2015-2016 school year re-cap & suggestions

A year ago, I left my job in public school to enter the private sector. I did not know then how different and difficult my year would be.

Due to those difficulties, I made a commitment to myself to write a review of my year to better reflect on my accomplishments and struggles and to help those in a similar situation.

This past school year, I found myself on the verge or at burn-out levels multiple times. And, I'll admit, I still struggle despite it  being summer. I found myself questioning my effectiveness; questioning my job. Have you felt that way before?

I found myself at levels of disappointment I had not felt since my first year of teaching.

That's when I realized this was my first year. Though I had more years of experience behind me, this was a new phase. This was a transition. I had taken a leap and now, I was finding my footing.

I am still finding my footing. We are all still finding our footing. And, if you have found it, it's time to take another leap.

It's that point of frustration we want to keep our learning an our students' learning at - that point where you want to quit, but you won't because you want to see through the journey. In a classroom, we support our students through this. Professionally, it can be isolating. This was my struggle. And, unfortunately, I didn't realize it until the year was nearly over. So, my goal for 2016-2017 - keep my network of support close. Don't pull the weight on your own.

I spent a lot of time alone, planning. I did not spend time collaborating. I need collaboration. Again, don't isolate yourself. Reach out. Don't be shy.

In my time alone, I had plenty of time to dwell on what wasn't happening. When things are moving fast, there is little time to focus on the negative and only time to embrace the movement. So, take breaks. Write down your accomplishments. Make note of your successes. And, when all else fails, get up and take a quick walk. Rinse and repeat.

I found myself becoming negative and uninspired. At this moment, take a break and create. Create, create, and create. It will instantly boost your inspiration. And, you might discover a new idea to implement.

I have plenty of fears for this next year, plenty of challenges, and, hopefully, plenty of positive moments.

Next year, I'll be teaching freshmen English again for the first time in six years and a makerspace course - the first of its kind at my school. I'll also be continuing my normal job as a technology integration coordinator. My work is cut out for me. I'm excited for the busyness. I'm also nervous and anxious, much like our students are.

This school year, I am going to blog more about my daily experiences rather than just my successes. Writing is therapy. Sharing is therapy. Sharing leads to collaboration and networking.

This year, I started a digital citizenship team that led chapels, parent discussions, and student panels. I also created a makerspace course and helped set up three smaller ones around campus. I also created an infrastructure for change. It's the last point that is hard to see and believe. I still don't fully believe it. I'm sure many of us have been here before.

This year was nothing short of a challenge. And, I won't sugar coat my experiences. However, I won't let them define me, my job, my school, or my work. Rather, when the challenges get heavier, I will write more and share more.

We are connected. Share your experiences and grow.

What were your experiences this school year? What will you do next school year? What advice do you have to share?

#YourEduStory: Brown-out: it's a real thing

This week's #youredustory topic: what's your biggest challenge as an educator? As a person?

I purposely wrote this topic because we often forget one another's struggles. We become observed in our own struggles. We hide our own challenges. We don't post the full picture.

So, this week is a chance to be authentic and to provide support for those in your educator community or greater community.

Last year, I read an article about brownout and I instantly connected with it. It's something many of us have or have experienced it in the past. You may even know someone who's dealt with it.

For me, the realization was embarrassing. And, I felt alone in that feeling.

I was still the same self I knew - I worked hard and I would not settle for failure. Sure, I'd fail. But, I'd never let that be my resting place. When I admitted I was suffering from brownout, I felt like I was quitting; like I wasn't giving my  best effort. And, I was embarrassed by that. I was comparing what was really happening with my views of how I should be behaving. And, that's a hard comparison to hold.

I found myself trying to compete with everyone and everything. It was less about learning and more about competing. And, after a while, that is overwhelming. I came home and continued to work. I never unplugged.

There is no one way to suffer from brownout. For me, I didn't give up my other loves. I felt more compelled than ever to continue them. In fact, I felt stressed to make sure I found time for them. If I didn't have time to paint, I felt stressed. If I didn't have time to visit my family, I felt stressed. If I had to do work when I got home, I felt stressed. I felt I couldn't escape being stressed.

Brownout can be about the job, but it's usually something larger. For me, it was a reminder that I have many ambitions that I want to pursue. And, that is my stress-er. My own drive for success has the potential to drive me to brownout.

And, it did. I can't pinpoint a particular day, but I know the time when I stopped feeling joy from the things that I did to make me happy.

At the time, I felt alone in my struggles. As an active sharer and participant on Google + and Twitter, I was sucked into the "echo chamber." I only saw the great things everyone else was doing or trying to do. I wanted to do it all as well, but yet, struggled to find the joy I found on their social media faces. I found that, while we are great at sharing ideas, we struggle in sharing our struggles.

It wasn't until I read a blog from The Nerdy Teacher, who opened up about his depression, that I realized other successful educators have struggles. It wasn't until I opened up about my own frustrations that I found others - many others - who shared in my journey.

We ask students to reflect on their online self vs. their real self, but, as educators, we do not always do this. I looked at my online self and realized others would never know I struggled with brownout. So, here I am - sharing and hoping others will too.

I also recognize that my personality is prone to brownout. I'm ambitions. I'm competitive. I want to learn more. I want to do more. I want to be more. But, at the end of the day, that can be stressing. It can also be taking work home and letting it consume your time. And, this is the number one factor leading to brownout. For me, I have to continuously check myself. It will never be as simple as "don't do too much." But, it is possible. And I also recognize that many highly successful people have these same qualities. It's what drives you and burns you.

So, I challenge you to take a moment to reflect on your online self. Who are you? Do you represent the real you? Do you find yourself competing with others online? Do you want to try everything?

While these qualities make use better, they also can lead us to brownout.

