Welcome to round two of rigorous writing from Atlanta. No travel curse today: just an overly nervous Nigerian cab driver who was anxious about his game tomorrow.
I kicked off this morning with the You Matter Panel. I’d like to preface this piece by saying these types of campaigns are not something I personally believe in. Feel good campaigns typically obscure the truth about performance by overemphasizing something that is a real world fantasy, and telling every student that they matter is something that the real world will not do. There is science behind this particular one, but that is not the case with most of these. Perhaps it is because I am a high school teacher, and this is one of the fundamental differences in the mind sets of children of different ages, but I stand firm by this perspective, because I believe it’s important to prepare students for what they’ll really face in the world. This is the divinity of capitalism that must also be celebrated for its focus: the only thing that matters is what works.
There is something different about this campaign, however, and I felt that as soon as Angela started talking. True passion is contagious – it can’t be faked. It can do wonders for children, and move mountains for a purpose. Angela’s passion for her cause has not only sold millions of people around the world, but also her panel members who are giants of education in their own right. It has sold me as well. I am still not convinced that this is the best message to send to the public, but I am certainly convinced that this message has found the right prophet to convey it, and anything done by a passionate person that makes a positive difference in the world is something I am happy to support. In addition, there is certainly data supporting the claims about these words, something unique amongst these types of messages. Well done Angela and the rest of the You Matter panel, you did a great job and it was an inspiring hour for the packed room.
Lesson learned; Dantanna’s for lunch is a prospect that only the time wealthy should endeavor for. In addition, I got to eat lunch with a budding ed tech firm called “Go ennounce” and all around awesome guy Brad Waid, as well as some passionate Mexican fans. Tough game folks, I was really rooting for the Green. But lunch showcased something I really love about going to conferences and that’s talking to people about their unique ideas and ventures. It’s really a proving ground for new products, showcasing your ideas and designs to the audience they’re meant for. The audience is easy to find, but what’s rare is to find someone who will give you honest feedback about what you do. When you find those people, make sure you have a conversation with them.
I want to thank SIGlit for having me but I have to tell you a secret and don’t tell them this – I’m a science teacher. Shhh. Literacy is multidisciplinary though, so who cares. Speaking about computer science in a literacy forum might seem strange, but there are actually many related skills for students to learn in both fields. My presentation was on the topic of creating a startup culture in a class, which is the way the majority of these students will work once they graduate college. It provides something I think schools have trouble doing, which is real-world literacy instruction. This also happened to be my first five minute presentation and I really liked the ignite style: several speakers, five minutes each, fast paced exposure. It’s kind of like the poster session I spoke about yesterday but a little more structured. Thanks to everyone who said hi afterwards, and it was also cool running into fellow 20 To Watch Tracey Dunn and all 5,000 of the Mentor County Public Schools attendees. Seriously. There’s like an army of you people.
The Other Two People From CT
I attended the Remind event after hours and, while asking people where they’re from, realized that hardly anyone at ISTE is from Connecticut! Someone told be about “two other people” they met from CT, but that was the only evidence I had that such creatures even existed. I wound up running into these folks from TheAnswerPad at the event, who also happened to be the only two people I’ve met from CT, aside from myself. I hope people will let me know how wrong I am in the comments.
Thanks for reading! In case you missed part one, here it is. I’ll be posting part three tomorrow night!
ISTE. To many, it’s a mispronunciation of the word “frisbee”. To some teachers, it’s a representation of exactly what they don’t want to be doing over the summer. To the many thousands of us who made the trip to Atlanta, however, we manage to not only pronounce it correctly but happily deliver the energy and incredible vibes I got from this event all weekend long.
The Travel Curse
Let’s start by giving some advice: don’t travel with me. I’m cursed. I’m not kidding – it started as a joke something like 12 years ago and every time I’ve travelled since, something mildly annoying to cantankerous has happened to my travel plans. From pilot strikes, to snowstorms, to hotel fires, to trains getting lost (more on that in a little bit), I have almost seen it all when it comes to travel plans getting messed up. This trip was no different.
