Strawberry Rice Krispie Treats are perfectly pink and full of fun strawberry flavor. Top them with pillowy buttercream frosting and fresh strawberries for an extra-special touch.
This post is sponsored by Campfire® Marshmallows. Thank you for continuing to support the brands that make My Baking Addiction possible.
It may seem kind of strange that one of my absolute favorite desserts to make are rice krispie treats.
Not only are they super simple, they’re also incredibly versatile and a great recipe to get your little ones into the kitchen.
I mean, hello, there are marshmallows involved!
Plus, they are always one of the first things to fly off the dessert table at any potluck, party or bake sale.
When I lead workshops with school districts, I try to keep them as conversational as possible as, perhaps selfishly, I want to learn from the expertise in the room, but I also want to create opportunities for teachers to recognize the expertise that already exists in their district. If I “talk” the whole time, that doesn’t open either of those doors.
One conversation that I have been thinking about was a teacher that I have met on a couple of occasions that is very comfortable with technology herself, as well as implementing it in meaningful ways with her classroom. A story she shared was that she and her students talked about the use of their own personal devices in the classroom and they decided to try not having them for a week and see the impact. This was not a top-down teacher decision, but a conversation and way forward that was made as a group. She shared that many students preferred the “break” from their phones and that they found it was beneficial to their learning. I think she was surprised that I thought that was great for that class!
I am not adamant that kids have access to devices (their own or ones provided) all the time. What I want is that students have opportunities that best serve them to be successful.
For example, I think online portfolios would be hugely beneficial to students, but I also would never force a student to post anything online. I want to provide that opportunity, but ultimately, the student should have the final say on whether they want to post online or not. The same goes for the use of devices. I often say that if you are a “1 to 1” school or district I would be just as bothered if you took “pen and paper” away from a child that benefitted from it, as I would the opposite. Whatever the child needs to succeed is where our focus should be firmly placed.
The key word in the last sentence is “succeed.” If a child would prefer to use a device but it doesn’t benefit their learning or is even detrimental, conversation and guidance are needed from the teacher. That is crucial.
I know personally, my learning has benefitted more with a device than it has with pen and paper, but I also understand that some adults are the opposite. What works for them might not work for me and vice-versa. That’s okay. It is ultimately the opportunity to be successful that matters the most to the learners we serve, and that can look different for each one of our students as it can for ourselves.
When I lead workshops with school districts, I try to keep them as conversational as possible as, perhaps selfishly, I want to learn from the expertise in the room, but I also want to create opportunities for teachers to recognize the expertise that already exists in their district. If I “talk” the whole time, that doesn’t open either of those doors.
One conversation that I have been thinking about was a teacher that I have met on a couple of occasions that is very comfortable with technology herself, as well as implementing it in meaningful ways with her classroom. A story she shared was that she and her students talked about the use of their own personal devices in the classroom and they decided to try not having them for a week and see the impact. This was not a top-down teacher decision, but a conversation and way forward that was made as a group. She shared that many students preferred the “break” from their phones and that they found it was beneficial to their learning. I think she was surprised that I thought that was great for that class!
I am not adamant that kids have access to devices (their own or ones provided) all the time. What I want is that students have opportunities that best serve them to be successful.
For example, I think online portfolios would be hugely beneficial to students, but I also would never force a student to post anything online. I want to provide that opportunity, but ultimately, the student should have the final say on whether they want to post online or not. The same goes for the use of devices. I often say that if you are a “1 to 1” school or district I would be just as bothered if you took “pen and paper” away from a child that benefitted from it, as I would the opposite. Whatever the child needs to succeed is where our focus should be firmly placed.
The key word in the last sentence is “succeed.” If a child would prefer to use a device but it doesn’t benefit their learning or is even detrimental, conversation and guidance are needed from the teacher. That is crucial.
I know personally, my learning has benefitted more with a device than it has with pen and paper, but I also understand that some adults are the opposite. What works for them might not work for me and vice-versa. That’s okay. It is ultimately the opportunity to be successful that matters the most to the learners we serve, and that can look different for each one of our students as it can for ourselves.
