“Sympathy for Creativity” A GarageBand Project

Creativity is one of those things that everyone understands, but has a hard time defining. I think art, and especially music emulates the essence of creativity the best. Musical artists seem to tap heaven when coming up with completely new melodies.

Henriksen, Mishra, & Fisser (2016) use three concepts to build a definition of creativity: novelty, effectiveness, and appropriateness. This is perfectly fine, if we are using creativity solely to solve specific problems within the context of an educational environment. In my opinion, the last two concepts flatten creativity into a two-dimensional word that can be explained away in a paper.

I think that you can stop after “novel”. The authors of “Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change” (2016) take the magic of Willy Wonka and stick it into Henry Ford’s assembly line when they push productivity onto creative people. They, like many, seem to be looking for ways to harness creativity in order to power old machinery. Sticking art in the regular-ed classroom won’t transform it. We need to break down the walls!

Applying the limiting definition of Henriksen, Mishra, & Fisser (2016) to a problem like making Internet connections faster would make wires carry more and more information, faster and faster. Perhaps there brand of creativity could even think up Wifi. The most creative person might harness the Earth’s Mantle to transport information from one side to the other instantaneously without using energy. This is all super helpful, would benefit society, make money for companies, save money for others, create jobs, foster new research, etc. But, what about the kid who thinks about changing the information from the Internet in general. We praise the kid who builds the most amazing structure with Legos and punish the one who uses the Legos to form a picture. That is not how Legos work. You did not build anything. Another kid makes the Legos dance and sing. They put on a play. Still another builds with the Lego people a structure that the blocks live in. Whoa, that kid is reeeeeaaaally wrong!

Play for play sake. Be creative just to be creative. Come up with new ideas, just cuz.

This past summer I decided this would be the year that I explore a program that has evaded me for a while now: GarageBand. I watched a tutorial video that lit a fire in me to make my own music for the videos that I create. (I produce a lot of movies that I post on Youtube.)

The Rolling Stones — The Stones 1968, the year “Sympathy for the Devil” was recorded

I had a cool idea for how to use GarageBand: My class will take a song and change the lyrics, making a classroom song. I chose “Sympathy for the Devil” by The Rolling Stones. I’m sure that you think this is a crazy choice for a 3rd grade classroom. It is, but let me explain with some A, B, Cs… and a D;)

A

A is for A+. I love the song. The music is catchy, singable, memorable, rhythmic, and fun. Also, it uses tons of different instruments. This would be great for my class, because everyone could have a “part” in its construction. If we were to perform the music live, literally every single kid could be playing a totally different instrument!

Mr. Peters shows Ss some different instruments available.

B

B is for Beginning. The song is sort of a riddle, asking listeners to “Guess my name”. At the beginning of the year (when I had thought about working on this) we are all getting to know one another. I had my students make “Who Am I Riddle Poems” to share things about themselves that are unique from others. We would take this concept and use it “whole group” to distinguish our class from other classes.

C

C is for simple, yet complex. The song is made up of 4 verses with a repeating chorus. The chord progression is E, D, A, E, with the change on the first beat of each of four measures. Dylan Peters (@DylanPetersedu), the brand new Technology Innovator Specialist hired to East Penn School District this past summer (2018) worked with me from the get go to teach my students (and me) how to use GarageBand. We used the “Autoplay” feature to have the instruments play simple rhythms. After guiding groups through creating the same set of four instruments playing the same four measures of music, we showed them how they could change the instruments, altering percussion styles, and fooling with some really funky disc jockey features.

Thank you, Mr. Peters for all of your help with this project!

D

And, D. is for “dynamic”. [Dynamic was the theme of a recent #livechat I participated in from #masterychat, @teachbetterteam. I looked up the word, and found that it means “change”.] The original song by The Rolling Stones changes throughout, progressively increasing the tempo, number of sounds, and musical involvement. This is not only fun, but would allow for my entire class to be hooting and howling by the end! (Give the song a listen, and you’ll see.)

So far, the groups have been working on changing the instruments within GarageBand to customize their four measures before we piece them all together. The aim is for four totally different styles of the same music to be joined just like the students of my third grade class came from different 2nd grade teachers, possessing very different styles of teaching, personalities, and methods.

This past week I began teaching poetry, in preparation for the class to write the lyrics that will accompany our music. Dylan Peters plans to bring in a professional-style microphone to record the class’s singing once our composition is complete. Check back with me to see and hear the final product.

I mention this GarageBand project not just to share a pretty creative idea, but because of a question my wife posed: What are the learning outcomes for this? At first, I thought about justifying the time, energy, thought, and work by suggesting ELA, Art, or Math standards. Then I thought about explaining to her the camaraderie-constructing merit of the project. I settled on “We are just doing it for fun.” Why does this seem so wrong in today’s educational climate?