Think...do you (from "Are You Suffering From Brownout":

• Work long hours, but without any real interest in your job? Is work a dull slog and does it lack intellectual challenge or stimulation.
• Feel as if you never really finish tasks? There’s always more to do.
• No longer know where your career is going?
• Pour cold water on other people’s ideas?
• Use any excuse not to show up? A headache becomes a migraine and a cold is always flu.
• Check emails when you get up in the morning and in bed before you to sleep? Glued to your Smartphone? 
• Feel out of shape, eat junk food, lack sleep?
• Feel you’ve lost your sense of humor and tend towards passive aggressiveness and surliness. 
• Come home late to watch TV and show little interest in your spouse and children? Friendships have withered on the vine and outside interests have been forgotten.
• Feel you're boss is moody and unpredictable (though you don't hate your boss)? You never know whether they’ll like or hate a given piece of work.

When I answered these questions, I found myself answering "yes" to many. I felt like I never finished any tasks. In many ways, I still do. So, this year, I've made a goal to finish what I started - this includes all of the crafts, cleaning, etc. And, you know what? I feel accomplished in that. I finished a quilt I started four years earlier. Not only did I feel accomplished, but I spent time doing an activity I enjoyed. A win-win.

If you found yourself answering "yes" to any of the questions or if you feel exhausted right now (let's face it - who doesn't?) My advice to you:

1. Be a full person online. You don't have to share every personal struggle. However, you should represent both sides to your story. For instance, if you share that you did an awesome maker unit, share where that unit fits into the larger picture. What challenges did you face along the way? What challenges do you still face? I know I'm guilty of this as well - especially in my personal life. We see the highlights. 
2. Don't compare yourself to others online. Remember - you  see the highlights so don't live the highlight reel. Use what you see and read as inspiration but remember that you are only seeing a slice of their story. Keep yourself grounded in those around you.
3. Remember what you value and don't lose sight of it. At the end of a hard day, it can be exhausting and difficult to be positive to those around you. And, that's okay. But, don't forget what you value. Make time for it. Schedule it if you need to, but don't miss out. And, if finding time for it is stressing you, reevaluate your tasks and priorities. What are you doing that you can drop?
4. Leave your Smartphone and devices behind. This one is very challenging for me. I'm in the edtech industry (or whatever we want to call it now)! But, the phone becomes a clutch. I find myself checking my emails when I first wake up and before I close my eyes at night. I find myself feeling anxiety over notifications. I find myself using it to avoid awkward social situations - to get out of having to have a real conversation. It gets more attention than some I love the most. Don't love your Smartphone. Use it as a tool to spend more time with those you love. It's that distinction that makes all the difference. 
5. Exercise. Those who know me probably think this is easy for me to say because I do workout excessively. I know this. But, I love it. The more difficult the workout, the happier I am. You don't have to be a workout nut like me to exercise. The point is you should make time for it each day. This is not only because it is essential to health, but because it is rejuvenating. I started taking short walks outside periodically throughout the day and, gradually, it made me look forward to each day a little more (especially when I find myself dreading the coming days).

I spend a lot of time teaching digital citizenship to tweens and teens, but not enough to my peers. We need to support one another - especially in the area of showing our authentic selves. 

Be authentic. Be you. Be okay with you. 

#YourEduStory: The importance of citizenship

This week's topic: Why do all students need to be digital citizens?

I'd change this to say "why do all students need to be citizens?" Whether you are on a digital or traditional platform, citizenship still applies. When the term digital citizenship is used, other educators assume it is the job of "tech" teachers to instruct. However, that could not be further from the truth. It's everyone's job just as general citizenship is everyone's job. 

I am responsible for digital citizenship (along with the librarians) for digital citizenship. And, while I love the task, I know it's more than our jobs - it's everyone's job. So, when we talk about digital citizenship, we need to be careful to reinforce the idea that everyone is part of it. The word "digitial" to some implies that it is for those of us who are digitally inclined (and I could write a separate blog on how we are all so-inclined.)

At my school, I started a digital citizenship focus group (yes, I know I hate the preface word) run by several teachers. Together, we created a Website for all staff to use. We have held (holding) two masses - one in the fall and one in the spring - for all students on how to be positive citizens. The lessons focus not on what NOT to do, but on what TO do. In April, we are organizing a chapel with three student speakers to present on their online presences. We want to highlight examples of how other students are using the online platform to do good. 

We want all students to be citizens because we want all students to make an impact. Every impact spreads. 

Digital citizenship is citizenship. By withholding devices or refusing to teach with devices, we are not showing students who to be positive citizens. Instead, we are only showing them what not to do. 

I watch as my brother and sister-in-law hand iPads and Kindles to my 3-year old niece. From an early age, she is figuring out how to make use of technology. We are not showing her. Rather, she is figuring it out in a way that she feels benefits her. But, what about creation? We only show consumption of technology. Children watch videos, listen to music, and play games. Where and when are they creating? This is part of being a citizen - a productive, creating member of society. 

We need all entities in students' lives focused on providing opportunities for creation. When your child or student complains about something missing, have you helped them design a solution? Have you helped them use technology in a way that makes a difference? 

It's not just important for our students to be positive citizens, but it's important for us to. I can count very few of my colleagues who are using technology in a meaningful and impactful way both in the personal & professional lives. We need to model this use. We can't be afraid of it. 

What will you do to make an impact? How will you make a difference? I started a blog last year, the Snapshot Diaries, to focus on the moments each day that I'm thankful for. It's small, but it's meaningful and it holds me accountable. It's okay to start small. Just start.

#YourEduStory: Favorite Edu quotation

This week's topic: What is your favorite quotation about educaton and what does it mean to you?


“To be nobody but yourself in a world which is doing its best day and night to make you like everybody else means to fight the hardest battle which any human being can fight and never stop fighting.” ― E.E. Cummings

On my last day of student teaching, another teacher sent this quote my way. It's stuck with me over 10 years later. It's a quote I've shared with my students and it's a quote I try to live by. It's also a quote that represents education. 

Within my current field in education, there is a push to keep up with the latest trends. This is what drives us to improve education, but it is also what divides us. When I go to conferences, check Google + and Twitter, I am hit with a desire to try everything I see. I want to do it. I want to be it. This drives me to improve, but also makes me compare myself to those I should use to better myself. It also makes me lose sight of who I am what I can bring. 