Yesterday was Pink Shirt Day. The initiative started in 2007 in Nova Scotia when, “David Shepherd, Travis Price and their teenage friends organized a high-school protest to wear pink in sympathy with a Grade 9 boy who was being bullied [for wearing a pink shirt]…[They] took a stand against bullying when they protested against the harassment of a new Grade 9 student by distributing pink T-shirts to all the boys in their school.” as described on PinkShirtDay.ca. Travis Price shares the story hereshares the story here.
In the following video, I share 4 Thoughts about Pink Shirt Day and the issue of Bullying.
Here is a great infographic that clarifies on of the thoughts I share, the difference between conflict and bullying.
Still playing with video as a format here. No feedback yet about if people like it or not, so let me know.
When Garth Larson was asked to move from secondary administration to become an elementary principal, he was curious if he could be an effective leader at that level. But his work in early-education combined with his years in secondary education gave him a unique perspective of the K-12 experience. Later, when he moved into a […]
Paraphrasing this analogy before from John Medina speak (author of “Brain Rules“), that “creation without content would be the equivalent of playing the air guitar; you know the motions but do not understand how to play the instrument.”
“Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.”
Ideas without action lead to little progress, but action without ideas often lead to progress without direction. As John reminds us, consumption and creation are connected, not in opposition
Paraphrasing this analogy before from John Medina speak (author of “Brain Rules“), that “creation without content would be the equivalent of playing the air guitar; you know the motions but do not understand how to play the instrument.”
“Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.”
Ideas without action lead to little progress, but action without ideas often lead to progress without direction. As John reminds us, consumption and creation are connected, not in opposition
Maintaining a blog is both motivating and sometimes, a burden. I like to post reviews a few times a week, and this helps keep me on task with my reading. I usually manage to successfully post each week and I'm always reading 2-4 books at a time. Taking part in the reading challenge on Goodreads is a big help, too. It's fun to see the number climb and to see what I've read during the year. Plus, I am part of a great book group where we get together each month and just talk about what we're reading. And I'm someone who loves to walk around my local bookstore every few weeks just to see what's new. I work at a library, and while I see new materials all the time, I miss a lot. Reading about new titles, author news, all sorts of book stuff-I spend time on that every week, too. If I'm not watching my DVR'd TV shows, I'm reading at home. I read every day. If I have a busy day and I don't get to read for at least 30 minutes, it bothers me and I end up a bit testy. I read every night before I shut off the light. I can't sleep if I don't read first. It's usually the time when I start a new book. So imagine my dismay that the month of February has completely derailed my reading mojo. I started the month excited to start a few great books. I even bought a few more (because that's what I do). I've checked out a whole mess of books from the library. Yet as the month is ending in a few days, I've discovered my reading has taken a hit, and I'm not really too upset about it. It's been a busy month at work; and this past week I found myself away from home 5 out of 7 nights. When I was reading, I wasn't satisfied with what I was reading. I had reading restlessness big time. The weather has sucked for weeks and I keep finding myself reading domestic thrillers, or novels that are a bit heavy. Ugh. It's all taken a toll. It's okay to have a reading dip. My lack of angst about it has given me some insight. I've obviously reached a point where I need to change what I've been reading, and sometimes life takes over and reading has to take a back seat. So, I'm still reading. I'm going to focus on some historical fiction, and some lighter reads. Both genres have been missing a bit from my reading life, and I find myself longing for my go-to feel good reads. Here's what I'll be reading in March:
I discovered this author recently; her novels are compared to Barbara Erskine, who is one of my favorite authors. Historical fiction/mystery/magic
I've been waiting to read this novel for some time. Now, it's a book group read for March.
A novel about Katherine Parr's mysterious daughter. It's a Nicola Cornick kind of month (I have her other historical fiction novel at home, too).
A novel about a past crush and a new chance at love.
A novel that checks off a bunch of requirements:
A read off the shelf book
A novel set in Ireland (for a March book group)
Fantasy by a really great author!
I hope March is a bit better in my reading world. It will also be a very busy month: planning a wedding shower for my niece, attending an out of town "sprinkle" party for another niece's baby girl **I have a lot of nieces and nephews!**, helping out at my gym's competition event, out of town family visiting...and lots of exciting projects at work!
