Surviving Sandy

At this time one year ago, a freak snowstorm caused massive damage to Western Massachusetts, resulting in the loss of power for an entire week. We've been much more fortunate this time around, maintaining electricity (and Internet) during the brunt of Sandy's blow.

Strong winds downed trees and sent debris everywhere, yet the electricity still flowed even as gusts approached 60 mph. Well-deserved props to the folks at National Grid for keeping the juice on during the turbulence.

The jury's still out on if we'll have school tomorrow. A handful of districts have cancelled, while a number of others have signaled it's all systems go. With college recommendation letters, an upcoming workshop at the New England Association of Teachers of English conference this Friday, and pieces to still pick up after being out two days last week to attend the 30th Massachusetts Computer Using Educators conference, I could certainly use another day "off" to make headway.

In addition, on Tuesday (or Wednesday) I'll resume control of my three ninth grade college prep English classes, as my practicum student from a nearby university concluded her placement in my classroom last Friday. She did a wonderful job introducing the students to PVLEGS, the acronym developed by educator Eric Palmer to help students remember the keys to speaking effectively: poise, voice, life, eye contact, gestures, and speed. After reading Laurie Halse Anderson's Speak, the students gave speeches where they made connections between events in their lives and the book. My practicum student was able to explicitly show the students how the PVLEGS skills can really make a difference when it comes to speaking effectively, and the students bought in.

The image at the top of this post was obviously not taken today; it was snapped up at The Flume in Lincoln, NH, over Columbus Day weekend. Rather than post an image of destruction, I prefer to remember this month for the gorgeous foliage and temperate afternoons, not the carnage from Sandy.

My studies through Boise State University's EDTECH program have kept me quite busy as I've made progress on my Master of Educational Technology degree. The coursework requires reflection and journal writing, much of which I've done on a separate blog just for graduate school. I am halfway through one of the two final classes I need to complete before I earn my degree this May. Once my coursework concludes, I look forward to bringing my voice back to the blogosphere. In the meantime, I've still been active on my Twitter account, although I don't read nearly as many tweets from the folks I'm following as I'd like to. For my friends on the East Coast, I hope you stayed safe during Sandy's passing.

Inside a Honda Accord

That's where I was, driving to my first education-related interview, when I learned of the attacks on the World Trade Center. It was a picturesque September morning. I was listening to NPR, when all of a sudden they switched from local to national coverage to give us minute-by-minute updates of what was happening.

It was a true juxtaposition of images and sound, my eyes taking in the morning sun as it bounced off leaves and was absorbed by the grassy fields that marked my way to a local nature reserve. The sound, the voice of Peter Jennings and other correspondents working to make sense of the chaos unfolding in real time in New York City. It was bizarre and frightening. I remember trying to explain it to the man I was meeting with, the director of a wildlife sanctuary where I was trying to land a gig as a volunteer tour guide.

Fresh from hiking 1,000 miles of the Appalachian Trail after quitting my job as a newspaper reporter, I was looking to gain entrance into the field of education, hoping to parlay my affinity for nature and my abilities as a journalist into something new. Fortunately, the director of the reserve decided to give me a shot. I was paired with a veteran staffer, taken on a tour of the grounds, and given the green light to welcome school groups to the sanctuary.

I used my experience there to land a paying job at a local YWCA, working with kindergarten and early elementary school children. My gig at the "Y" helped me get some substitute teaching work at area middle and high schools. Eventually, I was hired as a full-time building substitute at a middle school, where I spent time as a sub and special-ed paraprofessional.

Later that year I worked as a journalism and creative writing teacher at a summer arts camp, then went on to graduate school, where I studied English education. After earning a degree and passing the state's teacher test, I landed a job teaching English and journalism to high school students in Massachusetts. I'm now in my eighth year working at the secondary level.

In addition to being linked to 9/11, my ascension from volunteer tour guide to full-time classroom teacher also has parallels with the meteoric rise of a certain New England Patriots quarterback. Tom Brady, a 2001 sixth-round draft choice, went from being a bench-riding rookie to Super Bowl MVP. While I don't have any trophies to boast of, I do have an excellence in teaching award, bestowed upon me by one of the members of my high school's 2010 graduating class. While the award is nice recognition for the hard work I've put in, even more meaningful is the personalized message that accompanied the award, written by one of my former students.

Just as I hope that Tom Brady's best days as a quarterback are not behind him, the same goes for myself as an educator. Currently enrolled in a second master's degree program, I hope to continue to learn about ways I can be an effective teacher and make a positive difference in the lives of my students. On this day, 10 years after my journey as an educator began, I am thankful to those who have helped me grow from a young man uncertain about his place in the world to a (slightly older) man who, while still seeking, has landed on a path that's proven to be both personally and professionally rewarding.

The Honda Accord image above, while identical to the car I used to drive, came from here.

Online education

For those interested in learning more about Boise State University's EDTECH graduate program, take a look at the video below. I'm only two classes into my degree, so I haven't had a chance to take a class that makes use of Second Life. It certainly looks like it could have promise.