As educators, most of us what to improve. Within the edtech/innovation sector, we are competitive. We drive each other to improve. But, we can also drive others to burn out. I speak from experience. You can only "keep up with the Jones" for so long until you lose some of the passion that set you on your journey. So, I remind myself of this quote to keep myself grounded. I remind myself of what my passion is. 

We need to use our network to build us up and contribute to our network with our own unique passions. We don't need to do it all. That's what the "world" is for. However, we do need to find what makes us, us. We need to thrive in this. We need to wear it with pride. 

This quote has changed its purpose throughout my educational career, but it is what grounds me. It's a reminder that we each have a role to way - one that is unique to us. 

What quote - educational or not - empowers you?

#YourEduStory: Growing in a role

This week's topic: How have you been stretched this year in your role? How has this been a blessing?

In many ways, this year has been easy - too easy. And, the ease is what has stretched me. This year has been the most challenging for me - yet the the most easy - since my first year of teaching. And, I've spent a lot of time looking at the challenges. However, perhaps, it's time to look at the blessings. 

Over the past few years, I've coined myself a Google Ninja. I was an Edmodo rockstar. I was a flipped classroom superstar. The one thing in common - these are tools (with the exception of one). I was a tool expert. When I started my current role, I realized that did not mean anything to them. Since my job no longer entailed fixing things, being an expert in tools was not a badge of honor. Instead, I had to redefine myself.. 

I've become someone passionate about getting girls involved in STEAM/STEM and bring Maker Ed to the classrooms. This year, I've refined my focus. I've learned it's better to be passionate about one area than stretch myself in all areas. That's what my network is for - to rely on for support. 

I've tried many programs this year. I've held coffee chats, after school EdCamps, coding clubs, tech clubs, Maker Nights, Family Coding Nights and so much more, many of which were either poorly attended or not attended at all. This year has been a test of my resiliency. It's worn me down and it's built me up. 

I feel a different educator than I was a year ago. This year has stripped me of many things, but it's also refined my focus. For that, I am thankful. 

Last year, I was overwhelmed by being involved in too many things. This year, while I have tried a ton of things, I am not involved in a ton of things. Rather, I'm focusing on one larger objective: education. I've found my passion not in tools, but in bridging the gender gap in STEM through the maker movement. I've been able to spend time creating again. I've made quilts. I've painted. I've learned to play the Ukulele. I've taken baking classes. I've stretched myself creatively. 

And, I've remembered my base - my creativity. It's reminded me to bring creativity into what I do. And, I've found I can best to that through maker programs. 

This year has been a testament to my work ethic and to my determination. It's been challenging in ways I still cannot put into words. It's torn down what I thought I stood for. In it's place, though, it's refined me as an educator. It's allowed me to achieve balance again. It's given me time for creativity. 

Despite reminding myself of this year's challenges, I'm am thankful for the balance and creativity that have been restored. Without balance, we cannot persevere. We cannot make the impact we are capable of. 

What blessings have you found this year through your challenges?

#YourEduStory: #pln appreciation

This week's topic: PLN Appreciation Week -- Say "thanks" to a member (or members) of your Professional Learning Network for inspiring, encouraging, and helping make you a better educator.

You are only as successful as your network. You can only be an "expert" in so many areas. In fact, you don't need to be an expert in any area if you are at least an expert in finding the solution. Being able to communicate and collaborate are two of the most important skills in my field. It changes routinely. The job demands are broad. It's not plausible to be a connoisseur of all things. So, it becomes about how you can search; how you can network. 

This year has been a testament to that. I'm at a new school in a position that did not exist until I assumed it, at a school where I do not have a network. In the past, my reliance was on my network was based around information - information I could use to help my staff and students. This year, though, it has been about support and inspiration. 

We all need a PLN. And, the more diverse the better. 

I follow some to get inspiration and to keep me up to date. I follow others for encouragement. And, others - to find answers. 

My fellow GEG Texas cohort members remind me of the joy to collaborate. Though all very busy, when we collaborate, ideas flow and I am encouraged again. ( +Kasey Bell , +Kelly Fitzgerald , +Christy Cate , +Brandie Cain , +Ann Witherspoon )

My fellow GTACHI 13 alums are my inspiration to being a better educator. I thought I was doing awesome and then, I met them. I was reminded how much I can still grow and should develop. Every time I feel complacent, they challenge me to grow and evolve. 

My EdTech Women Austin co-organizers are great for encouragement. They are supportive. They are hard working. They are my work away from work. ( +Tracy Clark , +Leslie Barrett , +Lacy Bartlett )

And, the many voices on Twitter and Google + keep me energized. Some days, I rely even more heavily on them. 

Who do you appreciate? What does your PLN do for you? What do you do for your PLN?

#YourEduStory - bring #gafe to your school

This week's topic: Google tools in Education - how do you bring extra functionality and open your students eyes up to the possibilities using Google Core Tools?

As a disclaimer - I've been a Google Certified Trainer for over four years and a heavy Google Apps users since the tools first entered schools. So, I'm a bit biased. 

That said, I think it's about more than bringing GAFE to your school. It's about bringing the 4Cs to your school (communication, collaboration, creativity, critical thinking). 

I used to shun Office 365 and all that it stood for. And, while I'm still loyal to GAFE, I no longer shun it. Within education, we express loyalty to different companies rather than loyalty to the ideas behind those companies. What I missed was my loyalty to creativity; my loyalty to collaboration; to critical thinking; to communication. 

So, over the past year, I've tried to steer away from the possibilities with Google's core tools. Instead, I've moved toward the possibilities with innovative pedagogy. The tools don't have to be Google. While Google has many tools that fit a more innovative pedagogy, it is not the only one. There are Spheros, Ollies, drones, Raspberry Pis, Arduinos, Makey Makeys, and so many more tools that engage students in innovation. 

The goals is never - how do I fit this tool into my class? It's how can this subject best be learned? And, sometimes, that involves integrating a tool. That tool may be a GAFE tool. It may be robotics. 

