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.
Gday #2PencilChat
Carl from Avonsleigh Australia.
It's ANZAC Day holiday here so I'm taking a break from Rotary Hoeing the new tree line... everything smells of petrol
Hey, everyone. Priscilla here. I'm the one who teaches in the juvenile detention facility. I'm also a major Nascar fan. And, a new piece of info...I'm a cancer patient. I have melanoma. I've been fighting it for the past year. This is my 4th round of it. #2PencilChat
Hello! My name is Kylee McLafferty and I am a preservice T at Grove City College in Pennsylvania! Excited to join for the first time tonight! #2PencilChat
Hey hey! Danielle here from Tampa! It’s been a hot minute since I’ve done a twitter chat since I’ve been so busy with graduation Friday, so I’m STOKED to be here!! #2pencilchat
I was talking to Clare about bears when she was in the US. She said she would meet them all the time on the walk to College. They hung out at the dumpster at the 7/11 #2PencilChat
No doubt. My kids can't wait haha!! But I am trying to take the edge off day by day. Making clay pots this week as a break from the madness. #2PencilChat
Q1
It all starts with modeling, how do we show our students that failing at something one time (or ten!) doesn't have to mean failing forever?
#2PencilChat
Q1
It all starts with modeling, how do we show our students that failing at something one time (or ten!) doesn't have to mean failing forever?
#2PencilChat
A1 first we have to STOP calling it failing. Negative meanings don’t go away. I stopped using failing and started using choices. Choices lead to opportunities. #2PencilChat
A1: a teacher that I know has a poster on the wall and each morning after the pledge of allegiance they say the whole poem aloud, bu it begins with "today is a new day. I let go of the mistakes that I made yesterday." And I think this is so important to instill in Ss #2PencilChat
A1 first we have to STOP calling it failing. Negative meanings don’t go away. I stopped using failing and started using choices. Choices lead to opportunities. #2PencilChat
Q1
It all starts with modeling, how do we show our students that failing at something one time (or ten!) doesn't have to mean failing forever?
#2PencilChat
A1.Reminding of their innate ability to try again. Create opportunites for small success throughout learning space and time. It reminds Ssof the time that they did win, or were proficient or did pass. No matter how long ago it was. #2PencilChat
A1) Model risk, query things. I randomly ask questions about what ifs and eventually my students do too... we will talk through and thrash out a hypothetical situation #2PencilChat
A1: we all say “it’s cool!” For example, if I make a mistake, I’ll say “it’s cool, Ms. LaDue” and the Ss reply all together with “it’s cool!” And we move on without embarrassment. Makes failing comforting. #2PencilChat
A1 I sit down with a student(s) and give them options. Encourage them to pick one and move forward. The goal of everything is to be a better problem solver #2PencilChat
We looked at Mother To Son by Langston Hughes this morning. Spoke of the meaning behind the words and that we need to continue on even when life is difficult or content is difficult. That the journey is as important to the destination if not more! #2PencilChat
#2PencilChat jumping in A1: sharing our failures and mistakes and how we deal/dealt with them with our students shows them that making mistakes is okay.
Failing is like shiznit ... it happens and we should not be afraid of it nor should we fear it ... i am ok with taking a step back and looking at what I have done and saying "well, that pretty much sucked" back to the drawing board #2PencilChat
Some 3rds who had an easy time in grade k - 2 completely fall apart in grade 3. They are not used to working, making mistakes and being wrong. Many don’t know how to handle it. #2pencilchat
Q1
It all starts with modeling, how do we show our students that failing at something one time (or ten!) doesn't have to mean failing forever?
#2PencilChat
They must be very flighty and scared. Yes they will charge to get you away and they look like they could hurt you but you never hear of it. #2PencilChat
In reply to
@MagicPantsJones, @KyleeMclafferty, @kathyiwanicki
A1 resilience is practiced by Ss in their personal lives all the time. the translation gap that to the classroom is minimized by using words that define it in them when u see it without it being wrapped around the content. #2PencilChat
Oh yes! Growth mindset is a HUGE part of what I do in grade 3. Students show so much growth. Many come to me thinking they know it all and then really struggling when they realize they don’t. #2pencilchat
A1. You could purposely mess up on something & then model what it takes to fix it. Just don’t be fake. And when you mess up for real, own it & make it right. #2PencilChat
A1. I hate to admit it, but I'm not a great speller. So, when I'm writing Ss responses on the board, I will ask the kids & adults in the room how to spell things. I show them that I am not ashamed to ask for help or to admit that I don't know something. #2PencilChat
I have so many in 5th that are concerned about getting "work" done and just getting the correct answer. No process to learning #2pencilchat Trying to change that day by day
Q2
"Fall seven times, get up eight," is easy to say, but it DOES wear on you. How do we build our students up to have the sight to keep going each time?
