A Thankful Heart

According to the Greater Good Science Center at UC Berkley and positivity psychology research anywhere, gratitude is a feeling that enhances an individual's mindset, strengthens relationships, and creates a positive environment. Expressing gratitude and appreciation validates the actions of others and reminds us that we are not alone in this world. We are better together.

As an instructional coach, one of my goals is to show and express gratitude to my colleagues. Working in a school and with hundreds of students can keep us busy and sometimes focused on our specific disciplines or duties. Having time to stop and witness what is happening in other departments or ends of the school is nearly impossible. Still, when the opportunity arises to express gratitude, the significance of that interaction loudly echoes.

In my role, I am fortunate enough to have time to step outside of the speech communication world for a few minutes. As I work with other teachers throughout the school, I have witnessed incredible teaching and learned more about my personal finance than I could ever have imagined! I have participated in crime scene investigations, seen station rotation in a mathematics classroom, and gone on una Búsqueda de tesoros (or a scavenger hunt) in Español. I am blessed beyond measure and am inspired by my colleagues every day. Witnessing so many actions has reminded me that I need to continue to prioritize gratitude as that feeling will promote collaboration, increase people's motivation to give to others, and will make coming to school even better.

How do we show gratitude to our colleagues when there isn't time to breathe on some days?  The answer is simple.

Post a celebratory comment on social media.

Most schools have a designated hashtag and encourage community members to use it to perpetuate noteworthy ideas, messages, and actions. To spread that attitude of gratitude - use it! Post and share inspiring lessons, students, and acts of service. When we demonstrate to our students that social media can be used to build others up, we model positive digital citizenship and encourage them to do the same. Hashtags links are wonderful ways to track awesome occurrences and people and can be used to celebrate a community even further. Web applications such as Visible Tweets and Twitterfall are great for displaying live tweets during meetings, classes, and even social gatherings. #Thanks

Share food.

Food is the way to nearly anyone's heart. Having food at a meeting automatically improves people's comfort levels but also encourages them to talk. Anytime I lead a professional development session, I bake my mother's famous white chocolate chip, chocolate chunk cookies. They have been called hockey pucks, hell cookies, and pieces of heaven all in the same sentence. My colleagues have come to anticipate their arrival at school, and while certainly scolded me for bringing them two days before Thanksgiving, I know they lifted spirits; They encouraged people to take a moment to stop and chat.  There is power in food - especially cookies baked with love. Whether it is baking cookies, sharing a formal meeting, or merely offering another person a few M&Ms sitting in a jar on a desk, sharing food shows gratitude and is a culturally-rooted tradition that invokes feelings of joy and appreciation.

Compliment often and sincerely.

Sincere and specific compliments can turn a person's day around. Even this week, I was in my head, and a colleague helped me work through my thoughts by reminding me of my strengths. She stopped her work because I needed support and provided specific examples of actions I had done and the ways I had contributed to the school. I could not have been more appreciative at that moment and grateful for her kind words. Our words matter. Using them to support and encourage others to start a chain reaction. Because of my colleague, I was able to reframe my mindset, and I worked harder to make the days of others even better. Compliments may seem insignificant, but they can be everything to a person having a tough day. Even on the best days, a specific and direct compliment that comes from the heart is a beautiful way to spread joy.

Write a quick note.

Post-its are plentiful in the education world. Walk into an office, and a pack will be accessible in an arms reach. As such, taking the time to jot down a quick thought or leave a message is a wonderful surprise for the recipient and then is often hung or displayed in some way on that person's desk. Serving as a permanent reminder that someone is grateful is a small emotional boost and encourages that person to continue to be spread greatness in the world.  While sharing compliments are powerful, notes last longer and are visible. After working with a colleague one-on-one or if I walk past a person's room and I see a lively lesson, I try to write a quick note to express appreciation and let them know that they are seen. The act of validating others is invaluable to perpetuating positivity, and the impact of walking to someone's desk to drop off a quick note not only boosts your step count but also creates a ripple of cheerfulness.

Allow yourself to stop for a moment to appreciate the greatness around you.

Slowing down and being still are incredibly difficult for me. As Newton's first law of motion states, I will not stop unless an external force (typically my family) makes me, but I have learned in the last two years that pausing to reflect and appreciate others is worthy of our time. Being present with others in conversation, whether it is school-related or not, is the most important action that we can do each day. What is in front of me deserves all of me. I am grateful for the people that have been placed in my life, and the best way I can express this notion is to make the moments I have with the people I encounter my most important priority at that time. Not only does this action end up saving time in the long run (As one can "create time" by doing something right the first time), but it also validates that person beyond measure, and really, we all simply want to be seen and heard.

I see you. I hear you.

In the toughest times, personally or professionally, it is easy to brush aside or put off showing thankfulness, but I have learned that it is in those times that expressing appreciation must be a priority. Having an attitude rooted in gratitude improves any mindset and can brighten the hardest days. I am grateful for my school family, my colleagues across my school district, and my personal learning network who continues to motivate me. Thank you for reminding me to learn more, share frequently, and give my best self in every moment that I am fortunate enough to say that I am a teacher.

Creating Padlets that Pop: Tech Tool Deep Dive

In the educational technology field, a new tech tool appears every day. During this semester, my first question to any teacher that I am fortunate enough to work with is what your learning target or goal is? Focusing on what we want learning to look like at the close of a lesson or unit can guide us in creating better learning experiences for our students along the way. Utilizing the backward design (or Understanding by Design) method can challenge teachers to focus less on the tools and more about the learning experiences that their students will encounter and complete as they develop skills and acquire essential content knowledge.