For my students and teachers, I want them to think about innovation and problems before they think about tools. When they think about those concepts, the tools will follow. 

#YourEduStory: 5 things you most love about education jobs

This week's topic: What 5 things do you love most about your job in education? (for the love of Valentine's Day)

For everything I love about education and my job in education, it can also be a deterrent to others. 

I think there can be a difference among how you view your role in education, your actual role, and what you want your role to be. I know I face this conflict often. 

I view my role as something important, which generates my passion. However, I have to convince others of its importance frequently. And, at other times, I find myself thinking of what my role should be, but isn't due to constraints on budgets, mindsets, and more. 

So, in thinking about what I love, I have to separate those three "jobs" because all are very different. It's the difference in those that can lead to brownout or burnout. It's also what can create immense growth. 

I've divided my five loves into my actual roles - the one I think I have, my actual one, and the one I think I should have.

My actual role:

• I can create anything. The sky is the limit in terms of creation.
• I can oversee change

How I view my role:

• I can make change

What I think my role should be:

• I can learn all day
• I can be flexible

Some of the loves cross, but many don't. It's a helpful reflection piece to think about what we want out of our jobs. 

What are your loves?

#YourEduStory: Empowering student voice

This week's topic: Empowering student voice: how to foster an environment in education to empower students voice, freedom and expression?

In my current role, I don't feel I have as great of an impact on student voice. However, I believe maker education is one solution. But, this also involves us restructuring education. 

The idea that we are creators - we are makers - is behind maker education. It's paired heavily with design thinking. Unfortunately, though, I have sat through design thinking workshops and, often, the focus is on the verb and not the process. This is not to say that design thinking is not beneficial, but, it should be about the process, not the words. 

Recently, I sat through a workshop on the "making of a makerspace." The presenters tried to go through the design thinking process, but in the event, they killed all creativity and freedom of expression. 

Personally, I am at my most expressive and most creative when I am allowed to experiment and then, refine my work - not the other way around. Often, we ask students to go through the refinement before they've ever had the chance to create. 

As a former high school English teacher, I know the importance of storyboarding and brainstorming. But, to a point. In education, we tend to stifle creativity during this step if we are not careful. Sometimes, it's best to get our hands dirty and then, clean up after. The focus should be on refining the process and documenting the process as we go through it - not on going through a written process and then, creating it. 

We can empower student voice when we give them the chance to create and to experiment before asking them for deeper meaning. Learning comes in playing. I watch my three-year old niece. She learns everyday through play. She learns through other measures, no doubt, but the basis of her learning is in play. 

For me, I learn and feel most free when I can create outside. For others, they like a more structured space. We need to focus on metacognition. We need to ask students to reflect on their own learning and thinking - when do they feel most creative? Then, we need to do our best to provide a similar space. We can empower students in giving them voice in their learning space.

Once we open up the creative bowl, we provide immediate access to student voice. 

The key to empowerment is through creativity and play. 

How do you empower student voice?

#YourEduStory: Avoiding teacher burnout...brown out

Since there is not a topic for this week, I'm skipping to next week: How do you cope with the stress of being an educator? What do you do to avoid "teacher burnout"?

I first learned of burnout when I was ten. Yes, ten. I'm like many other teachers in that I invest all I have into the projects I'm interested in. However, if you deplete all of your fuel on one task, you don't have it for others. You also need to make time to refuel. I know this. I think most of know this. Yet, avoiding burning out is something I face yearly. And, I'm not alone. The spring wears on us. If we depleted our energy earlier in the year, we are left running on fumes for the remainder of the year. Every year, I say I'm not going to feel the "burn," but I do. 

I am not an expert, but I am a work in progress. Burning out is a reality I have to understand. It's a reality I know I will always deal with. However, it's a reality I can change my perceptions of. I can change how I react to the feelings of burnout I encounter. This is not how you avoid burnout. It's how you cope with burnout. 

Despite our best efforts, most of us will feel the effects of burnout at some point. We will be faced with how to cope with the feelings - not how to avoid it. 

Three years ago, everything was coming together in my career. I felt I was on fire (burnout often comes after feeling like you're on fire). I was at a relatively new job. I was helping teachers and students in ways I had only imagined before. I had organized a community-wide lib dub. I was in the beginning phase of planning a 500+ attendee conference the following fall. I applied and was accepted into the Google Teacher Academy. I presented at ISTE for the first time. I started several student clubs, including an elementary robotics team. Yes, I was on fire. 

But, by the next year, reality set in. The fire cooled. Things were normal. It's the normalcy after the extraordinary that starts my burnout. It's easy to invest everything into something when it is excelling. When it slows down, it is harder. It drains you. You aren't achieving the high you once felt. 

This is how my burnout starts. I know this. I recognize this. How does yours begin?

Since that point two years ago, I have had pockets of "fire," and pockets of "burnout." I understand I won't avoid these feelings, but I can change how I deal with these feelings. 

Last year, I started my snapshot diaries in an effort to capture a moment that...captures me each day. I also started a five year journal that challenges me to write and reflect for a few minutes each day. 

When I would feel burnout, I would crave art, writing, exercise, and nature. The more I'd feel burnout, the more I'd crave those things. So, in challenging myself to reflect each way, I was able to keep tabs on my mental health. Does it stop me from burnout out? No. But, it does help me deal with it in a positive way. 

I also made an effort to devote two nights a week to my art projects - no exceptions. Art is something that makes me feel alive. However, it's also something that I don't always get to do. So, I made time for it. 

This year, I'm challenging myself to finish what I started. When I feel accomplished, I feel stronger and more apt to cope with negative feelings. In finishing what I start, I also want to spend less - and use more of what I have. This is a challenge we should all take. You feel lighter. 

I don't know if I can avoid burnout, but I can cope with those feelings. I will always devote  200% of my energy into tasks. And, when they are on fire, I'll feed off of those feelings. When they slow down, I'll feed off of those feelings. I can, though, give time each day to reflect to improve my mental health, work on art projects to further my creativity, and accomplish what I set out to achieve to feel stronger. 

