Enhancing Writing Skills

Over the past several weeks I've witnessed a dramatic transformation and enhancement of writing skills by my freshman students. Having observed my son's personal dislike for writing assignments many years ago, it warms my heart to see individuals slowly coming into their own, developing their "voice" on paper in a way which demonstrates both perception and reality for an assigned topic. This past week my 1st Block class had the pleasure to Skype with nationally-acclaimed writer Ken Harris, author of the many "Don't Know Much About History" textbooks. It was an awesome experience and my students came away with a better understanding of people and events that occurred in early American history. Mr. Harris spoke about ways to work on their writing skills, alluding to the fact that it takes ongoing practice to perfect those skills. Although some in my class had used Skype at home, they had never been involved in a group call...making the experience all the more meaningful. I stood on the sidelines and watched their expressions in reaction to the conversations taking place between Mr. Harris and the class. It was everything a teacher wants...and more.

When our Skype time was up I asked students to use a Type 2 Writing Prompt with a reflection on what they learned from this interaction, and what followed surpassed my greatest expectations as an educator as they wrote from the heart and the head. In all my years working with salespeople, few wrote with genuine passion for what they observed. This group has come very far since that first day of school and I constantly remind them that as they invest more time and effort into their writing skills they will become all the more comfortable in their approach to higher education, not to mention a greater asset to any potential employer in the workplace. They "get it" like few groups I've ever associated with and this motivates me to create more creative lesson plans.

I pity those educators who are teaching the same lessons over and over again, thinking that today's students are listening, thinking and comprehending information the way that their predecessors did 10-20-30 years ago. Nothing could be further from the truth, and those who practice this regimentation only compound an ongoing problem in education. I am encouraged by what I see and feel taking place in my classroom, knowing that my students are truly engaged and fully-vested in their education.

Who Controls Your Life?

Although I have a great group of students for AP Economics, I often turn to my freshmen in US History for input on important issues and how they might relate to them. As we near the end of our unit studying the causes of the American Revolution, I provided an opportunity for that to happen. Earlier in the week we compared ways which a colony was much like a child, depending on the parent/home country for defense food, safety. A child will eventually leave home, striving for independence and the opportunity to grow. The American colonies desired independence from England as they sought to make their own decisions. Using a graphic organizer, I'm able to arrange these concepts to compare and contrast ideas as they are offered up by my students. It provides an immediate connection to something they can directly relate to, achieving total independence from home and moving into their own apartment.

As we wrapped up a short quiz, I let them know that I wanted to add an additional question to the list. "Imagine that you're 18 years old and you just graduated from BDHS. Congratulations! You move out of your parent's house, into your very own apartment, and get your first full-time job. Here's the question for you to respond to..... WHO CONTROLS YOUR LIFE?"

Some required an additional prompt, reminding them that they had achieved independence from Mom and Dad. I was careful as to not imply in any way what I felt was the correct response. It was a true 'thinking question' for them to wrap their arms around. When they were done, I immediately assured them that any given response would be rewarded with a point. I then asked if they would share their responses with the entire class, applying the literacy skills of listening and thinking. They agreed and one by one they spoke with a genuine confidence of knowing the answer. However, to my dismay I discovered that over 2/3 of the class stated the government controls their life. The other third gave me the answer I was looking for...."I control my life." For the twenty students who listed the government, I inquired as to whether rules and laws came into their thinking, as these define rights and responsibilities for citizens as a whole.  Their feelings centered on the concept that the government provides, therefore they control.

This blew my socks off, but I wanted to assure them that it was THEY who ultimately controls their fate. I needed to be careful not to associate any feelings of politics or intimidation, rather reinforce the concept of liberty, freedom, and individual choice. These are the principles which guided our ancestors to lay claim to their independence from England, desiring full control of their lives. It is a principle which we should all keep at the forefront of our day to day living. When we lose sight of this important fact, either in the classroom or throughout society (regardless of age), we sacrifice freedoms which our ancestors have fought so hard to protect. This was time well-spent and provided a direct correlation to the bid idea for the day. My class GOT IT!

Building a Strong Foundation

With the first two weeks of school behind me, I'm enjoying this year more so in many ways. Long before I ever committed to becoming a teacher, I made a promise to myself to NEVER recycle lesson plans unless they were exceptional; leading to careful scrutiny on my part each and every day. I find my Unit Plans becoming better and better with age and experience, and my students are better engaged with the learning process. While I am not familiar with the teaching styles of other educators, I offer my students an assortment of activities during the block schedule (90-minutes per class), and I consider their ongoing feedback as a key ingredient to their long-term success.

I open each class with a bellringer which integrates one or more of the four components of literacy. Some days I ask them to write (1) a short reflection using Collins Writing techniques. Another day it might require discussion with their table partner, hence speech (2) and listening (3) skills. The final way involves reading (4) a short historical perspective which is quick and direct in its approach. Rather than just talking about old history, I choose a present-day individual for whom I can build a direct correlation with someone from long ago.