I started by hopping on the train from my hometown Stamford while heading towards NYC. I planned on taking the 4:54 express, and because the ticket machine mysteriously stopped accepting credit cards when it was my turn to buy one, I had to change machines, causing me to miss that train and get on the 5:03 local. No biggie. The train starts towards the city when, after around 10 minutes, the conductor announces, “Sorry folks, looks like we’re going to have to back up since we took the wrong track.” WHAT? I’ve been on a train that got lost before, no clue how that’s possible, but the wrong track? Never heard that before. Of course the 25 minute delay causes all sorts of train traffic and it takes me an hour and a half to get to the city. Good thing I left plenty of time to get to the airport for my 9PM flight, right? I finally get to the city and buy a shuttle bus ticket, eat an awesome pulled pork sandwich, and then hop on the bus to LGA with 90 minutes to spare with what can only be described as the craziest bus driver I’ve ever seen. The guy drove at 80 on 495, and I could obviously hear the wheels of the bus coming off with every bump. Of course, my premonitions aren’t wrong, the bus DOES pop a tire, and we have to pull over a few miles short of the airport. Thankfully, 45 minutes later, the second bus comes by and picks us up.
At this point, I’m a little worried. Here we go again. I leave enough time for Luis Suarez to return to football so that I could be sure to arrive on time to the airport, and the universe has colluded to make it not happen. I finally get to the airport at 8:30, 10 minutes after my flight started boarding, and right now you’re probably guessing that security took 2 hours and I missed my flight. Luckily, it took 2 minutes, thank god I’m not a terrorist because nobody would have known, and I managed to glide onto my flight with relatively few additional complications. Unless you want to count that the taxi I took from the Atlanta airport to my hotel didn’t take credit cards when I had no cash on me, that was interesting. By the way, thanks Courtyard Marriot for the $4 ATM in your lobby.
Seriously, don’t travel with me.
Lead & Transform
No, this is not a power phrase section title, it’s the power phrase name of the first town hall session I’ve ever attended at ISTE. Sarcasm aside, it was an incredible interesting event, but first I will share a story. Outside the ballroom were a series of poster tables for a session taking place at 7…PM. I got there a little early so I parked myself outside the ballroom at one of the tables and started typing this blog post. I got asked at least 12 times when the poster sessions started. It’s incredible how little the “pm” in the poster catches your eye because I made the same mistake when I sat down.
EDIT: Now that I’ve made fun of 12 people, I realize that I had been sitting here for a little too long. Turns out I was not only outside the wrong room, but I was sitting in the wrong building! Whoops…
I finally got to the correct session and the room was setup immaculately. Major props to Brian Lewis, Kecia Ray, and the entire team for putting together a room that looked the part of such a well billed event. Perhaps the most important thing that jumps out at me is a major theme being presented by almost everyone at the event: the importance of community engagement. Clark County Superintendent Pat Skorkowsky thinks it’s so important that it’s one of the four pillars of their district’s administrative plan.
This is exciting to me for two reasons. First, it’s recognition of one of the few things in education that really matters. Engaged parents and communities are proven to lead to higher achievement. Second, we just finished designing our new app whose entire purpose is to build stronger school communities. While I can’t announce too many details at this time, look for a major release about the product in July. I speak for all of Slate & Tablets when I say that we’re wildly excited to help schools achieve this incredibly important objective.
For those of you not following the World Cup that don’t exist, I have nothing to say. For the new soccer fans out there, it’s important to take a second to appreciate what you’ve just gotten yourself into. Walk into any bar with a T.V., like the one I walked into today across from the convention center, and you’ll see something that’s truly unique to America: people wearing more than three different colored jerseys supporting their teams. The beautiful game is called that because it unites peoples of all cultures, and you just need to want a hamburger to prove it.
This was a real negative for me. Logistical issues from having record attendance aside, Ashley Judd’s keynote left me and several others at my table scratching our heads. Her message was good: little interactions to us often mean a whole lot more to our students. The way she went about delivering that message, however, was ineffective and in my opinion, borderline inappropriate. Without bashing too much, she went into her own history with alcoholism and childhood abuse to deliver this message. This is a technology conference, and I was a little shocked at the tone and theme of her presentation. She also felt the need to lead off by saying a religious prayer, which rubbed me the wrong way too. I don’t think too many people would consider giving a keynote like that should they be selected to deliver one.