I can outnumber my feelings of burnout with feelings of strength, creativity, and wisdom. 

I heard the term brown out the first time last year and it fits the burnout I experience deeply. It's pockets of brown and pockets of excitement. Many of us never crash to the point of burning out, but we do hit low pockets that can be difficult to rise from. This is my greatest fear - of being stuck in a brown out - surviving, but not thriving. 

Focus on the feelings that make you, you. Nurture those feelings. With these feelings, you can cope with the negative feelings of burnout and brown out.  

#YourEduStory: Wonder junkie or adventure seeker

This week's #youredustory topic: Are you a wonder junkie or an adventure seeker?

To seek adventure, you need wonder. I seek adventure, but I found wonder first.

Often, I feel unique in my love for wonder. When I taught in rural Missouri, I noticed that my students did not wonder. Many had never left a 20 mile radius. They had not even visited St. Louis or Kansas City. Without exposure to other places, it is difficult to wonder or seek adventure.

At my current private school, many of the students have traveled abroad. They wonder about new places. They want to seek that adventure. That said, though many have traveled to foreign places, many have never lived in another type of neighborhood. Most neighborhoods have been gated and private. Therefore, they have little wonder about other lifestyles, economic statuses.

You find wonder in the things you do and the things you are exposed to. Within that, we all experience different levels of wonder. And, for some of us, that turns into seeking adventures. We need those of us who get inspired (wonder) and we need those of us who take action (adventure).

Though some would call me an adventure seeker (sky diver, hang glider, couch surfer, traveler, artist, wanna-be musician, cook, hiker, climber, runner, swimmer, kayaker, cyclist...), I consider myself a wonder junkie.

I seek inspiration. Sometimes, that inspiration turns into adventure. I seek wonder.

I surf Pinterest and various creation sites (Instructables, Makezine, etc.) frequently for ideas. I want to try something new (the adventurer in me) and I want to be amazed. I want to feel inspired.

I moved into the edtech realm of education because I want to be inspired. I want to learn. I want to innovate. These are at the basis of wonder. However, I would never move into this arena had I not have been exposed to it.

We need to help open doors for students so they can begin to wonder. We need to help provide them exposure. Wonder is the base of adventure. It's the inspiration that connects us and grounds us.

And, through technology like Google Cardboard, Hangouts, social media, and more, we can help provide that exposure that will, hopefully, translate into wonder and adventure.

My motto is: exposure. I want to provide exposure for students and faculty to innovation so they will seek that wonder and will, eventually, crave it.

Crave the wonder.

#YourEduStory: 3 most pressing goals

This week's #YourEduStory: What are your three most pressing goals between now and the end of the school year?

It's hard to believe that we can now say "end of school year" and it's not something far-fetched.

This school year is very different for me. I'm at a new job. I'm not in the classroom, but I still work with students on a daily basis. I'm not with teachers, but I still work with teachers on a daily basis. I'm in between both the tech and the instructional world. In many ways, I'm in the middle of all forces.

Therefore, my goals are more centered around job development. In the past, my goals have been about programs I want to start or ideas I want to try. This year is very different. In some ways, it's caused the big-picture-person in me to slow down. In other ways, it's been hard on my creativity.

So, from now until the end of school year, I want to:

• Finish what I started - in the areas of digital citizenship and makerspaces. Both of these initiatives have gone fairly well so I want to devote my time to finishing my work in both of these initiatives rather than trying to start many new projects. No what your limits are. Do what you are doing well. 
• Read, read, and read. I miss reading more. It keeps me inspired and keeps me relevant. I save a lot, but haven't taken the time to read it in depth. The is key to success.
• Create. I know this is not really specific to my job, but it helps with my overall health. I want to continue to create and to take classes on creation. With this, I feel I'll be more effective at my job and will be able to support makerspaces more. 

My main goal for 2016 is to finish all of what I started. Financially, I want to spend less. I want to use what I have. I want to go to the places I have saved. I want to finish the books I started or bought. I want to finish the craft projects I have started. I want to tell people the things  I have saved.

Even though I am not starting something new, I am beginning again in so many ways. 

2016 is the year I begin again and finish what I started.

What will you do in 2016?

#YourEduStory: 2016 motivation - #creation

Tomorrow begins a new year and a new #youredustory. If you haven't joined the blogging crew, check it out! This year's first topic is: What is your "one word" that will inspire you in your classroom or school in 2016?

I feel I've come full circle. As a child, creativity and freedom inspired me. As I become more involved in makerspaces, I return to my love of creativity and freedom. 

I need to make more time to be creative - for myself and for my students and fellow educators. With creativity comes freedom. And, without freedom, it's hard to be creative. 

This year, I want to focus less on the product and more on the journey. In education, that can be a difficult one due to the restrictions and tests. However, in my goals for students and in my goals for myself, I want creativity and freedom to lead the way. And, when that happens, I hope that it will also translate to success as defined by the state. I want more creative people around me. That's when inventions and innovations happen. 

This year, I want to pursue kindness over success with my students and myself through the pursuit of creativity. 

Creation is the word of the year. It will be about creating a space for innovation, creating a culture of kindness, and creating our own journeys. With creation, I hope to find success and kindness and inspiration. 

What word will guide your 2016?

#YourEduStory: Inspiration

This week's topic: what book, movie, or quote most inspires you?


There are a ton of quotes I love, but e.e. cummings has long been a favorite of mine.

When I was student teaching, a fellow teacher gave me a card on my last day that read:

“To be nobody but yourself in a world which is doing its best day and night to make you like everybody else means to fight the hardest battle which any human being can fight and never stop fighting.” (e.e. cummings)

It's a quote that immediate registered with me and it's one I often remind myself of. 

My dad has told me to not let someone's actions or lack of action impact who I am. For instance, if someone wrongs me, I need to continue being the person I am. I find that many people, unfortunately, change who they are or act differently because of someone else's actions or lack of action. For instance - "this person doesn't treat me ... way so I'm going to stop caring." As a result of someone's action, you have now changed who you are - you have stopped caring.

