Stop Trying To Make Work-Life Balance Happen

Work-life balance is not a thing, Steph. Work-life harmony, however, is something that can be attained. 


A dear friend so kindly pointed out to me a few weeks into this school year that work-life balance is an unattainable dream. Between doctor’s visits, committee meetings, grading, and all the unexpected tasks that arise, balancing life’s spinning plates is often an arduous and impossible task. But this was the year that I was going to achieve balance, go home sooner, and bring less work home. This was my year to divide my time and energy into neat, scheduled appointments on my Google Calendar. After countless hours of at home working, grading, and preparation, my “balance” is certainly off kilter. The more I sought to separate and compartmentalize my professional and personal lives in the inaugural grading period of this school year, the more entwined they became. In the business of people (specifically teens), I have already abandoned the lofty goals of achieving some semblance of a zen-like state and have embraced the organized chaos that is my work-life blend.

My Google Calendar has certainly kept my phone a-buzz with reminders and messages that keep me on my toes. Relinquishing the control I wish I could take, I have accepted that work-life balance doesn't exist, and that is okay. Amidst the hustle and busyness that we all inevitably face, I am beginning to find a greater sense of peace.

Today, I started teaching a three-week course on Google. Meeting with small groups of teachers, I am reviewing the Google Level 1 Certification material with them in hopes of supporting their skills, simplifying their work lives by making their daily tasks more efficient, and helping teachers engage students in new and innovative ways. The words efficient and effective repeated themselves multiple times in our conversations. As society and technology evolve, so too do the needs of our students. 

Google’s mission is to support educators and the educational experiences of students. Inherently, the blue SHARE button in the top right corner serves as a reminder that we are all sharing in the learning process. As we prepare students to leave our halls sooner than they realize, we are teaching collaboration and communication. They have a plethora of information, tools, and resources at their fingertips, and yet, they need to be empowered to tell their own stories, sort through the information that they discover, and produce critical thoughts and ideas. Our students need to learn to be creators of content - not just critical consumers.

Exploring educational technology and the potential it has to support my students’ learning. It has challenged me to ask myself why I assess specific skills and what I hope students will leave my classroom knowing and producing. Ultimately, I have come to realize that we cannot fear failure and that we have to push our students to develop critical skills that can be applied to any text or even any area of study.

Change can have a negative connotation; we inherently dread change. Evolution, however, involves gradual growth and insinuates that there is a potential not yet realized. I hope that through a positive outlook and embracing both the success and failure that arises as the result of utilizing all tools available, I can guide my students to discover their own potential, cultivate skills that they will need to be productive citizens and help them to be well-rounded individuals.

As I continue on my path of work-life harmony, I will embrace the challenges placed before, and when I feel lost in the stream of life that is as clunky as the Classroom Stream is at the present moment, I will persevere and find new ways to organize myself and work toward attaining a work-life harmony.

Look, Mom! I'm balancing!

Time Flies When You're an Instructional Tech Coach

Is that possible? Has a month flown by already? This school year has moved at an incredible pace. Consequently, my step count has exponentially increased as I walk, or in some cases run, the halls. A month of embracing the role of an instructional tech coach (and teacher of three classes) has passed, and I still find myself chasing the idea of a balanced life and a cleared to-do list. Even after years of coaching a highly demanding competitive activity, by Friday afternoons, I have reached an exhaustion level that I did not realize I could feel, and yet, I am fulfilled in ways I did not know possible.

While my plate is now piled with meetings, coaching sessions, planning professional development, and solving unforeseen complications or headaches that arise in the tech realm, I leave school feeling accomplished. This experience has been filled with rewarding moments - teachers sharing their successes, time to engage in collaborative moments, and thought-provoking conversations; I am inspired. I am surrounded by passionate and intelligent teachers creating amazing opportunities for their students and now have the time to witness people inspiring students in their elements. I also have opportunities to solve problems, which makes each day unique and exciting.

At least three times a week (or day), I receive a quick email from a teacher asking where I am and if I can come to their rooms now - or five minutes ago. With problems ranging from projectors past their prime and applications like Pear Deck not working, I am happy to come running to talk through the obstacles they face or find a person who can provide a solution. During the afternoons, I now have time to ask questions. I am also able to consider the "How might we..." moments with teachers that often are placed at the bottom of especially long to-do lists.