After the keynote came a real positive for me – the poster session upstairs. This is a great meet and greet and I suggest more conferences get into this style more heavily. It showcases people actually doing something, which we need more of in this profession. My only wish is that there was a little more space for more presenters, because the floor was actually fairly limited for the number of people it looked to serve.
Looking forward to a great day tomorrow where I’ll be presenting at the SIGlit session at 2:30pm. See you there!
In doing my daily Twitter sleuth for inspiration on this blog, I came across this article about the fight some California parents are putting up against homework. I find the need to write about things like this because the truth about this issue cannot possibly come from parents or students, who are on the receiving end of something nobody likes to do, homework. Let me preface this by saying I am a teacher who gives one hour of homework per week, assigned every monday, due every friday. I teach regular level high school classes, and I believe that this is an appropriate amount. Homework time is actually a hot topic at GHS, so it’s been on my radar lately even without this article.
To accurately determine how much and, more importantly, what kind of homework is appropriate, we have to ask the critical question of, “what is the purpose of school?” I think you’d get a variety of answers to this question, but I hope the majority of them would involve preparing students for the real world. Whether or not school actually does this is a different story, but we have to start somewhere.
Now, we must ask the question, “how much homework do adults complete in the real world?” This is more complicated because the answer is different based on which profession you look at and who you talk to within that profession. In some professions, the answer is none, while in others, a lot of homework is completed. Most importantly, every individual must do some measure of work at home, whether or not it is based on their current and main profession. I’m speaking about house work, trip or event planning (yes, that’s work), athletic training, cooking, cleaning, reading, networking, and many more. A lot of these tasks are important, yet not completely necessary to one’s career. They require a certain set of time management skills, organization, and wherewithal to complete at home. Completing homework during school forces students to learn these types of time management skills, and that’s why it’s important to have it.
How Much Homework?
This is a complicated question, but I settled on “the lowest amount that forces students to manage their own time to complete the set of homework they have to do for school.” The purpose of homework is to teach these time management skills. There’s another possible answer to this question, and here’s where the truth starts to become diluted. That answer is, “however much reinforces what we did in class today.” In an ideal situation, this type of homework is not necessary, because all the reinforcement is done in class, but many parents and students do not understand, especially in states or courses with content-first curricula, that this is logistically impossible. There’s too much to cover in too little time. I’ve been able to witness this dichotomy first hand, because teaching in New York with the Regents exam is drastically different than teaching in Connecticut which has no such thing. California has something similar to the Regents exams, by the way. (Edit: It’s coming to my attention that the Golden State Exam no longer runs. I will leave this link here for reference, but credit to Mark Epstein for pointing this out to me.) This is a vital observation because the amount is inherently highly dependent on the class, which is where we start to get into problems.
For regular level classes, there is usually far less homework than advanced and AP level classes. At the surface, the answer seems simple in that these classes require a higher amount of rigor, so more homework, right? This couldn’t be more wrong, in fact, the definition of rigor has nothing to do with homework. If you subscribe to the notion that homework is for the purpose of reinforcing what is learned in class, then when a student takes an advanced (SAT II prep) or AP level class, teachers and schools have absolutely no control over what they have to cover in the amount of time they have to cover it.At the end of the day, we want to prepare students as best we can, and because there’s so much material to fit into such limited time, teachers have to give larger amounts of homework in these classes. The answer is not, “teach better,” since we cannot manufacture the requisite additional four hours of class time per week. In addition, many students load up on these courses for the sole purpose of boosting their GPA, which is not the goal here. For a students to take five honors/AP classes in a year and then complain about the amount of homework they’re getting is equivalent to running five marathons in a month and complaining that you can’t go to work the next few days because you can’t walk. If students were ready for college in senior year, they’d be in college. For those students, we must stop having sympathy, since they are choosing to put themselves in that position, often despite the dissuasion of their counselors and teachers.
