A confession: When I received a news alert that the actor Matthew Perry had died, my mind adopted the particular cadence that Perry perfected as Chandler Bing, the character he played for 10 seasons on the NBC sitcom “Friends.” Here is what I thought, “Could this be any sadder?”
Perry, 54, died nearly a year after the publication of “Friends, Lovers, and the Big Terrible Thing,” an unusually candid memoir of addiction and recovery. As he detailed in that book, he spent many of the best years of his career oblivious, avoidant, numb — conditions that don’t typically encourage great acting. But he was great. And it had seemed reasonable, if rose-colored, to hope that sobriety might make him better, returning him to the nervy, instinctive brilliance of his peak years. That hope is now foreclosed.
“Every Friday, I like to high-five myself for getting through another week on little more than caffeine, willpower, and inappropriate humor.” —Nanea Hoffman
“It’s a new soundtrack, I could dance to this beat, the lights are so bright, but they never blind me” – Taylor Swift, Welcome to New York, 1989 (Taylor’s Version)
Happy Friday, gang! We made it! I’ve got a few interesting tidbits to share with you this week:
Explore various Internet artifacts through the ages (it’s been ages, right?) and find some cool things for you and your students to discuss, research, or just laugh at.
Part of being a good digital citizen is knowing what music you can use for projects and what you can’t. Here are several royalty-free music sites you and your students can use when creating videos, podcasts, etc.
Since we’re amid the very witching time of the year, think about using these “nine horrifying instruments” as sounds in a project. Or, have kids write about how the sounds make them feel or write a story inspired by the sounds.
You all know I’m a huge fan of project-based learning. One of my favorite non-education examples of “project–based learning” is the Ghost Town Living YouTube channel. Brent Underwood moved to Cerro Gordo, an abandoned mining town in California, at the pandemic’s beginning. His journey to rebuild the town and explore its history is incredible and might inspire some of your students (and you!).
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“All of this has happened before, and it will all happen again.”
― J.M. Barrie, Peter Pan
Change is good. At least, that’s what I’ve heard from any number of well-meaning people. Change often means growth and fresh ideas, but it also means the death and destruction of old ideas. And, change often means returning to another time or to other practices that worked.
Or maybe they didn’t. Perhaps we just long for a return to comfort and normalcy.
Regardless, every institution can and does experience change, whether people on the inside of the organization deliberately create change or outside forces create “jolts” in the system and force change (cite p. 330).
Kentucky public education has had two considerable jolts that I’m aware of (and I’m showing my age for one of them): the Kentucky Education Reform Act (KERA) of 1990 and, of course, the COVID-19 pandemic. KERA was a jolt that began as the work of change agents, but that whole COVID thing… we’re still not sure who the change agents were (it was totally the bats), but it was still one heck of a jolt.
I was in high school when KERA became a thing. Along with it came these things called “portfolios” that were going to revolutionize Kentucky schools. Spoiler alert: they didn’t. That failure has more to do with the implementation of change than the idea of change.
What many public schools in Kentucky have been able to do since the days of KERA is to continue pushing for creative solutions to difficult problems. They’ve also continued to make space for change agents in various positions across the state and in local schools. Of course, without effective leaders ready to change the constructed reality within a school, any change efforts will likely fail, and the same cycle of “all this has happened before,” continues as it has so many times in education.
“What’s past is prologue.”
– Shakespeare, The Tempest
After the COVID-19 pandemic (has it ended yet?), I’ve seen more concerted efforts to maintain institutional change here in Kentucky. With many districts instituting graduate profiles, the structures needed to support and maintain change are moving into place.
With the environment ripe for change after the COVID-19 upheaval, small changes in institutional processes are making their way across the state and have the potential to sustain change for the future.
References:
Marion, R., & Gonzales, L. D. (2014). Leadership in education: Organizational theory for the practitioner (Second). Waveland Press.
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“I am convinced that people are much better off when their whole city is flourishing than when certain citizens prosper, but the community has gone off course. When a man is doing well for himself, but his country is falling to pieces, he goes to pieces along with it, but a struggling individual has much better hopes if his country is thriving.”
Is that a line from the newest radical left-wing idealist politician?
Stewart Riddle emphasizes the importance of public institutions in caring, democratic societies, where markets and market relations are subordinate to the public good and the production of a thick democracy. He suggests that economic systems that foster individual wealth accumulation and rampant greed must be replaced with economic systems that foster sustainability and reindustrialization. Investment into people’s livelihoods within their local communities is emphasized, and people should be allowed to engage in meaningful, collaborative work.
Of course, for me, this sounds similar to the work of instituting a graduate profile in schools rather than relying on the tired, outdated, and ineffective measures of standardized testing. Connecting students with authentic learning opportunities, encouraging them to work on hard problems that don’t have simple answers, and contributing to their communities for the benefit of the many and not the few are key to shifting away from the late-stage capitalist disaster we live in now.