How might we create learning more engaging? How might we make our jobs more efficient and effective through careful planning and collaboration with others? In addition to conversations in the faculty office, I have started walking into open doors and participating in awe-inspiring classes that I see having fun when I am on one of my school adventures. Exploring the school and becoming a part of several classroom environments each day is motivating and encouraging. Each teacher has his or her style and brings their love of their craft to their classrooms. As someone who is fortunate enough to participate in many different areas, I now find myself questioning my actions. Why do we implement instructional methods? Why do we choose to design our classroom curriculum and even our classroom spaces in the way that we do? How do all of these actions impact our students? 

While I realize that I am still growing in the role of an instructional tech coach, I have sincerely learned that listening and sharing brings out the best in all of us. Talking through ideas and embracing other people's perspectives, especially those who teach in disciplines that differ from our own, can challenge us all to rethink content delivery while building relationships within the greater school community. 

Teaching is a challenging and exhausting job, but when we take time to appreciate and celebrate each other, we can recharge our emotional batteries. We also have more time to recognize students' needs and support learning in all disciplines within our school. While we are often feeling crunched for time, it is critical to remember that when we give ourselves to each moment and allow ourselves to be present with each other, our time is exponentially more valuable and meaningful. 

I am grateful for all those who have allowed me to participate in all the incredible experiences they are creating for their students. Being small in stature, I have the benefit a blending into the background as I sit in a previously empty student desk. At times, I can surprise a teacher when we make eye contact after having been in his or her room for a few minutes sitting amazed at their lessons or activities. By observing my colleagues at their most creative and innovative, I continue to learn that I have much to learn. With two ears and one mouth, I will continue to listen carefully, immerse myself into each moment, and celebrate the greatness I now have the time to experience firsthand. Good coaching involves supporting, celebrating, and listening. Here's to a year of observing, collaborating, meeting, planning, and making countless discovers along the way. 

Embracing the Dissonance: Going Back to School

Putting Out Fires

Every year, the anxiety that swells in me when the calendar turns to August is as high as when the first loud noise blasts through the speakers in a horror film gone silent. Yes, (an inner) blood-curdling scream is omitted from my petite frame when the thought of back-to-school begins to creep into my mind. Why? I do not fully understand myself. I love my job, my students, and crave routine more than I crave caffeine. Inherently, change is difficult for everyone, and I am no different. A large part of my lamenting is the loss of time as my little people continue to cease being so little. Still, the temperatures are turning, and Target is filled with back-to-school supplies, signs, and sales. It is time to return to some normalcy.

The process to prepare for a school year changes every year, and this year is noticeably different as I am not coaching Speech Team. Instead of spending 100+ hours reading, cutting scripts, and editing, on top of a week of speech camp, I drifted a little more creatively and devoted the extra hours to my children. Not having the structure of speech allowed me to rest a bit more but has made me feel less prepared for the school year. So as the impending school year approaches, it is time to get motivated, focused, and organized for the school year.

Have you met my center child? 

Accept that (organized) chaos will happen and embrace flexibility. 

Having children has taught me that the unexpected will most certainly happen. This past Friday, my husband and I showed up to the Brookfield Zoo with NO strollers or wagons. Our children are nearly 4, nearly 3, and 10 months. Initially, we thought this choice would be a disaster, but we were able to maneuver our way through the park in ways that we never had and see more sights than ever before. Talk about a lesson in flexibility! Building flexibility into my lesson plans will allow me to extend lessons, create and reteach concepts, and adapt my teaching to meet the needs of the students sitting in my classroom this year. For many years, I had lesson plans detailed to the minute for the entire semester as I entered the classroom (mostly the years that I started school 8+ months pregnant). While there is a benefit to being overly prepared and having a break-in-case-of-emergency lesson plan kit at the ready, there is something freeing about allowing for flexibility. Instead of rewriting the details of every plan, I can make sweeping changes to a much vaguer outline to reflect my students' strengths and areas in which they need support. I stress that there is still an outline that focuses on skills, unit objectives, and significant summatives planned, but there is flexibility to make adjustments as needed.

