"Think of a Bear..."- Mindfulness, Neuroscience, and Expectations

Dave Mochel is a renowned coach and practitioner of mindful practice. I have had the fortune of hearing and participating in his presentations multiple times over the past few months. His experience as an educator resonates when he coaches school leaders and faculty.

One of my favorite activities in his coaching is when he asks his audience to "Think of a bear...". So, I challenge you to do the same.

Think of a bear; what does your bear look like?

This:

Or this:

Or this:

How about this:

Or this:

Well, there are infinite possibilities of what image may pop into one's head when asked to imagine a bear. The images are as diverse as the participants in this exercise. As Dave points out, the term "bear" is a noun- a concrete object. Yet, there is no one, universally accepted representation of what a "bear" looks like. I have no idea what image another person may conjure up- and another person has no idea what image populates my mind's eye when I hear the term "bear".

If a concrete object like a bear creates such diverse thoughts, how about abstract ideas- like respect, kindness, or excellence?

Yet, schools utilize terms like these in mission statements or core values. Schools claim to deliver on these ideals, yet it is rare to find the school that defines these concepts. If a school uses the term "excellence" in its mission statement, does the school also have a statement of excellence with concrete examples of what this looks like in the institution?

Expectations, especially in the classroom and in areas of character development, tend to be described in the abstract. Asking a student to "be kind" or to "be respectful" without providing context for what kind or respectful looks like could potentially yield as many varied behavioral choices as images of a bear.

Neuroscience tells us that adolescent brains are hard wired to misread emotion as shifts are made to understand subjective concepts. This is because adolescents default to using their amygdala to process and reason through the subjective. As I wrote in a previous blog, this is normal. Adults utilize the prefrontal cortex in reasoning processes, however this part of the brain is in development through ones 20's while the adolescent amygdala is fully developed. We account for this discrepancy in adolescent reasoning in curricular best practices through techniques like integrating rubrics with clear actions toward completion of assignments. 

So how do we account for this gap in behavioral expectations in terms of classroom management or character development?

As Dave Mochel explains, part of behavioral shift is through practice. Cognitive shifts are made by the brain with repletion of a learned behavior. Being mindful and aware of desired behavior and intentional in the practice of new behaviors allows for this shift. Mindful practice could help to bridge the gap in how educators apply neuroscience to classroom management.

And, as the best coaches do, Dave ramps this idea up a notch.

He reminded me that, as educators work to define clear behavioral expectations, we must engage our students in the creation of these definitions. This level of investment allows students to effectively practice the expected behaviors, thus assisting adolescent brains in making this cognitive shift. 

Mindfulness may hold the missing link between effective classroom management and what we know about adolescent brains. More broadly, mindfulness may hold the key in syncing behavioral expectations with cognitive sciences.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.

All in Their Head!- Brain-Based Classroom Management

Over the time that I have been in education, there has been a concentrated push to incorporate the latest in brain research and neuroscience into curriculum design. It is REALLY smart to do so. The benefits are bountiful for teachers, from student engagement in content and skills to varying assessment techniques that truly identify student strengths and opportunities for growth. Neuroscience has advanced educational practice and has had a tremendous impact on best practices in pedagogy.

A noticeable gap exists in how neuroscience is applied to classroom management, however. This includes sharing rationale behind classroom management techniques with the parent constituency to help further understanding of tactics used to manage student behaviors. For example, Project-Based Learning has been implemented into classrooms all over the country as a way to engage student interests and vary assessment, but do classroom practices around student seating reflect the same application of brain-based principles?

The Association for Middle Level Education (AMLE) has wonderful resources for middle school educators. Once such resource is the research summary published back in 2014 of work completed by Micki Caskey and, the late, Vincent A. Anfara, Jr. entitled Developmental Characteristics of Young Adolescents. This work breaks down adolescent development into numerous categories, including physical, intellectual, moral, spiritual, psychological, and social-emotional. This resource includes not only details pertaining to research findings, but also implications for educational practice.

