Tech Tuesday: Haiku Deck

Haiku Deck cover

I know today is Wednesday, but I like the sound of Tech Tuesday, so I’m trying it on for size. On Tuesdays I want to tell you about  projects my students are currently doing with their iPads, as well as give updates about the apps we’re using currently and how we like them.

This week we are making Haiku Decks. It is the week before Spring Break, so the students are planning a hypothetical vacation. Their decks have to be about a place they would like to visit. They must consist of at least eight slides: A cover slide, means of travel, places of interest, typical food, where they would stay and things they would do there. They have to research the places to learn these things. Once it is complete, they will present it to the class and write a paragraph about their trip.

They all have learned to use the application and to add photos from within it as well as from other sources such as Google images or their own camera roll. One good thing about this is that it is an online source as well as an iPad app, so in the future, if the high school doesn’t have iPads they can still prepare presentations online and present them to the class. I think it’s important for our students to be agile with technology and comfortable with making presentations. As 21st Century students, they will need this in their lives.  At least that’s what I tell them, and I do believe it to be true.

Haiku Deck is a really attractive presentation software.  I have made a variety of these and they are easy to make and I think, beautiful. I’ve linked my vacation presentation below. I hoped I could embed it here, but it appears not to be possible from this site. The link will take you to the Deck as well as the notes about it.

Here is another one  that is a poem I wrote that mimics Wallace Stevens’ “Thirteen Ways of Looking At A Blackbird.” I called it “Thirteen Ways of Looking at A Classroom.” I include it so you can see another way this app can be used in a classroom.

So what do you think? Could you see a use for this app? I’m still exploring the possibilities of this application and I’d love to know what else you discover. Have a good week!

Finally Using the iPads!!

In my classroom I have a class set of iPads. What a blessing, really. They sat there for a year because we didn’t have wi-fi or apps, but now we have both, and we are making good use of them. At first I was a little timid about how in the world I’d introduce all those apps, but once I was able to use them it was clear that we’d use them one at at a time! I explained to the students that we were going to change how we do class, and we would all be learning together. And so we embarked on this new way of doing school.

The first issue was the photos. Our students are accustomed to using their phones and iPods and other electronics for fun. Games, Facebook, Snapchat,and Instagram are their venues. If they ever had an email address it was just for making a Facebook account and they had no idea what else it might be used for. So it makes sense that they’d be gaga over the PhotoBooth app with the twisted and swirled pictures. Every day was a laugh fest. No matter what I said or threatened, the laughing went on, making it obvious that the photos were happening. Usually only that. What they really liked to do was go to You Tube and put on some music they liked, pop on a pair of headphones (Bright blue – I call them my “Beats) that I bought inexpensively from Apple when I bought the iPads and listen to music while they took photos of their buddies and themselves. This was so frustrating because nothing school oriented was happening. So I fixed it. I restricted the photos. Here’s how:

Go to Settings > General > Restrictions. You’ll have to create a password and then click “Enable Restrictions.”
From there you’ll be able to choose what to restrict. Choosing Photos also restricts Photo Booth. I also restricted the app store and a couple of other things. The other thing I noticed was that You Tube was set to “Explicit.” I changed that as well. The result was the music they can listen to is clean and the photo apps have disappeared completely. In the future, if we want to do a project that requires photos I’ll just unrestrict them for that app.

Each student is assigned an iPad that they use every time. This is important because their login for Edmodo is set up on their iPad. In addition, if any issues come up we know each iPad has only been used by two or three kids, one per section of my students.

Once I got rid of the obsessive photos, I introduced them to Edmodo. I had already created a class, so it was a matter of each of them signing up for it and entering our class code. This is such a great app. I give them assignments there nearly every day. After a few assignments, I showed them how I would be putting the Edmodo grades on their actual classroom grade. Just in case they thought it was just for fun, I wanted them to see that it’s real. I make assignments there, quizzes and polls. It is so easy to use and they like it a lot. every day they make a few chatty comments, but then they go to do their work. I delete the comments at the end of the day, and their assignments remain. (The comments are not anything school oriented, and they are not attached to their preservation at all. Things like “Go Brazil!” followed by “Go Colombia! Brazil sucks!” are just fun in the moment. They get that.)

Edmodo has a number of apps that can be attached to the class, such as BlendSpace and a Photo Editor. We have yet to try those. I highly recommend giving Edmodo a try. As a housekeeping tip, it’s better to use on the computer to do grading and all the other teacher chores. They can be done on an iPad but it’s more streamlined to use the full site on a computer for this.

