, I am,” I said. “I would hate to think that anyone would get sick on my watch.” I have said this numerous times before. It’s just the first reason why waiting for the first day is so nerve-wracking.

1: We Don’t Know What Is Going to Happen

As I have been running through the scenarios in my mind, the only conclusion I can come to is: We don’t know what is going to happen. That said, I have also decided that I am going to have faith in the learning community. After the interview, I said I have faith in everyone.

“I’m going to believe that everybody is going to do their part and we’re going to get through it. Because we’re going to take care of each other, and we’re going to take care of ourselves,” added Edick.

To have that faith is the only way I know to quell the fears I have about something going horribly wrong.

Therefore, my advice is to have faith. Be kind and patient. Give grace. Additionally, you can be kind and patient while also being firm and consistent with rules that protect everyone’s health and safety.

2: Teachers Aren’t Counselors, So How Do We Address Our Students’ Trauma?

Over the summer – indeed, even before the last marking period of 2019–2020 ended – numerous members of the education community sounded the alarm about student trauma. We heard some terrible stories, including those about domestic violence increasing during the “stay-at-home” period. We heard stories about parents losing their jobs. We heard stories about older siblings caring for younger siblings, having to sacrifice their learning to support the younger children. We heard stories about students’ frustration with a new learning model thrust upon them.

Then, we heard about the inequities of education in this country. So many children and teachers did not have the tools to transition to virtual teaching and learning. They had to make do with what they had, and everyone suffered. I hope the education community will address these inequities, as they have been a problem in education for too long. Funding disparities should be eradicated. Everyone should have equal access to the excellent tools available, not just the fortunate districts who can afford them.

The most heartbreaking news focused on food insecurity. My district and many, many others provided lunches to families each day during the last marking period. They will continue to distribute lunches to those who chose virtual learning this fall. I am so proud to be part of a district that considers addressing food insecurity to be a priority.

When I told my son about the lunch program in our district, he said, “How is it that in this rich country we have so many hungry people and so much money in so few pockets?”

As Cassandra Fox said in her brilliant article: “You’ve got to Maslow before you Bloom.” A learning team cannot work on teaching and learning until all members feel physically and psychologically secure.

Teachers were traumatized too. Many teachers have young children they needed to teach while also teaching their students. Teachers struggled with the new instruction model. We were working with changes to policy daily. Some teachers, I think, also had to deal with domestic troubles, and may have partners who lost their jobs. It was difficult all around.

How do we deal with all the trauma then, while also staying in our lane? We are not licensed counselors. Before I was a teacher in traditional K-12, I taught at a residential facility for those in the juvenile justice system and with an alternative education program. One of the first things I learned was to report observable facts, not try to diagnose the person, and never dispense advice. As a teacher, it was my job to report what I could see to the appropriate personnel.

My advice on this is simple. Prepare the tools and develop the routines you will use to demonstrate compassion and caring. Ask the students every day how they are doing, but teach them not to share too much personal information. Deal in adverbs and adjectives, rather than details. For example, they can share they are feeling down, and request to see the guidance counselor (which should be arranged immediately). Alternatively, they could share they are feeling hopeful today, or they are feeling better than yesterday. Perhaps create a form with suggested “feeling words.” At the end of the form, ask them if they would like to get an appointment with the guidance counselor. Make sure the form is private, so other students cannot see the responses.

You can also integrate some Social and Emotional Learning (SEL) activities into your curriculum, but I advise that you are very careful and use activities from reputable sources. There are many such sources out there. Don’t try to create activities unless you are experienced with SEL. In fact, I would look to your district for guidance on SEL activities.

Show you care about them by being you. Teachers enter the profession to help others. You are a wonderful person: caring, kind, generous, thankful, and loving. Show them yourself, gain their trust, and develop solid relationships with your “kids.”

If you have these tools and routines in place for the first day of school, you will feel more secure.

Final Thoughts

I would like to thank everyone in the education community for their response to the crisis and their continued efforts to, essentially, reinvent education as we have known it. There are so many brilliant minds involved. We can make this work and we will if we take care of each other and ourselves.

Best wishes to everyone for the best school year ever.

One Multifaceted Way to Reduce Cheating When Teaching Remotely

No, it’s not by using a lock-down browser.

Let’s Be Real…Cheating Happens

Let’s think about what is going to happen when you combine online students with in-person students in a synchronous classroom. The students online have the advantage of being able to cheat without the teacher being able to see what they are doing, even if the teacher is closely monitoring the virtual meeting.

Yes, you can scramble the questions and answer choices.

Yes, you can create two forms of the test.