Warning: Hoity-Toity Brain Stuff Ahead

One of the key pieces of info in this resource is around prefrontal cortex development. The prefrontal cortex is the reasoning center for the brain, and it is going through tremendous change during adolescence. This growth and change doesn't stop until the early to mid twenties in the average human being. Therefore the adolescent brain, in some instances, uses the amygdala for reasoning functions. The amygdala is the part of the brain that commands some instinctual responses in human beings- think fight-or-fight response. This occurs because the amygdala has gone through the overwhelming majority of its development by the time adolescence occurs. The implication is that adolescents are hard-wired to react, instinctually, without going through the same reasoning process that adults go through prior to making a decision.

For example, a 13 year old knows that class starts in one minute and doesn't want to be late. The 13 year old runs to class knowing that, instinctually, running gets one to a destination faster than walking. As an adult, one could be in a similar situation and consider running to the destination. The prefrontal cortex in the adult reasons that a quick survey of the hallway is a good idea prior to running. The adult surveys the hallway and notices the signs that the floors are newly waxed and reconsiders. The amygdala in the 13 year old decided that running was the best option and the kiddo starts running, only noticing the signs after slipping and falling onto the ground.

SO, whats the point- connect this to classroom management, already!

As educators, we must remember that our adolescents are not hardwired to make decisions the same way that adults are. Classroom expectations that are grounded in punitive consequences for student mistakes do not yield consistent behaviors in all students. One saying that I have used for years is: "I did not get into education to crucify, decapitate, or incarcerate. I got into it to teach!"

Knowing that students are developing as reasoners, ground classroom management in routine and process, making sure to explain the rationale to students. Classroom management strategies are teaching opportunities to help budding adolescent reasoners. Most adolescents will not consistently understand the "why?" behind a process. This may not be intuitive for students. Make question and discussion a part of explaining classroom management techniques. Engage students in dialogue about the rationale behind classroom expectations. This includes explaining that behaviors are choices and that these choices result in positive and negative consequences. This engagement helps adolescent prefrontal cortex development.

It is also important to give consistent feedback as students carry out classroom management strategies. Reinforce correct behaviors with positive affirmation. This, again, helps prefrontal cortex development in students. Also, adolescent brains are hardwired to be more enthused by praise than adults brains (this is a part of prefrontal cortex development, as well).

When a behavior is incorrect, consistently correct this behavior and follow through with appropriate consequences as outlined during discussion of classroom expectations. If a student consistently is not meeting your expectations, ramping up the severity of the consequence may not yield the desired behavioral change. Rather, engage the adolescent in dialogue and ensure that the student clearly understands the process and rationale behind the expectation. You can even have the student, where appropriate, practice by modeling the expectation so that feedback can be offered in an intimate setting.

When it comes to managing classroom behaviors, remember that, as educators, we must use our brains...and understand our student's brains, as well.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.

No Smile Zone

During the new employee orientation sessions, when I first got into teaching, a veteran teacher spoke to my group of educators about classroom management. The vet shared a philosophy with those of us new to the profession that was believed to be beneficial. The advice- "Don't let the students see you smile until Thanksgiving." The rationale was simple: if the students think that the teacher is a softy, they will take advantage of the niceness. According to this philosophy, teachers are better off being tough disciplinarians and loosening the reigns as the school year goes on then to show any perceived weakness that the students will take advantage of early and then try to toughen up.

Hearing this advice, my first thought was that there is a logical fallacy at the core of this line of thinking. The fallacy is in the concept that best practices in classroom management fluctuated between being tough in one moment and loosening up in other moments. The best educators, in my experience, were consistent- always themselves in terms of personality and consistent in classroom behavioral expectations. Consistency is key; everyday, students know what to expect and adjust accordingly- classic Harry Wong First Days of School philosophy.

Smiling is not a sign of weakness; neither is niceness, or compassion, or empathy. These are natural human emotions. Caring shows strength- the strength to move out of your comfort zone and to place the needs of someone else before your own. The best teachers know that it is possible to both care and set consistent classroom expectations. Those same teachers also know that at the core of engaging students in the content is establishing a relationship that fosters student "care", whether the student cares about the content being taught or the student cares about the person delivering the content and engages because of this relationship.

"Before the students care about what you know, they have to know that you care."