Set meaningful goals. 

After creating a general outline, reflecting on objectives and standards, and considering major assignments, setting goals is critical. What do I hope for my students when they leave my class? How do I want my students to feel while in my class? How will I motivate even the most unmotivated student? These are all questions that fill my mind as the moments before school slip away. The popular Harvard Business study that addresses the number of people who write down their goals and their success, as a result, is a critical reminder that writing out goals is critical. Revisiting those goals throughout the year, keeping track of data (qualitative and quantitative), and keeping them at the forefront of planning and preparation throughout the year can make a classroom a more positive place to be. This year as I am asked to write my goals, I want to continue to consider social and emotional learning, empathy, engagement, and motivation in addition to the traditional C- or better grade or a grammar goal.

How will I measure these less measurable factors? Surveying and journaling can help shed insight into students' thought process. When my students leave my classroom, I want them to feel confident to share their voices and pursue their passions. When they enter my classroom on a regular school day, I want them to be motivated to give their best. To foster these feelings, I hope to continue to find ways to make learning relevant, to craft lessons that build skills that will help students in a variety of capacities and to promote empathy. In the book, Speak to Influence: How to Unlock the Hidden Power of Your Voice, author Susan Berkley addresses the importance of empathy in communication. Learning to listen to others and think about "what's in it for [the students]" can make the communicative interactions in the classroom stronger and help content reach students in more effective and efficient ways.

Establish purpose. 

One of the most important aspects of any speech is the central purpose - the idea that all other thoughts stem from and the overall message that a speaker wants his or her audience to take from the speaker. In the book Speaker, Leader, Champion: Succeed at Work Through the Power of Public Speaking, by Jeremy Donovan and Ryan Avery, the idea of purpose is addressed very early in the tips and suggestions chapter. When we approach any speaking situation, lesson, or even a school year with an established purpose and message, that message subverts itself in all things. If the purpose is to teach students to develop empathy, those ideas can come across in a personal narrative assignment or when teaching a novel like Catcher in the Rye. In addition to teaching students to read, write, and communicate, we can teach them to cultivate skills that allow them to understand greater concepts and ideas; we can teach them to find passion and meaning. This year, as social and emotional learning continues to be a critical issue in our society, I hope to infuse empathy, kindness, mindfulness, and even a little grit into the messages I share with my students.

Check out what's new with technology. 

Technology is a powerful tool that when implemented effectively opens doors and empowers students. Each year, technology tools - especially our cell phones - become more pervasive in our society. Communication devices are ubiquitous, but they can also lead to significant distractions and take away from powerful learning opportunities. Striking the balance, supporting my colleagues, and teaching students proper etiquette are significant challenges but need to happen. When we look around the room during a meeting, adults are swiping, scrolling, and tapping. Parents at the park are guilty of this, too. We are all entrapped by our devices - so to simply take them away is not the right move to solve the scrolling epidemic. This year, one of my goals is to continue to understand the balance, model effective technology use for my students, and challenge them to find ways to utilize the platforms they have been given to showcase their talents, spread their messages, and utilize the power of their words through appropriate technology use.

In addition, this summer I have spent a significant amount of time examining new platforms and tools that I hope to share with colleagues that will help increase effectiveness, engagement, and efficiency in the classroom. Some of my favorite tech tools this year include PearDeck, EdPuzzle, and the LMS Canvas. It should be a fun year to learn how to implement new tools and new features. I am also stoked about the updates in Google Classroom. Thanks, Google for continuously responding to the needs of teachers and for making user-friendly applications for all levels of tech proficiency!

Embrace the changes.

As I step into a new role of instructional technology coach and prepare for a year that will look very different from years prior, I am reminded that change causes dissonance. While I am still teaching three classes, the better part of my afternoons will be devoted to supporting my colleagues, tackling new initiatives, and creating PD. Still, there is a lot of unknowns and the job path is being forged as the school year progresses. Not having a clear answer of what to expect, creates a little uneasiness, but in that unease, there is also excitement. The unknown creates a sense of anxiety, but with that apprehension comes an opportunity to learn more and grow in unexpected ways. I always face the first day of school with mild apprehension, but I am excited to explore what can be learned from the new and yet to be discovered adventures ahead.