But still, there exists a real issue with the curricula of the Honors (SAT) and AP courses that should certainly be addressed. We need to move away from this “fit as much into the brain as possible” mindset because it’s not productive, informative of real world success, or telling of any sort of intelligence. Much of the education world is already doing this and, to be fair, many AP exams are moving away from this mindset as well, but this is the root of the quantity of homework problem, not teachers.
What Type of Homework?
There is another important issue to examine, and it surrounds the type of homework we assign our students. Like I said before, my belief is that school should prepare students for the real world, and in the real world, homework doesn’t usually involve reinforcement of topics you covered at work. Sometimes it does, but often it’s separate but related learning and exploration. This is why I assign weekly reading assignments about current events every monday, which are due on friday. I do this because for my homework, I read about current events, blog about them, talk to other entrepreneurs about them, design apps surrounding issues in current events, and read what many others have to say about them. I’m also not alone. Why should we assign worksheets for homework? I don’t do worksheets at home. Worksheets are for the sole purposes of reinforcing concepts in class, so if a student feels they have a sufficient grasp of material, why should they be required to do hours of worksheets for homework every year? These sorts of things do not prepare students for the real world, and only sometimes do they effectively reinforce what is being taught in class. I’m surprised this isn’t scrutinized more than the amount of homework students do, because often homework is simply a bunch of practice problems or assigned readings that are never discussed or appropriately dissected in class. My promise to my students is that I will spend as much time in class discussing what they did for homework as they spent at home doing it. This might be a good rule to live by.
What Can We Do To Alleviate Stress From Excessive Homework?
Now that we’ve cut down the major issues, let’s talk about what to do to alleviate student stress with excessive homework. If you’re a parent, first honestly evaluate the classes your student is taking. I have to be honest when I say that students do not have a right to complain about homework when they are taking five honors or AP level classes, on top of their extra curricular activities. But if your student is only enrolled in 1-3 of these upper level classes, is not heaping on extra curricular activities, and is still receiving seemingly excessive amounts of homework, there are certainly steps you can take. Usually, these sorts of things will happen to a student on particular parts of the week when their schedule gets full for a day or two. Reach out to their teachers and explain the situation. Many teachers will do what they can to accommodate your student if it’s something reasonable like this.
If you’re a teacher in a school where excessive homework is prevalent, it’s easy to feel attacked and taken advantage of when your class is the one that has to cut back, but in this case, a little can go a long way. Work into your class schedule some breaks in the homework schedule. We have a “no homework that must be completed during vacation” policy at GHS, save for projects that have been assigned long in advance. Building in “no homework weekends,” or something similar, once a month can not only decrease your students’ stress levels, but also show them that you respect their needs in this area as well, which will set you apart since many people do not care about student homework complaints.
Finally, if you’re a student and you’re (unbelievably) reading this, I do an S-ton of work every day, and live by a simple rule: do it now so you don’t have to later. A lot of your homework is stuff that doesn’t require world championship caliber mental lifting, so when you have five or ten minutes, take care of one thing. Then, when you have another five or ten minutes, take care of another. Stress generally comes from a lot of little tasks that wear on your to do list, not larger ones. Take care of the littler tasks ASAP and you will be far more stress free.
Now that nobody will have too much homework for the next few months, I’m glad that anyone made it to the end! Enjoy your summer!
Classroom culture is the most oft overlooked, under evaluated, under valued, under planned, and vitally important aspect of the student experience. Every single one of us has been in a class with rotten classmates, irritation as the norm, cheating, and overall negativity. A student’s experience is infinitely better in a more positive environment than a negative one.
There are other sorts of culture available for teachers to instill in their students, and every great teacher takes the steps to implement these. When you watch these people, you take for granted the culture they’ve built, because the kids take it for granted too – that’s how you know it’s been successful. I started doing this myself today, one of the last days of school, as I watched two of my computer science students put the finishing touches on their final project for our introductory course. A web app that graphically represents where people should compromise on time or money debates, they were intensely typing on the same document and debugging their code. It was then that I was again reaffirmed in my belief of the importance of computer science education, although not for the reasons most would think. Sure, it’s a valuable skill, but what it allows students to do is something no other class can preach: it allows students to imagine anything on screen, design it, build it, and deploy it to any audience they choose free of charge. These students had started what was essentially a company, all on their own, and have almost reached their goal of building their idea. And they’re not alone.
