the end of the beginning

Yesterday, there were two commencement exercises at dear old SNU. In one of them, I was able to walk with the faculty and be the proud parent of the Class of 2011 of SNU as they received their undergraduate degrees. In the other, I was walking as a student participating in the act of finishing my Master's degree. I say the act of finishing it only because I have 6 sessions of class left standing between me and the coveted piece of paper saying I have completed all the assignments, passed all the tests, created all the projects, and jumped through the inevitable hoops.

I cannot say it has been an entirely unpleasant experience. I certainly can see that I have grown over the past two years. I've written more regularly on this blog as a part of the reflection piece of the program, although not as regularly as I'd like. I've certainly learned to multi-task a lot better than in the past (if you know me you know that I have difficulty focusing on more than one task at a time, plus there is a bit of OCD mixed in just to make life interesting). I have made some connections with people who believe in education and that every student can learn (although some more than others, see? there is this thing called genetics and we don't all have the same ones). I have changed the direction of my career goals and feel that I may in some ways be able to affect change with more students if I am not in a High School Physics class for the rest of my life (it's kind of that whole give a man a fish vs. teach a man to fish).

I have learned a tremendous amount of information, strategies, a skills to work in the field of curriculum design and technology integration. Much of that information came as the result of research projects for class which piqued my interest and caused me to go deeper or even in a different direction to find the nuggets of information which really were worthy of my attention. I think I have been a positive influence on many teachers and I KNOW my colleagues have been a positive influence on me.

I've learned that I have abilities which surpass those I previously felt did not exist in my toolbox. My confidence in myself has increased exponentially (check out a class on quantitative analysis if you don't know what an exponential increase looks like on a graph) :-). It seems that the more I lear, the more desire I have to learn. It's almost as if I have begun to realize that there is so much more I need to learn to affect the kind of change in education I am looking to implement.

The most important thing I have learned is that I like to help other people. I am a fixer. A technical kind of guy. I have creativity, just not in the sense that I could take a blank canvas and create something someone might call art. I had the chance to see some of the senior graphic design students from SNU display their work. Yeah, not THAT kind of creativity. Those folks are amazing. (just like all of the rest of the faculty at that University). I am creative in the sense that if you can help me catch your vision, I can make that show up somewhere else. I did a group project with in my previous class and I got a chance to build a website for a fictitious bond issue. Now, that is by no means my best work, but I learned, through that project that with some input from others I can create something of which we can all be proud.

I have learned that getting to know your students and building relationships is more important than any content I could ever teach. Students won't be willing to buy what you are selling if you don't build some trust with them, first. Taking the time to invest in students OUTSIDE of the classroom is far more rewarding than anything we do inside the walls of learning. For the biggest part of this degree program I was (along with my lovely wife) the class sponsor for the Class of 2011 at SNU.

We attended Senior Celebration this past Friday night. The theme of this event was "Why Not?" I was privileged to speak during the event and there has been a defining moment in my life and educational career and that was becoming the class sponsor for these guys. We had so many parents come up to us and tell us how much they appreciated our involvement with their students but honestly when you lose yourself in building relationships, its so easy. And honestly, like any really good investment, you get so much more out of it than what you put into it. Michelle and I were so blessed to be a part of those lives (and will continue to be). That has really impacted the way I view relationships with my own students. It helps me realize that we have to meet students at their point of need (just like Christ does for us) and find out what they are going through before they/we can focus on what they need to get out of our classes. Now, I mentioned Jesus Christ there, so if you are uncomfortable, you can check out the writings of Abraham Maslow for the education perspective of that idea. (FYI, I'm somewhere right around the top of esteem, moving into self-actualization.)

I was visiting with Michelle (as we do often) about the things I've learned through this program and recent events in my life. I am truly beginning to see that if we focus on something other than ourselves and beginning to look around us for the needs of others, our faults/deficiencies/problems begin to pale in comparison to the problems being dealt with by others.