As I sit at my computer processing through my latest professional development presentation, I realize that staring at a screen for a majority of the day makes it difficult to remember to look past the technology and focus on the learning outcomes, but it is essential. The right tools need to be chosen to complete the job - not the other way around. I love witnessing teachers experiment with new tools and methods of engagement. Using a variety of strategies with students is powerful, but again, the tools and the means of arriving a curricular goal should be carefully considered.

Through the past few school years, Padlet has been a tool that I have loved using and watching evolve. This tool is a digital corkboard with endless possibilities. As it has evolved, so too have the opportunities to encourage students to drive their learning. Students can curate, communication, and create powerful learning artifacts and post them all in one page to which other students can comment, rate, and like. Contributing to a Padlet is fast and easy, and the information is quickly organized and preserved to drive future instruction.

Yes, Padlet has been an excellent corkboard tool and particularly useful when creating an entrance or exit ticket, but there are abundant uses for this tool! Taking a tool that students are comfortable using and evolving with the features can make a positive classroom experience even more impactful. Here are a few of my latest experiments with Padlet

Group Curation Tool

Group projects can be tricky. Communication among a group of more than two students can be challenging to navigate as they travel from class to class and/or swamped with after school commitments. As such, Padlet can create a useful curation tool that allows students to communicate asynchronously. Students can share links, leave notes, post videos, and even draw pictures to each other as they build a group project or complete an assignment. Students can also vote on or leave comments to each other, which provides clarity and increases the collaboration.

Notetaking Log

In subjects such as math and science, in which notes are taken regularly, have a notetaking log can help keep students organized, and also provide them with an opportunity to organize a variety of mediums. Images can be uploaded onto a Padlet and are easy to snap at the end of a class with a student's phone, Chromebook, or iPad. Saving notes that were taken in class ensures that students have access to the notes and can review them with ease. Those notes will automatically be arranged in chronological order. I recommend using the stream feature in Padlet to ensure that notes remained organized and easy to follow. Students can use the control find feature to find essential concepts and ideas faster, they can link in any digital activities, and they can even leave voice/video feedback for themselves.

Student Template

Whether students are brainstorming for an upcoming paper assignment, completing a vocabulary activity, or building a map, teachers can create a template for students to remake and use individually. For a long time, I never had students make their own Padlets, but now I love building templates and having students create portfolios or complete reflection activities using a template. When students remake the Padlet, they do have to be careful with the share settings. Having students make their Padlets challenges them to work independently and take control of their learning. It also provides a space for them to demonstrate mastery of a skill or objective in a variety of ways. Their growth can be documented, charted, and shared quickly with a link.  This tool is also relatively simple to use, which emphasizes mastering the content, not the tech tool itself.

Note: Padlet will default to "read-only" at times, which can cause frustration, but that feature can be corrected with a change of those settings.

Blended Learning Lesson

Another great use for Padlet is creating a space for students to demonstrate mastery when learning online or in a blended format. Using the shelf feature, teachers can outline a step-by-step process with their students to complete a variety of activities, connect with their peers, and reflect on their experience. Because Padlet can be accessed at any time and from any location, students can work at their own pace, use each other as resources, and post evidence of their work. I have loved playing with this structure and will be using it next semester when I take on a blended course for the first time.

Choose Your Own Adventure

I loved reading Choose Your Own Adventure books as a kid. While I inevitably would perish tragically, I loved turning back to the beginning to chart my progress in the fictitious world within the pages. To pay homage to this process, I played with creating a Padlet within a Padlet as a way to give students a choice in how they might show mastery. Linking Padlets to other Padlets allows students to make connections. In my setup, I provided students with two paths that required writing and video creation. On both routes, students had to do similar activities in a different order, thus ensuring that they were showcasing their skills in a variety of ways but also helping them feel autonomy. The final Padlet took all students back together and required reflection. Being creative with Padlets can make a familiar learning environment fun and even a little exciting.

With thousands of tech tools on the market, this is the one tool that I would endorse because it is versatile and intuitive. The features replicate multiple other tech platforms, and aesthetically it is appealing. If you have great ideas for using Padlet in your classroom, I'd love to hear them! We grow most when we support and connect with one another.

A Ticket to Exit

And that's my cue to exit. The five-minute bell for gym sounds throughout the whole school, and teaching seniors sometimes proves to be a challenge once that Pavlovian sound echoes quietly outside. The question becomes, "How do I motivate seniors the period before their lunch or gym period once that bell chimes?" More importantly, how do I use that time in a meaningful way to evaluate student growth and gather information to drive my instruction?

Exit tickets and end-of-period challenges are great ways to review valuable course content and keep students engaged as the clock ticks closer to the bell. The information generated from these tools can also drive future lessons in which material may need to be retaught, revisited, or revised.

Get Techie

Formative assessment tech tools are always a hit. Gamifying the student experience is a great way to motivate and re-engage at the end of the lesson. Students often become competitive and eager to participate. My favorite end-of-lesson review games are Quizziz and Quizlet Live. While Kahoot is a classic, Quizziz allows for more individualized pacing, and Quizlet Live tasks students with talking about the content as they rely on their group to succeed.

A Google Form survey quickly gathers data that can be projected to the whole class. Checkbox questions create a bar graph, and multiple-choice response questions become pie charts that help both teachers and students understand the class's progress with specific concepts and learning targets. Free-response questions can then be used to gather more individualized data and feedback.

If a teacher is hoping for more individual feedback, a tool like Padlet can quickly create a place in which students can share their reflections, links, resources, and videos. This tool can become a Flipgrid, a survey, an idea board, and more. With so much flexibility, the use of Padlet as an exit ticket provides teachers with a full picture of what students accomplished in a given period or what they might need work within subsequent lessons.

Another tech tool I have been recommending to colleagues during observations is Socrative. This webtool is older, but the auto-generated exit ticket works well in a short time frame and can gather a comprehensive look at student progress. This tool does have a quiz feature, and teachers can pre-build more extensive formative assessments, but it also has quick questions that teachers can push out at the moment. Having the data collected electronically makes it easy for teachers to reflect on the outcomes and use that information to create instructional choices for the next lesson.