Marcus Aurelius said, “What harms the bee, harms the hive,” emphasizing that if we are harming anyone in society, the whole society suffers. This was never more apparent than during the height of the COVID-19 pandemic, as some cried that their individual freedoms were more important than the good of everyone, essentially placing themselves above everyone else.
Connecting students with opportunities to enact real change within the structures of education can only improve our society. Will we still have people who think they are more important than anyone else? Of course.
But maybe we can raise up a generation of action-takers who want what is best for everyone.
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I shared this note with my team on our last day before Fall Break. I hope you find encouragement here, as well.
“Every person needs to take one day away. A day in which one consciously separates the past from the future. Jobs, family, employers, and friends can exist one day without any one of us, and if our egos permit us to confess, they could exist eternally in our absence. Each person deserves a day away in which no problems are confronted, no solutions searched for. Each of us needs to withdraw from the cares which will not withdraw from us.”
You may have already figured this out, but Fall Break is my favorite break of the year. We’ve navigated the busyness of beginning a new school year and made some progress toward our goals. For me, this break comes at the perfect time. The weather cools, mornings begin on the back porch with a cup of coffee, and evenings end with a backyard fire. It’s not so much a break as it is a pause—the deep breath before diving into winter. I need this break. You need this break. We all need a moment away.
Blaise Pascal wrote, “All of humanity’s problems stem from our inability to sit quietly in a room alone.” Most adults lead very busy lives. Teachers, arguably more so. Rarely do we have a moment during our day to call our own, even if it means we just have the chance to catch our breath.
During the break, I encourage you to find time to call your own. Amidst all the plans we make for fun and family, find some time to hide away from it all. Forget, for a few moments, the demands of the classroom, of testing, of dealing with parents, and the demands of your administration and coaches.
You need rest. Spirit, soul, and body all need a break from time to time to face this madness we call life.
The great Stoic philosopher Seneca said, “The mind must be given relaxation; it will rise improved and sharper after a good break.” Stephen Covey reminds us of the 7th habit of Highly Effective People to “sharpen your saw.” Make sure to take care of yourself. We all did this pretty well during the height of the COVID-19 pandemic, but I fear we may have lost some of these lessons in our return to the world of deadlines and demands.
Please take time for yourself over the break. You won’t regret it.
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In the ever-evolving world of technology, teachers continually seek tools to enhance their teaching experience. Google Drive has emerged as a favorite, offering a plethora of features tailored to the needs of educators. This comprehensive guide will explore the best Google Drive features for teachers, shedding light on how these features can transform your daily routine.
1. Offline Access: One of the Best Google Drive Features for Teachers
Never Worry About Losing Connection Again
Among the best Google Drive features for teachers is the ability to make files available for offline use. This feature ensures you can access your lesson plans, slides, or sheets without an internet connection. Here’s how to enable it:
Use Google Chrome: It’s the recommended browser for this feature.
Enable Offline Access: Go to settings in Google Drive and check the offline use box.
Choose Specific Files: Select the Google Slides, Sheets, and Docs you need offline.
This feature is a lifesaver, especially for those in areas with unreliable internet connections.
2. The Priority Section: Your Personalized Hub
Quickly Access Your Favorite Files and Folders
The Priority section is another one of the best Google Drive features for teachers, allowing you to favorite or easily access different files or folders. Here’s how to make the most of it:
Add to Priority: Right-click on any file or folder and select “Add to Priority.”
Remove from Priority: Right-click again to remove it from the Priority section.
This feature keeps your most-used files and folders at your fingertips, saving valuable time.
3. The Side Panel: Integration with Other Google Apps
All Your Essential Tools in One Place
The side panel in Google Drive, one of the best Google Drive features for teachers, offers easy access to Google Calendar, Keep, and Tasks. You can:
View Your Calendar: See your schedule without leaving Google Drive.
Add Notes in Google Keep: Quickly jot down notes or reminders.
Manage Tasks: Add and manage tasks seamlessly.
This feature enhances productivity by keeping essential tools within reach.
4. Shared Drives: Team Collaboration Made Easy
Share Files Without the Hassle
Shared drives are among the best Google Drive features for teachers, providing a seamless way to share files between team members. Here’s why it’s beneficial:
Team Ownership: Files belong to the entire team, not just one person.
Access Levels: Customize the access level for different members.
Ease of Collaboration: Ideal for sharing lesson files or collaborative planning notes.
Shared drives simplify collaboration, making teamwork a breeze.
5. Converting Files: Transitioning Between PowerPoint and Google Slides
Flexibility at Your Fingertips
Converting files between PowerPoint and Google Slides is one of the best Google Drive features for teachers. You can:
Convert Individual Files: Change PowerPoint files to Google Slides effortlessly.
Download as PowerPoint: Take Google Slides files and download them as PowerPoint.
Automatic Conversion: Set up automatic conversion for new PowerPoints to Google Slides.