We're just beginning a unit on famous explorers and their impact on the world during a time when Europe "discovers" America. Individuals such as Columbus, Cortez, and Da Gama had to display specific leadership qualities in order to motivate crews accompanying them on long uncertain journeys. In addition to supplying an explorer with a grant, it was commonplace for the King and Queen to unload their prisons with individuals to serve as shipmates. Although this provided downtrodden criminals with a second chance, it also challenged  leadership skills of the aforementioned explorers. Leadership? This was my Friday Bellringer activity and it transitioned into everything I hoped it would....

"What characteristics define a good leader?" Responses included: bravery, sacrifice, knowledgeable, strong, inspiring, able to communicate, confident, committed, honest, and passion. We discussed recent leaders as well as figures throughout history who led their people in difficult times. I inquired as to how many in the classroom had ever heard of Zach Hodskins...and to my expected surprise, not a single individual knew of him. I added teasers about Zach being 17 years old, highly sought after recruit for college basketball, and LOTS of special-interest stories on ESPN, ABC, CBS and countless other medias over the past month. Still no takers about knowing who he was! I loaded a video clip from last night's national newscast, turned out the lights, and stepped back to view their facial expressions as they watched.... Zach was a one-handed basketball wonder! He could also articulate and inspire those around him...so much so that Florida University has promised him a spot on their college basketball roster. Zach was a born leader!

While this was a great fell-good story, I reminded my classes that leadership does not always necessitate athleticism, strength, or money. It requires heart, compassion, and willingness to set yourself apart from others...to be willing to do things that others would not. We discussed opportunities for leadership at school, home, and community...the little things they could do as individuals to make a positive difference in their world. While Zach Hodskins' parents provide him a great support system, this isn't always available to every person, much less every leader. Perseverance, determination, and fortitude were then introduced to the class, all of which were qualities which led to the success of 16th century explorers. (Zach Hodskins, too)

I know that I don't always have 100% buy-in from every student, but they have the fisherman's hook is actively dangling in front of them right now. I'll continue to impress upon them the qualities which can ensure their success by interweaving tales of success and failure in early American history. It's a process that works if only to plant seeds for further thought down the line. As their teacher, I have an opportunity to tie it all together and make history something to value. And best of all, this is just another reason as to why I love teaching high school freshmen!

Round Two and Ready To Go

Over the past week my back-to-school routine consisted of taking the covers off my classroom. When I opened the door to room 503, I discovered an ambiance similar to a long-forgotten mansion which lay dormant for years. Dust, cobwebs, musty humidity, the smell of staleness, and a longing for new life. All this was compounded by fallout from construction in the Science wing that is found parallel to the Social Studies hallway. It was no ordinary recovery and required full attention by my cohorts from start to finish. On Thursday afternoon the custodial staff ushered us away for the weekend in order to strip, scrub and wax our 500 hallway. While Labor Day will be a time of rest and relaxation for most, there will be many teachers like myself who will hunker down in their classrooms, prepping for Tuesday's first official day of school.

Looking ahead, I find myself in a better position to begin my second year of teaching. U.S. History for freshmen has been tweaked and strengthened in content. National History Day returns for not one, but two semesters of projects. And Economics has been transformed into AP Economics, a college-credit course with higher-thinking and intense rigor. This will be my single greatest challenge for the new school year; not so much for the content, but the goals which I've established for both students and myself. As the eighteenth AP course offering at BDHS I know there are expectations from administration, and I'm not about to back away from high standards already put into place by other AP teachers. If anything, I expect to take these standards to a higher level and beyond. It may take time to get my rhythm, but I intend to mold this class into the model of excellence for which it deserves. I have a lifetime of experiences to pull from as well as a deep pool of resources to tap into. I feel honored to have been asked to teach this class and expect every one of my students will "Strive for a 5" x 2 (one for Macro, one for Micro).

Finally, as excited as I am for my students, I'm equally pumped for the opportunity to elevate my personal learning. Pablo Picasso said it well when he noted: "It takes a very long time to become young."  These are indeed the best of times!

Summer Break: Rest and Refocus

For the first time in my professional life, I have "time" in my hands during the summer months. As much as I'd love to take my foot of the gas pedal, I know that much work has to be done. AP Economics will be a new course offering, and I'm intent on hitting the bulls-eye right out of the gate. This class will be the eighteenth AP course at BDHS and there are aggressive goals put into place to drive expectations for students and faculty. Goals and expected outcomes are nothing new to me as the business world is filled with these each and every day. They require ongoing focus of the task and closely monitoring student progress. Advance Placement (a/k/a AP) classes are rigorous in their approach and the learning curve is intense. As a first-year AP teacher, I now have a new load to carry and it should be an interesting experience.