John Stephens, one of my mentors in education, used to say to new middle school faculty at Fort Worth Country Day, "before the students care about what you know, they have to know that you care." This philosophy speaks to relationship building as a vehicle for best-practice teaching and classroom management. 

Most academic content is abundantly Google-albe. Content expertise is still a valued asset of a teacher, but content isn't king. The best teachers engage students relationally as a vehicle to teach content and skills. If a student believes that a teacher is rooting for their success and cares about their well-being, then that student can be stretched, academically, and will fulfill classroom expectations, behaviorally. The student does not want to disappoint the teacher in this relationship. The teacher is able to best support the student toward achieving successes.

It is hard to get to know students. Like any persons, students may be guarded. Teachers should be their authentic selves. It is easy to maintain consistency this way, because the teacher simply has to be genuine rather than maintaining a false sense of authoritarianism. 

Showcasing some of your personality in class makes it easier for students to open up and share a bit of their own. I am a sports nut- so I share this with my students and the students share their athletic passions with me. I am also a comic book junky. I share this with my students and the students reciprocate by sharing their passion for comics, or superheroes, or students connect my passion to their passion for drawing, or reading, or movies. 

As the adult in the room, teachers set the tone for acceptable behavior. If a teacher is openly willing to share personality traits and passions, the classroom becomes a safe space for everyone to share, and makes the likelihood of finding that relational connection to students all the more probable. 

Consistency is key. Be you! Smile everyday, if it is genuine. Bring your most authentic self to the classroom and show students that "care" has a place in the classroom.

Please leave comments if you have questions or need further clarification.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.

The Value of "...OOPS!"

Coach Herman Boone demanded perfection of his football players in, my favorite movie, Remember the Titans.

"We will be perfect in every aspect of the game. You drop a pass, you run a mile. You miss a blocking assignment, you run a mile. You fumble the football, and I will break my foot off in your John Brown hind parts... and then you will run a mile! Perfection. Let's go to work. "

I love the quotability of this line! The longer I am in middle school education, though, I realize that I don't love the message.

Perfect is a hard measure, especially for adolescents that are hardwired to make mistakes.

My former Head of Middle School, John Stephens, introduced me to an article titled A Safe Place to Fail by Corbett Simons (the former Head of Middle School at Metairie Park Country Day School in Louisiana). It detailed the mindset that educators and parents must have with adolescents; we must provide a safe space for exploration, knowing that not all of the endeavors tackled by adolescents will be successful.

Knowing this to be the case, middle school educators must be focused on teaching adolescents how to bounce back from their mistakes. I describe this process in 3 steps.

Own what you've done in the past
When one messes up, no matter what has been done, one must own their part. Own all of it. Own the feelings and emotion around the mistake. It is okay to mess up because no one is perfect. Many times, this means a difficult conversation for an adolescent. As the adult, it is our job to make this conversation as easy as possible, recognizing that this step in the process of bouncing back from a mistake, many times, is the most difficult.

Make it right in the present
Once there is recognition of the mistake, then comes the time to begin the healing. Find a way to fix the mistake. It may involve manual labor, maybe an apology- the process of fixing the mistake is dictated by the mistake, itself. Adolescents must understand that this step is critical to the rehabilitation for those impacted by the mistake. This can be difficult, as well. This step requires vulnerability. However, in creating this vulnerability, healing is allowed to commence for all stakeholders impacted by the mistake.

Learn to not repeat the same mistake in the future
Putting lessons into practice is evidence of true learning. Adolescents are used to this practice, academically. This concept works similarly in the case of bouncing back from a mistake. Adolescents need the opportunity to prove that the experience of the mistake was transformative. This occurs as behaviors are modified to ensure that the mistake is not repeated. That isn't to say that this happens instantly; an adolescent may need to go through this process a few times. It is the job of the adults to point out growth in behavioral changes as we see them and to positively reinforce the behaviors we wish to see, especially as they may relate to bouncing back from a misstep.