#2PencilChat
So many Ss are just worried about the grade. I think it means that we as Ts need to do a better job showing them what is really important. #2PencilChat
i think somehow in our snowflake society that we have taught kids or been raised to be afraid of failure ... that stuff needs to stop ... your "safe space" should not be an environment free of failure ... #2pencilchat
A1 Vocabukary and suggestions for care takers to identify resilience in their kids when seen Ss who are resilient in school have someone confirming their ability to be it. #2PencilChat
I put grades on so few assignments. However, I look and give feedback on everything. Ss know that if they haven’t done their best, they will redo it. #2pencilchat
A2: I think we need to show Ss the results of getting back up. Even if it is a simple reward of a high-five, they need to be able to see that it is worth it. #2PencilChat
A2) It wears. I have suffered from depression in the past but there is a trigger in my head now that picks up when I am declining and as soon as I note that I can act to improve my mindset. #2PencilChat
I think modeling it every chance we get. For example they were trying to code something and couldn’t get it right away but finally did, when it came to math wanted to give up. Had to make connection for them and lightbulb came on. Didn’t give up so easily. #2PencilChat
A1 I often tell my students about my writing failures. I don’t tell them it gets easier, because it doesn’t. I do tell them stories about my struggles and what I learned. #2PencilChat
A2 TOUGH one- it’s hard for adults to have the sight to keep going too! I think sharing struggles we’ve had and being compassionate (and patient) can help. Celebrating major hurdles helps. #2PencilChat
Q2
"Fall seven times, get up eight," is easy to say, but it DOES wear on you. How do we build our students up to have the sight to keep going each time?
#2PencilChat
To gain the ownership you have to use tools or toys that students use on a daily basis. Not tools that are bought for you by your school system #2PencilChat
A2. They need to be taught how to problem solve. Identify where things went sideways, then try to figure out another way to go at it. I’m thinking if grades became less emphasized, & mastery of standards more emphasized, we woul make great strides in this area. #2PencilChat
I've struggled with what I refer to as "worksheet brain" for years. I just started reading Creating Cultures of Thinking by Ron Ritchhart & am truly hopeful it will help me overcome that mindset. https://t.co/2wdXUdZjTF#2PencilChat
In reply to
@nathan_stevens, @mr_abee_tweets, @kathyiwanicki
A2: #growthmindset is right here. It takes a T giving genuine praise to the effort. You don't have to reward the effort......but you do need to recognize and praise the character that goes into it. Expressed admiration for the S-person goes a long way. #2pencilchat
Q2
"Fall seven times, get up eight," is easy to say, but it DOES wear on you. How do we build our students up to have the sight to keep going each time?
#2PencilChat
A2. This reminds me of working out at the gym. When I first started I couldn't do anything. Pushups were the worst. This is where accommodations & modifications come into play. Also praising the effort, specificly noting the progress and celebrating it. #2PencilChat
Small successes are so important for students to feel positive about learning and eventually experience mastery! Many small successes are more important than one big success. #2PencilChat
A2: abandon notions that a student is their test score. Start seeing them as the beautifully unique and imperfect fickle, fuddled little creature they are. Only then will students see value in persevering #2PencilChat
A2. They need to be taught how to problem solve. Identify where things went sideways, then try to figure out another way to go at it. I’m thinking if grades became less emphasized, & mastery of standards more emphasized, we woul make great strides in this area. #2PencilChat
A struggle I have is that Ss already see themselves as failures. I fight each day to get them pumped about learning, but it has to be on their playing field. What are they in to etc.. They have the view: I will never do well. I try to incentivize with their passions #2PencilChat
Q3
When you've got 40,000 things to get through on your district curriculum map, how do you manage to go forward, while still protecting the learners who need more practice?