Sources:

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Educational Technology & Society, 19 (3), 27–37.

[Sanjay C]. (2018, January 20). GarageBand on your iPad Quick -START TO FINISH! . Retrieved from https://youtu.be/ykGRexBtcXQ

Weimann, M. (2018, September 23). Critical Thinking is Classy. Retrieved October 20, 2018, from https://thecaptainofclass.com/2018/09/23/critical-thinking-is-classy/ [This is the first time that I have ever cited my own work.]

[zwwlg]. (2016, March 12). Ken Robinson – Do schools kill creativity/TED Talks. . Retrieved from https://youtu.be/tQzC7ubJriE

Can Tech Tools Stifle Creativity?

Just over a week ago I produced the coolest off-the-cuff formative assessment using Google Slides. Students accessed a slideshow that I threw together right before getting them from recess. There was a picture in it that I wanted them to use to identify arrays.

My 3rd graders have struggled with learning multiplication at the very beginning of the year, as I have struggled teaching it right out of the gate. See, my district just signed on to use iReady math, and everyone is experiencing some growing pains.

Scarlet plays with some blocks I brought home.

We have been looking at arrays, frontwards and backwards. I had brought some connecting blocks home to take pictures for a quiz I would administer, when an idea hit me. My daughter Scarlet was enjoying constructing shapes with the blocks, and she built a robot. Rather than making nice neat rectangles for my students, I’d have them find the arrays that lay hidden in this robot. I love combining life experiences and teaching moments, so I told my students about the robot’s inception and their assignment. They loved it and jumped right in.

I had taken a picture of the simple combination of blocks and uploaded it to a Google slideshow. Students were to find the slideshow (a copy per student) waiting for them in their Math Google Classroom. They were to identify different arrays by circling them. I also told them to label the arrays appropriately; Putting the number of rows first, and then the number of columns.

My classroom has a mishmash of different devices. I literally did not know how they were going to outline their arrays, but I did know that there was more than one way. The iPads are pretty easy. Kids can click on the assigned Google slideshow and immediately start drawing and writing all over the slides, without opening it in the Google Slides App. When students are done they can save/submit the work as a PDF.

On the Chromebooks and Macs, students could put shapes on top of the arrays, but then they would have to adjust the shape to be transparent. Students found a tool called “Scribble” under the “Line” icon within slides that worked the best. They could draw (using two hands) a rectangle around the arrays they found. Then they used the regular “Line” to connect the array to a “Text Box” that they typed the array inside. These lines were very thin and black, so students worked out a way to change the color and thicken up the lines. They also used this experience to find out how to change the font size, color, etc. of text. I witnessed my students teaching themselves the technology, problem-solving in many more ways than one, using creativity for practical reasons, and experiencing tremendous success, both practically and mathematically!

All in all, the lesson was a smashing success. I was very happy with how well my students did identifying the arrays. And I was incredibly impressed with the ingenuity they showed in figuring out the best ways to show their work, using the tools at their disposal.

animated — Heather Moser Empowers EPSD Teachers w/ Terrific Tech Tools

Now, this is where the title of this blog comes into play. The aforementioned lesson took place on the Thursday before Columbus Day Weekend. On Monday (Columbus day) my school district had a professional development inservice. I attended an incredible session titled “iPads Untethered”, taught by East Penn Tech Instructional Assistant, Heather Moser. She started out the teacher learning time with an app called “Sketches”. Kids can use this app to easily draw all over images that are either shared with them or they generate from taking a picture. The sketches can be saved in organized folders, shared, or submitted. We then moved on to doodling all over images in Notes, another easy to use app that comes preinstalled on iPads. It was as though Heather knew about my lesson and was saying, “Gee, Captain, you could have simply used one of these.”

The catch is that both my students and myself grew threw our productive struggle. Problem-solving ways to show arrays within Google Slides helped us learn all kinds of things. Also, I liked my ability to link comments to student work when it came time for me to provide feedback and grades for this assessment on the fly. In the future, when my students have one iPad/kid I can use the awesome apps that Mrs. Moser showed teachers during professional development.

Those simple-to-use drawing tools would make it much easier and faster to perform an assessment like the one I had planned, but would this rob my students of the opportunity for productive struggle? As digital tools make life easier and easier, we teachers will have to be creative in finding ways to make tasks challenging.

Student-Owned Education is Classy

It’s not just about giving kids access to computers and the Internet; Teachers must instruct kids how to use technology “innovatively.” It’s all about the SAMR model (Substitute, Augmentation, Modification, and Redefinition). Teachers should stop worrying about redefining technology, and let it redefine their teaching. Then substitution, augmentation, and modification will fall into place.

