The #2PencilChat is a weekly conversation about educational technology. As we enter a more student-centered age, let's talk about using all the tools in our toolboxes to be innovative and dynamic teachers.
Ben from NC. 5th grade everything. We believe Student choice is not just for #Snapchat filters. Most student expression in my class looks like this: #2pencilchat
Hello @MagicPantsJones and #2PencilChat! I'm Rebecca from Nevada! I'm trying out the "new" Twitter format during the chat tonight. Already I can see the larger font in the tweet box will help me find typos before I send.
Hey there #2PencilChat! I'm Sean in St. Augustine, 5th Grade Math and Science, tappity tapping on my keyboard tonight with The Great British Baking Show Master Class on my second screen.
#2PencilChat
I almost never bring things home. Today I had to leave right after school to make it to the post office before it closed. I like starting each day fresh, so grading at home it is...#bummer#2PencilChat
Q1
Students don't always get a chance to express their real feelings in school. What are the benefits of setting aside real time for student expression? #2PencilChat
I developed a bad habit when the kid were little. i used to rush home and then get work done when they were in bed. Now I find my teacher mind is sharpest at about 10pm #2pencilchat
In reply to
@MissKRafferty, @MagicPantsJones, @mr_abee_tweets
A1: This allows for more authentic relationships and for students to feel comfortable and safe...when they are heard and understood it makes learning more meaningful, gives them a sense of ownership, and a feeling of belonging #2PencilChat
Q1
Students don't always get a chance to express their real feelings in school. What are the benefits of setting aside real time for student expression? #2PencilChat
A1: I am constantly monitoring Ss facial expressions and demeanor. I can tell when they are bummed or stoked. I make as much time as I can for them (probably too much) but they trust me so I can't let them down. #2pencilchat
Q1
Students don't always get a chance to express their real feelings in school. What are the benefits of setting aside real time for student expression? #2PencilChat
#2pencilchat A1: Definitely an element of rapport building! Also, allowing them to feel valued in all aspects, which leads to a stronger classroom community. Also, provides opportunities to practice appropriately expressing their feelings to others!
Q1
Students don't always get a chance to express their real feelings in school. What are the benefits of setting aside real time for student expression? #2PencilChat
A1 Yours may be the only place where a student can be themself. Also, honest expression between people builds trust and confidence. If your kids feel heard in your presence, they're more likely to listen, too.
#2PencilChat
That's great that you are aware of Ss facial expressions and subtle signs! The more rapport you have with your students the more intuitive this becomes. #2pencilchat
A1: I am constantly monitoring Ss facial expressions and demeanor. I can tell when they are bummed or stoked. I make as much time as I can for them (probably too much) but they trust me so I can't let them down. #2pencilchat
Learned about Primary Sources, and 6th graders did a One Pager about the Titanic. Read lots of non-fiction about it. Needed to include a quote from a survivor. All looked great, until I looked closely. It was my laugh of the day! #2pencilchat#bfc530#sunchat
A1- When we give Ss time to express themselves we are honouring the whole person and recognizing that Ss have complex emotional lives too- #2PencilChat
A1: Kids need to know that their voice is heard and that it matters. They won't take risks in larger settings with real feelings if we don't give them the opportunity to practice now. Elementary school should be a safe space to practice expressing themselves. #2PencilChat
A1 If we don’t create spaces for students to express their feelings, then guess what—they will anyway. Also: emotions are signposts to their values, so if we listen to their feelings, we’ll learn what matters to them. #2PencilChat
students do not get to express their real feelings because nobody asks them ... educators have a tendency to only ask the soft questions and NOT the tough ones that will build real relationships. #2pencilchat
A1.2: Let them know you are here for them. I have some of mine write on a notecard or post it that they may need to talk to me or someone at the school. Our GC is awesome and always available. Recess is another good time for them to open up #2pencilchat
A1: we discuss feelings & emotions in my spec ed class. We discuss that’s it’s OK to feel sad, happy, frustrated etc. It’s ok to cry. I think helping them understand this shows them their feelings are real/valued, the class/peers/Ts = safe space to express feelings #2PencilChat
Q1