My reading mojo will come back; I think the winter weather has added to my funk. Spring is around the corner, and I can't wait to get outside and breathe!
from Bookalicious Babe Book Reviews https://ift.tt/2BPp8TS
This is a sponsored conversation written by me on behalf of On-Cor. The opinions and text are all mine.
I mentioned when I shared my Ritz Cracker Chicken recipe that we’re dealing with the aftermath of our basement flooding just before the New Year.
It’s basically turned into a full-blown basement renovation.
What I did not mention at the time is that we decided to go ahead and have our family room flooring redone. Yes, at the same time as the basement reno.
So now our entire house is a disaster, all of the family room furniture is shoved into my office, the whole place smells like paint and everything is covered in a fine layer of wood dust.
Oh, and I still need to get all of my work done and make sure Elle gets to school and her various activities on time.
Someone please send me chocolate. And all of the easy dinner recipes, because at this point quick and easy is about all I can handle.
I enjoyed this article, “Why being wrong will make you a better leader.” It has many good points on why leadership is about doing right by those that you serve, as opposed to being seen as an “all-knowing” authority. Confidence is crucial to effective leadership but so is humility. These two characteristics are not in conflict with one another yet are interrelated. Someone who is confident can step back and identify their weak spots, whereas someone who is arrogant would lack the same skill.
There are a couple of snippets that stuck out to me. The first is this:
Research shows that, when there is no effective process to gather decision makers into honest conversations about tough issues, organizations are three times more likely to have people withhold or distort information.
A similar study by Milliken & Morrison shows that 85% of employees feel unable to raise a concern with their bosses. Truth is forced underground, leaving the organization to rely on rumors, gossip or insincerity.
Do you promote a safe environment for people to speak up?
The emotional culture of an organization is as powerful as its cognitive counterpart. Pay attention. Silence is not the absence of fear but a consequence of it. Create a safe space where people feel confident to speak up without the fear of being ridiculed or punished.
I read this and thought about a moment as a principal that I still think about often. In talking with staff about a particular initiative in school, I realized that my position and belief was in the minority on a specific topic in which I was extremely passionate about at the time. During a staff meeting, we discussed the idea, and I had a tough time understanding their point of view and we discussed back and forth our differing opinions. In the end, as hard as it was, I decided that it was essential to go forward with the staff on their position instead of mine, although I still disagreed.
It was a hard moment as I thought my position was ultimately was “best for students,” but as I stepped back, I realized that they felt the same about their position. I often use the term that we need to do we do what is “best for students” but not to use it as to justify my position over the viewpoint of someone else but to focus the conversation on what is important.
I talked with my assistant principal at the time, and she knew I struggled with our “staff decision,” but she assured me that I did the right thing. If I was to ask the thoughts and opinions of others but would not be willing to act upon their feedback, why ask in the first place? She knew that this moment would give me more credibility, not less, and would open up more conversations in the future.
Great leaders integrate diverse thinking; they embrace people who provide different perspectives and ideas. Don’t risk your credibility by trying to have all the answers. Humility promotes honesty — people will want to share candid feedback and their best ideas, instead of trying to deceive you.
If we want to move forward in our schools, we have to embrace the idea that often the best answers are found somewhere in the middle, not in the extremes. When we create an environment that is open to differing opinions but keeps “what is best for students” at the center of our decisions we are more likely to create a space that is more about serving others than ourselves.
A few weeks ago, I received an email from a principal who had attended a workshop that I had conducted for school leaders and aspiring administrators. He shared with me privately that he was struggling with a couple of teachers who weren’t fulfilling some basic expectations that he had regarding parent phone calls home for students who were in the D/F range. After reading through his email I asked him to give me a call in order to gather some more information so I could better advise him on some potential options to address his concern.