What has technology done for our teaching?

This pic shows my trusty van, the 1st vehicle I ever owned, in front of a flower shop that one of my crews painted during the summer of 1994. (Collegeville, PA.)

When I was in college I had the amazing opportunity to run my own outdoor house painting business through a corporation called College Pro Painters. This company hired and trained college students to operate franchises — reproductions of the original business begun by a college student, Greig Clark, from Canada in 1971. The training did not spend any time teaching us managers how to paint. It concentrated on teaching us how to train our painters to produce high-quality work by requiring seemingly “barely achievable” expectations. We also learned how to hire our workers, estimate prices, budget supplies, and land jobs.

Screen Shot 2018-09-29 at 8.23.22 AM — Here I am getting a crew ready to spray the outside of a house (1995).

I had painted for one of the College Pro Painting franchise owners the summer before I was hired to run my own business. It had been a rewarding, successful, and lucrative summer job. Thus, I knew how to paint, and I could do it well.

There came a point in the summer that I was managing three different crews made up of between three and five painters, each, when I was frustrated by the rate of slow production and low quality work. I confessed to my district manager, my boss, that I wished I could just go out there and paint the darn houses, myself! He told me a story.

Screen Shot 2018-09-29 at 8.22.37 AM — One of my crews painting a twin in Pottstown, PA (1994).

Before becoming the district manager of the entire North Eastern United States, he had been in the same shoes as me. He was estimating, budgeting, hiring, and training with barely time to sleep and eat. Then his dad got ill. His mom had died when he was young. He had no siblings. It was up to him to help his father.

Maybe you think his business suffered. It didn’t. This incredible businessman began running his business from home. He started having his foremen stop by his house in the mornings. They would pick up orders and estimates. Then they would get supplies from the paint store that the manager had called in. The foremen would talk to the homeowners, walking them around at the end of each day, discussing the progress of the project, and even finalize the job, collecting the final check.

The ground-breaking technology that made all of this happen back in 1990 was the… ready for this? Telephone. Homeowners called an 800 number to ask for estimates for painting. Because the manager was stuck at home, he was able to check his leads several times a day, calling homeowners back nearly immediately. He scheduled all of his estimates on the same day and back to back, rather than spreading them out. By the end of the summer, the manager who seemed the most limited was able to produce far more painting work than any other manager in his district.

This tale resonated with me. Rather than taking over the work that my painters were producing “under par” and slowly, I gave my employees more responsibilities. I stopped running around town like a manager with his head cut off. No longer did I talk to each painter. I only spoke with the foremen. They became the ones who communicated with the homeowners. They were the ones responsible for the job, anyway! The quality of work slowly rose as foremen realized they wouldn’t be able to collect the final payment until the homeowner was happy. It became the leaders of the crews who put pressure on their painters, instead of me micromanaging everyone. Needless to say, I won the Rookie of the Year Award at the end of my first summer running my own business (1994). And, it was thanks to the encouragement of my district manager, who empowered me with vision and leadership.

What does this have to do with teaching?

Phone_booth_Anchorage_2006 — Don’t fall into the trap of letting technology innovate you. You be the innovator.

How often do teachers take over the learning for their students? How can technology revolutionize the reach of student-ownership? The technology that was cutting edge in 1994 was the beeper. I got pages when leads called for an estimate. I would pull my painting van over at one of the dozen pay phones I frequented and call the 800 number to collect my lead info. Then I would call the future customer, right away. Nowadays we get instant notifications when a social media message or comment comes in. We must teach the next generation how to manage this barrage of technology. Don’t let it innovate you. Be the innovator.

We have all heard the derisive term used in competition when a competitor conquers his opponent so thoroughly that he is said to have “owned” him. It was made popular during the inception of the Internet by hackers (Savagegump, 2005) gaining complete control over a program. Teachers should stop trying to “own” their teaching. Let students control their own learning. Let technology redefine your teaching, and LET GO.

Screen Shot 2018-09-29 at 8.22.06 AM — My most successful crew was rewarded the best jobs. Here, they are painting the largest project of the summer, 1994… $8,500.

This blog is a byproduct of two experiences: Participation in the “live chat” #MasteryChat on September 27, 2018, hosted by @chadostrowski CEO of @teachbetterteam that centered on “Student-Ownership”… And, reading Deubel’s (2018) “Technology Integration: Essential Questions” for a class from Kutztown University.

Sources:

Deubel, P. (2018). Technology integration: Essential questions. Retrieved September 28, 2018, from Computing Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm

Savagegump. (2005, February 11). Owned. Retrieved September 29, 2018, from https://www.urbandictionary.com/define.php?term=Owned [More than just a definition, this is an etymology of the term.]