So, e.e. cummings' quote reminds me of exactly of that - standing up for who you are. This does not mean being stubborn. However, it does mean believing in yourself and representing yourself with respect. It's something most of us agree upon, but few act on. 

Recently, we had an event at school in which a student committed several wrongs (after a series of wrongs) that could harm other students. However, I was surprised at how many students immediately jumped to his rescue. They were upset at the discipline committee for taking action. They were not upset at their "friend" for inflicting harm on others. In fact, I saw no student show anger towards the student in question. It was disheartening. 

However, I think this quote represents that. It's hard to respect yourself and what you stand for. It's hard to go against the crowd. In this case, there was a mob mentality and no one spoke up. No one behaved as themselves. 

It's a battle I fight each day - to stay who I am or to become my best self, but it's a struggle. It's even more of a struggle for developing teens. They are afraid to stand for themselves when it goes against the others. 

I've found e.e. cummings has great quotes for discussing personal respect and personal growth. It's something I want to address more with students next year. It's something I want to continue to address with myself. 

Some others of note:

"Listen, there's a hell of a good universe next door. Let's go!" - e.e. cummings

“I'd rather learn from one bird how to sing than teach ten thousand stars how not to dance.” - e.e. cummings

"The world is mud-luscious and puddle-wonderful." - e.e. cummings
"It takes courage to grow up and become who you really are." - e.e. cummings

#YourEduStory: Active vs. passive consumption, #hourofcode

There is no new topic this week for #YourEduStory, so I'll feature a talk I had today with parents of tweens on digital citizenship.

In talking to various adult populations, I sense fear. Fear is what drives their interactions with their children on digital topics. However, historically, fear only motivates people so far. In regimes ruled on fear, the constituents eventually revolted. And, if they didn't revolt, the citizens where nullified. Rather, in regimes where hope rules, innovation occurs. This is where I differ. Though there a lot of things we should be fearful of in digital settings, we need to "rule" on hope and positivism. In doing this, we will create innovators and inventors.

How do we do that?

You start with having the talk. Not speaking about it and avoiding it all together is not the solution. You would not send your 10-year old (or I hope you wouldn't) loose on a plane to Paris with a credit card because you were afraid of France. In that situation, your fear created a dangerous situation for your children. Fear can lead to danger. Instead, you would send adult assistance with your child.

Digital settings like social media are the same way. We need to "oldify" them. By that, I mean, we need to join various social media that our students and children are on. Though Snapchat serves me no purpose, I have joined it so I can be an adult presence, so I can be aware of what it is. As a parent, why not join with a name such as "allisonsdad." You have now "oldified" Snapchat. You have also taken a dip into the pool your children are swimming in. Don't be afraid. Be hopeful. Be hopeful that we can do good.

Today, I showed a Website called "Sites that do good" with the idea that we focus on the don'ts and the nos rather than on the positive. Have you talked to your children or students about the good they can do in a digital setting? Or, have you only told them of the danger they can get in?

As a result, children continue to enter digital settings with our without their adult counterparts. Regardless of whether you allow digital environments, children will either be exposed to them or enter them. This is the world we live in. Without an talk, children become passive consumers. And, even when they interact, they may not interact face to face. Children's brains indicate they are excellent at scanning for information as a result of digital media. But, they are poor at thinking critically and analyzing information. This skill comes through active consumption.

I encourage you to substitute current digital settings for those involving coding and makerspaces. In these environments, students are learning and they are creating. Provide your children with an alternative. How often do you you tell them not to do something, but don't provide a suggestion of what to do instead?

Trying to be one parent or teacher fighting against a societal trend will not be effective. However, you can make an impact by sharing positive and active choices.

This week kicks off hour of code again. Use this time to try out different digital environments - ones focused on creating and being active consumers.

Today's featured activity is: Google's High Seas Activity (from CS First). This year's themes are Star Wars and Minecraft - what better topics to get student interested! Check out our school's site for more resources on Hour of Code activities you can try at home or in the classroom as well as ways to incorporate makerspaces into the classroom - a far more positive and creative approach on technology.

Enjoy!

#YourEduStory - The tale of two educations

This week's topic: What are you most thankful for in your classroom, school, or your own education?

I'd like to pose this question to current students. We often focus on the have-nots - what we don't have, what we have not done. When we think about what we have, we can draw inspiration. 

My brother and I have very different feelings toward school. I was the stereotypical good student in many ways. I answered questions when I was asked, I did not speak out of turn, I turned in my homework on time, and I was generally respectful. I was motivated to get done with school because I was and still am a very type-A person. I did not resist the educational system. In fact, in many ways, I embodied it.

My brother was not. He didn't do his homework, he made jokes in class, and he showed little interest or care in getting his work done. He was the quintessential "surfer" guy. He liked cars, computers, and girls. He resisted the educational system. In a school devoted heavily to getting students to college, he stood out. My brother had no desire to go to a four-year college.

However, we were both pushed down the four-year college path. My brother was pressured to take classes that would help pad his degree to get him into a four-year college. The problem was, those classes had little to do with what he wanted to learn. In this way, our school failed him. He left school and went to a community college (per the pressuring of our school) and dropped out after a year. He never did go to technical school. Instead, he's had a life full of hard work, long hours, and heavy labor.

I went into a four-year college and went through all of the steps I was told to. But, I felt I was just going through the paces. I was not inspired by school. In fact, I didn't like school. Despite the fact that I have worked in education for 10 years, I never liked school growing up. I was the good student who hated going to school. 

In my family, we had two kids - one who was the stereotypical good student: work completed, good grades, no "extra" problems and one who resisted. 

I often look back to my brother and my school experiences. I wonder how his life would have been different had he been able to choose a more technical career...had our school been accepting of all careers. I also wonder how my career would be different had I been pushed to take educational risks growing up. 

It wasn't until college that I learned to take educational risks. In many ways that is a disappointment. But, it is also what I am thankful for. I am thankful for my Native American Women Studies professor at the University of Texas who pushed me in my writings. In pushing me, she gave me the confidence I never knew I had. It changed me as a student and an educator. 