All the Feelings

Bringing Ed-Tech to Higher Ed

I am about to begin my third year as an adjunct professor at a local community college. In addition to teaching high school students, I have spent my "free time" working with adult learners, which has been a rewarding experience. Working with adults from a wide variety of life experiences and backgrounds has forced me to rethink my teaching practices (mainly because my classes are from 7 PM until 9:30 PM on Thursdays), question the why in my instruction, and strive to think of creative ways to make my content meaningful and beneficial in the real world. From group challenges to exercises that foster relationships, I strive to keep my students actively engaged, demonstrate that I value their time and want them to be successful communicators in any avenue of life, and empower them to be able to communicate with confidence in any setting.

I have loved this "side-hustle" as my husband likes to call it and have grown so much from the experience, but I have found that some significant differences in resources, time, and frequency of meeting can create some challenges. At my high school, students are one-to-one with Chromebooks and have Google Drives. I am familiar with the technology they have, see them on a daily basis, and have several teachers/counselors/faculty members to consult if I have a question about a student or need to provide additional support to a particular student. At the community college, I do not have the same support. Students may come with technology in hand, but often they only have a phone - which may or may not sync to the WiFi. While we use Blackboard as an LMS, I do have to be mindful that students do not always know how to utilize technology nor do they have an abundance of free time to access technology that is unavailable to them. As a result, there have been times where I have differentiated learning and have gotten created during lessons to engage and assess my students.

Some of my older learners (above the age of 25) did not have a significant amount of technology available to them when they were in high school, or the technology has changed so much that they are just unfamiliar with how to utilize it. If I hadn't been in school for over five years and then tried to use Blackboard, I would be overwhelmed - for sure! Still, there are so many great ways to gather formative data and feedback from students using technology.

In my quest to make learning better for my students, I have played around with a few low-tech or no-tech ways to gather data, engage students in a review, and provide formative feedback. With the prompting of my department chair, I am even going to share a few of my favorite tech tricks at a PD session in a few weeks. Using Kahoot, Quizlet Live, Plickers, Google Forms, and Socrative, I will show teachers how to level up their classroom tech usage and integrate technology in meaningful ways into their lessons. Here are a few of my favorite tools/ways to implement formative assessment in the college classroom (or really any classroom):

Kahoot: Make review games fun! 

High school students at my school play a lot of Kahoot. This formative quiz game is easy for instructors to make and fun for students to complete. Having multiple purposes and uses, it is a tool that transcends content areas. College students who want to feel nostalgia for high school or simply want to shake up reviewing essential content love playing Kahoot, too. It's fast, builds excitement, and sparks conversation among students. After a game is completed, instructors can download data and assess comprehension, which can be used to drive instruction moving forward. I have used Kahoot to review before class even begins. Sometimes students come to class early because they are traveling from work. Having a review game playing is a great way to use the extra opportunity to engage with students and encourage students to get to class on time. Students can play Kahoot on their phones or devices, which makes participating easy to do.

Quizlet Live: Review vocabulary/key concepts while fostering conversation and collaboration among students. 

Making online vocabulary sets is a helpful tool for many reasons. Quizlet's Live game takes flashcards and transforms them into an interactive game in which students need to work with one another to complete the review. If students are unfamiliar with terms, they have to talk about the definitions or content. Students can even learn while playing, which makes the lesson effective. Teachers have very little prep. They simply need to create the flashcard deck or even find an already made deck to meet their needs. Students can also play this game on their phones.

Plickers: No technology? No problem. 

While most college students seem to have a smartphone on them at all times, there are always a few students who do not have a phone or simply do not have a phone that runs fast enough to engage in previous two games. To ensure that everyone can participate, I have utilized Plickers to collect audience analysis data. Plickers involves creating QR codes for each student, building a multiple choice question bank, and then using one phone or device to gather student responses. I have run this webtool from my phone and been able to quickly obtain information from my students, specifically with my audience analysis lesson, that has been useful for understanding the population of the class. Because Plickers involves QR codes that students hold to respond to questions, everyone can participate. It is fast and provides students with a tactile way to answer questions and save the data for later. This webtool is great for a low-tech or no-tech population.