As much as I'd like to wrap this up with a bow and call it "done", the truth is I'm not done. I one class left (starting this next week) and it is with one of my favorite educators, my (soon to be former) principal. I wish I had a trite saying or quote from some great author or educational philosopher to summarize the events of the past 2 school years, but sadly I do not. I do have a quote that will hopefully help you realize where I am in my journey (I've used it before)

"There is a difference between knowing something and knowing the name of something" - Richard Feynman

I think I am finally at the point in my educational journey to know enough to know that there is a lot I don't know, but that I want to know more. That is what I got out of 36 hours of Master's level Educational Curriculum classes. It was expensive, but I suspect the payoff will be far richer than the (itty-bitty) raise in pay I'll get from the degree.

Thanks SNU for a great program. Now its time to take the first step towards a terminal degree; one that isn't in a very small, very conservative, christian University. Oklahoma State, here we come, see you in the fall!

that time of year - an open letter to SNU's class of 2011

My amazing wife (@mishelleyb) is speaking in senior chapel tomorrow. One of the great things about being married to a great public speaker is that she tries all of her stuff out on an audience of one (that's me) before anyone else gets to hear it. I get to hear the raw emotion she shares before she becomes the professional speaker as she steps on stage. All of that to say, SNU Seniors (Class of 2011), if you haven't attended chapel at all this semester, you don't want to miss Senior Class Chapel tomorrow. BTW, its in Cantrell Hall at 10:50am.

She's going to share some things that will run the gamut of emotions:

1. Tears - this is a new beginning and we'll be saying some (at least short-term) goodbyes in the next few weeks.


2. Tears - the pride that we as your class sponsors feel at seeing you walk into the world as some amazing adults.


3. Laughter - sharing some fun times we have spent over the last 4 years together.


4. Reassurance (is that even an emotion?) - even though some things are in doubt in your future, we are sure you are fully prepared to meet the challenges that lay ahead of you.


5. And finally, Joy - you have come to the end of your undergraduate career (except for those couple of folks who are taking a victory lap, you know who you are).

Graduation will be bittersweet this year in a way that is exponentially more meaningful for me than in years past. I have been blessed (as I know Michelle has, too) to be allowed to be the class sponsors with you guys over these last four years. I have learned what it means to live a life committed to Christ through the example of many of your lives.

I remember thinking about whether we should become sponsors for this class back in the summer of 2007. I didn't really know what it meant to be a class sponsor, but I can't think of a group of people with whom I would rather learn than all of you. We've been told we are great class sponsors, but I would say we have been fortunate to have the right group of people with whom it is so easy to build a relationship. Rest assured, deciding to become your class sponsors was one the most-rewarding things I've ever decided to do.

We've spent some late nights in class council meetings trying to figure out what to do when the class president decided to leave SNU in the middle of the year. Finals Fling during freshman year, did we really even plan anything for that? I don't recall. I've slept since then.

We've spent some REALLY late nights working to put together a totally new event, "Who's the Man?" What a blast that has turned into!

We've had what amounts to a high school prom for a bunch of Juniors and Seniors in college at a high school! (no dancing, not even Linda G!) Making the promotional video for this event was more fun than I have had in a long time! I love getting to play the "mean teacher", it wasn't much of a stretch, I suppose.

And just 4 short weeks ago, we made a mad dash to Colorado where we rode an uncomfortable bus all night so we could sleep in even more uncomfortable beds so we could have more fun than Christians should be allowed to have doing things like rock climbing (for the first time ever!), rappelling, zip-lining (is that a verb?), and running all over town, only to end up at the oldest Pizza Parlor west of the Mississippi so we could laugh so hard I nearly peed myself.

What a great life I have been privileged to live so far with the students of SNU. I can't wait to see what the next opportunities bring. I have met some of the most amazing people: marketers, managers, musicians, artists, designers, lawyers (to-be), ministers, teachers, athletic trainers, mass communicators, researchers, and all around non-specialists (you know who you are). If those of you reading this have lost faith in higher education, rest assured, the class of 2011 has some people who are going to do great things. I'm blessed to have been a part of your life for 4 years. Here's to the next chapter, its just the beginning!

Hey, Redwine, there ARE going to be other opportunities aren't there?!?

change

Not great circumstances, but at least I have something about which I can write. I've not had much to say over the last couple of months, but this needs to be said.