Get Crafty

 As winter approaches, creating a reason for students to become active can liven any classroom. Giving students a specific prompt and a small piece of white paper, have them respond, crumple that paper, and throw it. By throwing a "snowball" around the room, students will not only have an excuse to let out a little energy but also can learn from someone else's experience. Once they catch a snowball, students should read and reflect on what another person said. Teachers could even craft a second-round snowball fight by having students read and write a response.

Another crafty strategy to evaluate student learning is to create exit bins in which students place a name tag, paper, or other items in a folder or bin that indicates whether they've nailed a learning target, are still working, or need additional help. Having a physical exit activity can encourage students to talk and reflect on class content while they leave the classroom.

My favorite crafty exit ticket is customizing post-it notes. Customized post-it notes have so many uses. I have printed rubrics or questions to consider on my post-it notes. I have also made a generic, "What stuck today?" post-it note. Students can then place these post-its on a board, on the door, or in a specific column or location to indicate mastery of the day's learning target. Students love the customized post-it, mainly when I use my Bitmoji as part of the process.

Get Talking

An active class increases engagement. Have students get out of their seats in the last few minutes and vote with their feet. Using the four corner method, students can vote on their progress of the learning targets, their opinions on course content discussed, or even share what they are in the learning process.

Students can also talk by delivering a one-minute elevator pitch selling a concept, idea, or connection they have made throughout the period. This elevator pitch is a persuasive exercise that could become a competition with students voting on the best response. It could also be a great way to share out group work or final thoughts on a debatable topic. Whatever the case may be, a quick one-minute sales pitch can make learning memorable.

If there's an extra moment in any class period, taking the time to have a social-emotional check-in with students can be helpful. Have students check in with a peer, share a highlight from their days outside of class, or celebrate positive events happening in the school community. Taking time to talk to students and build relationships will enhance the classroom climate and lead to more productive, positive experiences moving forward.

Whether we teach students all day or for only 45 minutes, sending them off in an engaging and energized way leads to wonderful conversations and classroom learning in the future. Every moment with students is valuable and should be utilized, but the manner in which those precious closing minutes are directed can vary based on the needs of the students and the class climate. It is okay to talk, have fun, and connect with one another; it is okay to build community. Planning these activities with intention can make any end-of-lesson experience a hit!

Taking off the Mask: Ordinary Heroes

October is a tumultuous month. The rapid weather changes, the countless summative assignments to grade, and the onslaught of extracurricular commitments pile as high as the leaves on the ground. And yet, with every low comes a greater joy - a hint of merrier and brighter moments to come. With costumes donned and the promise of candy to sugarcoat cold and rainy (or snowy) evenings, who could deny that this festive time of year brings happy memories? While October continues to be one of the most trying months of the year for me, I often leave this autumn month with fresh insight and a renewed sense of hope.

My first year teaching, Halloween was the first sick day I had ever taken. Plagued with the stomach flu, an illness that torments me at least twice a year, I decided to stay home from school. Josh happened to be working from home, and me being a perpetual multitasker decided that our time could be best utilized by easing the nerves I was feeling toward our pending nuptials by driving to the Cook County Courthouse and getting married - legally. Because the most logical way to heal an unsettled stomach is to legally formalize a lifelong commitment. This mildly impulsive action allowed me to work ahead and complete all the necessary paperwork to become a Sukow officially, and being ahead of the November 28th deadline was, at the time, an ideal way to maximize my sick day. But more than that, this afternoon allowed us space and time to make this moment about us - not our families, not our friends, not our students, and not the people we are blessed to love in one capacity or another each day.

Flashforward nine Halloweens later, to the moment I hold my newborn son in my arms. My heart was fuller in those first few weeks of Jordan’s life than I could have imagined when I was riding in the passenger side seat of Josh’s black, hand me down Toyota Matrix nearly a decade prior. My son. The final piece of my heart that I so desperately dreamed about for years, the piece that I thought would never come to fruition, snuggled peacefully in my arms as we watched Monsters Inc. with the girls dressed as Sully and Boo. Tiny Mike Wazowski cooed quietly until my phone rang. Placing him into his bassinet, I answered the call, expecting to hear that my mom would be fashionably early to Trick-or-Treating. But as I greeted the caller, the voice at the other end was not my mom’s voice but that of my child’s doctor, frantic and near-tears, exclaiming that she had been trying to get ahold of me since the day prior. There was an irregularity with Jordan’s newborn screening results. She had been researching specialists for us, and we had to make an appointment immediately. I had received the call that no parent ever wants to hear, and at that moment, I was paralyzed by an insurmountable fear. 

Two years ago today, my mind raced to each prenatal doctor’s appointment, each additional test that had been ordered because of my dangerously low iron count or vein condition that made this pregnancy unbearable. I had questioned at every part of the process if my baby was healthy, and I was reassured that my instincts of fear and worry about my son were merely unnecessary stressors that flooded the minds of many expectant mothers. But I knew, because a mother always knows, that there was a reason to be concerned. The sorrow that resulted from that initial diagnosis was followed by a hope that perhaps a visit with a specialist would disprove our greatest fear - that our son would face an incurable, chronic and ultimately fatal, genetic disease. Faster than a speeding bullet, my mind raced toward the worst-case scenario. Because that’s what any parent does when it comes to cryptic news about their child. But as the authors of Batgirl #5 so wisely state, “Everything doesn’t have to be about fear. There’s room in our line of work for hope, too.”