Students don't always get a chance to express their real feelings in school. What are the benefits of setting aside real time for student expression? #2PencilChat
I agree. Some students have tough home life where expression is not an option. We should always try our best to be inclusive and value expression! #2PencilChat
A1 - learning is an emotional activity, but supporting students in sharing their emotional state we create space for real learning to take place. #2pencilchat
Recently had a "playground breakup" to deal with. Lil Man was tore up!!! Could have just said suck it up, there will be others. But I chose to let him go with me to planning time until specials were over. I never gave advice, just said I was here if he wanted to talk #2pencilchat
Q2
Speaking up and speaking out are more effective when you take the time to think how you frame your world. How do we help students to put it all together? #2PencilChat
Here is a truth bomb ... if you have never asked a black kid who is expressing an issue the question "do you think it is because you are black?" you might not be asking the right question ... or avoiding the answer. #2pencilchat
A1: I also discuss & teach how our facial expression/body language may look with different feelings. Benefits: helps Ss better understand their feelings (& feelings of others/peers), how their body possibly feels when they are happy/sad/angry etc #2PencilChat
A2 - perspective-taking activities are really valuable for all types of learning. Simple activities like peer review and group argumentation can help Ss built the social skills for seeing things through others eyes #2pencilchat
A2: giving them your undivided attention and sitting down face to face to hear them out is a start. From there help them to verbalize what they are wanting to say and encourage them to do so, let them know you are there for them and support them #2PencilChat
Q2
Speaking up and speaking out are more effective when you take the time to think how you frame your world. How do we help students to put it all together? #2PencilChat
#2PencilChat A1a Not being a teacher (i know only through raising 3 daughters & interactions w/as many grandkids).. is that dedicated time for expression? Wouldn’t the school work kids do enable them to express themselves already?
You are amazing... it's so important that we handle situations like this with empathy... we really must model this for other educators and professionals around us! #2pencilchat
A2: One way to help students share their thinking in class is to realize students should have different choices (verbal, video, poster, etc) for how they want to share their thinking. #2pencilchat
A2) You need to help students through all aspects of their learning to know how to frame a conversation. this way they will have the skills when they need them
#2pencilchat
Q2
Speaking up and speaking out are more effective when you take the time to think how you frame your world. How do we help students to put it all together? #2PencilChat
A2 Time. We have to slow down & give them time to process. While product is important; I wonder if we could do a better job of teaching process? #2PencilChat
A2 I don't think you can go wrong by giving students opportunities to see the world from other perspectives. Their experiences, taken in relation to the lives of others, are more understandable.
#2PencilChat
A2 A great way to guide students to to speak up & speak out effectively is to show them authentic models and give assignments that encourage them to speak up & speak out about what matters to them.
#2PencilChat
A2.2 In English class, my 6th graders write poems about their homes, essays about their neighborhoods, articles about their struggles, and comics about books that impacted them. #2PencilChat
Always! I’ve been reading a lot lately about how feedback can be a really emotional process for learners. The more we transform our classrooms to be process/feedback rich, the more we need to create space for acknowledging emotions. #2pencilchat
A2: Sometimes it means sitting and listening to the story behind what’s going on/the feelings. Sometimes it’s me putting pieces together b/c the S can’t fully express why they feel the way they do & I’m there to support them where they are at. #2PencilChat
we can give kids all kinds of options, but if the topic is trash than why bother. Hey students let's "express" yourself ... here is our curriculum related topic. insert student eye roll #2pencilchat
A2. I think this is where helping our students develop empathy is so powerful. Teaching kids to be mindful of where they are coming from as well as where others are coming from can help them frame their world. It may just improve ours as well. #2pencilchat
#2PencilChat A2a Framing, yes. But the perspective of the observer/teacher matters, too. Parents have the primary role of teaching values. What happen when there’s a disconnect between familial and school expressions?
