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Blogging in the classroom?

When we began this semester, I really didn't see the point in blogging in the classroom. As a matter of fact, I think I said it was my least favorite tool. Actually, I said it was my second least favorite only to wikis. Through our class wiki and lessons, I have changed my mind.... a little bit.

I learned that there are many ways one could use a blog for education: for writing down thoughts while doing research, to just get thoughts out which will help facilitate writing or creating, using it as a tool for projects, etc.

Now I can see the possibilities for my students- I often have creative writing types assignments in my class. Sometimes for extra credit, sometimes as homework. I think this would be a prefect opportunity to use blogging in the classroom- especially when it comes to creating opportunities for authentic learning.

An excellent example of the kind of lesson that could be created:

A series of letters written in first person written to a friend or family member about a certain event in history we are covering in class. Students could use class time in which I would allow them to work on it or free time. They would write at least 3 letters and up to 5 per semester. Each letter would cover a different point in history. Student scan pretend to be, for example, George Washington writing to his wife, Martha, just before the crossing of the Potomac River, or the wife of a soldier in the Civil War, writing to her husband about Sherman's burning of Atlanta, etc.

These first person tellings will truly show how much the students have absorbed in the lesson and will give them the opportunity to be creative with an electronic format that they are probably more comfortable with. It will also give them additional practice with the technology. It certainly would be more fun to read as a teacher, as well! Much more visually stimulating. Blogging in first person/ creative writing also gives the student and opportunity for a really unique authentic experience which they create for themselves! Including paintings, or pictures, video or sound... anything which will help make their blog come to life.

I think this is a technology I still feel I need more time with, however. My only concern would be, of course, equity issues for students who might not have the technology at home. I would make my self available to these students before or after school to help them of give them access to computers. If they do not know how to include images or video in their blogs I will show them how to do it. But there is still the concern about students who can not make it before or after school for whatever reason. I would need to provide days to use the computer for these types of activities.

Overall, I think I have come a long way with blogging for education. I am still not 100% sure about it, though. I am not sure what my mental block with it is. I think once I get into a classroom, I will experiment with it and see where it goes. :)

The Platonic Classroom.

In my classroom, I want to be a motivator and facilitator... and a sort of "guide." As I have mentioned before, I model my classroom to feel like the Lyceum of Ancient Greece and try to mold my students (as much as possible) to be like the Peripatetics and not myrmidons or drones. I want my students to be able to speak freely with one another and with me. I want them to question authority and ask WHY as often as possible. I try to mold them into critical thinkers and real philosophers (i.e. "lovers of knowledge"). To me, that is the ideal: the Platonic "Classroom." I want my students to debate and pose thoughtful questions and solve them -mostly- in and amongst the back and forth banter.


The reality is, it is really hard to get to that point sometimes- especially for a new teacher. Let's face it. Times are different. Laws are different. Morals and values are different. Out of 6 periods in a day, I was only able to get to that Platonic ideal in 2 classes full-time. My remaining classes, only limited free forum was possible. I don't pretend to have all of the answers on "how to control**" the classroom... But I hope as I continue my education, I will gain more tools that will make me a more effective teacher so I can "let go" with them all.

I think one key to control is to sort of be a "fisherman" of students. Throw out a wide net and see how it falls and when appropriate, pull the net in... and then let it go again. Give them direction. Don't get "caught up" in the net yourself- and don't let them "get away."

As adults and teachers, it is our duty to:

• First, give them our respect. That is a fixed condition.
• Second, lay down the boundaries in which they are to confine themselves (not you confine them- we are not wardens).
• Lastly, to immediately give them our trust.

Respect.
One way I do this is to call my students Mr. Smith or Ms. Jones, Ms Brown, etc. Most schools don't want students calling the teacher by their first name. So, I tell them I am elevating them "almost" to my level (almost, because I am the teacher). I also do little things like listen to them as if they were a peer of mine. I value their thoughts and ideas and applaud their efforts- even if they are empirically wrong in their answers. I am also truthful with them about the details in History- even if that means contradicting their text. It would be easier to teach from the book. But I respect and care about my students enough to go the extra mile and give them the truth. Another way to show respect for your students is to set the bar high (not too high so that it is totally impossible) for acheivement in your class. Let them know "they are smart enough" they can do anything they set their minds to; help them realize how powerful each one of them is, etc. Be sincere. They won't immediately "get" and "feel" this as respect, but over time, they will know it and believe it and, in turn, truly respect me (you), as well. In short: if you give it, you will receive it.


Boundaries.

Children, even up to young adulthood, crave boundaries. Regardless of whether they are cognizant of it, rules and parameters let them know you are in control and that you care. It is important to lay down the rules for them and make them as clear as possible; let them ask questions; let them ask for clarification. Also, be clear about ramifications. Boundaries and ramifications are most effective, I have found, when you present them as choices they make as individuals to remain within the boundaries or consequences of poor choices on their parts. If they choose poorly, they should know that what follows was their choice, not yours. They will understand this if you were clear from the beginning.

