A New Way of Teaching and Learning

The coronavirus pandemic is changing teaching and learning for schools across the country. Tomorrow, Hawaii public school teachers will be back at work to plan instruction for their students. They’ll be working remotely from home and meeting virtually with administrators and their colleagues.

A few years ago, our school received a grant to pilot blended learning with about 25 fourth and fifth graders. Students attended class 3 days a week and accessed their curriculum at home for the other 2 days. Projects and assignments were all submitted on-line. Through this blended learning pilot program, we learned lessons which teachers can consider when they begin planning for virtual learning for their students.

• According to studies, on-line teachers can burn out more quickly than those who teach in face-to-face environments. This is something we want to avoid. Our blended learning teachers were not available 24/7; they had “office hours” when students could contact them to ask questions. They learned not to respond when a student contacted them after-hours whether it was an email, a comment on the website, or a phone call. 
• Designing lessons to be placed on-line is challenging, especially if a teacher has not had experience or training. Directions need to be clear and not too lengthy or students may be confused. Teachers need to determine how they will teach a new lesson or a new concept or how they will encourage discussion amongst students. It might be easy for some teachers, but for others, it will be a struggle. 
• In order to be successful in a virtual classroom, students need to be self-directed. As teachers, we have control over our classrooms. Students are told when to listen and when to talk, when to work, when and where to turn in their assignments, etc. There may be few opportunities for students to learn to organize or manage their time or to have choices in their assignments or even how to share their learning. Our successful blended learning students learned to prioritize, to be organized so they could check what they completed and what they needed to do next. They learned to ask for help, not just from their teacher, but also from their classmates or from tutorials which the teacher created as a resource. They were able to choose their own projects and to determine the best way to share what they learned. This didn’t happen overnight; like any classroom, some students were self-directed from the beginning while others took awhile to get going. Hopefully, since we are in the fourth quarter, students know what is expected of them, and teachers can check in on those students who may need more assistance. Checking-in is imperative to avoid students falling behind. 
• This is an opportunity for teachers to begin integrating technology seamlessly into their classrooms. Some teachers will have no problem making the transition to a virtual classroom; other teachers will need more support.  In the best possible world, professional development and coaching would have been provided so that teachers are already using blended learning strategies and activities with their students. With this short timeline to prepare a curriculum for students, it might be wiser for some teachers to prepare packets of assignments while also scheduling time to check in with their students via a phone call or a videoconferencing app. Low-tech may be preferable especially for younger students or for teachers who are not yet comfortable with virtual learning.
• Our kids are much more comfortable with technology than we are as adults. I was amazed that students in the blended learning classroom were able to creatively share their learning using apps that they found on their own.  I remember a second grade teacher sharing PSAs that her students created; a few students figured out how to use an app and taught the rest of their classmates how to use it. Give students some flexibility to share what they’ve learned, and they may surprise you!

This coronavirus pandemic has changed how we live our lives. This is an unprecedented time in history, and students are undoubtedly feeling a range of emotions just as we adults are. They need to write, to document what they’re thinking, what questions they have, what their fears are. They can share those journal entries with you, or they may choose to keep it personal. Dave Wee, my Twitter friend, writes “So . . . I’ve been trying to convince teachers that the one assignment I think every kid doing remote learning in America should be doing is to journal or blog THEIR HISTORIES of this important moment in history and their lives.” I agree with Dave, and I would add that I hope teachers make the time to document about their experiences and their feelings, too. 

Educating Kids in this COVID-19 Era

“When things are in turmoil, lead from the front. 

When things are going well, lead from the back.”

Unknown

Our world is in turmoil right now. This COVID-19 pandemic is impacting our lives in ways we would not have expected. This is a time when our leaders need to step up and lead from the front.

Unfortunately, I don’t feel our government is inspiring confidence right now. We don’t have enough tests or supplies, and our health care system is unable to handle all of the testing required. The number of people who have been diagnosed with COVID-19 increases at an alarming rate, and the constant news is depressing. Most of us are following the advice of health experts by social distancing or sheltering-in-place to avoid contact with others to prevent the spread of COVID-19. Restaurants are take-out or delivery only, events are being postponed or cancelled, and our daily lives have changed as we follow the instructions of the doctors and health care professionals.

I am concerned about COVID-19’s impact on everyone. As a retired educator, one of my major concerns is with our schools. School is where students can learn new things, where they can discover what they are passionate about, where they can make new friends and learn how to work with others. Teachers chose to be educators; they love working with kids, and they create lessons that meet the needs of their students. Teachers work tirelessly, and positive memories can last long after a student leaves the classroom.

Schools have been impacted by this pandemic. Students, teachers, and communities are uncertain about when or whether schools will reopen and whether they will be safe. We want to ensure that students are ready for the next step in their educational journey. However, questions about health and safety in this coronavirus era will linger especially with the number of new cases being identified every day. Many schools and districts have opted to go to distance learning, but that can be challenging for students as well as teachers.