Screen Shot 2014-11-12 at 6.26.49 PM

The other apps we’ve used so far include Flashcards+ for making Vocabulary flashcards to study before a test and the Accelerated Reader app for taking AR tests and Educreations for making presentations. I’ll explain how we did that in another post. It got a little messy, but we worked around it! We’re working on using Haiku Deck next whenever the problem preventing its use is solved. I assigned the flashcards in Edmodo, and the students had to leave the app to make them. In order to give them credit for them they showed them to me and I marked them handed in. A little unwieldy, but we have the app and I wanted to use it. I could attach one of those apps to the Edmodo classroom, and I probably will in the future. I’m not sure how that’ll work but I’ll let you know when I try it.

Let me know if you have any questions about how we’re rolling this out. So far it’s going well. If you have any great tips for me, I’ll be glad to hear about them as well!

Feeling a little discouraged

Today I was cruising Facebook on my lunch break (35 minutes, count’em!) and I came across a post by a friend whose son’s Kindergarden teacher had called her to come get him because he was coughing a lot.  When she got there he smiled a huge smile, happy to go home with her. The initial reaction was, “We’ve been had!” I smiled at that, because little kids sometimes will do that. No big deal, really. The next sentence said, “Schools these days!” Followed by “I think the teacher just didn’t want to deal with him. She made the call, not him.” Hm.  It seems appropriate to me that the teacher would make the call rather than the five-year old. But never mind. A discussion ensued in which this comment was made, “Teachers these days are too much.”

I will say that I felt personally offended by this discussion. I don’t teach Kindergarden, I teach middle school, which on some levels is not far from Kindergarden! Uncontrollable laughter, refusal to listen to a lesson, only to complain that they are clueless about what they are supposed to do five minutes later when you turn them loose to do the work on their own.  On many levels teaching is a rewarding job, and it certainly isn’t one I’d trade for any other work.  I love it more than I can ever explain.  But it is not an easy job. We have all read the inspiring articles about all the hours (and money) teachers invest in our jobs, nights and weekends and vacations too.  They are all true. We don’t do this job for the vacations or because it’s easy. We do it because we truly care about kids.

Teaching is also an exhausting job, one that gives us cause to exercise our abilities to keep calm and begin again, every day. Sometimes every few minutes. On the whole, we are all doing our absolute best, every day, every hour, for the children in our care. We want them to enjoy being in our classrooms, to learn from us, and to love school so that they will want to stay in and one day have a rich and satisfying life. We believe in educating children for today and for the future. We recognize the trust that has been placed in our hands, and we honor it, every way we can. Do we get tired and exasperated? Of course we do. Being a saint is not part of the job description. But do we come back day after day and year after year because we care about your children and we believe in what we do? Absolutely. Do we constantly strive to do our job in new and better, and ever more creative and effective ways? Yes, that too.

So when I hear, “Teachers these days!” or “Schools these days!” I say, Thank your lucky stars we are here and we care about your child.  He will be better off because of us, not in spite of us. If a child is not doing school one day because he is coughing too hard, don’t blame us or depreciate us for calling you to take care of him. We are using our best judgement at the moment.  We have a whole bunch of other kids who need us as well, and we’re making the calls as we see them. Try, “Thanks for calling. I guess he just needed me today. He’ll be back tomorrow.” And then love your child a little more that day and be glad he has you and a teacher who cares for him.

Thank you for letting me rant. Bless you.

Begin again, Finnegan

IMG_5945.JPGAnd we’re back! We’ve actually been back since August 13, which sets a record for early starts for our district. It’s been a good start, and a little jumbled, which is normal. As an ELD teacher, we have to give the CELDT test, our state English Language Development test right when school starts, and we have to be trained to give it every year before testing can start. Never mind that the test hasn’t changed in any material way in at least ten years, we still take a day out of the classroom to be trained to give it. And since I teach ELD, I have to give it to my students as well as all the English Learners who are out in mainstream English classes. Fortunately my daughter works with me, and we do the testing together. (You could also say “blessedly” in place of fortunately. I am so blessed to work with her!)

