Multi-faceted Refractions

In October, I first dipped my toes into the Web 2.0 world by beginning this blog. Even though my audience is firmly entrenched near the far right-hand side of the long tail. But I am not necessarily writing for an audience. Instead, I write for myself as a way to allow some of the idea fragments which are bouncing around in my head an opportunity interact, and combine with each other. It allows me a chance to reflect on both my personal and professional practice, celebrate failures, and acknowledge successes.

In part because of what I have learned previously about the sheer act of writing to promote thinking, I began to advocate for others in our school, both teachers and students, to participate in this practice. At the time five years ago, not many people saw the value that I did.

But now, in the summer of 2011, I think that we either have achieved or are close to a tipping point. Over the past two years, students in our Contemporary World Religions course have blogged as a way to deal with their relationship with the material and their own spirituality. Our French students blog to gain better practice with their language. This summer, more teachers have created blogs to share their summer experiences.

So I would like to point you to each of the teacher’s summer blogs. Connect with their reflections. And if it moves you, comment and connect with them.

North Shore Country Day Athletics (http://raiderathletics.blogspot.com/) – Don’t let the title fool you, this blog, written by our athletic director covers many aspects of teaching and learning, both kinesthetic and academic. I have particularly like the reflections of his own learning journey.

Ms Specht’s Asia Trip (http://msspechtsasiatrip.blogspot.com/) Enjoy the travels of our 8th Grade Humanities teacher to southeast Asia as part of a Fulbright Fellowship

Ceil’s Escritos (http://ceilscanlan.blogspot.com/) Enjoy the adventures of one of our Upper School Learning Specialists as she travels to Nicaragua in a Spanish immersion

Broadway Bound! (http://machollbroadwaybound.blogspot.com/) Enjoy the reflections of our Upper School Drama teacher as she participates in an acting workshop in NYC

North Shore in St. Malo (http://nsinstmalo.blogspot.com/) The blog of two of our Upper School French teachers who took a group of students to St. Malo and Paris.

Sometimes, when we cultivate new ideas, we are too impatient. But given the right conditions and encouragement, it is fun to watch (and read) as teachers learn and grow.

During the #isedchat this past Thursday, June 30th, I posted the following in reply to a post by Matt Montagne

Adults want comfort, but expect students to go into discomfort zone, Are we hypocrites?

Since the twitter chat on Thursday, this phrase has been bouncing around in my head.  On many levels, I do believe that as adult mentors in the learning environment called school, that we ask far more of the children than we expect of ourselves. This imbalance does not seem right.

When a student enters kindergarten, they are full of wonder. They are naturally curious an love to learn. Their environments support this with multiple learning centers and the ability, in most cases yet, to exercise free choice and flit between stations supporting their whimsical exploration. Each day, they are excited for the new adventure.

In middle school, students are shifting to more rigorous pursuits, but exploration and choice are still in the forefront of their explorations. From dioramas , to posters, these students often creatively express their learning.

Upon entering most high schools, however, the need for rigor begins to increase and assessments oftentimes mirror this shift. While there is some room for creative expression, in many cases, demonstration of learning is limited to papers and exams.

At each level, however, we are usually asking the students in our care to stretch themselves beyond their comfort zone. We encourage them and cajole them to reach new heights. We help them develop strategies when they feel that the work is getting too hard, is not something that they think at the time they are interested in, or they don’t feel that they have the time for. We push them to move beyond excuses.

But as the adult learners, we often live in a comfort zone. I realize that there are additional demands heaped onto us by adulthood: the need to be available as spouses, partners, and friends to others, the need to be caregivers to both our children and parents, the need to support our day to day living. Further straining the load are the demands by the adults support the business of school, reporting, grading, planning, and preparing.

But do we use these as our excuses, obstacles, or resistance that keep us from our own learning? How can we recapture some of that same joy of learning that we all had when we were in kindergarten? When do we make the time for ourselves to be purposeful and pursue our own interests and learning? Do we show our vulnerability to our students so that they can see us model as we deal with our own learning, our failures, and our frustrations?

It seems to be that we have an obligation to our students to participate and document our learning journeys. As Paul Wood stated in this #isedchat, learning is social and about building relationships. We should begin by re-purposing our relationships from being that of a dispenser of information to that of a guide, learning along side of our students. It is my belief that we will all be better for that shift.