I read a post by a teacher friend on social media who teaches in another state; she is using flexible learning with her elementary school students. She wrote, “Being ‘on-call’ is tiring. Waking up by 8am, answering questions from parents and students all morning through night, while interacting with students through Google classroom with texting and messaging, and providing daily ‘Check for Understanding’ question threads. Along with countless correcting/editing their daily journal entries, math, and checking their iReady responses and their progress. I CANNOT WAIT FOR THE WEEKEND!” Other teachers shared that they were similarly exhausted with this new way of teaching. Fortunately, these teachers are able to continue teaching their students from home via flexible learning; this can be challenging!

I agree that learning needs to continue during this COVID-19 pandemic. I also agree that the health and safety of our school personnel needs to be taken into consideration. This is the time for school leaders to lead from the front, to get feedback from their teachers about what they feel is best for their students, and to let teachers drive teaching and learning in this new social distancing environment. I think this is an opportunity for professional growth, for sharing ideas that work, and for thinking outside the box to engage and empower students in their own learning.

Sometimes, it takes something major to make changes in how we do things. This is one of those times. School leaders can use this time of turmoil to lead from the front. Teachers will have an opportunity to be creative and to try new ways of teaching, and students will be the beneficiaries of this collaboration.

Uncertain Times

Well, the coronavirus has certainly had an impact on my husband and me. We cancelled our trip in April to see our son and grandsons; we specifically planned this trip for their Spring Break because we don’t get to see our grandsons much if we travel when they’re in school. I was in ‘mourning’ as I cancelled our flight and our hotel, but as older people, we just couldn’t take the chance. Then my book talk was cancelled as were two events my husband and I had volunteered for. A benefit dinner for my husband’s high school alumni association was cancelled, and we’re waiting to hear about the Party Convention at the end of May.

The 24-7 news about COVID-19 is depressing. Hearing the increase in the number of cases worldwide as well as nationally is alarming. The number of confirmed cases in Hawaii went from two to seven over the weekend, and it’s sure to go up. This coming week is Spring Break for Hawaii schools, and the break will be extended for an additional week. After that, who knows what will happen? There are so many issues that need to be addressed; I am hopeful that decisions will be made that best benefit our students, teachers, and the school communities. There are no easy answers as each school is so different.

Let’s hope things get better quickly. Until then, we’ll be spending more time at home.

Take care, everyone!

Reading for Pleasure

When I was working, I primarily read professional articles, blogs, magazines, or books related to my profession as an educator. This is why I looked forward to the breaks when I’d binge-read books for pleasure. There’s nothing quite like being completely immersed in a good book!

Since my retirement, I’ve found distinct pleasure in reading new books as well as old favorites. Randy and I anxiously await the release date of new books by authors such as David Baldacci, Michael Connelly, James Rollins, or Lee Child. We peruse the shelves at Barnes & Noble to search for books that look interesting. We both like reading actual books, not e-books. There’s something about physically turning the pages until there are no more pages to turn.

The three most recent books I’ve read are Molokai and Daughter of Molokai by Alan Brennert and a book I received prior to its release date, Sharks in the Time of Saviors by Kawai Strong Washburn.  All have roots in Hawaii, and all are powerful novels; I couldn’t put them down. Despite the fact that I’ve lived in Hawaii all my life, these books made me question what I really know about this place, our history, and the people who make up our multicultural state.

I look forward to discovering new authors and books as I continue to partake in one of my favorite pastimes - reading. Let me know if there’s a book you would recommend for me 😊

“Mirrors and Windows”

Recently, I read an article that Ezra Jack Keats’ book, The Snowy Day, is the book that has been checked out more times - 485, 583 - than any other book in the New York Public Library system. I can understand why this book is so popular. I remember reading this book with my preschoolers every year. At the time, most of my students had never experienced snow - and neither had I - so the whole story and the pictures evoked a sense of wonder. I think we all wished we could go outside and play in snow like Peter did.

This article made me reflect back to when I was getting my Master of Education in Curriculum & Instruction with a focus on Children’s Literature. At that time - back in 1976 - one of my assignments for my university coursework was to make a list of multicultural picture books. I remember going to the library, looking through the card catalog, and going through the shelves to look for picture books from different cultures. I wrote the title, author, and a synopsis of the book on 4”x6” index cards that I could reference when we studied different cultures in our Head Start classroom.

What I recall about that project is that the Peter books by Ezra Jack Keats were probably the only ones at the time that pictured children of color in realistic stories. The Snowy Day, Peter’s Chair, Whistle for Willie, A Letter to Amy were sweet stories about a little boy and his adventures with his family, friends, and his dog. My students loved these books! They also loved Goggles, a story about how Peter and Archie along with Peter’s dog Willie get away from some neighborhood bullies. We had little boys in our class who looked like Peter, so these stories were especially important.