Google Forms: Easy peer reviews

In a speech class, students are continually engaging in peer reviews and peer feedback. One way to streamline this feedback and provide the information directly to other students is to utilize Google Forms. Google Forms is a fast way to gather formative feedback for students, and with the use of FormMule (an extension similar to a mail-merge), that information can directly go to students' inboxes. Again, Google Forms can be completed on phones or any device.  I have seen a noticeable increase in the quality of student feedback when students complete their peer reviews online as opposed to filling out a paper form. Students seem to like giving and receiving feedback in this manner. As a backup, I keep a few paper versions of the form for students who don't have access to devices, but most students choose to forgo the paper format.

Socrative: Already made exit tickets. 

Socrative is one of the first webtools I implemented in my classroom. Before devices were in every students' hand at the high school level, I found this webtool to be phone friendly. Today, many webtools function in similar ways to Socrative, but what sets this webtool apart is the already-made, three question exit ticket that requires no teacher prep. This type of fast response is a great way to collect information during a formal observation or when a teacher wants to take a quick poll on what students have retained from a given lesson. For that reason, I have turned to Socrative when I need fast, unanticipated feedback from students

What are you doing with your students?

Technology is always evolving. Webtools, apps, and extensions are ever-changing to meet the needs of teachers and students. How have you gotten creative using technology when not a lot of technology is available? How have you used formative assessment to empower students? Share your favorite tools, tricks, and instructional practices to collect and provide feedback to your students! I'm always searching for new ways to be more effective, efficient, and engaging!

Bring your baby to speech class day! Jordan may not have scored a lot of points, but he was on the podium for cuteness. #SpeechBaby #ClassroomTakeover #FinalExamDay #BabysFirstKahoot #KahootIt #JDSukow

A post shared by Steph Sukow (@steph_mairead) on Aug 3, 2018 at 6:59pm PDT

Putting the Pieces Together on EdPuzzle

"Why" and "how" are two critical questions to ask when lesson planning. Identifying the purpose of each learning activity and then reflecting on the mode of instruction become essential in helping students authentically learn and apply key concepts. Two years ago, I was out of the classroom for three days in a two-week span for the IHSA State Speech finals and a two-day conference. Missing that amount of class time in a short window made me nervous - primarily because I was in the middle of teaching Shakespeare plays to both sophomores and seniors. Not being face-to-face with students to help them tackle the complex language and the unique writing style made me very unsure of how to proceed with sub plans. Could I have students watch a movie or complete an arbitrary writing assignment? Yes, but disrupting the flow of the unit might distract from my learning objectives. Also, inserting a project or activity at that time might have felt more like busy work than authentic learning.

We have all been out of the classroom for one reason or another, and often, even with the best subs who are very familiar with the building and students, coursework does not always get completed. Wanting to clone myself so that I could be in two places at once, a feat I wish I could sincerely accomplish at least three times on any given week, I turned to Google. Searching for an edtech solution to help me be in two places at once, I stumbled upon Edpuzzle - a tool I had used once or twice with TED Talks but never thought too deeply about how I could use this tool beyond that initial purpose.

Popular Video Channels
from which to pull content.

So why EdPuzzle? EdPuzzle is a video-based webtool. With the ability to pull a video from YouTube, Kahn Academy, TED Talks, Numberphile and more, teachers can either use already created material or create their own interactive videos to help students learn concepts, master and review ideas, or actively engage with a video in ways they could not previously engage. Teachers can also create their own videos and make them interactive through EdPuzzle.

Initially, my problem was that I was going to be away from class and I needed to be present. EdPuzzle allowed me to find audiobook versions of Shakespeare text, record my explanations of the text by inserting audio notes, and assess my students throughout to measure comprehensions. It allowed me to be present in spite of my physical absence. Also, EdPuzzle tracks students' completion and scores their multiple choice and true/false answers automatically. While I was at my conference, I was able to screenshot the record of students not watching their video for the day and send an email reminding them that 1. Google (or the Internet) doesn't lie (and I know you're not working), and 2. Please get your work done because there will be a quiz when I return.