Creating the startup culture in the computer science program at GHS was not as easy as it sounds. The problem is that you have to get the students already interested in coding interested in the business and design side of the discipline, and get the students interested in business and design interested in learning how to code. At the same time. As any entrepreneur will tell you, running a startup is multidisciplinary, and that’s why this is so valuable in school. Here are five steps I took to achieving this:
Real World Examples
I’m fortunate that my own experience with Slate & Tablets is its own real world example, however there are tons of individuals out there willing to lend their expertise to your classroom, and bringing them in via Google Hangout or in person is honestly not that difficult. I’m willing to help here as well, but for most of these people, you just have to reach out and ask. Providing students with examples and conversations of people who are successful in the real world is vital to teaching them what it takes. Most of these people have similar advice: work hard, don’t be afraid to fail and learn from it, and learn code. It’s one thing when I say these things, it’s another when someone else does.
Provide Opportunities for Structured Creativity
Structure and creativity are two things that are often at odds with each other. Too much structure and you stifle creativity. Too much freedom and you lose the ability to obtain meaningful work out of your students. You must find a way to balance the two. I did this by providing numerous opportunities for students to build out their own product designs, that all required the use of a specific coding skill they had been learning the previous month. It’s important to provide these opportunities with coding specifically, because startup culture is all about taking an idea one is passionate about and pursuing it until it’s built.
Display the Best Work
In the real world, the best work is oftentimes portrayed on the internet, Youtube, news outlets, and social media. In school it’s shown…nowhere meaningful. With digital projects, showcasing student work is easier than ever and it’s vital that you put in the effort to do this. It shows the students that their work matters, that other people will be seeing it, and that other people will be asking about it. You can see our GHS Computer Science video below:
Always Build on the Last Project
Startup culture dictates a ferocious growth pace that is constantly building on previous success, failures, and lessons. School should be no different, and in some subjects it’s not, but in others students move from disconnected unit to unit without ever building on skills they learned previously. In computer programming, it’s vital to constantly build because it’s not only a language but a logical skill set, which means practice makes perfect. Students may find this type of work repetitive, but that’s OK, because just like with certain math skills, they need to repeat certain programming skills before they master it.
Mentor As Much As You Can
In the startup world, rarely do you ever encounter an individual who knows the answer to everything, and who is in control of your success or failure. That’s the notion many students have of teachers, but it’s just not true in the real world. Create this culture in your classroom by stepping away from that role as much as you can, and into a more mentoring role. Help students find the answers to their own questions and solve their own problems. This is important in programming because they’ll never be able to look up how to write every piece of code, they’ll need to do research and come up with their own solutions eventually. By mentoring instead of teaching, you prepare them for this reality.
Have any more tips for creating a startup culture in your class? Let us know!
First, this case is monumental in its implications but the important thing is the sound argument brought forward by STUDENTS: tenure is unfair to urban students because unlike richer schools, their systems cannot get rid of ineffective teachers even if they want to since it costs too much. An incredibly robust and valid, in my opinion, argument. One of the students cited an eight grade teacher who made the students color and watch YouTube videos all year. The cost to fire a teacher like this? Anywhere between $250,000 and $400,000. It’s also notable that this argument is not a “war on teachers” as many propagandists would have the public believe. It’s a simple matter of economics and law, and quite frankly, I agree with the conclusion reached by the judge.
I’ve written about my feelings regarding tenure before, but the TLDR version is that the system needs serious reform, but the world must be prepared to compensate teachers appropriately if it wants to take away their security. If schools want the ability to fire teachers without the restrictions imposed by tenure, then communities better be ready to shell out a lot more money in salary and/or benefits to attract any sort of talent to the field.