And on Halloween 2019, there is an abundance of hope for our CF warriors. This week, the FDA approved Trikafta, which “targets CFTR proteins affected by gene mutations to help them function more efficiently in the body” (Cystic Fibrosis Foundation). Essentially, this miracle drug counteracts the effects of mutation F508del, which 90% of CF patients (including Jordan) have. This medication is not a cure, but the results of this medicine mean an immediate and significant improvement in the quality of life for those who can take it. This treatment means more happy and healthy years for people 12 and older who are struggling with the side effects of this disease. Ultimately, this breakthrough changes the trajectory of Jordan's life in ways I cannot fully grasp right now. And on a much grander scale, the research and breakthroughs happening with this type of genetic modification provide hope for countless people who suffer from genetic diseases. The people doing this research are our superheroes whose findings will continue to impact so many lives.

The momentum of this breakthrough reaffirms our unwavering belief that Jordan will have a happy and healthy life. Because of his diagnosis, he will lead a life called to serve and advocate, and our family will appreciate this life in ways that we never imagined. For now, this super family will keep fighting the good fight, working to save the day - one moment and one smile at a time.

For some, Halloween is a time to put on a mask and assume a character for only one day with the promise of candy and fun, but for me, assuming a new role on this day has allowed me to move forward stronger than before. As Superman quips in one of his many iterations, “I think a hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” Well, Superman, we certainly will try.

Lean, Green, Fight-Scene Creating Screen

When I started teaching 12 years ago, asking students to create videos took time and careful planning. Most students didn’t have phones that could capture high-quality video, and many were unfamiliar with how to use Windows Movie Maker. Some had the advantage of being Mac users at home or had played with an early version of iMovie. Others had no clue how to save and share their videos. Students did not have YouTube accounts linked to school emails; they were not creating content on various platforms each daily. And if the computer shuts down or froze (which happened frequently) before they saved their edits, they would have to start from scratch.

(See my WeVideo Green Screen doc)

Today, students are far more efficient with their technology use. They may still lack some academic skills or proficiencies in some areas of technology, but they are adept at creating and sharing photos and film content. If they aren’t, they certainly know how to pick partners that are better at using tech tools to complete the job. While they know how to capture the content, I find that students still need support in being innovative and using what they created to tell stories. Posting temporary snapshots of their lives is not the same from engaging people through digital storytelling. Developing succinct stories purposefully with clear beginnings, middles, and endings is not as easy as the goofy faces they make to sustain year-long streaks with their peers.

WeVideo is a tool that my school provides to our students. This web-based application syncs with Google Drive and is easy to use on a Chromebook. Students can also collaborate (not in real-time) on the same video project, which ensures that everyone has access to edit and contribute to the group project. The program has a great green screen tool and allows for layering of images. The paid version also provides access to countless special effects and sound clips that can enhance the video and create professional-looking pictures. What appears time-consuming and complicated is simple and easy to navigate. A person only needs to commit to the editing process or has students who are willing to test out their cinematic prowess in groups.

To play around with the setup and editing, I volunteered my five, four, and two-year-old that they were going to assist Mama with a school project. When it involved wearing superhero garb, they willingly jumped into action. I enlisted my girls to help me gauge student understanding of the creation process. They were part of the entire process, including the editing (although they had significant help with that step).

We started by going to the store to assess the fabric. We choose a green muslin fabric that was not too shear or would become quickly wrinkled. While we chose a green fabric, the material could be any color as long as the subject is not wearing the same or similar colors. My school also has a green screen kit, which we ended up using along with the fabric to make it appear as though they were flying.

Working with a two-year-old to create content is entirely chaotic. Once we had gathered and set up our equipment in a well-lit room, we started crafting our story. We used the extra green fabric to wrap a chair and make it appear as though the kids were flying through the air. We captured lines of dialogue and worked to appear heroic. I would highly recommend having students create a storyboard and script before filming, but our haphazard approach certainly made for quality bloopers. 

After creating a script, it is time for the fun part - capturing footage. Remind students to limit the number of bloopers they make or cuts they take. The students who struggle the most with editing or admit to not being proficient with technology should keep the number of shots they take smaller than students who have a natural knack for video creation. Students should also keep in mind what special effects they might want to add in post-production. Different layers of video may affect the composition of their shots. They can even layer their video on video, which I tried with my kids. I went from having three kids to nine quickly, and the results could have created quite a story. 

In the editing process, once the background is removed from the original footage, students can search for special effects and features in WeVideo. By selecting the star tab and type your topic (i.e.: fireworks) into the search box. Again, students can also add a green screen image over another video clip or static image depending on the desired effect. In editing mode, students can edit the size of the video line images, sound, and speed. The possibilities are endless. 

A green screen is simply a thin piece of fabric, but that fabric is fueled by the creativity, imagination, and ingenuity of the creators standing in front of it. While my children decided to take action and portray superheroes, you can create a daily newscast, travel the world, and even go back in time. This process can empower students to be creative, research, explore, and share their voices. Not all heroes wear capes, but they do find new ways to encourage others to use their voices for good!

Less is More: On Choosing Joy and Embracing Chaos

I have reached my capacity. I can't add one more thing. I am exhausted. 

These common phrases fill the offices of teachers near and far. Finding ways in which to combat these sentiments are almost as daunting as the to-do lists teachers create for themselves each day. I must admit that the phrases mentioned above have been felt by me this school year. As a person seeking work-life harmony, I know that I need to take action to create a healthier and happier relationship with rest and relaxation. While harmony of any kind needs to be frequently fine-tuned, there are ways to set healthy boundaries, and it is my goal to create and maintain them. Unfortunately, I am not succeeding, but admitting that there is a need to reevaluate is a good first step, right?