Before then, I knew I liked writing and reading so, naturally, I would be an English teacher. But, after getting back my first paper in her class, I questioned my abilities. I had a lot of marks on the paper and even more surprising - I had no grade, just a note asking for me to visit her during office hours. 

As a shy student the idea of visiting my professor intimidated me. However, I had to do it. 

I remember the quaintness of her office the first time. On the walk over, I had begun to scare myself. Why did she want to see me? Why hadn't I received a grade? Did I do something wrong? 

My initial thoughts were to assume I was in the wrong. 

When I entered her office, I realized I was wrong - not in the wrong. She wasn't there to chastise me. She was there to push me. She told me she could have given me a grade, but thought there was more to my writing than I was sharing. She taught me how to analyze and to think critically. 

After a semester of her class, my writing was never the same. I spoke up in class. I took risks in my sentences. I made my own rules. I wrote with creative confidence. She helped me become an educator. 

My brother never had a teacher like that. It's something that sticks with me in the classroom. We need to push students to the point where they flounder but don't drown. It's a hard balance, but it's one that gives students the confidence to innovate. 

We also need to get past the idea that all students should go to four-year colleges. We need to look at students as individuals. All careers are necessary. We need sanitary engineers. We need administrative assistants. We need teachers. We need leaders. As educators, we need to look for the potential in students and push those abilities, regardless of whether those talents fit the traditional educational system. 

What are you thankful for? Did any teacher or educational moment change your education? What could have changed someone else's education. 

#YourEduStory: Giving thanks back to education

This week's topic: How do you give thanks to the students and adults you work with?

Technically, it's next week's topic, but since there is no topic this week and next week is meant to actually give thanks, I'm writing about it this week.

This topic was particularly challenging and, perhaps, that is not a good thing. I had to really think about how I give thanks to the students and adults I work with. Part of that goes to my work ethic.

It's no secret that I'm a hard worker and that I am very determined. It is through my work that I give thanks. However, in thinking about this post, I realize I should give more personalized thanks to individuals. I need to take time to take a deep breath, slow down, and focus on those around me who are also working hard. 

I think others who work to the point of exhaustion may feel this way. When working hard, I often don't take breaks to enjoy the work of others around me. If I'm told we need to get something done, I will work to get that goal done. If that means assisting others, I will. However, it also means that I don't take any breaks. It's during those breaks where you can appreciate what others do. Perhaps, my goal is to look more at the work my peers are doing. In writing this, I can't say I know too much what others are doing. I am very task-oriented. 

So, how does someone like me give thanks: through the work I do. I make sure that it is done in a timely manner. I make sure to go above and beyond to meet the needs of those around me. For my students, I research, research, and research innovative ways to teach. I spend countless hours finding ways to make the classroom more entertaining, more applicable. I give my time.

To fellow adults, I work to take the work-load off of others. When I say tasks that have no name on them, I complete them for others. It's this that is both a curse and a blessing. It's a blessing that I get it done for others. However, it's a curse that I no longer have time to observe the awesome things others around me do.

How do you give thanks in education? My goal is to slow down sometimes to take in what others are doing so I can give personalized thanks.

#YourEduStory: Promoting creativity & confidence

For this week's #youredustory, I am going to to last week's topic: How do you promote creativity and creative confidence in your classroom/school?

My "hustle," my "purpose," and my happiness all center around creativity. It's in everything I do. I used to assume this was the case for everyone, but sadly, it is not. 

As a high school English teacher, I asked my students to think outside of the box, to write creatively, to add in art and music into all that they do. However, I was confronted with moaning & groaning from some. When I allowed for choice, I saw blank faces. As a classroom teacher, I felt frustrated. I provided opportunities to be creative, but many of my students did not take those opportunities. They chastised their own work. They said "I'm not an artist." Do only artists have creativity? 

I was far from a perfect classroom teacher - if that exists - but my frustration led me to want to affect change at a larger level. I found the lack of creative confidence in my class to be a larger issue. I didn't think it was limited to my class. Rather,  I thought this was an idea instilled in students from multiple fronts. 

As somebody who no longer has a classroom of her own, I look at the creative confidence as a school. My advisory students are seldom willing to jump out of their comfort zone. This leap coincides with your creative confidence. Going out of the area of comfort is improving your creative confidence. 

Since my contact with students is more through clubs now, I've decided to target staff. And, I've found staff lack that creative confidence as well. 

So, my first "attack" on this lack of creative confidence is through makerspaces. When you are making, you are taking risks. There is no right way to make. You  do not fail. Your project may not work, but since the idea of making is to "keep on," there is no failure. This idea that you keep on going until your project meets your goals is what improves creative confidence. You have to view creating as a process. You don't create and then finish. Instead, you continue. You don't stop. Makerspaces are a great way to promote this concept. They have a low failure risk and encourage those to jump outside of their comfort zone who may not normally do so.

My second "attack" is through persistence. Creative confidence is persistence so I show persistence in all I do with staff. I promote creativity in my walls and what I choose to display. I also do it through my actions. I offer weekly trainings and even though I don't always get the attendance, I continue to offer them in the hopes that people will come. I am modeling. I am continuing to try. This is, perhaps, the most important idea of creativity. 

I hang my own art on my walls. I've added color. I've provided a multitude of spaces to think, to reflect, to be creative. 

How do you promote creativity and creative confidence in your school and classroom?

#YourEduStory: What scares me most about education right now

This week's topic is actually this: How do you promote creativity and creative confidence in your classroom/school?

However, since last week's topic wasn't posted when I wrote it, I'm going to write it: What "scares" you most about education right now?

I had a conversation about this with my family last week. None of my family is in education so it's always interesting to hear the perspectives from those removed from the "hot seat." 

There's no doubt that economics play a huge part in schools. However, the thing that scares me is the lack of debate in education. There is debate, but on a more superficial level. The same voices emerge as experts in the field and those are the ones shared and heard repeatedly. Though there is nothing wrong with these voices being heard or shared. The problem is that it is often at the expense of other voices. Or, those voices are an echo chamber for what is being said already. As a result, action does not come out of the debates. 