I openly admit that this is an area where I struggled when I became a principal. I shared with this him that during my first year as principal I had a music teacher in my building who was known to fall asleep on a daily basis during class. I still recall one day when a student walked into the main office asking to see me because he was genuinely concerned that this teacher had passed away in the classroom because she was not responsive to the student voices or taps on the shoulder to wake her (I later learned she had slept through the end of one class and into the beginning of the next class). You can imagine my horror when this particular student shared this with me as I quickly made my way to the classroom. Fortunately, the teacher had not passed away and was alert and talking to the students when I entered the classroom. Admittedly, the information that the student had shared with me was not the first time I had heard such rumors. In fact, it was pretty well-known by students and staff that this was common practice by this particular teacher. So you may be asking yourself at this point that if this was common knowledge by so many, then why had it not been addressed, especially when it comes to the safety and well-being of the students who were present in that class? Truth be told, I had no idea even how to begin the conversation. I was embarrassed for her and reluctant to even bring it up for fear of upsetting her. I had heard the whisperings of others who had confronted her about this previously only to quickly suffer her wrath and verbal abuse. And finally, I was concerned that if I addressed her sleeping in class it would create a cultural issue for me by creating a strain on the relationship between myself and this staff member, potentially leading to a perception among the rest of the staff of me not supporting my teachers regarding complaints brought on by students and parents.
This conversation with this principal took me back twenty-six years to a time in my career where I realized that on certain days I was in over my head as a rookie principal, struggling to survive as I tried to navigate the sometimes treacherous waters of school leadership. However, I was somewhat caught off guard when after sharing this story with the principal he said, “Jimmy, I know that feeling all too well which is why I decided to reach out to you. This is my eighth year as a principal and after hearing you speak, I realized I need to get better in this area.” I have to admit that I felt badly for him. Eight years into his tenure as principal and he was sharing with me privately that he didn’t know how to approach this issue with his staff.
One of the biggest challenges facing school leaders today is navigating a difficult conversation with an underperforming staff member. It is a skill set that most new administrators lack when they first go into the profession. I was no exception. When I took my first principal position at the age of twenty-six, I hadn’t yet developed this critical skill set. In fairness to educational leadership programs, simulating the plethora of responses principals are bound to receive is extremely difficult. Likewise, teacher prep programs face similar challenges when it comes to simulating parents’ responses that teachers are apt to receive when they contact parents. Each response from either a parent or a staff member requires both teachers and administrators alike to elicit an appropriate response back. Many who have attempted to initiate such conversations can attest to the anxiety and worry that comes from the fear of saying the wrong thing. One misstep and these conversations can go sideways in a span of a few seconds. This is a real feeling among educators and in my opinion, eventually leads to both teachers and administrators avoiding these necessary conversations all together.
So, quit being so hard on yourself. The mere fact that you are still reading this post tells me that you want to continue to improve as a teacher or school leader. So, what are some ways that we can begin to address these concerns in the most effective manner in order to improve our culture, rather than damage our culture. Here are 10 ways to help you navigate these potential pitfalls:
Be willing to have the conversation knowing that you may not have the right words to say. The first step in developing this critical skill set is to have the conversation.
Don’t make any assumptions that you know what the other person is thinking, feeling, or why they are behaving a certain way.
Speak from the heart. Be genuine & sincere in your approach.
Share with the individual that you hope they appreciate you are willing to have the conversation with them face to face and that your hope is that by bringing this to their attention it will reduce the potential for a bigger issue down the road.
Communicate your concern from your perspective and/or experience only. Leave others out of it unless absolutely necessary to share what others have expressed to you and then only with prior permission from third parties.
After expressing your concern, give the person adequate time to respond without interruption and listen with an intent to truly understand their side of the story with empathy and without judgement.
Don’t get caught up in wanting to be right or “win” the discussion. Stick to bringing the matter to their attention in a kind way so they can become aware of your concern.
Don’t feel like you have to resolve the issue in this first initial conversation. It’s okay to revisit the conversation at a later time.
Recognize and be prepared that the person may not respond in the way you hoped. Don’t take it personally. They may just need time to process the information you just shared with them.
Follow up with this person the next day and remind them again you have their best interest at heart. Trust they want to be better and then show them you still believe in them by working together to support them in their quest to do better.
And finally, always have an exit plan. In other words, if you are still concerned that the discussion may be contentious or you are nervous that you may say the wrong thing or respond in a way that could be misinterpreted, be prepared to remove yourself from the conversation in a sincere and apologetic way. In the video above I share an example of what that conversation could sound like:
“I am so sorry if I have upset you. That was not my intention and for that I am sorry. This is not easy for me either, but I felt it was only fair to bring this matter to your attention. This conversation has not gone the way I hoped it would go and it is obvious I have not done a very good job of expressing my concern because I can see that I have upset you and for that I am truly sorry. I hope you can forgive me. Could we maybe step away from this and start over and have this conversation again?”