U.S. Department of Education, Office of Educational Technology. (2016, January). National education technology plan 2016: Future ready learning: Reimagining the role of technology in education. Washington, D.C. Retrieved from http://tech.ed.gov/netp/

Critical Thinking is Classy

To be able to critique something, one must have background knowledge. Unfortunately, some teachers focus solely on pouring information into their pupils (Watanabe-Crockett, 2015).

What Does Critical Thinking Look Like?

I tried something new this year to get kids to introduce themselves to each other. The class visited the art room outside of their typical art time. Kids were told that they were going to make a self portrait. The catch was that they could only use scrap paper and glue; no drawing utensils, no scissors, only their hands and glue. They had a blast tearing the paper and sticking it together. Making shapes round was tricky. Some students made their art three-dimensional. Some used nonconventional colors.

Polite Pirates of Room 207 Make Self Portraits

After making the self portraits, students composed “Who Am I” riddle poems. They had to write down a list of sentences telling information about themselves that makes them unique from others in the class. They wrote their names on the back of the papers. I attached them to the self portraits. The kids got to read each other’s poems, guessing who fit the characteristics listed. The portraits were little more than clues, since they were not very realistic.

The project was not only presented several facets of critical thinking, but it also dressed up my room for Meet The Teacher Night! Parents loved trying to figure out which portrait/poem combination was their offspring:)

How to Foster Critical Thinking: Don’t Settle

When I have students figure out a math problem, I tell them to solve it multiple ways. This forces them to rethink the math. They are required to analyze the problem. My students are asked to not only “show their work”, but also explain how they arrived at their answers. When they share the process with a partner the two of them evaluate each other’s work. Having to find other ways to solve a math problem causes students to be creative, looking for novel ways to think about the numbers.

Come up with several ways to figure out how many spaces there are on a chess board.

A way to inspire critical thinking during a writing assignment is through allowing students to view their peers’ written responses within Google Forms. When I administer an assessment through giving a quiz from Google classroom, I instruct my students to click on “See Previous Responses” upon submitting their quizzes. They are to read their classmates’ writing, evaluating the responses and comparing them with what they wrote. They may go back and add information to their own writing, then, adapting new ideas to the answer.

One More Thing: Call it what it is.

Watanabe-Crockett (2016) suggests actually using the term critical thinking. “How to Develop A Critical Thinking Mindset in Elementary Students” supplies a graphic aid from Andrew Churches that shows Bloom’s Taxonomy applied to technology. It has long lists of verbs under each thinking skill. It isn’t a bad idea to make a poster of this and put it on the wall.

In order to critique something, one must create an opinion. With this end in mind, educators can work to teach students how to think critically in order to complete the task.

Sources:

Watanabe-Crockett, L. (2015, July 24). The Importance of Teaching Critical Thinking. Retrieved September 22, 2018, from https://globaldigitalcitizen.org/the-importance-of-teaching-critical-thinking

Watanabe-Crockett, L. (2016, May 28). How to Develop A Critical Thinking Mindset in Elementary Students. Retrieved September 22, 2018, from https://globaldigitalcitizen.org/critical-thinking-mindset-elementary-students

Five Ways to Classy-ify Assessments with Google Forms

I haven’t read it yet, but I look forward to tackling “Hacking Assessment: 10 Ways To Go

pile of books — My pile of reading is bottomless!

Gradeless In a Traditional Grades School” by Starr Sackstein (2015). From what I have seen from tweets, this text lines up perfectly with my transforming attitude about tests and assessment. I have been leaning away from right/wrong assessments the past few years. Google Forms have helped me all but completely stray from formal testing into the land of forging understanding through creative assessments.

Provide clear instr for taking the quiz — Provide clear instructions for beginning quizzes.

I teach third grade, so the following examples may have too much text for your students, or be too simple for your grade level. Obviously, you are going to make your own quizzes to fit the needs of your classroom. I present concepts, here to help you make your quizzes a little more classy. Here’s five ideas.

First of all, I use the potential answers to continue teaching the concepts. Does this point kids in the direction of the answer, making it obvious which one is correct? You bet. Not only

Answer 3 negates the second — The feedback points out what I do in the quiz; pointing to how the answers are structured to “give away” the correct responses.

that, but you should hear me read the questions and add anecdotes to the answers! The only kids who should be getting these questions wrong are the ones not paying attention, and, so, that is being assessed as well.