EdPuzzle tracks how many times segments of the video are watched, rewatched, and grades multiple choice questions. 

Upon my return to class, students reported that they enjoyed reading through Shakespeare in this manner, as opposed to reading the play out loud. They said listening to a professional audiobook helped them make more sense of Shakespeare's message. EdPuzzle helped me solve my problem, but how else could it enhance classroom learning for me? 

1. EdPuzzle allows absent students to receive the same instruction as students present in class.

This past year, I had a few students with chronic absences. Students were frequently not in class, and as a result, they were missing valuable content learning - especially with writing. To alleviate this problem and help these students learn while they were taking care of personal issues, I started flipping my writing lessons. I would still complete mini-lessons with students, but instead of speaking live, I would turn on the video. I included multiple choice formative checks and even had open-ended discussion questions built into my EdPuzzle lesson, which would allow us to stop and discuss as a class, but I would play the video instead of directly teaching so that my lessons were recorded for everyone. Students who were absent were required to go back and watch the video, and some students even chose to watch the video again to help support their learning. Everyone received the same instruction in person or remotely, thus ensuring that students had the tools they needed to be successful.

2. EdPuzzle videos can be viewed as a whole class or individually.

Last year I started watching EdPuzzles as a whole class because when students are plugged in too often, the classroom can begin to feel isolating. Since we were all watching the same video, we could watch, learn, and talk through the concepts being presented together. This method worked very well when teaching Shakespeare's A Midsummer Night's Dream. My EdPuzzle lessons were filled with application questions in which students had to make the connection between their lives and the characters, agree/disagree with character choices, analyze specific lines, and determine Shakespeare's commentary on society as a whole. Students were asked to move each time we had a discussion question, find a new seat, and talk to a new friend before we discussed the question as a class. The reading became very interactive, and the engagement increased because they were moving, speaking, and apply what they were reading/hearing. Viewing a video as a class enables me to keep students more engage and at times, allows me to almost be in two places at once as my audio recorded voice shares notes that then become echoed by my live instruction. I have almost found a way to clone myself.

3. EdPuzzle allows students to rewatch and review essential concepts.

As teachers, we have all had a moment, or one hundred moments, when we review instructions or teach a concept, and two minutes later several students ask a question that was just taught. Better yet, I love when I read instruction about a paper assignment to students to ensure they have no questions, and then they ask, "How many quotes do I need in my paper?" Then another student in the class will chime in with a "Dude - she just said that!" Oh, teacher life!

When teaching key writing concepts during the I-Search Unit in Junior English, I was often frustrated with students asking the same question several times over. Sometimes students sincerely need help, and I am happy to reteach and revisit lessons, but sometimes, the best lesson we as teachers can do is to challenge students to find their own answers. With writing mini-lessons, I started having student rewatch specific videos before I would follow-up with them. They often time could answer questions, and the repeated instruction helped critical concepts to resonate more.

4. EdPuzzle has quality, already made material for teachers who are looking to try something new.

I have also had a few teachers who were going to be absent from class need a quick lesson plan that they knew their students would be able to complete. In both instances, I have recommended EdPuzzle to them. When looking for a fast lesson that is going to be meaningful and easy to assess, EdPuzzle offers so many rich experiences for students to make connections to concepts, learn from other experts, relate class material to real-life messages, and it's fast. Assessments are already built into many videos, and teachers can even customize these questions or add more questions. With a few clicks and a preview of the video, teachers can have their lesson plans done quickly, which is a great backup for an unexpected sick day. I have never heard a teacher disappointed with what EdPuzzle had to offer.

5. EdPuzzle is a great tool for blended and flipped learning.

For any teacher looking to flip classroom instruction or build in blended learning experiences, EdPuzzle is wonderful because students can complete them at their own pace and from any location. Using video allows students to learn and relearn concepts until they are mastered. EdPuzzle allows teachers to monitor progress, assess their comprehension, and make instructional decisions based on the result. The grade book feature on Edpuzzle is easy to track and provides a great deal of useful data, which will help classrooms shift from the traditional setting.

BONUS: Students can become the teacher and create their own EdPuzzle videos and projects.