Social-emotional learning is a trending topic in the education world, and we cannot forget to apply those principles that are being thoughtfully crafted for our students to ourselves. I find that many educators who experience burnout are carrying the emotional load of their students, colleagues, and school. Being in the business of people makes it difficult to separate school from everyday life. A colleague suggested I read Angela Watson's book Fewer Things, Better: The Courage to Focus on What Matters Most, which has challenged me to reflect on what it means to be busy versus productive, overloaded versus efficient. Through conversations with friends and participating in the ongoing discussion on what SEL looks like in schools, I have come to realize that I need to care less to love more.

Yes, I have determined that I need to care a little less about the daily tasks and perfecting every detail to be able to engross myself more authentically in what matters. While this notion is counterintuitive, learning to let go will provide me with more space to refill my emotional bucket so that I can show more love, empathy, and understanding to the needs of Generation Z, a group of students who are experiencing levels of trauma and anxiety more than ever before.

As a parent of growing children who are almost school-aged now, I have begun to compare my parenting practices to my teaching style. As a parent, I am learning to challenge my children to accomplish tasks and chores on their own. In doing so, those clothes may not be folded as nicely, or the bins used to organize their toys end up a little more disorganized than I'd like. If I am okay with insignificant and menial chaos in my own home, I need to accept more disarray in my classroom and school-life.

I have been guilty of pushing myself to the limit to ensure that everyone succeeds at school, and in doing so, I have robbed students and adults alike of dissonance and discomfort that can lead to immense growth. Failure is okay; incomplete work can sometimes lead to an enriching life. A little chaos can lead to beautiful results. While there are times to take charge of a situation, I have to learn to accept that there are times when I need to allow someone else to own a problem. Students like my children, need to learn to self-manage and problem solve.

So how do we begin to circumvent feelings of fatigue and burnout?

1. Start by establishing clear rules and goals.

I have goals in mind to establish better work-life harmony, but I have not executed them yet. Formulating thoughts on paper and speaking them aloud to individuals who will and are holding me accountable is the first step toward implementation. Part of my problem and the problem of other educators is that we don't know how to turn off. There's not a magical off switch that powers down our desire to stop caring for and worrying about our students. Papers come home to be graded; lesson planning happens at all hours of the night but at some point. Boundaries have to be set. Even if it's scheduled, rest and relaxation have to happen. This area continues to be a work in progress for me, but progress is being made!

2. Keep validating others' feelings but don't own them.

Empathy is a powerful and critical skill, but taking on someone else's problem is not healthy for you or for the other person. When we assume the feelings of others, we hinder ourselves from helping others with their problems. We drain our batteries quicker, and that type of fatigue can carry into areas of our lives. Instead of feeling with - we should feel for and show support. Students upset mostly wants to be heard and validated. That act of validation can change a mood and uplift a person, instead of creating a cycle in which the feelings ruminate, and the situation is not solved. Listening and acknowledging someone's feelings alleviates

3. Turn off constant notifications.

A decade ago (or maybe two at this point), work was left at work, and home life was more preserved. That's not to say that teachers didn't grade and lesson plan at home, but the emails were not coming in at all hours of the day. Today, notifications, submissions, and emails are always coming, and I often become anxious about responding to the dings on my phone. I know many teachers have set great boundaries for themselves about the time in which they will reply and even read emails. My goal now is to stop looking at email at 8 PM. Once I have reached that point (having been up since 4 AM), I am no longer as effective, detailed, or responsive. While I am not ready to cut all ties to my email, I realize that I need to start setting better limits and value my time so that I can be more productive, effective, and engaged when it is time to respond.

4. Schedule time for joy.

Having children has taught me to be more present and in the moment. My time with my littles is fleeting and had been a dream of mine for a long time. It took almost five years to have our first child, and I didn't wait that long to miss the experience. Doing small things like going to the library as a family, apple picking, visiting relatives - these little trips fill our hearts in big ways. Always schedule time for joy and honor that time to the fullest.

5. Talk about anything but school.

When with teacher friends, my first instinct is to talk shop on weekends and when socializing, but being at school all day, grading all night, and then gabbing about it all weekend does not create space to reset. While my pride and joy is my work, if I want to have a life outside of that, I can't talk about it all the time. Reducing the conversations about school or just embracing another interest for a few minutes allows for a little space from such a meaningful vocation.

As a parent and teacher, I have learned that to be loving, effective, and engaging. I need to bear a little less of the load. My goal is to love, support, and walk alongside my kids - both small and big. Scrolling through some readings on my phone, I came across this poem by 19th-century poet and philosopher, Kahlil Gibran who states,

“Your children are not your children.
They are the sons and daughters of life's longing for itself.
They come through you but not from you,
And though they are with you yet they belong not to you.
You may give them your love but not your thoughts,
For they have their thoughts.”

As a teacher, I have learned that I have to give them space to succeed and fail, achieve, and prevail. I am called to help them discover their thoughts and ideas, and in that process, I am there to guide them to - not drop them off at - their next destinations. We are far better supporters than carriers. It's time to lighten the load so that we can love more authentically, embrace life more joyfully, and teach more effectively. Less in this case really is so much more.

Color Your Classroom with Engaging Learning Experiences

Green to yellow, orange to a vibrant red. As autumn colors appear overnight, midterms and summative assignments loom over the heads of high schoolers who have to-do lists as high as the piles of leaves they played in as children. Yes, this point in the semester appears dreary as the weather shifts and schedules are filled to capacity. The end of any term challenges students and teachers alike, but once significant assignments are graded and scores are entered, frantic fears and stress seem to cool. As the end of October approaches, a new sense of excitement and holiday joy start to revitalize the hallways. While the weather outside grows increasingly frightful, the fires of professional development can delight curious minds who are looking to illuminate classroom learning with new tools and strategies.