Second, only assess what you are teaching. Because I was not teaching reading comprehension, I am not going to expect my class to be able to read and understand these questions. I had that in mind when I designed and typed the quiz. I plan to read this entire quiz to my class. I might administer it in small groups, because I do not have enough digital devices at this time for every kid to have one. That works, too. If I were assessing reading, I would have the kids take the quiz independently, and I would have made it on their reading levelS–That is right!! Tailoring the quizzes to meet each kiddo’s needs is great with Google Forms. You can copy and paste things. You can make a copy of the entire quiz and only change things as you need to, also.

Third, use the feedback to provide students with not only why answers are correct and

With google forms be sure to copy and paste answer feedback into correct ans feedback — For this particular quiz I want even students who got the answer correct to see my feedback, so I had to copy and paste the response into the “Correct Answers” window, also.

incorrect, but as a teaching space. I often instruct students within the feedback areas on how to evaluate answers. I show them what I was doing when I typed the quiz. In the same way learning how to write from an actual published author will enhance a budding writer, I hope to help my students become better test-takers. That’s right! I said “test-takers”. Guess what; No matter how much you hate it, life is full of taking tests. I want my students to be great at it.

Fourth, let go of grades. This is where I think my methods lineup with Sackstein’s “Hacking Assessment” (2015) book thesis. When creating my quizzes in Google Forms, I allow my students to “Edit after submit” and “See summary charts and text responses”. I do this so that students can assess themselves. They can revisit the quiz with their peers, seeing what other people chose as answers. (https://youtu.be/ZZ65RwKOsPA) You have to instruct your students in how to analyze these pie charts. They are pretty easy to figure out, but it is important to recognize that just because more people chose the second option as an answer, does not guarantee its correctness. If everyone else chose an option that you didn’t, however, may lead you to reevaluate your choice. I love having my students read each other’s written responses, too. Kids go back and dress up their own answers with better information. Teachers, you have to be willing to allow students to correct themselves. So what if they get a better grade than the one that they initially “earned”. In every other area of life kids are allowed to improve what they do without getting penalized. Why are our tests a once and done, black and white, the moment you click “submit”, your assessment is up experience?

Fifth… This is going to seem like a contradiction to the previous point, but I actually like grades. They are measures. Parents want to see how their children “measure up”. Grades are goals. Without some sort of measurement, it feels like we didn’t get anywhere. It is important to understand that the grades are artificial; they are made up; they are relative… but they do exist. Also, kids like getting good grades. The way I see it, my job is to help each kid get the best grade possible. I provide opportunities for bonus points. I let students retake quizzes. I allow students to see what everyone else did. They can all but copy and paste answers. One key idea is that, even with all of this help, it is important for students to feel as though they earned their grades.

And, now I am going to end this blog by doing what I all but scream at my students for doing: I hope that you found some of this useful. Thanks for reading! Ugh, I hate it when they do that;)

Sackstein, S. (2015). Hacking Assessment: 10 Ways To Go Gradeless In a Traditional Grades School. Cleveland: Times 10 Publications.

Google Classroom Gets Classier and Classier!

I only began using Google Classroom last year, and I instantly fell in love with it. It is easy to work with as a teacher: You can find things fast. There are convenient pathways to Google Drive, Youtube, and previous posts from other classrooms for assigning tasks. The format is simple enough for primary grades to navigate, but complex enough for older grades to utilize.

This blog is bubbling out of a realization from assessing an assignment that I administered this week. Rather than have all of my kiddos sitting on a carpet for too long and only partially engaged in the story that I was reading to them, I put the story into a Google slideshow and shared it with my class in Google Classroom. I made it so that the slideshow created a copy for each student in the class.

Before having students begin the slideshow activity, I presented the classroom rules in a unique way. I did not tell the students, “No laying down in the classroom!” I wrote the words “laying down” on the board, and then, as a class, we discussed what could happen as a result of students laying down. The first student to volunteer information suggested that kids might fall asleep. I thought that was rather far-fetched, but we discussed not paying attention, the difference between actively working and passively producing work (just going through the motions). Through this students suggested that laying down would communicate “Disrespect”. I thought that was a great observation!

After writing several byproducts for laying down on the floor, one of which was “Being a trip hazard”, I drew a line between the action and what that action might bring about. Then I drew a solid line above both sides, creating a T Chart. I didn’t say anything as I wrote “CAUSE” above the left side of the chart. Kids only had to see the C-A-U before they were calling out (breaking one of the rules we were about to discuss;) “EFFECT!”

I barely had to mention the concept of “Cause & Effect” after that, and we easily came up with other rules and why we have them. This just came to me, while in front of the students, but it was by far the classiest rules discussion I have ever witnessed. I had to be careful to write the rules as though they were the cause, which was tricky at times, but even this made the concept of behaving appropriately seem less militaristic. Rather than “No Calling Out”, I wrote “Not raising your hand”. So, what happens when you don’t raise your hand? We discussed the feeling you get when you have an awesome answer that you would be proud to share, but someone else yells out a similar thought. Ugh! That person just stole my spotlight!!