I have not had students create personal EdPuzzles yet. I know a science teacher who has done this and loves how students can teach key concepts and share their videos with their peers. This use of EdPuzzle is a personal goal of mine for next year!

Overall, EdPuzzle is a phenomenal tool that has many uses in the classroom. They also offer some great PD experiences for teachers. Recently, I completed the EdPuzzle Coach PD course. As I take on a new role in my school, I have started to view instructional practices and edtech through a more critical lens. I ask myself, "How would other teachers view this tool?" and "Why this tool?" I truly believe this is one instructional resource teachers should have in their toolboxes and am excited to try and find more ways in which to use it to support student learning.

Just Breathe

Nine months in; nine months out. Jordan has reached another milestone. He's the largest baby I have had at this point, weighing 19 pounds (chunky monkey), rolling and babbling (or singing) nonstop. While he is still refusing to crawl forward, he does creep backward similar to how Harper did at that age. 

His diagnosis still baffles me. When I look at my son, I see the healthiest of my three children, but I know that his growth and size has not been without constant monitoring and over-fortifying his food intake. Jordan consumes approximately ten additional ounces of milk compared to his sisters at the same stage. Also, his milk contains formula, vitamins, and is topped off by a spoonful of applesauce covered in enzymes. When people comment on how large this baby is, especially in comparison to my other children, it catches me off-guard because we weren't expecting him to be the bruiser that he thankfully has become. BMI is crucial to CF kids because it often predicts lung functionality in the future. I am elated to report that he is in the 48% for his BMI - meaning he's a strong baby with strong lungs! 

Still, I am careful to realize that positive news can change faster than I'd like. Right now, our priority is his digestion. If he doesn't have his enzymes, he won't absorb the nutrients put into his body. We monitor his intake with great care, and in turn, we scrutinize his output to analyze whether the enzyme dosage is still accurate and if the calories consumed counted. Changing his diaper is a two-person job only because it can provide us with so much needed knowledge about our son's health. We also test his skin to monitor his sweat; Jordan sweats out salt at a significantly faster rate than the normal person, which means he may be depleted of necessary vitamins and nutrients that he needs to maintain his weight. The phrase "so salty" has a completely different meaning in our house.

Amazingly, he has had not needed lung treatments, although we have started chest percussion therapy to make him more acquainted with this treatment when he really does need it. This therapy involves forcefully tapping or hitting key areas on his chest and back to clear his lungs of any mucus build-up that may occur for approximate 10-15 minutes each day. Regarding his overall health, barring one cold in January that Willa also had, which led to a brief stint on a nebulizer, we have been blessed with near-perfect health with Jordan. This prognosis will change, of course, which leaves us jumping with every teething induced cough or breathy sigh that any baby produces when he is rolling around on the ground. The question of, "When will he get sick?" and "How sick will he become?" haunts me. When I actually take a moment to be still, I have to admit that I find that these questions creep into my mind and can consume my thoughts. I have tried to remind myself that I could ask these questions about any of my children or any of my loved ones. Life is fleeting and can change all too quickly, and as a result, it is not productive to allow myself to drift into a future that is not currently my reality and might not ever be. 

Scouring social media for answers has led to peace of mind and also fear. I want real stories; innately, I am not satisfied until I fully understand a problem - so can I find an answer to this one? The answer is a resounding no, but personalizing CF by allowing myself to become acquainted with the stories of people who live with CF, parents with CF children and people who love CF patients has brought me hope. With every Instagram post I have seen, after searching the #65Roses hashtag along with several other CF-themed links, I have come to realize that this rare disease is not without its blessings. People in this community seem to continually radiate positivity and gratitude for each breath they are given. That is not to minimize the horrible side-effects and illnesses that my son could face, but it gives me a sense of peace. My son has inadvertently given my family the gift of realizing how precious and special every moment is, and for that, our lives will be fuller. Knowing how "loquacious" he already his, this kid is going to have much to say and share with this world, which leads me to believe that he will find a way to make this world a better place.