But my real concern in this story is not the argument, but the backlash by not one, not two, but three separate leaders in the school communities of California. Alex Caputo-Pearl, the leader of the LA Teachers’ Union, had this to say: “What this is going to do is destabilize schools…It (tenure) protects a teacher’s investment because they get to teach a curriculum they’ve developed over the years.” I’m sorry, Alex, but if all a teacher is doing with their investment is teaching a curriculum they’ve developed over the years, they deserve to be fired. Really? Is that all we demand of our educators? To become so good at teaching a curriculum they’ve developed over several years. Shoot me if that’s all I become, and forgive me for being brash, but every single teacher training institution demonstrates the power of setting and maintaining high expectations for students. Maybe we’d better start with a higher expectation from the leader of the LA Teachers’ Union.
The fun doesn’t stop here though: Tim Torlakson, aside from having an awesome name, is the State Superintendent of Public Instruction. He had this to say: “…Today’s ruling may inadvertently make this critical work (the hiring of talented teachers) even more challenging than it already is.” Jennifer Thomas, who leads a group of 1,700 teachers in San Jose, said, “Nobody is offering a solution for when teachers are unfairly fired. Great teachers need to be protected from arbitrary decisions by administrators.” I’m sorry Tim and Jennifer, but isn’t it your job to perform these duties? Tim, your job is to hire and retain the best teachers for your state. Jennifer, your job is to negotiate in the best interests of the union you represent. Invent a solution for when teachers are unfairly fired. Stop giving phone interviews and start innovating in ways that might cause positive change. The system hasn’t changed in like 30 years, do you think it’s going to remain the same for another 100? Tim, stop whining about a state superior court ruling and start brainstorming realistic benefits packages your state can put together to lure and retain better teachers. This is what real companies do, and it’s time to start operating in the real world.
Here’s yet another one: California Teacher Association spokesman Mike Mylinski said the ruling was “unnecessary and misguided,” preferring a stricter discipline process for teachers. Once again, California Teacher Association leaders, it’s your job to implement systems in the best interest of the people you serve. Where’s the blood, sweat, and tears poured into this new system? Mike, did you create a new discipline system? Tim, what have you done to retain teachers in your state? Jennifer, what exactly is your solution, now that we know the existing system is against the law?
The defensiveness portrayed by those quoted in this article, and undoubtedly many others is disturbing. If you’re a leader in your District, be it on a teacher’s union, school board, or administrative executive, don’t sleep tonight. Don’t sleep tomorrow. I don’t want to hear another peep from the people who we hire to represent us until they come up with a better solution. Don’t send out the typical communications emails that look like this: “…and we promise we’ll fight for the best interests of our union…” Enough with the politics. Your job is not to sit at a desk and collect money while you argue over pay raises and step freezes. Your job is not to deliver phone interviews to EdSurge complaining about how there’s no solution to a problem you are employed for the ongoing purpose of developing a solution. Enough of the stalling to fix a clear problem with the educational system, lock yourself in a room with the state superintendent, and figure out a way to fix it.
Raise expectations people. It starts with our leaders, and these leaders in California dropped the ball here. We’ll have to look towards the LA Superintendent, a plaintiff in this case, for his reaction. I’m not the superintendent in LA, but if it were me, I’d take the lead chair in developing a new, fair, and appealing package to offer teachers in the absence of tenure. I’d develop a new way of holding teachers and administrators accountable for their actions under this agreement, and I’d ask the myriad people in Silicon Valley how to do it, because they clearly know what they’re doing as far as retaining talent goes. But what do I know, right?
As I wrote a few months ago: tenure needs to go, and eventually, it will be forced out. There are better ways to do what it wants to do, ways that don’t force schools to retain complacent and incompetent employees. We can either proactively develop an alternative to it that has been vetted and is effective, or we can wait for a judge to rule it unconstitutional. Let’s try the first one, for a change, instead of going through what California is about to experience.
I was in college when my mom told me something I’ll never forget. It was the first year I started paying for my own books and tuition, and I was never the type of person to read through books as if I was burning them. I’m still not – but I try to read a book on an interesting person every two months, because I love reading about true stories that are more remarkable than fiction. My mom told me, “Matt, you’re paying for your education now, so if you don’t want to buy the books for your classes don’t, but you’re probably ripping yourself off.” I bought and read every book for every class since.