Now, I have a story that I usually use to accompany the rules. It introduces the concept of consequences for breaking them. The students had been sitting on the carpet for several minutes, though, so I, within seconds, made through the “First Quarter ELA” Google Classroom that I had just created over lunch an assignment that provided the slideshow to everyone. Not only would each kid have access to it, but the classroom software made a copy for each student. In this way, I had the students open their individual copy in the Google Slides App, so that they could leave comments.

Cause and Effect slide one — This is the 2nd slide, the first with text, and I gave the students what to type as comments, so they could practice. Those links on the slide were active for the kids to go to websites I had vetted and linked to the story for them to deepen their understanding.

I walked them through accessing their slideshows, navigating the app, and reading the slides. I showed them where the button for “Adding a Comment” was and even gave them an example of “Cause & Effect” from the first slide for them to type. Then, some students read the text independently, seeking causes and their effects. Many students read the text to themselves, while I read it out loud from the interactive board. When we finally got to the rules that I had typed into the slideshow, I had the students engage with the slide, telling me which rule they thought would be the hardest to keep. They were to leave a comment about it.

Feedback plus grades for Google slideshow assignments in google classroom — I used to only leave comments within the slideshows. Now, I can leave feedback that summarizes the reason for the grade. Providing evidence is classy.

Here comes the truly amazing part. I am sitting down at my computer at home getting ready to assign some grades for this project. I plan to be gracious, giving high marks for kids who simply did anything. In addition to just a grade, Google Classroom has made it so that I can leave feedback for the whole assignment!!!!!!!!!!!!!!!!!!!!!!!!!!!!! This was not available last year. I left comments throughout slideshows, but never one for the whole assignment. This is great! Thank you, Google. Very classy idea.

Feedback for Reagan wow — Not only can I grade these slideshows, something I did last year, but I can provide feedback for why students received the grades.

Returning Reagan's wow work — If you connect accounts to parent emails or if you are using this with older students who have their own email addresses, they will be alerted that there is a grade with corresponding feedback that they can view.

Pencils, Ice Cream, and Veggies: Withholding Basic Needs Is Never Classy

I loved the article “Give the Kid a Pencil” by Chad Donahue (2016). For years I have wrestled with the conundrum of missing and broken pencils.

Two years ago I was so frustrated at the end of the year that I began a policy of punishing students after three strikes. I reasoned with them that there are always accidents and mistakes, and therefore there will be three passes on pencil breakage/loss. After that, though, they begin losing recess. I don’t think anyone missed out on any recess, but I do remember a very interesting phenomena occurring; a sort of underworld of pencil dealings was birthed. Kids were not bothering me with sharpening their pencils or interrupting lessons with “I can’t find my pencil” anymore. They would vanish under their desks. Friends would traffic Ticonderoga No. 2 (Pollard, 2008) contraband across the room so that their buddies could join them at recess. It literally went this way.

At the beginning of last year I tried telling the students that their pencils were their swords–In this case the pencil was mightier than the sword. We have a pirate theme in my classroom, so the pencils were actually cutlasses. I had planned to have the kids make crafty, creative sheathes for their sabors, but time evaporated, and we got into learning/teaching. Honestly, I didn’t really like the focus on weapons.

When I student-taught in a first grade classroom at Foglesville Elementary, the teacherspent every lunch break sharpening pencils. She provided the pencils for pupils whose pencil broke, free of charge. They would simply go over and exchange the writing utensil. I liked this idea, but never implemented it in third grade.

At the very beginning of the year I have school supplies on the brain once again. The author of “Give the Kid a Pencil” (Donahue, 2016) presented the problem to grad students. Predictably, they came up with clever capture and release plans where students felt the pain of pencil loss, but regained the use of writing through a variety of redemptive activities.

Unpredictably and refreshingly, Chad Donahue (2016) told his grad students he would “…give the kid a pencil… every time…” not just the first time, or after regaining trust, or once the kid jumps through hoops; immediately and always.

This article reminded me of a time when I was a kid and I was eating an ice cream cone with my family. My scoop of ice cream dropped onto the ground. I’m not sure if one of my parents asked the restaurant for more ice cream or the workers witnessed the catastrophe of a kid who adored ice cream, but I do remember that no money was exchanged for the new scoop that was added to my cone.

Grad students asked Donahue (2016) about kids who might take advantage of the pencil producing professor’s liberalism. He explains that if a kid does want to test the teacher, and he/she breaks or loses his/her pencil on purpose, there will come a point, a magic number–fifty, a hundred–at some point the pupil will get it: there will always be a pencil available. And, guess what… I never developed a habit of dropping my ice cream scoop on the ground as a result of being given a new one for free!