I compiled a pretty comprehensive list of multicultural picture books, but as I recall, they were primarily folk tales from different countries or they were books about children in other countries. It was good literature and I did try to expose our preschoolers to stories from other cultures, but I realize that there was definitely a lack of diversity in realistic children’s literature at that time.

Today, there are many more choices for teachers and students. One of my favorites when I taught second graders was Dumpling Soup by my high school classmate, Jama Kim Rattigan. It is a a story that our local kids can relate to and shares about our culture here in Hawaii. Teachers can also search for multicultural book lists like these: 30 Children’s Books about Diversity that Celebrate Our Differences by Danika Ellis or Popular Multicultural Picture Books Shelf.  I love this quote from Danika Ellis: “This is the importance of mirrors and windows: mirrors to see ourselves reflected in the world, so we don’t feel alone, and windows to see outside of our own lives, to recognize the humanity of other people.” 

Picture books are a great way for children to learn about the diversity in our world and to develop empathy for other children and their lives.  Let’s make sure we provide both mirrors and windows in the books we read to them.

Learning from Failure

Today, I was a recalling an incident that happened many years ago when our son was taking karate. He had been taking lessons for a couple of years and had made good progress. It was the day when all the students would take their test to be promoted to the next color belt. Justin was about 7 years old, and the others in his group were one or two years older.

All of the students in his group did what they needed to in order to be promoted. They did their routine, followed the sensei’s (teacher’s) instructions, and sat down, confident that they would pass.

At the next class, the sensei started with the beginners. He called each student by name and asked them to stand up. Every one of the beginners had passed and received their next color belt. Sensei gave them their new belt, and they proudly bowed to him. Everyone applauded. The sensei continued until he got to Justin’s group. When all of his group members were standing, the sensei stated that he was disappointed with all members of that group. He felt that they were just going through the motions and didn’t try their hardest. He said he could not promote them at this time.

After class, Justin didn’t say a word as we got into the car, and when we got home, he immediately went to his room and closed the door. I could hear him crying. My heart broke for him; Justin rarely cried. A few days later, we talked about how he felt about not being promoted. He was disappointed; he had not expected to not pass.

Luckily, the sensei gave those students another opportunity, and this time, all the boys were much more focused. Their movements were crisp, they were sharp, and it was evident that every member of the group had taken their earlier failure seriously. They did not want to be embarrassed again. Their sensei told them that this time, they were worthy of being promoted. He shared how he could tell that they were trying their best. That was a hard lesson for a young boy, but Justin learned from it. He realized that if he was going to compete, he needed to be serious. He carried that lesson with him when he competed in tennis, eventually earning a scholarship to play at the University of Hawaii and being selected as one of the captains in his senior year. He led by example. That karate sensei actually did him a favor by teaching him that he needed to put forth his best effort whenever he competed.

Failure is hard, but how we react to it is what will define us. Hopefully, we will see failure as an opportunity to do something better the next time.

They Touched My Heart with Their Stories

My heart is full; my cup is filled. This has been an uplifting week for me.

I’ve been sharing about my book, Leading with Aloha: From the Pineapple Fields to the Principal’s Office, and one of my goals when I speak with educators is to encourage them to tell their mo`olelo, their unique stories. I question them: What is your mo`olelo? Why did you become an educator? What is is about teaching that is rewarding to you? What challenges you? And most important, I ask them how they will share their mo`olelo to hopefully inspire others to be our future educators. Oftentimes, teachers look at me with doubt in their eyes, and some even tell me that they don’t have anything interesting to write about.

This past week, I had the opportunity to share about my book and about writing at Teacher Institute Day. My goal was to get teachers inspired to write and share their stories.  Most of the participants did not know each other prior to the session which made what happened next so special. When asked to share their “why?” every teacher shared, and what we saw in all of them was their aloha, their love, for what they do. There were smiles; there were tears; there was laughter; there were head-nods;  there were hugs; there were new relationships built. I saw teachers conversing after the session, asking questions of each other and making plans to stay in touch. My hope is that these teachers will now be motivated to share their mo`olelo with their students, with their families, or even with the broader community.

We never know how our actions today will impact our students in the future. A kind word; a stern look of disappointment; a snack when they were hungry; extra help when they were struggling. We hear stories about how these actions by a teacher made a difference in someone’s life. At the session, a teacher shared, “We teach academics. Yes, that’s important. But if my students leave my classroom at the end of the year and they are not  better people, I have failed as a teacher.” I then shared a story about a teacher’s impact many years later (The Difference a Teacher Makes).  More tears, but also lots of smiles.

Teaching is not an easy profession, Teachers give so much of themselves, and sometimes, there’s not much left in the tank for their own families or for themselves. We all need to take care of ourselves if we want to take care of others. So teachers, get that massage you’ve been putting off; go to a movie; curl up with a good book; call a friend and make plans to do something together. You can’t pour from an empty cup so fill your cup. You deserve it.