In the past few semesters, educational technology companies have started creating professional development opportunities for teachers to complete at their own pace online for no cost. Open educational resources provided by companies like EdPuzzle, Google, and Kahoot, encourage teachers to experiment with new ways to engage students - whose energy is freezing over like the first frost of the fall. Earning colorful badges to be displayed in email signatures or to share on social media platforms certain make professional development more festive.

I have started to work my way through a few programs and resources, hoping to spotlight the best professional development that I can share with colleagues and friends. Since all of our time is limited, I want to ensure that learning experiences are valuable and meaningful before making recommendations. Here are a few of my favorites so far:

1. Google for Education remains my favorite resource to encourage teachers to explore. With more courses and modules released every year, Google for Education offers a wealth of knowledge about how to use Google Suites products and why using these products can enhance the classroom experience. Teaching in a Google school, encouraging teachers to pursue their Google Level 1 certification, or creating awareness about the help forums for these products can empower teachers to enhance and even transform current teaching practices. Recently Google for Education has added “First Day of…” resources to walk teachers through individual tools, which is palatably designed for all levels of technology comfort levels. They also have more targeted courses for specific devices, teachers of diverse learners, teachers of English language learners, and even courses on coding. Increasing teacher familiarity with these tools can lead to an increase in exploration and creation by both teachers and students alike.
2. EdPuzzle has been in the professional development game for over a year now, with classes that teach educators to use their tool while elaborating on a variety of subtopics - including personalized learning principles, 21st-century skills, gamification, and project-based learning. With resources on several initiatives and trends in education, irradiates best practices. What I appreciate most about EdPuzzle’s resources is the time commitment is clear, and the experience is completely self-paced, allowing for flexibility and convenience. Having completed a few of these courses has not only exposed me to new and helpful videos to share with colleagues but has also challenged me to reflect on how I use EdPuzzle with students. Experiencing this tool and others from the student perspective improve the implementation of the tool and color classroom learning in new ways. 
3. Flipgrid continues to be one of my favorite tech tools. While it does not offer a traditional course experience, this tool encourages teachers to earn badges for using the tool, contributing to the Disco Library, and for amplifying students' voice. Flipgrid's achievements page challenges teachers on how to continue to share, collaborate, and engage student audiences as well as other educators. This collaborative tool encourages teachers to empower students and provides resources in which teachers can reuse, recreate, and connect with others. Using badges to reward users increases interest and curiosity while also illustrating how much teachers are creating vivid experiences for their students. 
4. Pear Deck, my favorite tech tool to enhance student engagement, does not have a formal training program yet. Their website, however, is robust with articles and resources that cast light on how to utilize this tool with students. While Pear Deck does not have asynchronous trainings online, training slides are readily available for download. The company also provides PD training sessions to teachers throughout the country and also is quick to support teachers who inquire on social media platforms. I would not be surprised if they continue to develop more resources and more formalized training. 
5. Recently Kahoot has jumped on board the professional development train with bronze, silver, and gold certifications. They also have a plethora of professional development resources and a presentation to download as well. Providing this information allows teachers or instructional coaches to use resources to support teachers as they use this tool to make learning fun, engaging, and memorable. I am currently working toward my silver certification, which must be completed over time. Working through these quizzes has allowed me to experience Kahoot from the student perspective and also work through resources that I did not realize Kahoot provided for teachers. The opportunities to learn are endless, and Kahoot has done an impressive job rolling out these resources for teachers.

The fall season is full of changes. From the russet tones of leaves to the lurid and ever-fluctuating emotions of teens - these changes occur before our eyes. New tools and strategies can make instruction lively and vibrant while keeping engagement high throughout the semester. Just as Dorothy steps out of Kansas and into a technicolor world, we can color the dreary fall months with amazing experiences for our students.

Flexible, Asynchronous Professional Development is My Jam

Recently, thanks to YouTube TV, my children discovered the magic Space Jam. While the echoes of pre-2000s jock jams ruminate in my brain, I find myself reflecting on the fleeting nature of time. Yes, time keeps on slipping, slipping, slipping beyond my grasp. It's October, and the school calendar is already approaching the end of the first quarter. The most precious of all commodities, time, remains in short supply. When does a teacher have moments to grade and also reconnect with family? How does one balance daily duties, coaching, and still have enough hours in the day to sleep? Nearing the end of the grading period, the answers to these questions are unclear.  

As technology and district initiatives continue to evolve, teachers are seeking more professional development opportunities. Unfortunately, the time to add one more formal meeting to their schedules is nonexistent. The challenge becomes how does a district provide meaningful and targeted professional development experiences to teachers when their schedules, family life, and personal needs make it nearly impossible to add another meeting to an already abundantly full calendar. How can professional development be planned to intentionally reach a group of diverse learning with varying levels of expertise who also happen to teach different disciplines? 

This year,the instructional coach colleagues across the district and I have worked toward alleviating some of the obstacles and roadblocks to active professional development by designing asynchronous experiences. Moving professional development opportunities online can open a world of possibilities for teachers who are trying to find time amid the fast-moving frenzy that occurs each day. This format can provide tech-savvy teachers with efficient access to research while being mindful of their time, prior knowledge, and needs of the moment. 

Designing these opportunities takes careful planning and thoughtful timing. Resources need vetting, and learning styles need to be accessed to create a course that provides positive experiences and the appropriate amount of rigor for all learners. My focus has been finding a range of informal ways to provide support to more traditional graduate-style course experiences for teachers. How do we connect the appropriate professional development experiences with teachers? 