That got boring real fast, but I gained from it a love of interesting people and topics. You can read about my thoughts on The Smartest Kids in the World and How They Got That Way from a few months ago if you like, and below I’ll continue this series by talking about the book from one of Pixar’s main men, Ed Catmull.
Here’s your one sentence summary: awesome guy at awesome company shares his methods and observations behind creating the most awesome corporate culture in the world.
Ok, let’s dig a little deeper. Let’s start with the positives. I thought this book had some great advice, and unlike many books of its kind, it took the time to explore these pieces of advice in great depth and detail, much like a Tolkien landscape. I personally took notice of a few pieces of the book for various reasons.
Catmull suggests that every company foster a brain trust. This is a group of people who offer advice on issues at hand candidly, without judgment, and without authority. This last piece is key because nobody wants to listen to a colleague who is all of a sudden in charge of what one does. Catmull suggests in his book that this group must be fluid and ever changing, another key. I was thinking about this, like with most things I do, as it pertains to a school environment. I’ve never heard of something like this in a school environment. Schools have committee after committee after committee aimed at solving various problems in various disciplines, all with little to no supervision, guidelines, or structure. A brain trust is perhaps the ultimate symbol of open mindedness, where people take their work to be criticized, digested, and improved. Can you look at your school or staff and say they’re open minded and flexible enough to change quickly and fluidly? I can’t, and it’s a major problem in school culture and quality.
Creativity, Inc. also suggests to focus on revealing what is hidden. While this was one of several particularly poorly written parts of this book, I couldn’t help but admire Catmull’s focus on something few people care about. He mentioned that even when certain movies were going great, like Toy Story 2, he had the overwhelming sense of something being wrong because there were no problems. Despite what many people think, conflict is a sign of healthiness. If workers experience conflict, that’s a good thing because they care. It’s the resolution of this conflict that is important to office dynamics. When there’s no conflict in the production of a movie, Catmull tends to worry because there must be a hidden problem. I find this to be an important conclusion, and one I seek to apply to all facets of my professional life immediately.
Once again, I’ll apply it to schools, where my life centers. This is another piece of clearly sound corporate advice that for some reason does not hold any weight in schools. Because there is no reward, either financially or otherwise, for outstanding performance by teachers, administrators, or buildings as a whole, as long as you get through the year most schools consider their work complete. To many, a lesson is successful if the students are quiet. It’s strikingly ironic that as teachers, our jobs principally involve teaching students how to ask great questions, yet schools have trouble asking productive questions of themselves. There’s a certain defensiveness you get out of many people at a school that simply doesn’t exist anywhere else. It’s hard enough to get at what’s not hidden, let alone problems when everything seems to run smoothly.
Catmull discusses a scenario that arose during the incredibly fast paced production of Toy Story 2 which involved everyone working ridiculous hours to meet a deadline. The movie was a success, but the staff was terribly worse for wear afterwards, leading him to a conclusion that nurturing staff is the most important job he had. He took this a step further by implementing things such as Pixar University, company retreats, and intraoffice sports. Pixar University in particular is incredibly interesting: they hire people from outside to come in and teach classes about various topics, and all manner of staff at the company attend. Communication channels really start to open up when you see your boss’ boss sweating in a hot yoga class right next to you. They offer cooking, coding, art, and a whole host of other classes, all to reinforce the idea that every individual in the company, all the way up the hierarchy, is always expected to continue learning and growing.
At school? I think we know what would happen if the school put together a series of these types of classes and had people optionally attend. We did this with some success for a professional development day at our school, which I must commend our administration on putting together. That only occurred once out of the four years I’ve been here though, which is of course nowhere near enough. I would love to see this happen once per month, and with the format that we used, it wouldn’t even cost the school much money, since the teachers led the sessions anyway. In fact, I might assign teachers to teach at least one throughout the school year, because it’s good practice to both learn something new and teach something new on a regular basis.