#2PencilChat
Ooh, that's a good title...speaking of creating, I have to say that I'd much rather see students creating to show what they've learned than worksheeting....
#2PencilChat
In reply to
@michgutierrez, @nathan_stevens, @mr_abee_tweets, @kathyiwanicki
Small successes are so important for students to feel positive about learning and eventually experience mastery! Many small successes are more important than one big success. #2PencilChat
My principal @tharris278 was talking to the kids about this at our mid-testing pep rally on Friday. I love that he is changing the culture of our school! #2PencilChat
A3 good collab. with support teachers, frequent opportunities to redo or revisit. Keeping it real about the purpose of standards and how the real world is out there waiting. Ive got a job to do. They do too. #2PencilChat
A3: It’s all about the kids. With that in mind, you plan lessons with small group instruction in mind and use formative assessment to see where students still need assistance before moving on #2PencilChat
A3: As a preservice T I havent' gotten to actually implement this yet, but I think group work and think-pair-shares can help Ss to catch each other up and explain the concepts in ways that you as the T can't. #2PencilChat
A3: Reassessment, reassessment, reassessment. Not just for the Ss who need more practice....but for everyone. You don't have to stop the train....just let it move a bit slower...and keep the doors open. #2pencilchat#masterychat#sblchat
Q3
When you've got 40,000 things to get through on your district curriculum map, how do you manage to go forward, while still protecting the learners who need more practice?
#2PencilChat
A3 There might be a lot to do, but if it’s all part of a meaningful and interconnected whole, it doesn’t feel frenetic and there’s time for reflection. Students do distinct projects while also practicing strategies that work for any project. #2PencilChat
A1. Don’t focus on the outcome, focus on the process of learning. Eg In maths, never ask ‘what is the answer?’ Ask ‘how did you solve the problem?’ Remove the focus from being right or wrong. #2PencilChat
Absolutely! There are no worksheets in my class, but anytime I give students paper (usually to guide thinking or written directions) their "worksheet brain" kicks in and it becomes about completing instead of experiencing. #2pencilchat
In reply to
@MagicPantsJones, @nathan_stevens, @mr_abee_tweets, @kathyiwanicki
A3. When I was an elementary teacher, I would do small group instruction. Sometimes those groups were for continued practice. Also, I did lunch bunch. Eat with me, feel special & let me reteach some skills. #2PencilChat
Q4
How do you ensure that your students respect the culture, and respect others' learning journey? We know that teasing and taunting can disable a person's resilience.
#2PencilChat
A3 With my 2/3 combo this year I’ve done mostly small groups this year to differentiate. Don’t always give an assessment just to assess. Small groups give me more opportunities for informal assessments and push Ss. My 2nd graders are ready to take the EOG’s. #2PencilChat
I just had a convo related to this today. I keep "due dates" fluid...not all kids can finish an assignment or successfully complete a unit all on same day at same time. That's just nonsense! We, as teachers need to be flexible. Some need more time. And that's ok #2pencilchat
Q3
When you've got 40,000 things to get through on your district curriculum map, how do you manage to go forward, while still protecting the learners who need more practice?
#2PencilChat
Nothing inherently wrong with worksheets. They're good for reinforcing low-level content. One can assign worksheets AND do higher-order stuff. #2pencilchat
In reply to
@michgutierrez, @MagicPantsJones, @nathan_stevens, @mr_abee_tweets, @kathyiwanicki
A3. Formative assessment, reteach in small groups or one-on-one, formative assessment, etc. Sometimes kids will have to show you their understanding of a concept in a practical way. Not just another test question. Let them get creative! #2PencilChat
A4) Cut teasing and taunting right off at the knees immediately.
And speak to the child quietly, explaining why it's wrong, and make them reflect on their behaviour
#2PencilChat
A4) Cut teasing and taunting right off at the knees immediately.