This feature offers flexibility, allowing you to easily work with various file types.
Conclusion: Embrace the Best Google Drive Features for Teachers
Google Drive is more than just a storage platform; it’s a treasure trove of features designed to make teachers’ lives easier. By embracing the best Google Drive features for teachers outlined in this guide, you can streamline your workflow, enhance collaboration, and enjoy a more efficient teaching experience.
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As an instructional coach, the ability to foster and maintain strong relationships with teachers is not just a desirable trait; it’s a fundamental necessity. These relationships form the cornerstone of impactful teacher decisions and student growth. The following strategies provide a comprehensive guide to building these vital connections:
1. Acknowledge and Celebrate Successes
Recognizing and applauding the good work that teachers are doing is more than a mere pat on the back. It’s a powerful way to build trust and demonstrate that you are genuinely invested in their success. Regularly highlighting their big and small achievements fosters a positive environment and encourages continuous improvement.
2. Maintain a Student-Centric Approach
Emphasizing that your primary goal is to support teachers in enhancing student learning creates a shared sense of purpose. It aligns your objectives with theirs and underscores that the ultimate focus is on student achievement. This alignment fosters collaboration and ensures all efforts are directed towards a common goal.
3. Understand the Individual Behind the Teacher
Building a relationship goes beyond knowing a teacher’s name and subject area. It involves delving into their values, beliefs, motivations, and personal interests. By understanding what drives them, you can tailor your approach and demonstrate that you see them as unique individuals, not just professionals.
4. Share Your Journey and Vision
Transparency about your own journey, including why you became an instructional coach and what your goals are, creates a connection on a personal level. It helps teachers understand your perspective and shows you are committed to a shared vision of success.
5. Be a Constant Presence
Availability is key to building relationships. Being visible in various school spaces, attending meetings, and regularly checking in with teachers shows that you value their time and are actively engaged in their professional development. It’s not just about being there; it’s about being accessible and approachable[4].
6. Adapt to Individual Needs
Different teachers have different needs, challenges, and learning styles. Learning how to differentiate your approach for each teacher shows empathy and understanding. It builds trust by demonstrating that you recognize their unique circumstances and are willing to adapt your methods to support them effectively.
Conclusion
Building relationships as an instructional coach is a complex and nuanced process that requires time, effort, empathy, and understanding. It’s not a one-size-fits-all approach but a dynamic and evolving journey. By implementing these strategies, instructional coaches can create meaningful connections that lead to positive teacher decisions and, ultimately, enhance student growth.
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Our posturings, our imagined self-importance, the delusion that we have some privileged position in the universe, are challenged by this point of pale light. Our planet is a lonely speck in the great enveloping cosmic dark.
Carl Sagan
The new school year rapidly approaches. We all have big plans. So do our students. Ultimately, our big plans just aren’t that big on the grand scale of the universe.
Remember, all we have is each other. We are on this journey together, all of us. And all we have to carry us through the day is the love of family and friends.
Enjoy this new school year, and keep in mind what really matters.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
A recently published paper explores the challenges and opportunities for equity, diversity, and inclusion (EDI) in online and hybrid learning. The study found that online and hybrid learning both supports and presents challenges to EDI, and that pedagogy and course design must be considered as a first step in addressing some of the challenges to EDI.
The study also found that further student support is needed to facilitate equity, diversity, and inclusion in online learning.
Overall, the paper highlights the importance of addressing EDI in online and hybrid learning and offers several recommendations for doing so.
These recommendations include:
Prioritizing the implementation of policies that support equity, diversity, and inclusion.
Considering the principles of Universal Design for Learning (UDL) to ensure that course materials are accessible to all learners.
Providing training for instructors to use UDL principles to design and deliver courses that are inclusive and accessible to all learners.
Providing support for learners who face challenges related to access, such as those with learning differences and/or disabilities, or those who live in underserved, remote/rural communities.
Engaging with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
The paper also highlights the need for further student support to facilitate equity, diversity, and inclusion in online learning, and encourages readers to engage with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
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Catlin Tucker continues to lead the way in blended learning. Her most recent post outlines the three pillars of high-quality blended learning.
Tucker describes the three pillars of successful blended learning are student agency, differentiation, and control over the learning pace. Student agency involves giving students meaningful choices in their learning process, such as content-based choices on subjects or topics and process-based decisions on learning approaches or resources, fostering a sense of responsibility and engagement.
Differentiation, the second pillar, requires adjusting teaching methods to address each student’s unique needs and abilities. This could involve varying assignments based on proficiency levels or providing structured guides for students who need additional support. The final pillar is student control over the pace of learning. Misalignment between the pace of learning and the learner’s needs can lead to disengagement or distraction; therefore, granting students autonomy over the speed at which they learn enhances engagement and success. By integrating these pillars, educators can create robust blended learning environments, enhancing student engagement and improving educational outcomes.