1. First, get teachers interested in professional development experiences is by providing routine and repeated opportunities to discuss the latest instructional strategies or technology tools. To keep the conversation active, I have used quick two-minute videos about a variety of tips, tricks, and technology that can make learning more engaging, grading more efficient, or classroom practices more effective for a diverse pool of learners. These videos are published habitually every Monday at 7 AM when a teacher is most likely to shift through his or her email inbox.  
2. The second way to meet teachers' professional development needs is to provide them with scheduled time in which they know that I am available for them. While I am available any period besides the ones that I teach all week, Monday seems to be the day in which teachers want to reach out to either have a meeting or schedule one. I have worked on advertising that I am available during lunch hours on Mondays for drop-in meetings with colleagues who may need one-on-one support. Being reminded that I have drop-in time seems to encourage teachers to ask more questions and schedule follow-up meetings. It's almost as if we need to set aside time to schedule a more targeted time for professional development. After carefully examining my instructional coaching log, the logging and recording of professional development preparation time is extensive! 
3. The best way to promote professional development is by creating face-to-face connections. When seeking professional development is challenging or remains number 12 on a to-do list, it is easy to follow-through and participate. To help encourage people to remember that I am here to support them, I take a daily lap or two through the faculty office. I tend to get more business when I am visible and accessible. A quick question about setting up a tech tool often leads to more in-depth discussions about how we might transform an entire lesson or project. The best professional development is personal and occurs when a teacher needs support. Fast and immediate help, in this case, can open the door to a much more meaningful experience for that teacher.
4. Follow-up visits, like visibility, also encourages teachers to keep thinking about their professional development. Asking teachers how a lesson went or how a tool enhanced their students' experience can lead to further questions about instructional practices. Showing teachers that they are valued in follow-up visits validates their work and encourages them to continue to take risks - thus seeking out more professional development. Growth is a continual process for us all, and when we feel like others are growing alongside us, we are far more likely to flourish. 
5. While the aforementioned experiences are critical to creating a school environment that values professional development, it is important to provide formal experiences in addition to the personalized, informal ones. Creating courses for teachers to take face-to-face, blended, or online can create a sense of camaraderie. When we learn together, we create a common language, can share best practices, and are far more likely to collaborate. As my district seeks to incorporate more blended learning experiences for students, the instructional coaches wanted to inform teachers on what blended learning is and what it can look like within the walls of a traditional classroom. This first official asynchronous experience will help to create a common language, pool of resources, and allow teachers a chance to share how they will use blended principles. Ensuring that this experience is a valuable use of time while being convenient for teachers is a priority as we seek to honor our most precious commodity - time. 

I believe that meaningful professional development can help teachers soar. I must admit that it seems like I am dreaming about professional development every night and day, and as I dream, I will continue to find ways to support my colleagues. While I am still grappling with work-life harmony and finding more time within a day to accomplish the never-ending to-do list, I am hopeful. Providing options for professional development that aligns with teachers' schedules can lead to more efficient, effective, and engaging learning for all, and that's my jam. Now more than ever is the time to take a chance on asynchronous learning. 

Other Duties As Assigned

Three months. A seemingly short span of time and yet, a great deal can change in three months. Jordan had clinic today – often an extended appointment involving a full team of doctors. Today our appointment was surprisingly one of the more abridged experiences we’ve had in our nearly two-year venture into the world of cystic fibrosis partly because we lucked into ideal scheduling at the hospital and partly because we walked in with three small children.

Today, our arrival aligned with our doctor’s completion of another CF patient’s appointment, and the girls’ presence typically invites curious faces into the cramped room that we occupy, expediting our priority on the rotation schedule. I am happy to report that the girls were enthusiastically engaged with everyone we encountered, and Jordan only screamed for the first few minutes of his checkup – much less than we anticipated. We had to laugh denoting how healthy his lungs are if he can cry at such extraordinary decibels. (Keep clearing those airway passages, my son).

Check off “attend a clinic rotation” on the CF list of to-dos for the next quarter of the calendar year. In spite of knowing how well Jordan is doing, I still struggle in the days before it is time for clinic again. As my anxiety heightens before Jordan's appointment, I return to the notion that parenting often requires us to assume roles and duties that we never dreamed of when holding a newborn baby for the first time. Walking alongside a child in this world is full of beautiful discoveries that we share as they experience firsts and reach milestones, but being in this world means that beautiful moments are not devoid of heartbreak and heartache.

In life, we do not willingly sign up for the challenges we face. People do not naturally raise their hands, volunteering to endure painful experiences or to assume more work than they can handle, and yet there are moments when we are called to action whether it be to advocate for the health of a child or to support a much larger group of people.

At school, the byline in my instructional coach position that reads “other duties as assigned” continues to apply to the daily agenda that fills my scratched notebook, a notebook that I repeatedly leave in the rooms and on the desks of my colleagues and friends who I am blessed to work with each day. (Thanks for returning it to me each day, friends). Sometimes the list of to-dos feels insurmountable. 

Every day I ask myself, “Am I doing what’s right for kids? Am I doing what’s right for MY kids?” I have come to realize that this is a question that needs to be revisited each day. While my natural instinct is to be planned both at school and in life for the next three months straight, I continue to remember that what we do each day is far more important than where we anticipate we will be in the coming weeks or months. Plans are valuable and essential to our success, but plans should not be written in permanent ink. Plans can and sometimes have to change. Today matters and should be the priority. Instead of wishing or waiting for the holidays to come or the next chapter in life to begin, we should appreciate the here and now. The people and the experiences before us today deserve our attention and love because in that instance, and for that time, we have an opportunity to make the present moment meaningful.

Life is full of unexpected gifts and obstacles that can be used to generate positivity and perpetuate good in this world. I will continue to embrace those experiences. Whether it be an unresolvable tech issue or a daily treatment for my tiniest little guy, I will continue to seek and find meaning.

Thank you, Jordan, for teaching us all to tackle the “other duties” that have been assigned to Team Sukow this week and in this life. Life will continue to ask us to face moments of joy and moments of adversity, but again, I return to the idea that we no matter what we face, Team Sukow will face them together with great fervor and positivity. Everything does not happen for a reason, but we will make reason and meaning together.