And speak to the child quietly, explaining why it's wrong, and make them reflect on their behaviour
#2PencilChat
Content is food that fills the stomach. Encoding skills and content into the learner's brain is nutrition that fuels them for work. Relationships is the seasoning that makes them gobble it down and come back for more. #2pencilchat#edchat
A4: We teach the students the #7habits of happy kids. Lifelong habits that help students academically and in life. We consistently review expectations with students and reward positive behavior with #GoodNewsCallOfTheDay#2PencilChat
I think connecting with other students (around the world) to learn with gives them opportunities to embrace our similarities and celebrate our differences. #2PencilChat
A2. By making each mistake a win. Third attempt? Awesome you just learned another way no t to do it and now know not to do it that way again! Or, post it note moment. Tried for something, but got something else amazing instead! I give out post its when that happens! #2PencilChat
Our Year Level Leader does this so well. I've watched her explain to a student the impact of their behaviour using just the right words that impact them #2PencilChat
Even without worksheets, many Ss seem to get through the work instead of using it as a creative opportunity. There are strategies to help them connect their work to their values so they’ll develop the willingness to struggle in the service of what matters to them. #2PencilChat
In reply to
@michgutierrez, @MagicPantsJones, @nathan_stevens, @mr_abee_tweets, @kathyiwanicki
We solve all problems through our read aloud. #wonder and #fishinatree are awesome books to discuss this! My first read aloud of the year is Marty McGuire. #2pencilchat
Q4
How do you ensure that your students respect the culture, and respect others' learning journey? We know that teasing and taunting can disable a person's resilience.
#2PencilChat
You make good points, but I'm still going to lean away from worksheets and homework. I've seen better results from having students create what they've learned. #2PencilChat
In reply to
@jwalkup, @michgutierrez, @nathan_stevens, @mr_abee_tweets, @kathyiwanicki
A4 Ss disrespect when they feel disrespected. If they do not feel included or see their access to information blocked or feel that expectations are not equal then all bets are off. Constant check to equalize access, praise, resources are needed #2PencilChat
A4) Cut teasing and taunting right off at the knees immediately.
And speak to the child quietly, explaining why it's wrong, and make them reflect on their behaviour
#2PencilChat
A4: Charge and inspire Ss with a duty to help. I have my own methods and can share, but find yours. When Ss feel like they are valued as helpers, they see weaker Ss as opportunities to demonstrate generosity and kindness. #2pencilchat
Q4
How do you ensure that your students respect the culture, and respect others' learning journey? We know that teasing and taunting can disable a person's resilience.
#2PencilChat
This is important in maths as kids will solve problems differently (Which is great!) so I tend to focus on that rather than who got it right. I even put the answers up and get the Ss to see if I got them right to remove the focus of ‘being finished & being right’ #2PencilChat
A4. That’s a non-negotiable for me. We don’t tease when we make mistakes. We are striving to be kind. The media center is a safe place to be brave and to learn. #2PencilChat
Great point. Teachers in my school have been using @SkypeClassroom frequently this year and started #gridpals with several classes as well. #2PencilChat
In reply to
@BevLadd, @MagicPantsJones, @SkypeClassroom
A4 I teach a STEM focused class that is all about learning by doing, approaching problems in new ways, and taking risks. Those that are on their own path tend to shine. I also share my own learning struggles all the time. It is about the journey in my room. #2PencilChat
Q4
How do you ensure that your students respect the culture, and respect others' learning journey? We know that teasing and taunting can disable a person's resilience.
#2PencilChat
A4: Teach and have them fully understand the power of YET! My students never let each other give up and are so patient. It is amazing to have watched this group assist each other! #2PencilChat
A4. This is HUGE where I work. I try to be kind and loving. But, when Ss stop others from learning or they tease, well... the Wicked Witch of the West comes out. There is ZERO tolerance for that behavior. The great thing is that the secure staff is supportive too. #2PencilChat
A4:I try to be mindful when Ss answer during group discussion. If they are not on track I don't say WRONG! but: Ok...elaborate or Could someone add to this? Agree but help them come to a different conclusion. Don't put out the spark but add kindling #2PencilChat
A4 Self- check needed by S to insure that implicit biases don't dominate explicit instruction which will begin to dismantles a culture of respect #2PencilChat
I LOVE this! This is my first activity in my World Cultures class each quarter. With each new group of Ss, I tell them that before we learn about cultures of people from all around the world, we need to learn about one another. Who we are, what we are, etc. #2pencilchat
A4 For students who act disrespectfully, that behavior has a function—usually to get attention or escape their own feelings of inadequacy. We can help students explore the values they want to bring to their work and their relationships. #2PencilChat
Allow my higher Ss to answer still but not dominate the discussion. Have them elaborate more on their conclusion and help extend their thinking and reasoning. Teach Ss to respect opinions and be kind when offering rebuttals #2PencilChat
A5) Supports... I think it's all those culture things we said in the last few answers. Model, encourage, be curious, make them curious, reward curious #2PencilChat
Make them think! Often there is more than one way to get to an answer. Students need to realize all the different ways and the fastest isn’t always the best way. #2PencilChat
A5 I love the idea of having a jar of mistakes. Students self-nominate their mistakes for the week (or month), and then celebrate them with a clap out as you read them out loud together. Maybe even vote for the most audacious attempt...