I believe a sincere and genuine approach can go a long way in addressing concerns or issues with staff. We don’t need to put so much pressure on ourselves by pretending we have it all figured out. Over the years I have learned that people will respect and appreciate us more when we keep it real and recognize our shortcomings, rather than pretend we have all of the answers.
When it comes to having difficult conversations, don’t be afraid to make mistakes. Just own your mistakes, apologize and ask for forgiveness. Try that the next time you have to have a difficult conversation and it doesn’t quite go the way you anticipated. You still may fall short of resolving the issue in a way that leaves you feeling positive about the end result, but you will be well on your way to developing your skill set on how to address the behaviors in your organization that are hurting your culture, just like this principal who called me to share his story. All of us in education have a responsibility to take inventory of our learning and to continue to work to improve our skill sets so we can be better for the students and school communities we serve.
It took me a long time to read this novel. Not because it wasn't interesting, or well written, because it was both of those things. It was hard to read because of the subject matter. I found it to be powerful, haunting, and heartbreaking. Two sisters, Miranda and Lucia Bok, came to America from China with their mother after their father was killed in a car accident. Struggling to raise a young daughter and an infant (Lucia), their mother endured many tough years. Miranda and Lucia--both very smart, gifted young women. Except one day, Lucia begins to hear voices, and their lives are forever changed by mental illness. The story of the Bok sisters is one of love, anger, hope, anguish, and regret. Lucia's life is all over the map: she meets Yonah, marries him, and seems pretty stable for quite some time. He is the love of her life. And yet, she breaks down, and that begins the long cycle of highs and lows as she battles schizophrenia; her reluctance to take medication that will stabilize her, and her desire to live a life free from the restraints of pills. Lucia's life takes her to Ecuador, where she lives a very rural life with her partner Manny and their daughter Essy. Still yearning for Yonah (whom she leaves and divorces after an episode), she's never happy. Her relationship with Manny is always on the edge, as he struggles to keep her healthy, all the while dreaming of another woman and the life they could have had together. Miranda, a successful businesswoman, lives in Switzerland with her husband. She struggles so much over the years to be the strong one, and to take care of her sister. The emotional baggage between Lucia and Miranda is intense, and the guilt Miranda feels over Lucia is never ending. Their relationship is the backbone of this novel, and it's heartbreaking to read. At what point do you live your life for yourself, and stop giving it all to someone else? Culture also has a lot of impact in Miranda and Lucia's lives; so many cultures in this novel and how they see mental illness: Chinese, Ecuadorian, American, Swiss.
This is a powerful novel about mental illness; the toll it takes on family, friends, and the person who suffers from mental illness. How to reconcile the person you knew before with the person they have become. This would make a very good book group discussion. There is a lot to this novel, and it is not something you should read quickly. Take your time with it. A big thank you to Penguin Books for providing a copy to review. Rating: 5/6 for an intense novel about two sisters and their journey through mental illness. It is a journey full of love, heartbreak, loss, grief, understanding, and acceptance. Available in hardcover, paperback, and ebook.
from Bookalicious Babe Book Reviews https://ift.tt/2T1ncSP
I enjoyed this article, “Why being wrong will make you a better leader.” It has many good points on why leadership is about doing right by those that you serve, as opposed to being seen as an “all-knowing” authority. Confidence is crucial to effective leadership but so is humility. These two characteristics are not in conflict with one another yet are interrelated. Someone who is confident can step back and identify their weak spots, whereas someone who is arrogant would lack the same skill.
There are a couple of snippets that stuck out to me. The first is this:
Research shows that, when there is no effective process to gather decision makers into honest conversations about tough issues, organizations are three times more likely to have people withhold or distort information.
A similar study by Milliken & Morrison shows that 85% of employees feel unable to raise a concern with their bosses. Truth is forced underground, leaving the organization to rely on rumors, gossip or insincerity.
Do you promote a safe environment for people to speak up?