Last year, I attended a session at SXSWedu on maker environments in education. The panel was full of charter school leaders, however. During the open question time, one of the other audience members brought up a topic no one wanted to address. He said: Though it is great that students at these charter schools are getting this exposure, what are we doing for public school?

This is what scares me. I'm a product of it as well. Our most innovative educators are some of the voices that have risen to the scene. They are also the voices of those who have left the classroom. Just as we are creating new schools because there is not room for new thought in public school, our innovative voices are leaving. What does this leave us? What is left in public education?

At my core, I believe that public education is something we must support (I say this after starting my first year in private school so I feel like a hypocrite). I don't believe we need it as standardized as it is becoming. But, I want public education to support exactly that...the public. If we continue to pull out our best, what will be left of public education? What will be left for those at the bottom of the economic scale? I foresee overzealous parents enrolling their children in the top charter schools, leaving the bottom ring for the "leftovers." I don't believe in equal outcome, but I do believe in equal opportunity. I don't know if this will provide equal opportunities for all students. 

This is what scares me. Where is the debate on this? I don't mean an echo chamber of the same voices. I mean a battled discussion full of all ends of the spectrum. Why are our most innovative teachers leaving the classroom? I can say my opinion, but this needs to be a debate - and not a debate where we lead it to the same answer - because there is no room for innovation. Rather, it needs to be a debate that showcases ALL sides of this argument. 

Watching the news last week about the discipline situation in a school where a SRO was called in and escalated the situation, I was saddened that I had a deeper discussion with my family about the issue than what I saw on the news. It scares me that the same argument is reiterated over and over. Instead, there is no debate about the other questions: what about the discipline programs in schools? What about teacher training? What about student safety? What about school culture? Why aren't we discussing these things rather than jumping on whatever is hot right now like the anti-law enforcement sentiment. 

When I first started teaching, I had a student who would show disobedience in a variety of ways - some small like refusing to put something away. When I would ask them to correct the behavior, the student would refuse. It would eventually end in the student threatening to "wet" him/herself and often succeeding. The thing that we aren't discussing is the escalation factor. I still remember how stranded I felt in that situation. I felt 30 students' eyes on me, ready to jump to the defense of the student, even if the student was out of line. I felt the pressure of 30 students who did not have a good relationship with law enforcement. It was a very stressful situation. Why aren't we talking about this? 

Luckily, in my school, I was able to talk to fellow teachers about the problem and work out a solution. Whenever we got to a standoff, I would call the counselor or the administrator to come into my room. Then, I would take my class next door and continue discussion. What I discovered was that this particular student, once backed into a corner, would not back down in front of his/her classmates. It became a social thing. So, if I removed the stimulus, I could get a solution. 

What scares me is that we are not having these discussions in the news or in schools. How many conflicts could we resolve with quality discussion and debate? 

We cannot take down public school and rebuild. We can, however, start enticing teachers to stay, and we can start having meaningful debates. We need not lump all issues in the same category or echo chamber. 

What scares me is that I will still have more discussions with my family than I will professionally. 

Let's have the talk.

#YourEduStory - Scary Friday: #discipline in school

Since there was no designated topic this week for the #YourEduStory blogging series, I decided to dedicate this week's topic to discipline in school in light of this week's national news.

The news story: This week a school resource office was fired after videos emerged of him "throwing" a student out of her desk. There are a lot of other details and points of view in this story, but I will refrain from getting political. In the political nature of this story, the one thing I have not seen is a focus on school discipline procedures. School climate. The reasons why a situation could get to this point. That is what I want to focus on.

My first five years of teaching were spent in a rural school in Missouri. Though not of the urban landscape, I found a lot of similarities in the discipline issues. I can recall numerous times where I asked a student to do something and there was not only disobedience, but plain refusal to do so. I had to choice to continue to press the issue or to let off of the issue and "give victory to the student" in the eyes of the class.

Why "victory"? You see - at that point, there was a culture shift in the class; in the school. It was teachers against the students. There was not a system in place that teachers felt comfortable with nor was there one that empowered students in a good way. Rather, it was a cultural issue. It was the school climate at fault.

In the most recent situation, it seems more of a tragedy. In my years in the classroom, I can count numerous occasions where I had outright refusal from students - even over simple things like changing seats (just as the issue on national news seems simple). However, that situation can quickly escalate when there is a school climate issue. On one occasion, I had a student disrupt class and drop several curse words. When I asked the student to move seats so I could talk to them, they refused. I asked the student to move outside so I could talk to them. They refused. I wrote the student up and asked them to take it to the office. They refused. So, I called our counselor down the hall. Luckily, the situation ended there.

But, what I remember is the look on the other students' faces in the classroom. There was plenty who were rooting for the disruption. And, these were kids I had no problem with - they were good kids. There were some who were fearful and there were some who wanted to help. And, in the end, what I got was several students trying to step in and tell the student to calm down and others egging on the situation.

I was not in the classroom on the news, but I imagine the situation went something like this. So, what do we do when we are facing outright disobedience? In my case, it seemed silly to kick a student out of class because they did not want to move seats. That's what it looks like on paper, but in the class, it was so much more. It was the climate of the room. It was hostile and not a safe environment for students or for me. That is what goes unsaid.

So, the question is - what can or should we do to help the climate of schools like this? We need better preparation for teachers and for students. I read books on classroom management and I did student teaching and internships, but it wasn't until I created my own management system and I was in the room ALONE did I discover real management.

Perhaps we should put in place the phoning a friend practice? Part of the reason we survive student teaching is because we have another adult in the room. There are a lot of perhapses. There are a lot of things we can try.

Before we look at the end result (the national news), we need to look at the journey and the beginning. We need to start the discussion around discipline and management. Do we build schools around relationships or do we build them around access to best? Can we do both?

I argue that we focus on the relationships. When we do this, the other elements will fall in place. The more we focus on relationships, the more we can impact school climate and culture.

Let's start the discussion on school climate. Let's look at the journey - not the destination.