As the adults, we should model this process for adolescents. Adults make mistakes all the time, and these opportunities are great ones to showcase the appropriate mistake making process for adolescents. Bam! Radio Network has a great podcast entitled My Bad. This podcast is all about administrators in schools admitting mistakes that they have made, personally. The administrators, then, go on to tell the stories of the lessons learned from the mistakes and how growth has occurred, professionally, from these experiences. This is a great example of how we, as adults, can own our mistakes and model how our adolescents can manage their own missteps.

Grit and resiliency are developed in our adolescents through bouncing back from mistakes. This means that there is great power in the value of an "...OOPS!"

 Please leave comments if you have questions or need further clarification.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.

Teach Students to Not Give a F...

Summer is a great time to catch up on reading. I have noticed that several of my friends on social media have been reading the New York Times best seller, The Subtle Art of Not Giving a F*ck by Mark Manson. The title intrigued me, so I figured, why not pick it up and give it a shot?!

Now that I serve as a principal, I find that there are a greater number of opportunities to partner with a vast number of faculty and parents on helping students navigate adolescence. This book really hit on several lessons that I have shared with folks for years and that help parents and faculty ensure a positive adolescent experience for students.

Suffering serves a purpose

I have had lots of conversations with parents through the years about not rescuing children from every setback or mistake that occurs during adolescence. Imagine this scenario: your child forgets their homework at home. The child calls you to have you pick it up and bring it to school for them. If, as a parent, you comply, then that will not be your last trip to school to drop off homework, or gym clothes, or an instrument, or lunch. Our actions, as the adults, are always teaching adolescents what behaviors are okay or acceptable. There is a natural consequence that comes with forgetting a responsibility, and shielding students from this consequence runs counter to prefrontal lobe brain development (this is where reasoning occurs and it isn't fully developed in adolescents). It is in receiving a consequence that the brain wires itself to help students make appropriate decisions to avoid similar consequences in the future. If students are to develop resiliency and grit during adolescence, then recognize that suffering facilitates this growth. Students overcome the negative consequences to achieve a level of success.

Focus on your values

This world is fast-paced- especially for adolescents. Access to technology allows students to communicate faster, gather resources efficiently, and engage in learning in ways that were unimaginable a couple of decades ago. Media influences adolescent thinking and has evolved over time to reach students via numerous methods. By the way, there is still traditional peer pressure. There is a tremendous opportunity to assist adolescents to discover what is most important in life and to help students find purpose and meaning in actions, thoughts, and relationships. The adults needs to be consistent in delivering messages that support appropriate values, and our actions must match our words so that the adults become the model of virtue for our adolescents. The adults must also model appropriate mistake making, as this shows adolescents that failure is a natural part of life and our values must be applied consistently during the tough times, as well. When our students are in precarious moments when a decision is required, the hope is that the student will focus on appropriate values. This helps our students to allow the distractions to fall by the wayside and focus on what is most important when taking action.

Keep growing and learning

No one has all of the answers. Learning comes from recognizing how few answers one has and asking questions to further understanding. Stubbornly holding on to a perspective hampers growth and creates fixed mindsets in adolescents. The adults must work to to teach our adolescents that questioning is okay. Question everything; question the facts being taught, question the values being imparted, questions other's perspectives, as well your personal beliefs. It is in this questioning that a person seeks knowledge and gains wisdom. We must teach adolescents that it is okay to not know; not having an answer doesn't make one stupid, just human. The best questions don't necessarily have answers, the best questions may require one to ask more questions and, more deeply, engage in the process of learning.

Please leave comments if you have questions or need further clarification.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published articles on education.

Riddle Me This? Why The Person Asking the Most Questions in Class Must be the Teacher

I love comics! As a kid, the stories hooked me. There are epic battles between good and evil. Flawed heroes overcome obstacles to save the day. The characters draw me in like a magnet to metal. I cheer for heroes, but the stories are more than that- you learn the backstory of the villains and you find ways to connect to them as well.

One of my favorite comics is Batman. My favorite nemesis of The Dark Knight is Edward Nigma, a.k.a. The Riddler. The Riddler is able to match wits and intelligence with the world's greatest detective, but the game isn't in the heist for Nigma. The game is in leaving clues in the form of riddles for Batman to solve. These clues are what allow Batman to understand the methodology and rationale behind The Riddler's latest caper!