I think good educators draw on a variety of resources and strategies to get students engaged in the curriculum. Could the virtual world of Second Life be one of these resources I use? Sure. Does this mean that the concrete here-and-now goes out the window? Of course not.

As an online student, most of my learning occurs through a pixilated environment. As a high school classroom teacher, the majority of my interactions with students are face-to-face; this despite the fact that they spend one-third of their day interacting with screens. While there is definitely a benefit to incorporating virtual worlds and online interaction into my teaching, it's worth noting that some of the most meaningful classes I've had have occurred in the format of an old-fashioned Socratic seminar. 

Teacher and student

With the end of the school year in sight, it's no surprise that I find myself busier than ever. What's different this year than previous years is that not only am I juggling curriculum and assessments for the five classes I teach, I am also busy completing work for two classes I am taking for my master of educational technology degree.

I have about one week to write a major research synthesis essay for one class and create an in-depth WebQuest for another. It is going to be an arduous stretch. I will complete it, though, and thankfully will have a little break before I once again juggle the roles of student and teacher in the fall.

As those of you who are teachers know, teaching is a full-time gig. I'm at school by 6:45 a.m., and often stay past 4:00 p.m. And unlike most professions, my work day doesn't end when I get home. There are always lessons to plan, assignments to correct, and constituents to get back to. This is just the reality of being a teacher. While it's time consuming, it's also wholly engrossing, meaningful, satisfying work. If I didn't enjoy what I do, I wouldn't do it.

Because I give a lot to my job, I have a limited number of hours to give to my wife, myself, friends, and family. With two graduate classes also in the mix, it's safe to say that my cup is near overflow. Fortunately, I've been able to keep sipping away before any drops spill, but it hasn't been easy. Knowing that a respite is near helps motivate me to take the final necessary gulps.

Although my graduate work will soon be over, my responsibilities as a high school English and journalism teacher will continue through the end of June. When we return to school tomorrow, my 9th graders will be turning in poetry anthologies, and my seniors will be submitting major research papers. The journalism kids will assess their latest issue and begin planning their final paper of the year. With the seniors finishing at the end of May, there will be a changing of the guard for the last edition, as underclassmen take on the major editorial roles.

My seniors' last unit is Lord of the Flies, which we'll start tomorrow. The freshmen will end with Speak and Romeo & Juliet. Best wishes to students and teachers everywhere for a swift and fulfilling journey to the finish.

Inventing the new paradigm

At a recent TED event, school technology leader Scott McLeod admonishes the current educational establishment for sticking its head in the sand and failing to adjust to the digitally and globally connected world.

In this video, McLeod describes 21st century classrooms that look nearly identical to the classrooms of 1890. He calls for a rethinking of curriculum, instruction, and assessment, and states that every kid needs access to a computer.

"It's a digital world. We're going to have to stop pretending that it's a paper and pencil world in schools," McLeod says.

As currently constructed, school environments are set up to prepare kids for the last 50 years, not the next 50 years, McLeod observes. He says schools are failing in their three essential functions, which are to develop students who are socially functional, economically productive, and able to master the dominate information landscape of their time.

"We can see quite clearly that we have some disconnects that cannot continue to be maintained."



I happen to agree with a lot of what McLeod talks about. It is for some of these reasons that I chose to go back to school for a master's degree in educational technology.

As I wrote about recently, it's made for a full year. In the end, though, the effort will pay off, as it will help me provide my students with a 21st century education that's relevant to their lives, needs, and the world they will inhabit.

Oh boy

Midterm grades to compile and enter. Course work for my Master of Educational Technology degree to complete. An interview tomorrow to help develop and pilot a Massachusetts Online Curriculum. It's already been a 12-hour day, and there's still much to do.

This, of course, is in addition to daily lesson plans that need to be created, parent e-mails and phone calls that require timely response, and ongoing student work that must be read and evaluated. And then there's special education forms and field trip forms and writing assessment forms and other forms whose names escape me.

Oh, but surely you must have time in the school day to do these things, right?

I have 55 minutes to make photocopies, clean my boards, write the new day's agenda, write the new day's homework, organize handouts, and use the bathroom before a bell rings and students begin to fill my room.

In education, there are essential things that MUST get done each day. What you don't accomplish in your 55 minutes becomes a responsibility that has to be completed on your own time. While I love the work - it's engaging, rewarding, fulfilling, and stimulating - I sometimes wonder if it's burning me out. Since my graduate classes started, I haven't had time to maintain my New Year's Resolution of jogging consistently. At some point, I'm going to need to give more consideration to my health. And if my wife and I decided to ever have kids, I have no idea where I would find the time to be a father given my current schedule - something would definitely have to give.

If we had kids, our children would need to be at the top of our priority list. As a teacher, you see what happens when children are neglected and their parents aren't there for them, and it's trying and sobering. Life is hard stuff, and children need mindful ambassadors to lead them through its peaks and valleys. If your parents aren't responsible, nurturing, and involved, you're at a distinct disadvantage.

Being an adult is about being able to juggle many things with finesse, dexterity, and care. It's about meeting multiple priorities and finding balance. Right now that balance seems elusive, but I'll eventually muddle through and find equilibrium.