They will still figure out how to cheat, especially if you are testing them to death, which many teachers are wont to do. Many of us are trying to give students many opportunities to earn points and earn a good grade, so there are multiple quizzes and tests within a marking period. We have good intentions. We are helping them play the GPA game, maintain their rank, etc. However, if each test is an essay test, most teachers would go crazy trying to grade them all fairly and effectively. Therefore, we use methods that are almost always graded for us: multiple choice, short answer, matching, and so forth. Right?

Human beings learn to be more efficient in many ways; some of them are at the expense of others. Cheating is one. In the business world, managers will try to take credit for the work of their team, even if they had nothing to do with the work product. That’s cheating too. Nothing is more repulsive to me than that behavior. I don’t care if managers also say they have to take full responsibility for team failures too. That reasoning isn’t good enough.

In the programming world, a world from which I came, people have mastered the art of efficiency. It’s what has made open source so popular. Please, take my code! Make it work for you! We allow people to take code snippets and widgets and put them into their programs, all for the sake of convenience and rapid development. Think Bootstrap. Think jQuery. Think of all the queries you’ve done against data. In my opinion, that is ok. People expect you won’t reinvent the wheel with each program. The developers hand out their code willingly, and even produce links to embed style sheets and code into your own code so it will call their site instead of asking you to put their code into yours. If they know and approve, is it still plagiarism?

In the academic world, it sure is. In the programming world, eh, not so much. It’s sharing and no one expects every developer to start from the beginning each time they start a new project. In academics though, especially when sources aren’t cited, it is plagiarism. It’s cheating. In my mind, it’s as repulsive as the manager taking credit for a team’s success without acknowledging the hard work of individuals.

When I catch a plagiarist, I go ballistic.

The More They Create, and the Less You Create, the More Ownership They Will Assume.

Since we already have enough this year to be wary of and upset about, shouldn’t we try to eliminate at least one source of frustration? I’m going to do my best.

Use Multiple Choice, Fill-in-the Blank, and Matching Quizzes for Formative Assessment Only

These type of assessment questions have their place and fit nicely with other forms of formative assessment. Instead of entering a score for the number correct, give the students a handful of completion points. Students can identify their strengths and weakness so that they can focus their studies on personal needs. Teachers can identify class and individual strengths and weaknesses so they can reteach what the students need retaught. This prep work can help everyone be more successful. Teachers and students will feel more confident approaching a more rigorous examination. That extra confidence might curtail cheating, because the students will feel they can do the work on their own since they are prepared.

Use Authentic Assessments That Help Students Express Pride in Their Progress

Authentic assessments, those which ask “the student to ‘do’ the subject”; simulates ways in adults work in the adult world (yes, that includes guidance for future teachers!); are rigorous and require critical thinking and other 21st century skills; and allow “appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.”

For some reason, as I typing the previous paragraph, I was thinking of Hogwarts. What if the wizards had released Harry, Hermione, and Ron into the world with ONLY textbook knowledge or other vicarious experiences? Sure, they tried to protect the young wizards by forbidding magic outside school. Still, they had authentic experiences. But do you think they would have fared well without them? I just remember all those crazy experiments and other activities they sprinkled through the books and in the movies. What if the young wizards only had those experiences through video, passive learning, or reading? I shudder as I think about it, even though it might prove to be great fiction.

Authentic assessments are not just teacher-created. That is what makes them cool. Teachers and students work together on it, so both understand what is expected from the other. How it works in the adult world: a manager sits down with a teammate for a conversation about what is expected, provides resources for the teammate to be successful, and establishes regular check-in meetings with the teammate to support progress. Additionally, a good manager listens to the teammate express concerns and answers questions; a good manager also changes course upon feedback from the teammate. Teachers and students can replicate this process with a conference during which they develop the assessment together, develop the rubric together from a sample, and discuss the challenges the student will face. They can also establish future conferences to discuss emerging challenges and celebrate victories.

But Heather, you might say, I have 150 students! How am I supposed to do this? I would say it could be done this way.