#2PencilChat
A5: Your silence, and time. Give Ss the marker. Let them make mistakes..let their peers help them hash it out. Avoid the temptation to rescue them from every little error. Recognize that that exploration is probably more valuable in the long run than your lesson. #2pencilchat
We learn about the brain and the results of growth mindset on it; again, I reference @joboaler and Dwek and the amazing work being done in this area #2pencilchat
A5: As principal I have started asking kids to do projects for me. Articles for newsletters, jobs around the building, organization for school events. Really empowering for students. #2PencilChat
A5. Praise the kid who comes up with a way to do something that is different from everyone else. Share examples with the kids from literature and other examples as you find them. #2PencilChat
A5 In my opinion, ANYONE can become a daring, brave, risk taking student if they feel love, kindness and support from their teacher and their peers. In my room #KindnessMatters ALWAYS. It's a non-negotiable #2pencilchat
a5: Allow them to explore their thoughts and theories. Create projects or even just small assignments that are ongoing. Finding gold takes more than a day of digging and sometimes a lifetime #2PencilChat
A5. Make your students feel safe! 3 types of engagement: emotional, behavioural & cognitive all intertwined, but based on if a child feels self worth, and a part of a classroom community, then learning will happen. #2PencilChat
A5. A culture to allow them to do so. Maybe a special project, if that's their thing. Support systems for when they push, but don't succeed. Lessons in humility when they do succeed #2PencilChat
I have done a lot of this recently! It lets Ss ease into their work and avoid helplessness. They like putting in their initials when they accomplish the task and it's a good visual for progress. #2pencilchat
A5 We can reinforce students’ creative risk-taking by building collaborative relationships with students their families, so that the meaningful work they do in class continues after they’re in our class. #2PencilChat
Hey everyone, I am venturing into teacher instagram and would love to follow your teacher account if you have one. My teacher account is @mrsiwanicki (for both twitter and instagram). Thanks! #2pencilchat
Absolutely! Taught all boys: we used to say, boys learn teachers, not subjects. If a boy feels safe and valued in your classroom, he will reach for the stars for you. If no relationship, you have a different boy. #2PencilChat
As a new teach, I am trying really hard to find others to learn from. To pull out that drive in my Ss and to get those discussions going. When they say they're bored or finished, I want to make sure they aren't. Keep exploring! Find your passion! #alwaysawhitebelt#2PencilChat
I also try to validate their thinking. What logical, creative, interesting choices did they make? Just because they didn't make it, doesn't mean they weren't on the right track. #2PencilChat
Fun!! Think how differently Ss would act if they knew every effort was appreciated! It would be a WHOLE different ballgame. Sometimes Ts get so caught up and forget the simplest more important things. #2PencilChat
Absolutely! Taught all boys: we used to say, boys learn teachers, not subjects. If a boy feels safe and valued in your classroom, he will reach for the stars for you. If no relationship, you have a different boy. #2PencilChat
A5.2 When a student expresses frustration, I always say, “This is a great learning moment. You’re discovering that there’s something you want to do, and you’re figuring out what doesn’t work. What else can you try?” #2PencilChat
I love you SO MUCH, #2PencilChat pals! Thank you for joining us tonight. Go out and try new things and mess up, and have fun while you do it! You'll be better for it, and so will your students!
A5 - Almost everything in my class is part of an iterative process. Design Thinking Process, Engineering Design Process, programming, and anything else that starts with a question and can always be improved. #2PencilChat