What Happens When the Internet Goes Down

The afternoon was going smooth. Everyone in the establishment was working productively, and tasks were being accomplished. Then, unexpectedly, the internet goes down, and pandemonium quickly broke out. 

In that instance, tasks could not be completed, and individuals were unsure of how to complete their jobs. A bit of panic broke out among all present parties about who to contact to ensure the internet would go back up promptly, and business could continue as usual. In a block of three interconnected restaurants that rely on the internet to sync orders and accept payments for said orders, the moment the internet crashes, panic ensures.  

This scenario is what occurred at my parents’ restaurant this past weekend. As a tech-savvy person, I was asked to jump in and attempt to rectify the situation. Implementing educational technology tools, however, is quite different than making sure a register is accepting credit card payments.  

After addressing the outage with Comcast, I realized that the staff needed to create a plan on how to take payments offline, and we needed to act quickly as the Saturday dinner rush was about to begin. Officially, I was out of my element. If we were not using a digital P.O.S. (point-of-sale or more commonly identified as the register), none of this would have happened. Almost all businesses rely on this process currently, so there isn’t an alternative. Fortunately, we were able to take payments offline and created a plan for if this happened in the future. Within an hour and a half, the internet went back online, and the phones started functioning again. 

While I was called into action in a situation that I am certainly not an expert in, I was gifted with a fresh perspective. The feelings I was experiencing reflect how some teachers and students may feel when a new technology tool or program is introduced. I now understand how digital immigrants might feel, I was out of my element, the situation was out of my control, and I was unsure how to rectify the situation. At the restaurant, the tools that I take for granted (the register) were hindering my ability to function, and I was beyond frustrated.

My response at this moment must be how some teachers and students feel when they are less confident in navigating a digital world. I had an epiphany. I have walked in the shoes of the apprehensive technology users. 

How do we effectively implement technology? How do we reasonably make a contingency plan for when that technology fails? How do we find the balance between instructional strategies that require tech and require low or even no-tech? 

1. The first step is to realize that it is not about the tech. Often, we focus on the tools and less on what those tools could do for our students and our lessons. Flipgrid is a fantastic tool that can be used in a variety of ways, including redefining how often students have opportunities to talk to each other and give each other feedback. This tool provides countless opportunities for each student to give their thoughts and voice ideas. But when we say, " I want to use Flipgrid," we need to understand how and why before we focus on what. It is the same with any tool, whether it be as pervasive as an entire management system or as simple as a quick polling tool. We need to focus on the how and the why because ultimately, the what will evolve and change as technology tends to do at a rapid pace. 
2. Instead of planning lessons around technology, plan lessons and units using the UBD or "understanding by design" method. Technology should never be infused into a lesson for the sake of using technology. It is merely a tool that can and will evolve, and using technology does not guarantee that learning objects are met. As such, using UBD or backward design can help make incorporating educational technology purposeful and valuable. Backward design means starting with the end goal or learning outcome and working back to discover how and what students will be working to achieve that goal. With an overarching end-goal, this process challenges teachers to avoid being caught up in the minutia of picking a text, a lab activity, or any learning activity. Instead, UPD challenges teachers to consider holistic skills that could be honed using any content-specific text or activity. Ultimately, we as teachers are working toward helping students master learning objectives not necessarily become expert in our favorite books or labs. Not that there is anything wrong with loving what we teach; in fact, that is what makes great teachers great. We can sell our content like nobody's business, but backward design helps us to focus on creating well-rounded learners. The what is still crucial, but starting with the why allows us to create more paths to help students arrive at their final destination, which might create some great backup plans if the internet just so happens to fail at the least convenient time. 
3. Once we know what we want students to be able to do, we can begin to create pathways to reach the end goal. Every student is unique and different, so to should our teaching. As blended and online learning moves into our schools, the strategies used to teach in these types of learning environments can be applied to all classrooms in a variety of ways. Using station rotation or mastery pathways can help students acquire specific skills in the time and manner that works best for them. For example, if I was teaching a grammar lesson, I would use the pre-test to determine what specific skills students need support with, include some direct instruction and full-group practice. After everyone received a little review, I would then break students into groups based on skill-level and work directly with students who were in need of the direct assistance. While I was working with some students, I would allow other students to complete other work or apply their skills in an enriching way. Technology tools enable me to implement this practice in my classroom. Having a clear end-goal ensures that every student will reach the target, but again, they do not need to do it in the same manner or even time-frame. 
4. When two paths diverge in a tech-centric world, allow students to take either path or create one themselves. Using backward design with tech tools will permit me to empower students to drive their learning. Some students need more traditional instruction and practice. Others will soar with a little guidance and the room to move forward. Tech tools allow us as educators to ask the questions, "How might we," and more importantly, "How might they?" It is okay to take many paths to reach a destination. We can challenge students to decide which way to go and even let them march off the beaten path on occasion. 
5. When all else fails, pen and paper always work. When the internet goes down, the sky isn't falling. Unless you cannot take payments for services rendered, traversing a few minutes off-schedule cannot hurt students. While it may require some adjusted lesson plans, providing students with time to write, reflect, and evaluate their learning is critical. Instead of completing an online assessment or task, have students create their own assessment or review games. Have them write a creative story from the perspective of a character. Play the eraser game that students rave about in their math classes at my school (I'm still not quite sure I understand the rules, but it involves math puzzles!). Heck, you might even allow them to have a meaningful conversation with their neighbors.

When the internet goes down, it is not have to be the end of the world. We do not need to use technology every day and for every lesson. Instead, we need to focus on the end result. Just like the reviews of a restaurant, it's almost always about presentation and the process and less about how it was made in the kitchen. Think about the final product, plan for a little bit of chaos to happen now and then, and you are sure to have a room full of happy customers.