Pick a course or section you think will benefit MOST from this type of assessment. You don’t have to do this with each class you have at the same time.
Design a general “authentic assessment” that offers choices to students that they can mix for their own project. Hyperdocs are good for this. Use a theme, a concept, or a skill to focus the students. Try to ensure that it can apply to future experiences, so it answers the question, “Why do I have to do this?”
Hold a “group” conference for each class, during which you introduce the assessment and the sample rubric for the assessment.
Show them a sample project plan, which will help them to organize their time, tasks, and steps. Project planning is a terrific 21st century skill to foster.
Explain to them that you want them to come up with an assessment that suits them using the general guidelines you provided.
Let them work on project development in a collaborative document they share with you (Google Docs or Google Sheets, for example) and respond to the comments as they come up. Some students will be fine; others will need a bit of help. Set a deadline and be sure to give them credit for their hard work.
Evaluate their progress and rubric before they start the project. Once you release them to start working, continue to be open to asynchronous communication about their progress.
Let students help each other. Provide class time for them to work with their peers before coming to you with questions. Sometimes, peers can explain things to each other better than teachers can (the same is true with managers and reports).
Be generous with deadlines, especially the first time around.
Celebrate everyone’s work, especially the first time around.
Put their work to use, so it does feel authentic.
- For example:
  - Infographics: If you are lucky enough to have a poster printer, print them and display them. Ask the students to present their infographic to the class. Many students need help with public speaking. The more we have to social distance, the more we need to collaborate verbally. Students will need these skills to succeed.
  - Presentations: Ask the students to walk through the presentation with the class. Perhaps the students could even create a short quiz for the students to take after the presentation. Future teachers will appreciate the practice!
  - Podcasts and Videos: Assign the media to the other students and have them complete discussion postings in which they offer constructive, respectful feedback. Discussion forums are still a thing; learning how to create posts that don’t “flame” other people is a critical skill.
  - Portfolios: Help the students create a virtual gallery walk with their portfolios. Tools like Wakelet, Padlet, and others can help with this. Let the other students evaluate the portfolios, like aspects of them, and make constructive comments about portfolio elements.
  - Reports: Compile reports into an e-book that students can share with friends, family, and others in school.

If you have more ideas, I would love to read them!

Final Words

Once we acknowledge humans are efficient creatures, but we also want to be proud of ourselves and our work, I think we can see possibilities for assessment that go beyond our comfort zone. Authentic and open-ended assessments bolstered by formative assessments are one way to help students build the confidence they need to put the urge to cheat aside and produce work of which they can be proud.

Unit 0: Building Community

One Way to Adjust to Teaching in 2020-2021

Feature Image by J. Kelly Brito on Unsplash

Note: I teach in a district fortunate enough to have a 1:1 program. Therefore, I can implement a Unit 0 completely online knowing my students have access to the technology they need to be successful.

Dear Students, Parents, Community Members, Fellow Educators, Staff, Administration, and School Board Members,

Welcome to the 2020-2021 school year, one in which we reaffirm the purpose of education, build learning communities in novel ways, and discover new ways of schooling together. Administrators, teachers, and staff have been working diligently to redefine what school is for each district, both physically and academically. Soon, if not already, school doors will open to students. This unprecedented school year will begin.

There are so many concerns to address.

How do we keep those in the building and those who live with them safe from this highly contagious virus?
How do we address fears and concerns the stakeholders have?
How do we organize the physical environment?
What is the first day going to look like?
How do we ensure rules are followed?
What about the COVID-19 slide that exacerbates the typical summer slide? How will students catch up?
What are the expectations for teaching and learning?
How are we as a learning community going to overcome the challenges of multiple modes of learning (online (synchronous/asynchronous), in-person, hybrid, etc.)?
How can we assist families during this time?

Certainly there are many more to address, but these questions might cover most of the major categories of questions.

To facilitate this process, I offer “Unit 0 – Building Community.”

What Is Unit 0?

Instead of starting with unit 1 in our curriculum, we can start with a unit that prepares us all to adjust to new ways of “doing school,” teaching, and learning. Since many school districts are having meetings with all the stakeholders, issues of safety, conduct, policy, and procedures can be introduced during those meetings and reinforced in real time. For example, monitors in the hallway can reinforce unidirectional movement, social distancing, and mask compliance.

Many school districts have posted their reopening plans, complete with contingency plans for when infection rates increase. They are sharing videos of what the online options look like. In other words, school districts are attempting to be as transparent and helpful as possible.

What happens the first day in any particular classroom? I believe we will all have procedures to follow, but that there will be slight differences in each classroom. Hopefully, there won’t be too many, because consistency is key. I want to be doing everything properly and like the other teachers so that students are not overly confused or have to hold too many rules in their heads. Learning is hard enough. Learning during a pandemic is harder.

In Unit 0, which could be implemented by any teacher, these are the issues that remain.

Seating arrangements
Introductions
Examination of Feelings
Team Formation and Agreements (Norms and Rules)
Technology Training
Syllabus and Curriculum
Diagnostics / Benchmarks

Seating Arrangements

Since we need to maintain six feet between students, every teacher’s room needs reconfiguration. Most teachers will tell you it is going to be challenging; our rooms aren’t huge and some of us don’t have the furniture we need. Smaller class sizes have alleviated some concern about space. Something I thought of last week is to number each desk I have (22 in all) with even numbers in red and odd numbers in blue. Odd-numbered periods can sit in the odd-number desks; even-numbered periods can sit in the even-number desks. That will give me time to make sure all the desks from the last period are cleaned before another student sits in it.

If I have more than 11 students in the class, I need to use the tables I have, of which I only have a few. Keep your fingers crossed; I hope this works. If this plan is sustainable, on the first day I will explain to the students which seats to take as I greet them at the door. I can complete seating charts once everyone is settled.