Don't you hate change? I mean I REALLY DISLIKE IT.

We usually all have our faculty meetings in the mornings, on the first Thursday of the month. We never have them in the library after school. The last two times we have had them in the afternoon, in the library, it was because a faculty member had passed away or had gone missing. So, when a meeting was called, we thought, "Nah. Not again. This is just going to be the debrief of the first week of testing." We'll just do some good things, have a few positive comments, and start the weekend. Wrong.

Our head principal informed us that he will be leaving to become the head principal at another school. Let me remind you, I HATE CHANGE.

I have been teaching for 4 years. I have been at Putnam City High School the entire time. I did my student teaching at Putnam City High. I had the head principal as a professor for one of my undergraduate classes. He is the only principal who has ever interviewed me. He is the only person who has been the example a head administrator for my entire teaching career. He's even going to be my professor for the final class of my Master's program. Maybe there is a little irony there or maybe it's just coincidence.

Publicly, I would like to say, Thanks Dr. Wentroth for your leadership of Putnam City High School. Thanks for being willing to take a stand to support students, even when it wasn't popular or got you into trouble. Thanks for being willing to encourage the legislature to change the law regarding the amount of time we have to be in class so we could institute Friday tutoring. Thanks for being a leader and sometimes letting your anger show when parents act like idiots concerning their kids. (I personally think kids need to know that educators support them when parents are stupid, but that's just me.) Thanks for being a mentor and believing in my abilities even when I didn't think I had what it took to accomplish my goals and dreams. Thanks for encouraging me and always being there with a smile and a kind word. Thanks for your words of encouragement when I did something you thought was special or "over and above". Thanks for being the captain of our ship when we were in rough waters or fair. Thanks for being someone students (especially my own children) could talk to and know you would listen. Thanks for being someone who recognized that even though you can't make everyone happy, doing what is best for students is always the right answer. Finally, thanks for being someone who helped me to see what being an educator looks like.

Bethany High School, you need to know you are getting the best principal in the State of Oklahoma. I just hope you guys can convince him to wear your Purple Broncho clothing because he will always be a Black and Orange Pirate to us!

Student Engagement vs. Teacher Engagement

One of the issues I've been struggling with over the last month or so is student engagement. However, at this time of year, I think it only fitting that we ask the question, is student engagement related to teacher engagement? Are my students less engaged as a result of something I am doing? Am I really giving 100% to ensure that students are learning at the highest level? I recognize students bear a significant responsibility to meet me in the middle and engage in the learning process. But what if they feel they are having to walk the extra mile to make that happen? What if they feel that we are so distracted by testing that they refuse to even get on the dance floor?

I'm fascinated by the idea that we are in a relationship with our students. We have a responsibility to design lessons that will draw students out, to give them some cognitive dissonance, and challenge what they have been taught and think they believe. Some students will not even pick up the bat, but that doesn't mean I shouldn't give them a little bit of chatter from the outfield.

computational thinking: a digital skill for everyone

I grabbed the first periodical I could find for this article review. I wish I could say I headed directly to a journal I knew I could connect to the learning objectives for our course, Long Range Planning. I ended up finding Computational Thinking: A Digital Skill for Everyone, (Barr, Harrison, & Conery, 2011). Since my focus of education is technology integration, I am very interested in objective number 4, “Understanding the Characteristics of a 21^st Century School.”

The article summarizes Computational Thinking as a way of “solving problems, designing systems, and understanding human behavior by drawing on the concepts fundamental to computer science,” and refers to an article by Jeanette Wing from 2006 in the Communications of the Association of Computing Machinery. The ideas in this article are even more interesting to me because I am fascinated by the idea of computer-human interface and how we interact with machines. But I digress.