& also modeling a #growthmindset, that it's important to receive feedback... process it... & continue working to better yourself!! Educators can model this every day. Be transparent. #2pencilchat
In the lead-up to Literacy Day next week, we've been having a teacher share a book with the whole school every day- it's a book that's impacted them in some way- and the students are spellbound when they hear each Ts story- it's opened up some amazing discussions #2PencilChat
Yes! The other day one of my Ss looked at me when I was in a moment of frustration (I can’t remember why now...) and asked “Ms Amber, are you ok?”. It felt so genuine. #2PencilChat
A2 When disagreements occur among students it’s important to facilitate as they “talk it out” instead of just telling them what they should say, should do. When they own the conversation they grow. #2pencilchat
I love (and struggle with!) modeling feedback recipience w/ Ss. Last week I showed them the analysis of my course evaluations and we made a “teacher growth plan” together. Very humbling and also inspiring support from Ss. #2pencilchat
It’s amazing how much better their writing becomes when they actually have something important to say. Creating space for self-expression—not simply about their likes/interests but also their identities and values—elicits academic AND social-emotional learning. #2PencilChat
Such a great idea! I showed my website to our computer class & they gave me the pros and cons of my website against their web design rubric. Talk about real world learning!! It was great! #2pencilchat
Q3
Getting students to share their thoughts is easier with some kids (and topics) than others. How can you help students to have the bravery to share honestly? #2PencilChat
Absolutely. Same with us. I was telling someone today, I like doing research if it's something I care about. If it's something else, NOPE. Why would writing be any different. Great topic? Easier to write! #2PencilChat
Wow... love BOTH of those ideas! Such a great learning / growth experience for all. Really supports this idea of community as well, and that we are all growing and learning each day. #2pencilchat
A3: Vulnerability is good, it's not a negative...sometimes that vulnerability needs to be shared...powerful stories of honest disappointment, letdowns...and rising again..empower.. #2pencilchat
A3 - creating a truly safe space for all learners is really hard. I try to check in regularly w/ anonymous surveys that ask Qs like “do you feel like you can be yourself in this class? Why/why not?” And then I share & ACT on that information. #2pencilchat
A3 You must first build community in the classroom and students will then know they will not be judged on their thoughts and ideas. Our Building Community in the Classroom page https://t.co/1j9MuSBF4t#2pencilchat
A3: Give them opportunities to start small. Not ready to share with the class? How about a small group. Or just to me. Not ready to speak? How about recording it. Or writing it down. Give them different paths to success and they will find it. #2PencilChat
A3: I feel like sometimes the best way to get shy or hesitant to share is to let them share just with u to start until they are ready to share with others #2PencilChat
Lots of prep work about creating a space of authenticity and trust. Sometimes u get there, sometimes you don’t. Knowing when takes time and skill and help. #2pencilchat
A3) Depends on the student.
Sometimes talking privately helps. We have a Homework Club that some students stay back and do work n. They often open up in that more casual environment #2pencilchat
Q3
Getting students to share their thoughts is easier with some kids (and topics) than others. How can you help students to have the bravery to share honestly? #2PencilChat
A3: It starts with allowing them to practice their skills sharing their thoughts in the safe space of their classroom... & this goes back to establishing classroom community. As these skills are refined they gain more confidence to generalize to outside the classroom #2pencilchat
Q3
Getting students to share their thoughts is easier with some kids (and topics) than others. How can you help students to have the bravery to share honestly? #2PencilChat
A3: Model with your own feelings for sure. I have to stop sometimes and say "I am not in a great mood because...." To let them know it's normal to have outside circumstances to deal with and talk about and not let it go unnoticed. Teaching them how to overcome trials #2pencilchat
A3: Giving students the option of choosing how they share their thinking (verbal and/or nonverbal representations) could help them feel more comfortable about sharing. #2pencilchat
A3 Of course some students won’t share honestly. School is an environment of constant judgement—academic, athletic, social, and physical. We can create a safe space for all students to share using partner conversations, private writing, and one-on-one meetings. #2PencilChat
A1. Setting up a discourse-rich environment & one that enhances S engagement, the physical & emotional environment should be considered. Ss need to feel their voice matters. There are things Ts can do to signal that the classroom is where talk is valued & supported. #2pencilchat
#2PencilChat A3a As it happens, I don’t have any idea how to do it correctly. A few weeks ago, during an #EduGladiator chat the topic of Grit came up, specifically from @angeladuckw. To me it’s like grit = raising US Marines. Not a bad thing but where does expression fit in? +
A3- It can't be forced or disingenuous. It's taken some of my Ss months before they're ready to share-but when they do everyone else is so respectful and kind b/c we've created that space. As a super-shy kid I know the feeling of being pushed to speak-it never helped #2PencilChat
A3: Model with your own feelings for sure. I have to stop sometimes and say "I am not in a great mood because...." To let them know it's normal to have outside circumstances to deal with and talk about and not let it go unnoticed. Teaching them how to overcome trials #2pencilchat
A1. Desks in rows signal isolation and take valuable time to move each time students are asked to talk together. Tables, pods, or clusters of desks work well in setting up a classroom rich with student talk. #2pencilchat
A3 It helps when we’re honest with them. When we let them see us make mistakes, correct our mistakes, apologize, acknowledge their feelings their intimidation lessens. #2pencilchat
A3 Give them veto power on sharing personal work. Is something too personal to share with anyone. Give them a space to create without it being shared.