The emotional culture of an organization is as powerful as its cognitive counterpart. Pay attention. Silence is not the absence of fear but a consequence of it. Create a safe space where people feel confident to speak up without the fear of being ridiculed or punished.
I read this and thought about a moment as a principal that I still think about often. In talking with staff about a particular initiative in school, I realized that my position and belief was in the minority on a specific topic in which I was extremely passionate about at the time. During a staff meeting, we discussed the idea, and I had a tough time understanding their point of view and we discussed back and forth our differing opinions. In the end, as hard as it was, I decided that it was essential to go forward with the staff on their position instead of mine, although I still disagreed.
It was a hard moment as I thought my position was ultimately was “best for students,” but as I stepped back, I realized that they felt the same about their position. I often use the term that we need to do we do what is “best for students” but not to use it as to justify my position over the viewpoint of someone else but to focus the conversation on what is important.
I talked with my assistant principal at the time, and she knew I struggled with our “staff decision,” but she ensured me that I did the right thing. If I was to ask the thoughts and opinions of others but would not be willing to act upon their feedback, why ask in the first place? She knew that this moment would give me more credibility, not less, and would open up more conversations in the future.
Great leaders integrate diverse thinking; they embrace people who provide different perspectives and ideas. Don’t risk your credibility by trying to have all the answers. Humility promotes honesty — people will want to share candid feedback and their best ideas, instead of trying to deceive you.
If we want to move forward in our schools, we have to embrace the idea that often the best answers that are found somewhere in the middle, not in the extremes. When we create an environment that is open to differing opinions but keep “what is best for students” at the center of our decisions we are more likely to create a space that is more about serving others than ourselves.
I have been thinking a lot about the terms “traditional” and “innovative” lately and how they should not be terms that are used in contradiction with one another but are interrelated. If a teaching practice that was used in the past works for a current student, why would we not continue to use it? On the other hand, if a method in the past that worked for students doesn’t work for a student you are currently working with, why would we continue to use it in that specific circumstance? My focus on relationships is predicated upon the premise that if you know the learners in front of you, it is easier to pull from your toolkit and provide what the student needs to be successful.
Not all knowledge and practice from the past is irrelevant, while not all “future” practices are meaningful. Students all should have the opportunities to be successful, but that doesn’t mean that all the practices are the same for each child.
As a student, I would say that my school experience would not be deemed progressive, innovative, or “future ready.” I would say that my experience in school would be considered pretty traditional. But that doesn’t mean skills that I learned back then haven’t benefitted me today and that some of those same practices would not benefit current students. I was taught to challenge ideas and critically consume information. I distinctly remember a teacher holding a package of matches in science class and telling us that the reason matches are covered in packages is because if they are exposed to too much oxygen, they will light on their own and which would be quite dangerous. She held the matches in front of us, exposed them to “the oxygen in the room,” and we all sat there and waited nervously for the matches to light on fire. After about 30 seconds passing, she looked at us and said something to the effect of, “Don’t always believe everything an authority figure tells you; learn to question before you assume something is the truth.” Then she and our entire class started laughing that we actually fell for her trick. That interaction is one that I remember to this day and has helped me slow down judgment on information which is incredibly useful in an age of rapid information. This is LONG before the Internet was used in schools yet the lesson still resonates and applies to today.
Some practices from the past were not beneficial to today. I can freely admit that. But we should always consider, “How does this help the students in front of us for today and the future?” If we can’t answer that question, we are in trouble, but no practice should be negated merely because it utilized in the past and no practice should be embraced only for the reason that it is new. What matters is the learner in front of you and how we serve them in their own journey of growth and development.
I have been thinking a lot about the terms “traditional” and “innovative” lately and how they should not be terms that are used in contradiction with one another but are interrelated. If a teaching practice that was used in the past works for a current student, why would we not continue to use it? On the other hand, if a method in the past that worked for students doesn’t work for a student you are currently working with, why would we continue to use it in that specific circumstance? My focus on relationships is predicated upon the premise that if you know the learners in front of you, it is easier to pull from your toolkit and provide what the student needs to be successful.
