Rejuvenation: Growth Mindset and Answering Questions

Hi All,

This week I finally figured out something. I wasn't doing what I ask my students to do every day. I don't have a growth mindset.
I recently bought Carol Dweck's book in order to try to improve my classroom environment. I didn't realize the impact it would have on me personally. My disillusionment is a product of the feeling that I cannot change anything. I lost my drive, and now I'm determined to change this.
For example, I cannot change the fact the county uses Canvas, but I decided to make my own website through Weebly. It's fudging the growth mindset idea a little bit (in which the best scenario is that I should actually learn the new program), but this is definitely a step in the right direction. And, I had fun doing it!
Look at my new website!

Now onto the questions I thought I could try to answer:

How to address the lack of writing in social studies?
Implementing writing and reading core standards in Social Studies classrooms is so incredibly important. I didn't understand what this meant until I took a workshop that taught me the CER method and showed me HOW to use writing in my classroom. I later went to the Core Advocates workshop and I honestly feel much more equipped to teach and evaluate writing. This was a long process, and it was extremely helpful to have the ELA teacher on my team as my mentor. She taught me how she teaches annotations and how she grades her CERs. The dialogue between a SS/ELA teacher is a must, so there is consistency.

Role/place of writing in “content” classes?
Relationship between writing and thinking?
I thought my answer to both these questions kind of coincide. In SS, I usually have students read several primary and secondary sources on a controversial topic, then have them choose a point to argue using evidence they gathered. For example, last year I had them write about whether we should have dropped the atomic bombs. There are clearly two schools of thought there (historically and presently), and it challenges students to argue using perspective, while using writing standards.  

How to incentivize or motivate students to care without the ranking/grading? What works to motivate?
It is extremely difficult to get kids to CARE about learning to the point where you don't need to grade. 
However, one time I did a CER question that asked what was the true motivations for explorers, (3 Gs, remember those?). I had one student in particular that felt really strongly about how the explorers were in it for the money and not religious reasons, and wrote an entire page on it (well beyond the expected length). That leads me to believe that if the topic is controversial enough or something they really care about/have strong feelings for, then they may be motivated to respond without a rigid grading/ranking system. 
Discussions are easy to get them to do without grading, especially with the political climate we're in. They want to talk about current events. As long as you give them articles to prepare them with real facts, then I know you can have a good, deep, meaning discussion without grading or ranking. And perhaps a reflection writing response after? I can see them doing that without grading as well. As long as they're passionate enough about the topic. 

Disillusionment: Learning Canvas

Hello everyone,

I consider myself a techy person. I'm the one everyone goes to when things are broken, or they can't figure out a program. So why am I having such a hard time with Canvas?

Canvas is the county-wide program for the 1:1 computers. It's linked to Powerschool, so any grade taken in Canvas is transferred automatically.

Canvas is a clunky program that takes a lot of time to master. It is not instinctual at all. For example, you cannot just copy and paste images into a Canvas assignment. Instead, you have to save the photo on your computer, then upload to your Canvas files, and then upload it AGAIN to your assignment.

At first, they pushed us to use Google Drive, which I did. All of my files are uploaded in a neat order. I can easily reach resources from my PLC members. Then they choose a program (Canvas) that does not talk to Google Drive at all? Apparently there's a way, but it's like you have to go through a 12-step program to even try to get a single file from it. I wish that our county bought Google Classroom instead.

Some of the 6th grade teachers, who had extensive training on Canvas, like it. They say once you get it, you'll love it.
The 7th-9th grade teachers' training was literally one day. There was an optional training in the summer, but I had a full-time summer job and was not able to attend. Any time spent on "getting" Canvas has to be done on my own time.

It begs the question: if I, someone who considers herself a techy, am having a hard time with it, then how do they expect non-techy teachers to master it? Should I spend hours learning this program, when in less than 4 years they'll undoubtedly enforce another program and if I ever decide to leave Buncombe County, will no longer exist anyway? Can I scoot around this program and set up my classroom through a weebly that will last no matter where I go?

This may be a silly problem, but it's a problem nonetheless.

Single Gender Charter School Reflection

Live  from New York.

I received this email from Jess. She is in her sixth year of teaching and just moved to New York.

I've been at my new school for almost 2 months now. The school year officially started for us on September 6th. I have 82 amazing girls in 6th grade, all except one being African American or Latina. They come from a variety of backgrounds and all five boroughs, but share a passion and love of life that has re-energized my teaching. We started off our year reading "Ronia the Robber's Daughter", by Astrid Lindgren - a fairy tale in novel form - and the girls have been loving it.

I'm typing this as I watch them take an assessment, my heart swelling with pride and joy. These girls are here to learn, even on the days when they whine and complain (they are still middle schoolers after all) they know education is important and want the best for themselves. These girls has given me back my zest for this job. 

Of course, it's only October. I might have a different view come March!

The school itself is a Charter school and because the staff culture is vastly different. The network invests a lot in teachers - their happiness, their time, and their quality of life and instruction - so while there are drawbacks and hiccups, overall everyone is happy to be here and excited to come to work. 

I'd like to do a full write-up on a day in my life to give some idea of what it's like here, but for now I'll share a few highlights.

-On Tuesday I had the pleasure of having our network CEO and an advisor to the Mayor of NYC in my classroom. I'm hoping they enjoyed their time!

-Yesterday the sixth grade went to the American Museum of Natural History. Our specific focus was on the Hall of Human Origins, but we also saw some pretty cool dino bones and sea life!

- Today is Book Character Day! The girls got a break from uniform and have dressed up as their favorite book characters! The teachers are also in costume, and it's been a lot of fun to see some of the creativity and excitement the girls have infused into their costumes. It has been a great day all around.  

This weekend I'm taking part in a professional development that is geared toward growing teacher leaders and changing the face of education. I'm really excited for it, so I'll send an email soon with what I've learned and what is happening.