Teachers, don’t make the pencil an issue. Find the underlying cause. Maybe the kid wants attention. Perhaps he needs a break… so he breaks his pencil. I can picture myself having a pencil cup full of sharp, ready to go pencils, and becoming frustrated when a kid tells me he needs a new pencil for the hundredth time. “Didn’t I tell you 99 times before that they are right there?!” Do you think the kid will remember where the sharp pencils are next time if I yell at him? There is clearly a different need going on here.

Maslow’s hierarchy of needs is a motivational theory that seeks to explain what causespeople to behave certain ways (McLeod, 2018). As each level is met, a human being can concentrate on the next. A person isn’t going to worry about safety when he is starving. When pencils are not freely available in the classroom, student psyche could bottom out in the basement of Maslow’s pyramid. How is a kid supposed to feel good (esteem) about himself if he is being controlled by a pencil-nazi who is hoarding the most basic scholastic tool of all time?

The tendency to want to control the carbonite cartel in the classroom may very well come from a deep “root socioeconomic orientation of commerce based upon scarcity” (Joseph, 2017, p. 116). Peter Joseph explains a market system that capitalizes on the deficiency or weaknesses of others that pervades our American way of life in “The New Human Rights Movement: Reinventing the Economy to End Oppression.” The grad students from Donahue’s course who were well-meaning, we will assume, couldn’t help but think in terms of this scarcity system. Students must learn that items like pencils do not grow on trees! Oh wait…

Earlier I equated pencil loss with ice cream spillage, but are kids as fond of pencils as they are of ice cream? Not quite. Replace ice cream with vegetables. A young child doesn’t want to eat his green beans, so he throws them on the floor. Does the parent have the kid get down on his hands and knees to lick the green beans off of the floor? Does the adult send the kid outside to begin tilling a plot of land that will be planted with green beans to be harvested months from now? These scenarios are ridiculous. A responsible grown up simply places more legumes on the child’s plate, explaining and modeling healthy eating. We do this because we want our offspring to grow up to be strong, smart, and live a fulfilled, fun, and productive life.

Plenty of pencils will pave a path toward eventual self-actualization, inspiring students to be the most that they can be. That is classy. Keeping kids from their potential, no matter what the reason, couldn’t be less classy.

Sources:

Donohue, C. (2016, August 4). Give the Kid a Pencil. Retrieved August 26, 2018, from https://www.tolerance.org/magazine/give-the-kid-a-pencil

Joseph, P. (2017). The New Human Rights Movement: Reinventing the Economy to End Oppression. Dallas: Bendella Books.

McLeod, S. (2018, May 21). Maslow’s Hierarchy of Needs. Retrieved August 28, 2018, from https://www.simplypsychology.org/maslow.html

Pollard, G. (2008, August 10). Great American Pencil Brands. Retrieved August 28, 2018, from http://www.brandlandusa.com/2008/08/10/great-american-pencil-brands/

Proof is Classy: A Back to School Idea

Worms make better pets — Worms are AWESOME! Fact or Opinion?

Most people have heard of the ice-breaking game, “Two Truths/One Lie.” I enjoy this little game so much that I have incorporated it in my first week of school for several years. I changed the name to “Fact vs. Falsehood” because I am a fiend for alliteration and I don’t like the idea of teaching kids to lie. Additionally, it affords me a teaching opportunity on day one: I break out the vocabulary word, EVIDENCE.

In the past, I would teach the difference between fact and false, and inevitably get things muddled with the concept of opinions. I recently saw a tweet by @tomascmurray, who will be keynoting the East Penn Back to School Assembly for teachers on Aug. 22, that gave me an awesome idea for changing my game. He suggested having interactive, thinking-oriented items on desks when students arrive on the first day of school, rather than a pile of books and papers. I loved this idea!

This year I plan to marry two games, and let kids work on figuring out the rules on their own. In addition to “Fact vs. Falsehood”, the second game is “Classmate Scavenger Hunt”. Traditionally, kids would have a piece of paper with a list on it. They would work on finding other kids who share the same experiences, opinions, and criteria from the list. They write the names of peers next to statements as they find students who fit the descriptions.

This year, however, I plan to break up the Classmate Scavenger Hunt paper list. I will make cards that contain one statement each. They will be placed in a bowl that I’ll put in the middle of each group of desks. Some example statements include:

I don’t have any pets.
I have more than one favorite color.
I have written a book. (Some kids love writing stories into mini booklets.)
I took the bus to school today.
I have never been to Disney World.
I love to swim.
My birthday is in the spring.
Summer is my favorite season.