Anyway, this has created a jumble in my classroom. Once we get through this, I’ll be able to pull everyone in line, I hope. This year I have three groups of students. One is a Spanish Literacy class for native Spanish speakers. My goal in teaching this class to eighth graders is that they will go to high school armed with some academic Spanish and will be able to enter high school Spanish at a higher level than they would be able to if they only spoke the language but didn’t know how to read and write it. Some of last year’s students are in Spanish Four as freshmen, so I guess it worked. This year’s class is a little small, and has several non Spanish speakers as well as some seventh graders. The nons are being transferred out, as they complain loudly if I say a single word in Spanish, and just studying maps is getting old. The seventh graders are very energetic, and at the same time a breath of fresh air, so I’m keeping them.

The ELD classes are as I expected. Loud and rowdy, but manageable. I have all the students I had last year and many of my daughter’s students from last year as well. Last year we set up our program by levels, and we each taught one level, but two different grades. This year we’re teaching one grade each, but different levels. So I have eighth graders, and levels 1,2 and 3.  Remember the off the wall crazy class I had last year? Yeah, they’re back but in a slightly different configuration.  It promises to be an interesting year!

This week we began preparing our writers’ notebooks. We are collaging the front of them, and then I’m covering them with clear contact paper to preserve their artwork. I’m hoping that if their books are beautiful they will be more attached to them. I’ll let you know how that goes. The collage at the top of this post is the back cover of the teacher notebook I’m making. It’s a binder I’m creating to keep track of all that stuff like duty schedule, staff phone numbers, student tech codes and meeting notes in one place. I lose that kind of stuff so easily that I’m hoping if I make a beautiful binder I’ll actually use it and not always be looking for things I just had a minute ago. So far I’ve got a good start. Here are the sections I’m planning for it:

Class schedules
Transportation schedules and maps
Assessment scores
Curriculum calendar
Testing calendar
Codes for setting up student portals in our data management system
Lesson plan ideas for ideas I want to save
Copies of supply orders and print shop orders I made this year
Faculty meeting notes
Professional Development notes
EL Facilitator information
Mentoring information – I’m a mentor to two new teachers this year.

I imagine I’ll find other stuff to put in there, but just judging from the above list, it won’t be a binder I carry around much. It’s already sounding heavy!

Okay, that’s it for tonight. Thanks for coming back to read here after such a long hiatus. It’s good to be back! Take care.

Aaaaah! Finally.



It was a long haul, wasn’t it?  But I’m quickly putting it all behind me. For the next few weeks, you can find me here, lounging around, reading novels, making colorful lists in my journal (because that’s about all I do there anymore), planning my road trip at the end of July and experimenting with different ways of fixing easy summer food.

Oh, and of course I’ll be planning my lessons and classroom daily and weekly structure. I have the same kids next year that I had last, so it is imperative that I be ready for them. I don’t want to bore you with anther year like last year, so IT’S ON!!! I will be ready for them this time!

However, before I dive into all the specifics of what’s to come, I’m going to rest and relax and heal for a while. I hope you have some time to do the same.  I think I’ll go see a R rated movie matinee this afternoon… See you soon!

P.S. I’m also participating in the Connected Learning Massive Open Online Course (#clmooc) through the National Writing project. I’m blogging about that over at my other blog. Come check it out. It’s so cool and never too late to jump in and join the fun!

Rolling With the Punches


We’re still here. Breathing deeply among the chaos, the unexpected heartbreak and trouble. Kids who thought their last minute efforts would pay off are learning that they will not be promoting next week. There are moms crying in the office as they learn of the fate of their kids. Grades were due yesterday and today the deal making is happening.

Unfortunately for some, the deals are not without a plan. They had to earn a certain GPA this quarter and read a certain number of AR books in order to surmount the bad choices they made in an earlier quarter or quarters. They always think they can make it until they don’t. And then they act all surprised. Yesterday a boy came to me, he who had really tried to pull his grade up and had actually succeeded, and told me that he needed good comments as well as good grades to get to promote. Heck, comments are cheap and he did get his grade up, so I commented away.  “Making excellent progress…”

Right now there is a crowd  of boys in the office who thought it would be a good idea to bring an alcoholic beverage to the super fun pool outing the PE department took them on this morning. One brought it and the others drank it. And now they are all going home. For the rest of the year, forget promotion. Oh my. What were you thinking? Stupid choices will take you down sometimes.

In the Seventh grade chaotic boys class, we have been learning about Snakes, Spiders and lately the Honey Badger. They are completely taken with the Honey Badger and want to watch videos about them every day. Knowing this class as I do by now it should be no surprise that they would fall for the meanest, smartest animal out there!  They’d much rather watch science animal videos than Hollywood movies, so guess what my next year’s units will be built around? Yep. Reading, writing and watching videos about surprising animals and maybe some dirty jobs.  Boy stuff.  Stuff that will grab them. Hello, why didn’t I think of that sooner? Duh!