Do I wish that I could take away his CF before he begins to feel the effects? Of course. I would do anything to be able to make this a reality. Do I hope for a cure? Absolutely, and I do have tangible reasons to believe that it is coming. Am I grateful for the cards my family has been dealt? In a way, yes. Had I known that Josh and I were carriers for CF, I am certain we would not have intentionally had three children. He has completed our family in his own perfect way, and I will forever be grateful for all three of my tiny humans. Could I imagine my life without Jordan? No. The more his personality grows, the more apparent it is that he is a joyful and charismatic little person. He has illuminated my world, and I am excited to watch him continue to shine.

Let's Talk About Blended Learning

This summer, I have sought to understand blended learning better, what that looks like in the classroom, and how instructors can engage students in authentic and meaningful learning. While this is a less traditional model of learning, schools are shifting toward blended learning environments and options for students to participate in self-directed education. I admit that I have reservations; I am worried that students are not mature enough to handle a blended environment or may view a blended class as an out of sight (or out of the classroom) out of mind situation. Will students view this type of learning as an opportunity to further their knowledge and skills, or will they view this learning format as a means of checking off tasks to finish a course as quickly as possible? On the instructional end, I am curious as to how to effectively design a course to avoid these concerns and encourage students to process and grow from the material presented to them. My worries do not seem unique from other teachers, and as such, I have been working to grasp the possibilities that this flexible way of designing a course can provide. 

At ISTE, I had the opportunity to speak with a few educators who have already implemented blended learning in their schools, and they echoed the same concerns as well as an excitement for what this type of learning could provide for our students. They explained that some students appeared to work quickly to complete work and earn the right to leave the classroom or not attend class on a given day. On the days students were not in class, when surveyed, students often admitted to not thinking about the course and perhaps not using their flex time to pursue other academic studies. This scenario defeats the purpose and can send the wrong message about blended learning. Another concern that I heard echoed at ISTE involved the school facilities. Implementing this style of learning in a traditional school setting that might not have the correct facilities and resources available, could prove to be problematic.

At the same time, blended learning provides students with more time to demonstrate learning in their own unique ways, allows teachers to group students based on abilities, and provide more one-on-one and small group instruction. These experiences benefit students and allow learning to be more personalized and differentiated. To help implement blended learning effectively, these teachers expressed that students need to be trained and taught how to learn in this environment, as they do every fall when they enter a new class. As teachers, we will need to show them how to learn in this environment, why this style of learning is beneficial, and strive to keep them engaged, motivated, and stretched cognitively. 

Our goal as educators is to create critical thinkers - people who are ready to be active and productive members of society. We also strive to create curious, life-long learners who are excited to pursue the subjects about which they are passionate. Blended learning could provide students with more of a sense of autonomy and revive that excitement about learning that can get lost in a classroom. They could feel empowered and in control of their learning, which leads to an increase in intrinsic motivation. In addition, this style of learning will make them more independent as we move away from traditional memorization of the past and focus on analyzing, synthesizing, and applying information accessed on a variety of print and online sources. 

With anything new, there is a fear that it will fail. Of course, there will be bumps in the road. With an evolving higher education system, one that offers an array of online learning and blended learning experiences, it makes sense that the high school setting would seek to prepare students for this type of learning and seek to discover the benefits that a blended environment could have on educating today's students. I am excited to experiment with a few simulated blended learning lessons and experiences this year as I take on Canvas, an LMS that my district has asked me to test and work with a colleague who is tackling her first official blended psychology course. Also, I am excited to challenge students to continue to demonstrate their knowledge in a variety of ways, engage in both face-to-face and online discussions, and continue to develop their 21st-century literacy skills. Also, I am eager to reexamine how I teach my students and rethink my learning environment to best meet the present and future needs of the students sitting in my classroom this fall. 

Every year brings new challenges. Learners continue to change as quickly as the technology in our hands. With that, comes a new learning process for me as a teacher and life-long learner, too. While changing the modality of learning and rethinking the classroom environment can be slightly unnerving, as Henry Ford points out in his quote, sometimes we are simply unaware of how a different mode of [transportation] can be transformative and empowering. Like the car was for the early 20th century, changing up the learning environment could have lasting and positive impacts on our students and our future. Bring on this new challenge, and let's find new ways to permit students to be the true drivers of their learning.