Because there won’t be anything else on the desks, and kids can’t help but touch stuff, I expect that they will begin digging into the bowls and looking at the cards. I hope that they communicate with each other about the statements, finding out which ones they have in common. (Later on we can use the cards to make Venn diagrams, displaying similarities and differences between students.)

In the past, I taught the students in a whole group setting the difference between “facts” and “opinions”. This year, I am going to see if kids can figure out the difference by separating their cards into two different groups. I won’t tell them what the criteria is. They may decide to make a pile of things the classmates all share in common, leaving the rejected statements to their own pile. That would make sense. I’ll simply have them try to find another difference or criteria to categorize the two piles, until they realize that some statements contain phrases that make them opinions.

Eventually, I’ll bring the thinking around to noticing that some of the statements can be proven, while some are impossible to prove, even though you might feel like they are true. The ones that are “prove-able” — able to be proven — are facts. And, how can you prove their accuracy? With… drum-role… EVIDENCE.

Roaches make cool pets — Roaches make the best classroom pets.

My birthday is in the summer. This is a fact. What proof do I have to support this? The evidence can be found in a few places: Driver’s license, birth certificate, social security card, passport, etc.

“Summer is the best season” is an opinion. No matter how much you love it, or how many people agree with you, this is NOT a fact. You simply cannot prove that summer is better than other seasons. It might seem that way, but there isn’t any evidence to back up the statement.

Opinions are not bad or wrong to use. In “5 Classy Elements of ‘The Story of Mankind’ (1921)” I praised the author, Hendrik Van Loon, for providing his personal opinion within a history book. I enjoyed reading some of the ideas that he gleaned from his study of world history. It is helpful to let people know your likes and dislikes. Those are opinions.

baby chickens are cute — Baby chicks are soooooo cute!

baby chickens are noisy — Baby chicks are noisy and distracting.

Trouble arises when opinions are made to seem like facts. “I have a lot of homework” might seem like a fact, but in actuality, this is an opinion. When the phrase “a lot” is used, a statement that might otherwise be a fact turns into an opinion. “A lot,” compared to what? Comparing your amount of homework to what a kindergartener brings home would make it seem like a ton. But, compare your homework to what an eleventh grader might receive, and your task is minuscule! You DO have homework. That is a fact. You can prove that. Your evidence is written on your assignment book page, and you may even have physical papers that are not yet complete. So, saying “I feel like my homework will take a long time to complete” may be a more accurate statement than the one above, but until you actually complete it, there isn’t any evidence to prove just how much homework there really is.

“My homework took twenty minutes to complete, last night.” This is a fact, as long as it is true. There are parts of this statement that can be proven. Did you do it last night? Did it take twenty minutes?

Falsehood (untruth)	Opinion (feelings)	Fact (prove-able)	Classy Fact (dressed up)
“My homework took me two hours to do!”	“It felt like I would never finish my homework last night.”	“It took me twenty minutes to complete my homework last night.”	“I was surprised to find out that it only took me twenty minutes to do my homework last night, because it felt like it was taking forever.”

Facts can be dry and boring. That’s why we season them with opinions. “My birthday is in the best season, summer.” Your birthday may very well fall within the calendar days that land it in the season of summer, but who is to say that summer is the “best season”? That is your opinion.

Also, opinions are increasingly useful, the more they are explained. While you can’t actually prove an opinion, you CAN support it. A classy person may say, “I love summer because you can swim, there isn’t any homework, and my birthday is in August.” Now, we understand several reasons that cause you to like summer more than other seasons.

For “Fact vs. Falsehood” to work, students should write down two facts that can be proven with evidence, along with one untruth that also can be proven inaccurate with evidence (i.e. “I have three sisters” could be a falsehood if a student only has one.) After students compose their sentences, we go around the room sharing and guessing which of the three statements is false. In this way we learn a little about one another, hear each other speak, practice good listening habits, and appreciate some classroom rules.

That's a big hat — That 24″ diameter hat is rather large.

To close the entire lesson, I might display the following table, reiterating the differences.

Falsehood (hyperbole)	Opinion (feelings)	Fact (prove-able)	Opinion/Fact (classy compound sentence)
“There were one hundred people at my house last night.”	“There were too many people visiting last night.”	“I had five extra people in my house last night.”	“Five people probably doesn’t sound like a lot, but that more than doubled the normal number of people using the bathroom, showering, and making messes.”

Every year, just before school begins, family visits my house. It is the end of the summer for them, which is a perfect way to wrap it all up. But, it is the beginning of my preparing to start the school year! I’m happy to host, but it is not the best timing. Is that an opinion or fact?