On a more negative side, I was not as enthralled with this book as I have been with many books in the past. It was a little boring, to be honest, and for people who specialize in telling stories, this book has little notable structure. It was broken into four parts, comprising four separate areas Catmull wanted to talk about his management experience in, with the first part being the best since it covered the story of the birth of Pixar from start to finish. The last three sections were hard to get through frankly, and thus they diluted the undoubtedly sound advice being given by the author. It would be hard to recommend this book to anyone but someone pursuing management or in such a position, unlike the other books I’ve recently read which I think most people should read. Still, I think most employed humans could learn a thing or to from Catmull, who admittedly has a unique perspective on this subject.
Have a good recommendation for the next Book Club? Let me know!
Before we get started, I have a quick announcement. I’ve decided to start my own Twitter separate from Slate & Tablets’ account so that I can keep company announcements and press focused on one account, and use the other to communicate with you fine people! Don’t forget to follow me @MisterMChem for all of the updates.
A few weeks ago I wrote about some work I had done with Twitter, since it was newly open in my school. A lot of teachers at school have really blossomed with the opening of this tool, like @safarnum and @DrSarahGoldin, which has been really nice to see. I love watching how new tools grow their roots in a school because it’s an intriguing thing: some tools need to be pushed from the top hard to take root, while some will make their roots of grass. This doesn’t differentiate between good and bad resources, it’s just that some take more push to be adopted.
Since, we’ve talked about all sorts of authentic social media tasks for students to complete in the classroom. I’ve answered some emails from people with ideas (please keep sending me them:email@example.com) and compiled the top ten I’ve seen. Enjoy!
1. Tweet With a TV Show
Shoutout to Aimee Farnum who does this really well with her students and the show Cosmos: she has them tweet their thoughts about the show using her class’ hashtag as well as the show’s hashtag. This lets the students communicate in real time with other people watching it, while also providing a record of student work for the instructor.
2. Field Trips
Having students document their experience on a field trip is not only authentic, but it’s a convenient and enjoyable way to make them accountable in a way that teachers usually have trouble doing. Chances are they’ll be on their social media anyway on a trip, so making them send a few tweets about a desired subject is a task student will happily accomplish, yet also demonstrates their learning and growth as a result of a trip.
3. Creative Writing
Storytelling is hard, but telling a story in a Tweet is harder. Assigning 140 character stories not only forces students to synthesize and distill, but it also is a great teachable moment surrounding the effective use of social media.
4. Create a List of Classmates
Using Twitter in your class? Assign your students to create a Twitter list of their classmates. Not only is this an effective way to communicate, but it also introduces them to an underrated feature in Twitter that many people use, Lists.
One teacher suggested students highlight a quote of the day. I’m a big fan of these types of syntheses because it actually requires students to think and generate a record of that thinking. With enough following, a quote of the day type hashtag could actually be a great way to improve school culture as well.
6. Facebook Page for Imaginary Company/Cause
Facebook Pages are neat for teachers because they don’t require any setup, and they’re awesome for students because even for the less creative types they wind up looking great. Have a student create a Facebook page for a company/cause that pertains to class content. Competitions for “Likes” is fun too, but sometimes takes the focus away from learning.
One for you social studies teachers, the future of polling is to use Twitter to quickly gain information about how people plan to vote. Twelect was invented for this purpose by a high school student, but here’s a list of 6 other great polling applications on Twitter. Not only will this educate students about the figures they see on TV during election time, but it allows them to actually “vote”, despite the results not literally counting.
8. Ask Questions
This is a well documented one but you’d be surprised at how easy it is to Tweet questions at celebrities and get answers on Twitter. Have students tweet questions to astronauts, thought leaders, writers, CEOs, and whoever else and see what you get.
9. Backchannels for Class
During most conference presentations and lectures, every room has a backchannel, where observes can post additional resources and comments. Encourage the use of this skill with your students. Allow them to find resources that pertain to class material and post them on the class backchannel, just like you’d do if you were attending ISTE.
10. Ask Me Anything
One great feature that has evolved in recent social media is the Ask Me Anything (AMA) hour. Basically, it’s a brief period of time where an important person allows the world to ask them anything, and they respond. This is a great way for a new teacher, principal, or administrator to introduce themselves to the school, or as a first week of school type activity.
There are obviously many more! I appreciate everyone sharing their ideas and hope you’ll continue to do so!