Not all knowledge and practice from the past is irrelevant, while not all “future” practices are meaningful. Students all should have the opportunities to be successful, but that doesn’t mean that all the practices are the same for each child.
As a student, I would say that my school experience would not be deemed progressive, innovative, or “future ready.” I would say that my experience in school would be considered pretty traditional. But that doesn’t mean skills that I learned back then haven’t benefitted me today and that some of those same practices would not benefit current students. I was taught to challenge ideas and critically consume information. I distinctly remember a teacher holding a package of matches in science class and telling us that the reason matches are covered in packages is because if they are exposed to too much oxygen, they will light on their own and which would be quite dangerous. She held the matches in front of us, exposed them to “the oxygen in the room,” and we all sat there and waited nervously for the matches to light on fire. After about 30 seconds passing, she looked at us and said something to the effect of, “Don’t always believe everything an authority figure tells you; learn to question before you assume something is the truth.” Then she and our entire class started laughing that we actually fell for her trick. That interaction is one that I remember to this day and has helped me slow down judgment on information which is incredibly useful in an age of rapid information. This is LONG before the Internet was used in schools yet the lesson still resonates and applies to today.
Some practices from the past were not beneficial to today. I can freely admit that. But we should always consider, “How does this help the students in front of us for today and the future?” If we can’t answer that question, we are in trouble, but no practice should be negated merely because it utilized in the past and no practice should be embraced only for the reason that it is new. What matters is the learner in front of you and how we serve them in their own journey of growth and development.
It’s that time of year again for hiring and job searches! Whether you are conducting an interview or being interviewed, I have found some common expectations anyone should have when walking into an education interview. If you are looking for sample questions specific to principal interviews, let me encourage you to check out the post, […]
I recently had an interview with NASSP on a myriad of topics (the whole interview will be available soon), and one of the questions I received was on “engaging parents” in education. I advocated for having both parents and students invited and involved in professional learning days so that they can understand and have a voice in how learning opportunities are changing within our schools. Here is one of the quotes from the interview:
I’ve seen very few parents receive the opportunity to work directly with schools to develop an understanding of how learning is shifting within our schools and how the opportunities our kids have for learning in our schools today is so much better than what we had as kids. I think when we include parents and students in the process, they become our biggest advocates for meaningful changes in education.
There are many things that are different in education from when I was a student, but many things are the same. Relationships are as crucial as ever, if not more so. The powerful memories that students will make in school today will look very similar to the experiences that we as adults look back on fondly.
But some things have and are changing in education, and this can be a scary process. It is even more frightening when we are not included in the process.
There is still a misconception that parents want the experience of “school” to be the way it was for them for their own children. I do not believe this to be true. Parents want what is best for their kids and many of them know nothing different than their own experience so they often assume that is the best experience. When they see and experience a better way for their kids, they will become some of the most important advocates for meaningful change in your community. If we shut them out of the change process, not only hearing and experiencing these changes but having input that is heard and acted upon, why would they become advocates for the process and the product of these initiatives? Whether this is how report cards and assessment are changing, how technology can be used in meaningful ways to create opportunities for learning that adults did not have as students, or any other opportunities, we need to bring in diverse viewpoints from our communities. This is not only to “share” what we are doing but to listen and work together. People are always more prominent advocates for meaningful change when they are included in the process.
Change in schools should not feel like a surprise to those that are directly impacted, whether it is students, teachers, or parents. It has to be a process where voices are included, heard, and acted upon. When we slow down that process to include all those voices, the change process will not only become more meaningful, you will have more voices from the community as advocates. As my friend Joe Sanfelippo always says, “we are in this together.”
I recently had an interview with NASSP on a myriad of topics (the whole interview will be available soon), and one of the questions I received was on “engaging parents” in education. I advocated for having both parents and students invited and involved in professional learning days so that they can understand and have a voice in how learning opportunities are changing within our schools. Here is one of the quotes from the interview:
I’ve seen very few parents receive the opportunity to work directly with schools to develop an understanding of how learning is shifting within our schools and how the opportunities our kids have for learning in our schools today is so much better than what we had as kids. I think when we include parents and students in the process, they become our biggest advocates for meaningful changes in education.