If there is going to be a fundamental in the way we do business in education, our spaces are going to have to be conducive to some informal thinking in the ways described in this article. Students will have to have spaces in which they can think, draw, sketch, collaborate, and analyze. Many of the problems described in this article are open-ended and very difficult to solve. In fact, some of these problems may not have known solutions. This means students will have to have the ability and confidence to deal with complex problems, be persistent in finding a reasonable solution, be able to tolerate ambiguity, and the capability to communicate their solutions and ideas to other students. This may be over the web through web 2.0 tools such as Skype, GoogleChat, or through a wiki. This means they will need a space with wired or wireless access, whiteboards for face-to-face collaboration and tables on which they can spread out their work.

Nothing in this article alludes to a classroom in which students sit in rows, face the front, and have information delivered from a lectern; the article talks about skill development, specifically collaboration, communication, and analysis. When I read about this kind of work with students, visions of a casual, informal space come to mind. Students are free to work, research, experiment, and communicate in the same space. There is not a separate lab in which they work and a separate room for lecture. Students would also need a small space for presentations. Maybe something with a few chairs situated around a Smartboard on which their information could be projected and used for brainstorming activities. This ideal classroom would encourage decision-making. It would allow teachers to differentiate learning, and encourage analytical thinking.

A change in education is going to require a re-design of where students work. They will expect to have information “talked-down” to them if we continue to have rows of desks facing the front. Multi-use spaces should be considered if we are going to expect students to use multiple skills. Actually what I have just described is my ideal classroom. I have moved away from the rows this year. I am resistant to that change (or any change) because my personality loves rows, but it was a conscious decision to begin to move towards a student-centered classroom. Our classroom now has 7 small groups of desks arranged facing each other instead of rows facing a Smartboard. As I tell my students, you cannot eat an elephant in one bite, you have to take tiny bites. My re-arrangement was a very small bite. A classroom as described above would be the entire herd of elephants!

It's nice to think about what you would have in your ideal classroom. What would you do?

References

Barr, D., Harrison, J., and Conery, L. (2011, March/April). Computational Thinking: A Digital Age Skill for Everyone. Learning and Leading with Technology, 38 (6), pp. 20-23.

Wing, J., (2006) Computational Thinking. Communication of the ACM. 49, pp. 33–35.

a little knowledge from the wizard

While we were in London, I had a chance to see Wicked.

[caption id="" align="alignright" width="269" caption="Wicked at the Apollo Victoria "][/caption]

I'll admit I'm not much of a musical fan and to see an American Musical in London? I didn't think we would have much fun. I couldn't imagine they could capture the essence of our American-ness through their British Lens. Well, whatever that even means, it was the most fantastic show I've ever seen in my life. I've not been to a lot, but of the few I have seen, this was by far the best.

There were several songs in the show that impacted me. I've done so much reflection over the past few years that it has become somewhat automatic to apply whatever it is I am hearing or seeing to my own life. Especially if there is something significant that can relate directly to me. (I'll give a shout out to Claudia Swisher, my professor for Reflective Writing, who helped develop that skill!)

If you haven't seen Wicked, you probably already know the story, because it is the behind-the-scenes look at The Wizard of Oz. It's basically one long character sketch of each of the characters told in a narrative form. What a brilliant idea! Now, I could go a completely different direction with this post and talk at length about learning why your problem students are who they are. Do they have some difficult home issues? Have they been abused? Has someone been telling them they weren't wanted in the first place and should, therefore, realize they are not wanted now? Likewise, it wouldn't be hard to apply this to good students. Is there someone who is supporting them emotionally at home? In another class? Is there a situation they have realized is undesirable and they are working as hard as possible to get out of it? But that's not where I'm going with my thoughts.

The character I related to in this story was the Wizard. (*SPOILER ALERT*)

The Wizard was a guy who, upon first interaction, would have a loud, gruff voice and could be a bit scary. I suspect my appearance might be a little intimidating to students and when I use my military voice, I can be loud and sound quite mean. Of course if you know me, you realize neither of those are not the case. But I digress.

The Wizard used technology. A lot. In fact, when you went to see him, you didn't actually interact with him, but with a giant metal head sitting on a throne of gold, while the real wizard talked into a microphone. By the way, if you are into Steampunk, you would love his Throne!