And so...my first three months of free time has been spent sharpening my skill-sets associated with creating a stimulating syllabus-course planner for AP Econ and getting up to speed with the necessary knowledge. In reflection I refer to these past days as 'intensity times ten'...cramming mega-amounts of content into my brain. It's one thing to think about Economics throughout the day, but when I start dreaming about economic principles I consider it a message from my inner self to TAKE A BREAK for a few days. And although there are still four weeks before the first day of school, there is a sense of urgency to complete the task I've started. I feel excited about diving into a new stream of knowledge, not for fear of failing, but for wanting to accomplish all I set out to do. Bring it on!

A Month In Reflection

When the final school bell rang four weeks ago, I packed up and headed back home for the summer. Unlike some of my colleagues, I've made a handful of trips back to BDHS for committee meetings for spearheading our school wide efforts in 2013-14 with PBIS, but this drive time was beneficial for personal reflection on the past nine months. I once read that not taking time to reflect is the equivalent of going through a day without ever looking in the mirror. How would I know if I was truly ready, willing and able to face the future if I never looked at my performance in the classroom? This is why these past four weeks have been a necessary part of my professional career, thinking about my actions in and out of the classroom throughout the school year. What did I do well? What could I improve upon next fall? And how should I use the summer months to impact tomorrow's classroom?

So what did I learn this past year? If there comes a time in my life when I stop learning, that will be the instant I need to retire from teaching. I learned that preparation is key to not only my success, but for my students as well. I always need to have an alternative game plan in mind in order to shift gears at a moment's notice. This past year there were several times when something happened in my classroom that required more focus, a moment when shifting gears was not only appropriate, but also very necessary.

I also learning how important it was to speak in the language of my students. Not that I needed to be 'best buddy' with them, but that I often had to break it down in terms which they could better understand by associating the idea with a concept they were more aware of. The beauty of good teaching is often found within this trait, and I am confident of my abilities.

What did I give this year? Every stream has both an inlet and outlet, and it's never enough for me to be a learner without also being a giver. This is perhaps my greatest possession, being able to give back to my students. During my journey back to the classroom, I found knowledge to be instrumental in the way I understood education. Those people who shared their insight were those who I admired most. Their means of communication where laced within conversations, articles, letters, blogs, books, the internet, social media, and so much more. They created an environment which challenged my thinking in ways I never thought possible. It was NOT a one-way exchange, but an ongoing process. From this personal growth comes a greater willingness to give back. This is not an 'arrogance thing' better described as an effectiveness thing. I want (and need) to be an effective teacher. If I am learning as a teacher and then inspiring, I feel as if I am succeeding in what I do.

During this first-year teacher's time in the classroom, I witnessed both intellectual and personal growth in all my students. They provided me with memorable experiences from which I am able to build upon in years to come. And while I am far from being the teacher I aspire to be,  I am fully engaged in the process and look forward to the challenges that still lay ahead.

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.”  Peter F. Drucker

Nearing the end....

It's hard to believe that my first year is nearing an end, and these final days are an experience all in themselves. Senioritis runs rabid, but they remain focused on getting to the finish line. Some of my freshmen students have secured the long-awaited sense of urgency, scrambling to complete overdue assignments and pleading to retake exams originally given 2-3 months ago. These are trying times for every first-year teacher, but I am MOST comfortable in my new threads.

Since Seniors finish school a few days earlier than other underclassmen, today was FINALS DAY and they closed a long-awaited chapter in their lives. Prior to taking their final exam in Econ Class, I paused to say "thank-you" to this group of thirty students. "I appreciate the respect you provided to me as well as your insight on life. You have much to look forward to, not only at Sunday's graduation, but in the months and years to come. Good luck!"  I could feel their stress and assured them that all would be well. Now, the test.....

When the final bell rang, I collected the scantron sheets and entered grades into Skyward- as is the normal procedure, then went about my business for the balance of the day. Prior to closing up my room, I pulled those Econ tests and read their "No Count Essay Response" to the following question: In a minimum of fifty words, tell me whether this class truly provided you with a feel for the subject of Economics. Do you believe you'll be able to put this information to good use at some point in your lifetime? And yes, I can handle the truth!

I expected some sarcastic responses and even prepared myself for a couple of atomic bullets. It was a wonderful way to end the day and every comment hit close to my heart. One such individual shared this with me: "Yes, I actually do believe I will use the stuff we learned in the future. I already used one piece of your advice when I wrote a thank-you card to a company after they gave me an interview. They called me back three days later and said I was the first to ever do that, and they appreciated it so much I got the job and will be moving to Iowa next week. Thank you Mr. D....this was the best class of my senior year. :)"  The balance of the written responses were just what I needed to end the day on a positive note. I did make a difference in their learning experience and they have knowledge in place which will aid their success.

Moments like this make my new career all so worthwhile. It has invigorated me to take it to another level and I look forward to taking "teaching" to the next level in years to come. I've accepted the position of AP Economics at BDHS next year, a first-time offering at our school. I have an opportunity to engage students looking to excel at a college-level course, and I'm up for the challenge like never before!