Once boundaries are determined and set out, they must be consistently followed. Consistency is absolutely vital. Without consistency, students will lose respect for you as their guide and teacher.

Boundaries are not just dry rules of "raise your hand" and "get a pass to go to the bathroom" or "no plagiarism" (heh). Boundaries are also related to "time-management." Keeping kids "on task." It is important to know when to reel them in and when to cast the net again.

Trust.

Freely give them your trust. Whether it be with the technology, their papers, homework or simple classroom discussion... Once the boundaries have been outlined and understood you "let go." I feel the teacher should act as a guide or a buffer or even a sorta goalie- when they jump out of bounds you pick 'em up and toss 'em back into play. :)

When and if trust is broken, they should know the consequences which follow are choices they made through a series of bad choices of their own making. They will have to work to regain your trust... but don't make that task impossible or they will feel effort on their part is pointless.

Overall, let them be involved in their own education, allow them to make critical decisions. When you tell a student you trust them to make the right choices they feel valued and will often rise to the challenge.

Kids want to be respected. Students crave boundaries. Also, they want to be trusted. These are the keys, I feel, to control your classroom. Without them, the task would be impossible.
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Each classroom is made up of different individuals and your boundaries and rules may differ some from class to class. One should be flexible in dealing with each class. I know one period in particular which I allowed them a great deal of latitude because they were consistently hardworking, respectful and wholly deserving of my trust... others.. unfortunately... not so much.

These are just some of my ideas on issues of "control." To reiterate, I do not pretend to have all of the answers. I hope in reading other people's blogs I will pick up more information and tips to add to the mental rolodex moving me closer to my Platonic Classroom.



**Can I just say I am a little uncomfortable with the word "control." I always have been, but as I was writing this, it felt a lot more... YUK for me. Perhaps it is a necessary evil of sorts. I wonder if there is a better word? Students should be the "master of their souls" and I should not be a glorified babysitter or warden. That is what I imagine as I write the word "control" in the context of "teaching." Perhaps the better word is guide.

technology and me.

i grew up in a montessori household, went montessori schools. the education was simple yet complex. i was never told, "you're too young for that." as a result, i was reading dick and jane type books by the age of 3 and already had a serious love of geography and a budding love of world cultures. it was at age 3 that i fell in love with the largest puzzle piece on the map of the world- the USSR. but i digress... expectations were set high yet the tools were simple: wooden puzzles, beads, maps, bells for sound to learn phonetics, etc. teachers direct the children in everyday sort of tasks to facilitate learning. we learned about the biology of plants by growing them. i learned fractions by cooking corn bread and measuring out the corn meal, etc. montessori education is ALL about DOING. it is child directed. children are given choices of what to do, which path to take and are, therefore, very involved in their own education. the classrooms have low stimuli to help keep the children focused on their tasks. i credit my montessori base for my love of learning. i never wanted to skip school. even if i was sick, i would cry if i had to stay home. i truly loved it.





as an adult, looking back i really understand how progressive this method really is. it was totally different from other schools i attended later- which bored me. when i was pregnant, i was talking to my mother about it. she directed me to the absorbent mind by maria montesori. the first part is pretty serious academic writing/ a little boring to read. but the book overall really opened my eyes to my own education and what i wanted for my son.

so i think i come into this "education and technology thing" a bit biased. i love montessori and the constructivist theory because i know what it has done for me. but i wonder, how would maria feel about technology in the classroom? to what extent would she approve of it?

aside form montessori, i have a few concerns:

1. to what end would the technology be used?
2. how much training would it involve for teachers?
3. how much class time would be taken up by teaching computer lessons?
4. is it appropriate for every subject?
5. how much is too much?

i use to teach at a technology magnet in florida. we had lots of nifty gadgets in the classroom. i know that most teachers felt a bit overwhelmed by the amount of technology available to them. it was great that each class had 10 computers and access to an additional 40 in the commons area, but the other stuff was sort of intimidating. i really don't even know what most of it did, let alone what it was called. i ended up using the tools which were both easy to learn and seemed to be natural. like the video overhead projector which was more like a little camera which projected anything, even a notebook or a magazine onto the screen.... or the computer linked up to the projection tv. these tools were great for augmenting the learning process.

but, some of it just seemed pointless. or it was technology for the sake of technology and seemed to make things more confusing. but i wonder if it was the lack of training on the tools in question? maybe there wasn't anything confusing about them, it was just our lack of training and understanding. but then it begs the question- how much time should a teacher spend learning all of this technology? will the school take the hit/ will it be paid and during school hours? if so, how will that effect our classes and lesson plans? at what point is enough enough and at what point is it all too much?

i really don't have the answers to all of these questions right now. i hope that my education at marquette will help sort out some of these questions i have.

as for maria, i think she might be ok with technology, so long as it is kept to a reasonable minimum and is used to augment knowledge. funny, i think so, too. :)

My first blog!

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