So the Wizard was apparently thrust into the job of Wizarding by the people of Oz, although I never really understood why, we just learn that he was. One of the songs he sings is called "Wonderful" and his lyrics say it best:

I never asked for this
Or planned it in advance
I was merely blown here
By the winds of chance
I never saw myself
As a Solomon or Socrates
I knew who I was:
One of your dime a dozen
Mediocrities

I can relate to that! When I first started teaching, I didn't really see myself excelling in teaching. I didn't see that I had whatever quality it is that great teachers have (and I'm still not sure I do). Honestly, when I first was approached about teaching, it was my father-in-law. I was repulsed by the thought of it. Even when I decided to go back to school in '04, I thought I would go back and be a graphic designer. Yeah, I know. If you know my type "A" personality, you know I don't have a creative bone in my body. I would be a terrible graphic designer! So, I decided to go into teaching. The winds of chance took me into a certain Dr. Winslow's Physics class and I found myself helping other students when they didn't understand. If found that with the right professor, physics came easy to me.

[caption id="" align="alignright" width="189" caption="The Wizard"][/caption]

I certainly didn't see myself as a teacher. I was just a mediocre student taking Physics for the 2nd time. Yes, I failed it way back in '89.

I won't bore you with all of the lyrics from the song, I'll let you go read them if you want. Or, if you prefer, you can check out this video of Joel Grey's Broadway version. This is where the analogy between me and the Wizard breaks down. Or does it? See, I really think the Wizard was a guy who started believing his own publicity. People said he was Wonderful, so he became Wonderful! That can work two different ways:

1. You are not wonderful, but people want you to be wonderful, so you start taking shortcuts to make yourself look wonderful. Maybe you use technology to make up for your shortcomings. Whether it's teaching, or leading, or whatever. This is an area about which I have to be super careful. I don't want to be told I'm wonderful and then put this brand-new set of expectations on myself and start taking shortcuts to make up for any (perceived or real) shortcomings. It can be really easy to look good on paper and then sit back on your laurels and lower the bar of what is acceptable for excellence. This is where I am right now. I want to continue to expect the same things (or more) out of students and myself when it comes to my classroom. I don't want to start coasting and letting my past success (whether perceived or real) carry me through. (*If you can't tell, I'm still struggling with whether or not I am the teacher people really think I am.*)


2. You are not wonderful, but instead of people simply wanting you to be wonderful, they start telling you that you are wonderful. And so you begin to become wonderful. You start to believe the publicity, but in a good way. It actually changes your practice. I think great people are both born and made. I don't think I started out being a great teacher. However, my colleagues have been such a positive influence on me. I can point to several people in my Master's classes who have positively impacted my self-image, people in the PC High faculty, district administrators, and of course people in my family. Its one thing to be told you are great at what you do, but its something entirely different when you actually begin to believe it. I'm at that this point in my life when I am starting to see that I can have a positive influence on students. I have been there long enough that students are coming back and telling me how my class was a positive experience and has helped them in college. Or just that I was willing to listen when they needed to talk was exactly what they needed. This does wonders for someone who has not always thought that much of themselves.

Here's my point of this entire post: I want the praise and adulation I'm enjoying right now to be something positive. I don't want to become self-centered and "Hey look how awesome I am!" I want to graciously accept the attention I have and try to be a positive influence on others. Having board members look closely at what I am doing in class has definitely changed what I do. In quantum physics, they call that "the observation effect". When the state of an object changes because it is being observed.

I think (I hope) I fall into the second category. When people start to talk about how wonderful I am, I start to believe them and work harder at being better at what I do. Where do you fall? Are you believing your own publicity? Do you believe in yourself as others do? Or are you just using available tools to cover up the shortcomings that exist because of the expectations others have placed on you?

These are tough questions and they usually only bring up other questions. However, if we ask ourselves the tough questions, it keeps us from being asked even more difficult questions when we get into trouble.

the learning doesn't stop

I spent my Spring Break running around London with a group of folks from @mishelleyb's Brit Lit class at SNU. We had a worldwind tour of the UK. I think we squeezed about 3 weeks worth of stuff into 6 very short days (or long depending on when you asked me about it).  We saw everything from Stonehenge, to Hampton Court, to Buckingham Palace, to Canterbury, to Dover, and Stratford (word to my Bard!). Some of our group even ran over to Paris one day while I strolled the grounds of the Royal Observatory at Greenwich and our tour guide even arranged a private tour of the Royal Society for me. Yes, I got to see Newton's Telescope (although I'm thankful I took a picture because there was so much to take in I barely remember it!)