In the LMS course, I will upload a document explaining seating arrangements. This is in support of my contention that everything should be online. I will not upload seating charts however; that can be completed in the gradebook.

Introductions

To facilitate introductions, I plan to use our LMS’ discussion feature because some students chose the online-only option. The question I am going to pose for discussion is “What is your avatar? Why does it best represent you?” Most students should know what an avatar is, I expect. They will be asked to search for a picture that best represents them, save it to their desktop, and then upload it as a response to the discussion, along with some commentary about why they chose that picture. Students will then respond to a few classmates’ posts in a positive way. I will also respond to each posting with a positive message.

Not only are the students going to learn about their classmates, but they are learning how to use the discussion feature of the LMS and they are stretching their writing and response muscles.

I doubt this will be a silent exercise. I am banking on the students already knowing several classmates. If it starts out silently, I will do my best to ensure that there is some sort of chatter. We will need to start forming our class team. Speaking of which…

Examination of Feelings

This exercise combines practice with assessments in the LMS with students sharing their feelings about our current situation. What is on their mind? What questions do they have? How are they feeling? Assessment tools might be the best to use because the results are private. This assessment would not be graded, of course!

Team Formation and Agreements (Norms and Rules)

This is a PNG of a poster I am going to hang in my room, and that I sent to the students in PDF form at the end of last year. It is to remind the students it is their education, and they should take full advantage of this opportunity to think, explore, and take risks. To support them, we will form a team to study literature to better understand the human condition and our place within the human family.

How should our class function? I don’t think that should be up to me entirely. Instead, I would like us to come to an agreement on a limited set of rules. If memory serves, five is usually a good number.

Five Good Rules

For this exercise, we could combine learning how to use a collaborative tool such as Google Docs with rule generation. A thought for an activity just occurred to me: “I Promise… You Promise…” Let me talk myself through it for a moment. Feel free to let me know what you think about it in the comments.

Share a Google Doc with the students that contains a list of items I promise to hold myself to this school year.
- My promises would include 1) To care, respect, and treasure every student; 2) To be patient and kind; 3) To guide you to the information you need to help you build the tools to be successful; 4) To address YOUR needs; 5) To be rigorous in my approach and equitable with my feedback.
Ask the students to open the doc from the link posted on the LMS. Explain that everyone has editorial rights to the document, so they can add their promises. They should start their entry with their name and then create a list of their promises. Everyone should respect everyone else and not edit anyone else’s entries. They are welcome to include rules they have learned over years of schooling, but at least two rules should represent thoughts they have about how they want to behave this year and for years to come.
Using the comment feature, students can highlight what they LIKE about their peers’ entries and make positive comments. This teaches one aspect of constructive feedback.
Using qualitative analysis techniques (yep, you read that right), we as a group can find the most common promises and then form rules that make sense for us as a group.

I know this could take a few days. This year is going to be different in so many ways. We need to be careful, gentle, and kind – and to take the time to emphasize that we are interdependent beings in a community. Building a community takes time.

Technology Training

The students may be surprised to learn that their technology training has already begun. After all, we entered the course and then used the discussion feature and the assessment feature. We also used Google Docs. Now, I would turn to how to use the technology we have effectively and independently.

Main Categories

How to write an effective email (Please, dear heavens, complete the subject line!)
How to manage email (filters, labels, when to check email, etc.)
How to set up a folder for the course in Google Drive
How to use Google Docs, Slides, Sheets, and Forms
How to use the LMS and Google Calendars in tandem to manage your time
How to set up a portfolio on the LMS
How to send your teacher a message on the LMS
Recommendation: Install the LMS app on your smartphone and turn on notifications
How to navigate the course
How to use “native” LMS tools and third-party tools integrated into the course
What SSO (Single Sign-On) means, the tools used for SSO, and how to use them
How to gain access to other tools, like signing up for an e-card for our state’s library system

There must be other things to cover, but the students might be on overload if I put too many other items on this list. Like everything else, tutorials will be added to the course for them to review.

Syllabus and Curriculum

Saving the syllabus and curriculum for next to last might seem odd, but if you think about it, shouldn’t the students understand how things are going to run before they dive into content and activities? That is why I saved this task for later in Unit 0.

Diagnostics and Benchmarks

A common saying among teachers is to “meet the students where they are.” With the COVID-19 slide and summer slide looming before us, it is more important than ever to find out where they need the most help before starting the course. Therefore, I recommend including diagnostics and benchmarks at the end of the unit.

Our evaluation of the results will help us to modify Unit 1 to meet the needs of our students and help them be most successful during what is going to be a challenging year.

Sincerely,

Mrs. Heather MacCorkle Edick, M.S.Ed