In my class, I am The Riddler, of sorts. I encourage all teachers to embrace their inner "Nigma".

The genesis of my beliefs around answering student questions with questions stems from one of my early teaching mentors, Charlie Myers. Charlie came to become a Social Studies Department Chair at Lexington Catholic High School in Lexington, Kentucky after a career in political think tanks and work as a lobbyist. My first gig was working as an Honor's American Government teacher at the school, and Charlie took me under his wing.

Charlie would almost never directly answer a student question, regardless of how simple. He would return a question from a student with a question of his own. One day, I asked him about this philosophy and he said, "I learn a lot from answering difficult questions. They force me to think. I want my students to think, so I ask questions- if it is good enough for me, it should work for them."

This is what The Riddler does with Batman. He uses questions that force Batman to think critically about the situations surrounding the crime. In this way, Batman gains insights that are critical to solving the puzzles that are The Riddler's Shenanigans.

I want my students to be superheroes, so I enact a similar strategy. The students ask questions about research, or the current concept being learned, or about a particular project. I answer their questions with questions, with several goals in mind. I want my students to think more critically. Asking questions forces students to engage in the higher order thinking skills outlined in Bloom's Taxonomy. By creating scenarios where students are answering questions that further their own thinking, I also create an environment where students develop greater academic independence. As I say all the time in my classroom, "I am not the end-all be-all fountain of knowledge!" My students gain greater confidence that they can seek answers on their own through independent inquiry.

This has also created an environment where students will ask questions of each other rather than asking questions of me. The students look to each other as experts and it forces greater accountability from them, which leads to a classroom environment where asking questions is valued and expected.

To take advantage of this paradigm shift in environment, I have incorporated my Riddler techniques with the teaching strategy of 3 Before Me. You can check it out here. The concept is simple, before students can come to me and ask a question, they must ask at least 3 of their peers in the class the question without receiving, what the student deems is, a suitable answer.

In my Bring Your Own Device institution, we have adapted 3 Before Me to include utilizing internet research. Now, a student must ask at least 2 peers and check out a web resource to seek an answer before they can come to me. Once they seek answers from me, I become The Riddler, asking questions that force the critical thinking that I seek in my classroom.

My classroom is Gotham City- full of Riddlers and superheroes! I encourage all teachers to shift the responsibility of answering questions to their students. You never know who will be the next Bat Girl or Batman in your midst!

Please leave comments if you have any questions or need further clarification.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.

3 Social Media Sites that Will Improve Your Teaching

"The best teachers are the best thieves."

One of my mentors in education, Janet Fortune, began an education class at Berea College with this statement. She explained that teachers must become adept at sharing their practice with other educators while also borrowing and utilizing concepts from colleagues that will have a positive impact on students. By combining resources, teachers better the class experience for students and help young people fulfill their vast potential.

I have subscribed to this theory throughout my time as an educator. I have travelled to schools, gone to countless conferences, and even cold-called and emailed teachers that I had no prior connection with to understand techniques or lessons that were being used in the classroom. Whatever it takes to make my classroom the best it could be, I am willing to do.

This drive isn't unique to me; many educators have the same passion and determination to make their classes awesome! Social media has made the process of becoming a better thief even easier and more convenient! Pinterest, Twitter, and LinkedIn are three great social media tools that will take any teacher to Robin Hood status!

Pinterest

For many educators, Pinterest is already a tool in their tool box.  Some data may reveal that Pinterest isn't as prevalent in the educator's tool bag as one might think.

According to Edison Research, 64% of Pinterest users are 35 or younger and 70% are female. Meanwhile, in 2010, the median age in the United States of teachers reached over 37 years old- up nearly 2% from 10 years prior, this according to The Center for Public Education. Also, according to The National Center for Education Statistics, in 2011-2012, 76% of public educators were female.

So, for many educators, the joys of discovering inspiration via Pinterest is not a reality.

Pinterest can be a muse for educators looking for guiding light on a variety of topics. Looking for a quick activity for an advisory group or a homeroom? Pinterest has that! Wanting to jazz up the decor in your space? Pinterest has that! Trying to gather ideas for reconfiguring your learning space? Pinterest has that! How about finding some new posters for your classroom? Pinterest has that, as well!