Once our time in London was over, @mishelleyb and I extended our time there by going on up to the land of my ancestors, the Scottish Highlands. Who knew I've been pronouncing my name wrong my whole life? The bow part of my name is like the part of the ship!

Anyway, I got to spend about 3 hours at a school where a friend of mine is doing a Fulbright Exchange this year. It's called OldMachar Academy and is a public Scottish Secondary School in Aberdeen, Scotland. What an amazing experience! I was struck by the differences in our system of education and theirs. I'm not saying one is better than the other, but there are definitely some differences.

For instance, OldMachar has students who are middle-school age to high-school all in the same building. This could be a good thing, depending on the climate of the school. Students might be able to learn how to act in a more mature way if they have older students around to "show them the way". On the other hand, if students who are older are prone to shenanigans, then that might not be setting much of an example for those 1st years. (btw, just for perspective, go back and watch Harry Potter and you will get an idea of how their ages are tiered - 1st years, 2nd years, etc.)

Another major difference I noticed was these students study for a comprehensive exam which constitutes a major part (if not all) of their grade at the end of the year. Everything, including whether or not they go to college and what they would major in, rides on these end of year tests. You cannot enroll in the next level of a class without the recommendation of a teacher and a satisfactory grade on that test. That may not sound remarkably different, but it seems to me that there is an immense amount of pressure on them to succeed on a single test, rather than the leveled testing we do here (to "earn" a grade).

I did think the students were more motivated than our students (and less apathetic) but I think that might have been a misconception based on some conversations I had with a few of the teachers.

I did come back with even less patience for apathetic students, so kids, if you are reading this, watch out!

While we were in Oxford (checking out local haunts like The Bird and The Baby), I learned about how education used to be (might still be) around that part of the world. Apparently, there used to be a time when student would attend SOME lecture, DO something (labs, etc.) and then they did a lot of independent learning. That might be in the form of sitting in a Pub or Tavern sipping a pint and smoking a pipe while discussing the chosen topic. I love this style of learning! The discussion part, not necessarily the pints and pipes. Students engaged in a discussion based on their research and had to support their ideas with evidence. This reminds me a lot of what Mr. Rupert Baker, the Library Manager at the Royal Society,  told me about the early days of that particular institution. It seemed that learning occurred often outside the walls of the classroom. I suppose my question is this: Why did we get away from that style of education? I mean, its seems that I have heard rumblings of people innovating in their classrooms while doing things exactly as I have described.

[caption id="attachment_572" align="alignright" width="300" caption="Newton's First Telescope"][/caption]

I recognize that there has to be some lecture, there has to be some structure and basic knowledge, but why don't we have students doing some independent learning?

One final thing and I'll be done. At OldMachar, they have written a new problem-based learning curriculum and are instituting it with their first years this year. Here's what that looks like: the science curriculum is based solely around the guiding question of "What if there were some reason for us to leave Earth (natural disaster, etc.)? What would we need to know?" That smacks of the same kind of thing I heard at the Oklahoma Technology Association Conference about Apple's Challenge Based Learning. So I guess the more things change, the more they stay the same? I mean, I flew 5000 miles across the globe to observe a school and they are innovating the same way our own corporations are encouraging us to innovate!

I believe there are going to be some major changes in my classroom next year (again). When people say "Oh, teaching! It's SO easy! You just do the same thing over and over, right? Uh, no. This is my 4th year and I'll be starting over next year. What do YOU do? Do you teach the same lessons year after year? Or do you tweak and modify to fit the students that are NOW walking into your classroom? The kids are changing. Are you?

Finally, I thought I'd share my favorite picture of the entire trip.

[caption id="attachment_573" align="alignright" width="300" caption="Stonehenge from my iPhone"][/caption]