On Tuesday evening at my home, we experienced a storm front that packed 80+ mph winds that knocked down a number of tree limbs. It caused our electric power to go down for 31 hours. Here are three lessons that this storm:

1. As adult citizens in the western world, we have become increasingly dependent on battery powered devices for communication and entertainment. Having to ration my use of the  phone in mypockets, my iPads for reading, and computers for accessing email and Facebook was not easy. Last evening, we went to friends toting all of our devices to “borrow” electricity to charge up for the rest of the evening since we did not know when power would be restored.
2. Teenagers are even more dependent on battery powered devices than adults. My child was finding it difficult last evening, especially since her phone and computer had been drained. We took her to Chipotle to grab something to eat last evening and she took her phone to get a bit of a charge for the rest of the evening. When she found out that my wife’s laptop had been charged at the neighbors and that I had Internet access via 3G on my CR-48 Chromebook, she asked to borrow those devices to watch a DVD and communicate with her friends so that “she would not be bored”.  The teenager’s laptop has replaced the 13″ black and white TV and the stereo system complete with 8 track tape player that was in my bedroom as a teenager.
3. Electronic devices may be throwing our natural body cycles off. When it got really dark at 9:30 p.m., I began to want to go to sleep. And the past two mornings, when it started to get lighter, my body wanted to begin waking. Contrast this to a normal day, when I would be planted in front of a glowing screen for at least another hour and a half, reading, communicating, or working. Maybe this is why for many of us, our bodies are in a constant state of exhaustion. We are working against the natural cycles and rhythms of our bodies. I look forward to what the ISTE keynote speaker John Medina may say on this subject. But I found it interesting.

The good news is that after 32 hours, our power came on at 4:00 a.m. this morning. It awakened me with a start, as my daughter left our overhead bedroom light on. And it got me to thinking…

In less than a week, I will be heading out the door to attend my 12th NECC/ISTE conference, attending my first in 1993 (pre-Internet days). I am really looking forward to the conference although my experience has changed. This year, I will be involved with the ISTE Independent School Special Interest Group (SIG-IS) leadership which I volunteered for this winter and conducting two 3 hour workshops, one Monday and one on Tuesday.

My goal for ISTE is to maintain a balance between my own learning, connecting with others while living a rounded lifestyle. In order to achieve those goals, I am sharing the 8 tips which I try to follow:

1. Meet new people – It is easy to stay with friends and colleagues who are familiar and comfortable. It is easy to live in the Blogger’s Cafe or other ISTE Playground. However, in order not to stagnate, it is important to meet and have a meaningful conversation (15-20 minutes) with people who you have never met or are on the extreme periphery of your Learning Community.

2. Seek out New Voices- It is also easy to go through the conference program and select either the spotlight sessions or sessions given by other members of your Learning Community. However, also find two to three people who you don’t know, either in the poster or paper sessions. Sit, listen, or converse with them. It is amazing how much this can benefit your learning. Seek a diverse set of voices.

3. Celebrate Connections and Friendships - Yes, it is important to reconnect with those who most of our communication is done virtually, through Twitter, Skype, or other networks. It is important to celebrate those friendships face to face while you have the chance. Take time and acknowledge them.

4. Exercise and Sleep - It is important to keep moving. As John Medina, the opening keynote will support, we are creatures who need to move. Sitting in seven sessions, for over 6 hours, is not what most of us do. We wander and move. So find the time to exercise. Walk to the conference center, rather than take the bus. find a way to walk. In both Washington D.C and Denver, I found a bikes that I could rent for less than $10 per hour. Take a ride, go for a run. Likewise, it is important to get sleep, at least 6 hours. Your body cannot stand the increased stimuli from the ideas, sounds, lights that you will be experiencing.

5. Eat balanced and healthy - Your mother told you to have a variety of colors on your plate, not just fried foods. It is important to eat your fruits and vegetables to maintain yourself at the conference. That is not to say that I am going to skip a Cheesesteak in Philly next week. But find a way to balanced set of meals, which includes breakfast. Even if this is not a normal part of your routine. In D.C., I found a great Asian place  just outside the conference center, with a great noodle and tofu dish and in Denver, I found a great salad place (I usually disdain salads) that provided the balance to the heavier foods eaten later.

6. Don’t be afraid to share – even when you may have a contrary idea. Don’t let network celebrity get in your way and keep you quiet. You have great insights to share and ideas to test and build. That is why you are going to ISTE in the first place, right? This one is I really have to work on. I tend to be be quieter and shy in larger conferences. Don’t be shy and afraid to ask.

7.  Look to the periphery - on the vendor floor or in one of the cafes or playgrounds, look to the periphery. This is where I find the best new ideas, products, and people.

8. Stay true to yourself

I look forward to the ISTE experience. Maybe, we can connect.