Not only can an educator find these items via Pinterest, but you can create your own account and organize your new-found gems for easy location down the road.

Twitter

While Twitter can have many wonderful applications for your classroom as a teaching tool, do you, as an educator, take full advantage of Twitter as a tool for professional development? Twitter is an awesome tool for collaboration with educators all over the country.

Have you participated in a chat?

There are many names, (live chat, Twitter chat, tweet chat) but the idea is consistent. Educators can use Twitter as a vehicle for real-time conversations on a variety of topics. You can observe the chat or participate by answering and asking questions. These chats are a great way to connect with other educators and further collaboration among professionals in education.

Looking for a list of education-themed chats on Twitter to get you started? The International Society for Technology in Education (ISTE) has put together a list here. A couple that I have been into, lately, are the Lausanne Learning Institute's chat on Thursdays at 8pm Central (#llichat) and Learn Like a Pirate (#learnlap), which has regular chats on varied topics.

LinkedIn

Okay, so you have a LinkedIn account. You signed up for it a few weeks ago, or months, or years, for that matter. You aren't looking for a new job, so you don't monitor the account regularly.

This is a missed opportunity!

LinkedIn has numerous communities that you can join to network with educators from around the country. Educators can, also, follow the pages of thought leaders in education, schools from around the country, or periodicals, journals, and other educational publications. This is a great way to keep up with trends and get quick access to reading that may further your professional practice.

Of course, there is also the opportunity to use LinkedIn for its intended purpose. LinkedIn is an incredible tool for networking with educators around the world! Meet someone at a conference, or at a regional meeting, or at a mixer? Use LinkedIn to keep up with your latest contact without the hassle of storing a business card.

LinkedIn is also a great way to reach out to someone and make an initial introduction. Finding your next keynote speaker, or professional development experience, or your next career opportunity may be as simple as inviting someone to connect with you.

The opportunity to write and publish your own articles via LinkedIn is also a great feature. Put your thoughts out there and invite others to connect with you to further your own pedagogy.


Use Pinterest, Twitter and LinkedIn to make you the best thief you can possibly become- your students will thank you for it!

Please leave comments if you have any questions or need further clarification.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.

So, I Decided to Let My Students Talk...

There are certain phenomena from my educational experiences as a student that baffle me.

Now that I teach, I certainly appreciate my teachers- especially their patience. However, one of the conundrums that still boggles my mind from my school experience is the necessity to silence students. It seemed as if every class I had in middle school had rules around talking.

The problem was that I had a lot to say!

Rather than stifle the natural inclination of my students to talk, especially as we discuss interesting, controversial, or contemporary topics, I have decided to embrace that fact that, to paraphrase the immortal words of Shrek, "...it's getting them to shut up that's the trick."

So...do you remember those questions that you were assigned for homework? You know the ones- your teacher would assign a reading of a section, or a chapter, or a unit. Then, there were 3 or 4 question after the reading that you needed to answer (I was that kids that always asked "do we need to use complete sentences?") Did you enjoy those assignments? Nah, me neither!

I have taken this concept and turned those questions into reflection opportunities for Round Table Discussion. The concept is simple. After we complete an activity or simulation, I assign reflection questions for the students to complete. These questions are open-ended and may require a student to perform further research into a topic. Once complete, students share their answers in small group discussions moderated by me. Students discuss differing perspectives and share their insights thus sparking deeper thinking, inciting lots of comparisons and contrasts, and, hopefully, furthering students understanding of the activity.

In order to ensure constructive conversations, I provide the students with a framework for creating statements. I found a document titled "Meaningful Conversations" while researching Cooperative Learning. Students must utilize one of these phrases to make a statement or ask a question during Round Tables. This ensures that students have appropriate language for the discussion, whether it is to ask a followup question, share a new perspective, or to disagree with their classmate. It keeps the discussions moving and limits opportunities for Round Tables to deteriorate into dialogue that isn't beneficial for furthering student learning.