#2PencilChat
#2PencilChat A3b I haven’t read her book so I can’t talk directly to that. But my take on grit is you have to be able to express, to self at least, what is worth trying again. And again. And.. Anyway there’s that piece of it too.
A3.2 We can also use activities that create a structure for sharing. Some students hesitate to share because they don’t have the language, or they aren’t sure what is and isn’t “in bounds.” #2PencilChat
There's so much power in writing things down, and having the safety of knowing you can control your words makes it easier to write from the heart.
#2PencilChat
A3b - here’s a bit more info about how I bring all S voices into instructional design and model growth mindset int he process:
https://t.co/iGyoIcoPXK#2pencilchat
There's so much power in writing things down, and having the safety of knowing you can control your words makes it easier to write from the heart.
#2PencilChat
A4 - in my maker class we do video diaries for self-assessment and explanation of process when turning in final projects. I love seeing the thought behind their work. We also use big table-top whiteboards for brainstorming before sharing aloud. #2pencilchat
A4 I'm in a different role than I'm used to, teaching math and science, but I love having kids write for podcasts, create sketchnotes of what they're learning, and giving them the option to create online presentations about what they're choosing to learn. #2PencilChat
A4: Well I love creation tools, I had students on @Buncee for the past few days...and the many other creation tools such as @BookCreatorApp or Clips or Quik Video... @Flipgrid Has been an amazing way of sharing too. I also use @FreshGrade as a dedicated space #2PencilChat
A4. I honestly haven't found a consistent way. Maybe it's because I work with everyone, or maybe the consistency is all on me, however, I do believe that this is important and will continue to work towards building it at my school. #2pencilchat
A4: We do essays and stories. We also did a dream website one year where they talked about their dreams and created a vision board to show their dreams. #2PencilChat
A4.5 - I like having them write in a variety of ways...and this week we will record our #onewordfor2019 podcast that we have been rehearsing. #2pencilchat
Considering our current state of culture, we really need to also teach how to interact/post/blog/vlog appropriately I feel. They shouldn't be posting for attention (good or bad) or to bully and should understand consequences. It is a freedom but with considerations #2pencilchat
#2PencilChat A4a What about parents (as teachers) who homeschool? Is it a richer experience for children than the diverse experience (and feedback) at a school/classroom?
A4: I give my kids options. What works for one may not for another. One thing I have truly loved is having lunch bunches. Kids can sign up to have lunch with me and a couple friends. It's a place for them to talk to me about whatever they want/need to talk about #2PencilChat
A4: having only 10 Ss in my class (special education) I’m lucky enough to be able to have those 1-1 conversations a lot, & they have both myself and the team (EAs, speech/lang, support Ts, psychologist, etc) where they also get lots of 1-1 or small group time with #2PencilChat
Mine love adding crazy comments on Google Classroom! #2pencilchat I am wanting to start them on @edublogs soon. Just haven't had the time. Need to make it happen!!
Hope the chat is going great! Don’t forget to register for Global School Play Day Coming Feb 6... a day focused on bringing awareness to the importance of unstructured play for healthy development of a child... visit https://t.co/6RmDJthwq9#2PencilChat#GSPD2019
Options are so important, and I love the personal connection that happens at lunch. One of my Indian students was having a good time talking with me during #DoctorWhoLunchClub today, as we watched the episode Demons of the Punjab!
#2PencilChat
A1: Creating relationships. If they like you, they will perform better in your class. Know their name. Know a fun fact. Heck, I’ve taught lots of their parents at this point and they ALL ask if they are like them. 😂🤣😂#2PencilChat
#2PencilChat A4b Regarding the other piece, listening, how much of a slice of a teacher’s attention is necessary to get meaningful feedback?
Apologies for all the Qs. I’m behind my times on the topic. Parenting, Mrs and I let it unfold/happen however it did.