There are many things that are different in education from when I was a student, but many things are the same. Relationships are as crucial as ever, if not more so. The powerful memories that students will make in school today will look very similar to the experiences that we as adults look back on fondly.
But some things have and are changing in education, and this can be a scary process. It is even more frightening when we are not included in the process.
There is still a misconception that parents want the experience of “school” to be the way it was for them for their own children. I do not believe this to be true. Parents want what is best for their kids and many of them know nothing different than their own experience so they often assume that is the best experience. When they see and experience a better way for their kids, they will become some of the most important advocates for meaningful change in your community. If we shut them out of the change process, not only hearing and experiencing these changes but having input that is heard and acted upon, why would they become advocates for the process and the product of these initiatives? Whether this is how report cards and assessment are changing, how technology can be used in meaningful ways to create opportunities for learning that adults did not have as students, or any other opportunities, we need to bring in diverse viewpoints from our communities. This is not only to “share” what we are doing but to listen and work together. People are always more prominent advocates for meaningful change when they are included in the process.
Change in schools should not feel like a surprise to those that are directly impacted, whether it is students, teachers, or parents. It has to be a process where voices are included, heard, and acted upon. When we slow down that process to include all those voices, the change process will not only become more meaningful, you will have more voices from the community as advocates. As my friend Joe Sanfelippo always says, “we are in this together.”
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This post is sponsored in partnership with Metaverse.
I’ve been experimenting recently with the Metaverse app, and I think it’s a fantastic learning tool for teachers and students. Metaverse allows users to createaugmented reality experienceswithout having to write any of their own code. The possibilities are literally endless for the types of creative projects you can develop.
So how does it work? The Metaverse Studio provides a drag and drop interface to build your experience. You simply select different components to add to your “storyboard” and then you link them together.
There are all sorts of components to work with. You can even embed your own videos or select videos from YouTube.
After you create an experience in the studio, it can be shared in a variety of ways. You can use a link or QR code, send them through email, or even embed them in your website or Learning Management System.
To interact with the experience, the user will need the Metaverse App (Android/iOS). Once you’ve downloaded the app, you can tap the link or scan the code to get started. It’s really fun and easy.
Teachers and students are creating all sorts of amazing things with Metaverse. You could make a breakout game, create a trivia/review game, develop a scavenger hunt, interactive story, and much more.
Just recently, Metaverse added a new feature to allow teachers to see all of the projects their students are working on, in one place. It’s called Collections.
While collections is a paid feature (Metaverse is otherwise FREE), this addition makes Metaverse even more powerful as a student creation station.
So here’s what I love about Metaverse…
1. It develops creative thinking.
Students need more opportunities to use creativity in the classroom. Metaverse provides a platform with endless options for creativity. Students can demonstrate their learning in new and interesting ways. They can make their own game, scavenger hunt, or story to show what they’re learning.
2. It develops reasoning skills.
Metaverse has a “storyboard” format that requires lots of if/then logical thinking. To create an experience, students will be using basic thinking skills used in coding, only without the coding. Everything is drag and drop. My cognitive reasoning skills were getting a good workout as I experimented with the tool.
3. It motivates learners.
Metaverse is a fun way to learn. I showed it to my own kids and they were immediately interested in how it worked and all of the different components that could be linked together. It definitely has a coolness factor that many other education apps lack. Students could work on their project individually or in teams.
4. It helps learners apply what they know.
It’s been often said, “No one cares what you know, they only care what you can do with what you know.” Metaverse is a great way to have students do something with what they know. There will no doubt be deeper learning when students create something that demonstrates their learning.
5. It’s a great alternative to traditional paper/pencil assessment.
Metaverse projects are a great way to assess learning. The teacher could develop a rubric for the essential learning outcomes and how those will be assessed in the Metaverse experience. As students work on the projects, the teacher could provide ongoing feedback. And students could provide feedback to each other too.
Overall, Metaverse is a great way to shift instruction from learning as a delivery system to learning that is a discovery system. The opportunities for engagement and creativity using this tool are unlimited.
Question: Have you tried Metaverse yet with your students? If not, you should give it a try. Right now you can try out Collections for free for one month using the following code: ARforEDU. Let me know what you think. Leave a comment below or respond on Facebook or Twitter.