Round Table Discussions are one activity that helps to foster positive dialogue in classrooms. If my students are going to talk anyway, I want to give them the tools and experiences to make their conversations powerful and positive. Students need to have their voices heard! Therefore, provide constructive outlets that give ample opportunities for student discussion while guiding them in the art of debate and constructive conversation.

Please leave comments if you have any questions or need further clarification of this awesome and exciting activity.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.

Google It!

Vocabulary is an integral part of many classrooms. It helps students to develop and expand their academic language. As a teacher that has a 100% digital classroom with no textbook, I found that introducing vocabulary was a challenge- how do I teach students to take advantage of the opportunity to utilize the internet to expand their vernacular as social scientists?

Educational Innovator Oskar Cymerman introduced me to a concept called Google It! (check out his blog post on this concept here) as a way to make this aspect of teaching fit into the modern classroom. Google It! is a great way to teach students how to collaborate and use Google as an academic tool to expand vocabulary in any class.

Below is an example of how I utilize the activity:




My spin on Google It! is to find some kinesthetic method for students to demonstrate their understanding of the vocabulary term. This could encompass students creating examples of the term utilizing artistic methodologies or resources. Students could create and enact a skit, song or dance to showcase understanding. Students can upload their example into a digital notebook, portfolio or journal.

Student collaboration is crucial to utilizing this activity to its fullest potential. Students work together to create and refine their definitions. Students are consistently curating definitions with their peers to ensure a complete and consistent understanding of the term. Students also critique sources to ensure appropriate scrutiny in procuring definitions.

Finally, students share their learning with each other. This allows further curation; students can share, digitally, and get the most useful definitions and examples into their individual digital notebooks.

Please leave comments if you have any questions or need further clarification of this awesome and exciting activity.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.

Fish are Friends...Not Food!!!

The best part, for me, of attending a conference for professional development is the invigorating energy that I receive from being around other dedicated educators. I love hearing about their passions and seeing innovative and unique practices and concepts from master practitioners. It is truly inspiring.

One of the frustrations that come with attending conferences is that I hear about great ideas, but I don't necessarily get to see these ideas in practice. While great conversations can be had, wouldn't it be cool if the learning wasn't limited to just talking about a new concept?

At every conference, I try to take back at least one diamond, one absolute gem that I can use to make me a better educator. While I have plenty of diamonds from the Lausanne Learning Institute Southwest held at The Oakridge School in Arlington, Texas, the largest gem that I received was the idea of a Fishbowl Session.

A Fishbowl Session is fascinating. A teacher leads a class of students utilizing an educational concept or practice that is at the core of the session. Meanwhile, an interested party of educators watch the implementation as the audience. After the execution of the lesson, the audience of educators reflect and debrief the lesson and educational concept or practice that was at the heart of the session with the leader.

This was the first time that I participated in this practice at any conference I have attended. It was awesome!

I attended three fishbowl sessions as an audience member. I had the opportunity to see master practitioners lead students in engaging and exciting activities. Now, these ideas weren't conceptual. The theory introduced in these sessions became real- and the debrief allowed me and my peers to ask targeted questions that would allow for ease of implementation in our own classrooms. We also received great feedback about potential obstacles and how these could be overcome in a variety of settings.

I, also, led a session on how I use an activity called "Google It" (click here to learn more about it)  as a tool to teach vocabulary in my classroom. It was intimidating to deliver a lesson in front of my peers, in a foreign classroom, to a group of students that I had never met prior to my session! The students, of course, were amazing and fully engaged in the activity. They followed directions, asked great questions, collaborated appropriately and effectively, and truly represented themselves tremendously!

The debrief session with other educators was awesome, as well. I was able to explain how students utilized Google in my class to access vocabulary definitions and why this practice fit not only my pedagogy, but any educational setting. My peers asked questions that helped me reframe and think deeply about how I could tweak this activity to maximize student learning. It is rare to get this level of feedback and to collaborate with other educators in such a meaningful way.

The Fishbowl Session is a transformative method for executing a conference. I loved swimming in the fishbowl- and I learned tremendous lessons from this experience. I can't wait to bring this practice to my school and see how we can reconstruct this idea to fit our own professional learning.

Please leave comments if you have any questions or need further clarification of this awesome and exciting activity.

Check out my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.