A4: I also give “free time” in my class daily, gives Ss a chance to socialize with each other. Sometimes I interact & sometimes I sit back and watch. Bonds form, laugher happens, relationships are built. #2PencilChat
A2 I love community service hours/points. Once they see they can change one person’s day/week/month...they are empowered to change out town/area/state/world. Dream Bigger. #2PencilChat
A4 I encourage Ts to use Raphael's QAR strategy as a way to begin inquiry. We ask too many ?s. We need to teach our Ss to ask ?s. By asking ?s, they wonder & talk about that wonder with their peers #2PencilChat
A3 Provide different venues for expression. I think I e been using choice boards before they had a name. Some students communicate through videos, some through song, others through writing. Meet them at their strength and stretch their horizons. #2PencilChat
A5: Twitter for some stuff. Direct emails to families (“MS AMBER PLEASE SEND THIS TO MY MOM”) with photos attached. Sometimes the actual work goes home-my new goal is for Ss to pick their “proud work” and then discuss why they are proud of it and then send home. #2PencilChat
As a stats teacher, I allow students to create surveys and ask the questions that are important to them. When I created a survey to get THEIR feedback about my teaching, they wanted to add questions that showed what THEY valued in the class experience. I learned! #2pencilchat
A5: I like to share things in as many ways as possible. I'll showcase on the site, I'll share an email with parents, I will bulletin-board it..I will ask who wants to share out loud... a culture of sharing...I like to build that. #2pencilchat
A5 - I use https://t.co/4l3fGi44TC for anonymous peer review early in the work process, use S work (w/ permission) as exemplars, and I try to do a lot of shout-outs, matching Ss w/ others who can benefit from their particular skills #2pencilchat
A5 First, we have to ask permission to share their work. Then, I usually asked my Ss how they wanted it shared: in a display case, in my room, online...or an idea of their own #2PencilChat
A5 Hang it in the hall, share great work with admin, share it in your newsletter, connect with your local paper, and Tweet it and get it on Insta! #2PencilChat
A5 I'd love to get them on Twitter but for one our district is not stoked on that and two, they said that's for old people. : / Just turned 39 Saturday and that stung. haha! They just don't know how awesome it is! #2pencilchat
A4 absolutely permitting student choice and voice has made them all far more comfortable to respond in their strongest manner. Videos let my perfectionist take many takes while some prefer live performance. Meet them where they are. #2PencilChat
A5: added bonus, I document a lot in Google KEEP & in the app you can directly attach images to an email (I do through gmail app). So I can document learning AND share learning with Ss family with one photo grab (and KEEP allows me to take notes too) @GoogleForEdu#2PencilChat
I do have IG and parent followers on the teacher account, that works well. Also the Class Twitter. I like empowering students to decide what is worth sharing on those too. #2pencilchat
I use @ClassDojo portfolios/stories to share what is happening. Some really don't want to share. They are embarrassed for some reason. I do share videos I make of them direct to their parent as well. #2pencilchat
A5 Donuts. We watch their media productions with donuts. We celebrate vocal victories with food. We share via YouTube with chocolate. A family that eats together...grows together. Make it a safe space (no judgement) zone. Be supporters of one another. #2PencilChat
I'm planning on putting something together for my students and parents. I can't share anything with identifying data or faces, but other than that...I want to share! #2PencilChat
Thx for making my 1st #2pencilchat such a positive experience! Quickly want to share a tool I’ve been building with 2 other Ts https://t.co/W7nneDYv3A. An evidence-based, equitable feedback tool that supports dialog and #studentagency. Would love to hear your thoughts on it!
Totally unrelated, but I take pics of student work on the board or notes I write to add to Google Keep. **I act like I am taking a selfie while doing so which always gets them going** #2pencilchat
#2PencilChat A5a Dunno that there’s necessarily a best avenue. If there’s trust between the student, peers and teacher wouldn’t it hold that the avenues would reveal itself? This article got me to thinking about the varied ways it could happen.
@allandry1952 is a wonderful mentor, and has helped me immeasurably in my growth as a mentor to others. The trust component between mentors and mentees is essential to a healthy mentoring relationship. This article made me think ab…https://t.co/nGEJiM8VQ3https://t.co/yjYOBDgTAz
A5 sharing aloud in the classroom, hanging work inside/outside, messages to parents or sendingit home.... I need to get more creative with this! #2PencilChat