What’s Next?



We’re almost there. Two more weeks are all that are left. Yet for almost half of my eighth grade students, it will seem an eternity.  My eighth grade ELD class, the one in which the students are deemed Intermediate, who speak English very well, and have little to no interest in school, has many students who will not be promoting this year. They will go on to high school because after all, we can’t have students driving themselves to middle school, but it won’t be because they have done anything at all to prepare themselves for this next step.  They are the non-doers, the sitters. Occasionally there is a time, and it resurfaces every so often, when they rise up and seem like they might do something in class.  But after handing in a hastily prepared assignment or two, they sit back and watch again. This is not only in my class. They do this all day long, all year long. I have no idea when this habit pattern formed, but I sense it started before they arrived at middle school.

Mostly these days what they watch is their phones or iPods. You know those videos you see where people walk around with their heads down, missing their lives because they are looking at their little devices? Yes, like that. Even in a very low income area, most of them have an electronic device of some kind. It is a constant battle to keep the devices in their pockets or backpacks. I tell them to put them away, and eventually I take them away for a while, but in the big picture it isn’t much use.  The other day I found one of my non-doer students with two devices out at the same time.

But this post isn’t really about the problem of electronics interfering with what’s going on, it’s about what’s next for these students. The electronics are a symptom, but they are not a reason. I wish I understood what drives their inertia. I worry about their lives, what they will do with them. I wonder if they think they will start doing school in high school, or if they just don’t see the purpose for it. I look for engaging things to offer as class activities, and I will admit that snake week was pretty popular, but only from the point of view of an observer. The written work that accompanied it was not done.

I didn’t ever see this, or at least not to this degree, when I taught high school, but I don’t really think this is a middle school anomaly. It would be very surprising if these guys suddenly began doing school in two months. They don’t know how to do school because they haven’t been practicing.  They get good attendance, but that’s about all. I suspect that high school is very different now from how it was ten years ago when I taught it. In fact my colleagues have alluded to that truth.

Next year I will try again to start the year off in a well organized, structured way. I will have high expectations for my students and will communicate those clearly. I think I do that each year, but each year I think that next year I’ll do it better, more effectively.  Next year I’m teaching eighth grade, all eighth grade, so I already know who will be in my classes.  The outlook is a little bleak, to be honest. Still I will do my best to change things up, because there is nothing else I can offer other than my best effort.  And for now, I’ll make it through the next two weeks, and then I’ll rest a minute before it all begins again.



Is It Over Yet?


Oh my.  Back to school today, after a three day weekend, and what a long day it was.  The kids are all but catatonic, or at least in the morning they were. By fourth period things picked up, as usual.

My first period Spanish class rolled by without incident. Everyone got a grade check. Ho hum.  No one seemed to care much. One kid turned something in, but that was it.  It didn’t seem to matter to anyone that their grade was not all they’d like it to be.

Second period was when things got moving a little bit.  I gave everyone their graded work and their grade checks. Not a soul asked if he could turn in anything late. One kid showed me a huge pile of work and said “Look at all this.” I asked if it was done and he said “No.” And then he just sat there. Didn’t do one bit of it.  The class has huge History and Science projects that are both due on Friday, so I said they could work on them.  Last week I’d spent time explaining in detail how to do the History project, and everyone who plans to do it got to work on it.

Did you notice what I said there? “Everyone who plans to do it.” Yes. Not everyone has any intention of doing either project. Those kids, the non-doers,  just sat there, hands folded, not making much noise. They just patiently waited for the time to pass. In this class, only about eight out of twenty-one students have a GPA over 2.0.  This means they will not cross the stage at promotion unless someone works a deal for them at the last minute, and believe me there are a few that are waiting for that deal. What they don’t seem to get is they will have to actually do something to get it.  Sitting quietly in one’s seat won’t be enough.

After breakfast break, the high maintenance girl who carries two backpacks came to me and said that one of her backpacks was missing.  It wasn’t on the floor by her table where she’d left it.  I calmly announced to the class that no one would be going to fourth period until the backpack showed up.  A minute later I saw it in the front of the class, by my work station. I gave it back to her and told her to get back to work.  Within a couple of minutes she was standing at my desk, and she said, in an imperious voice, “Tomorrow will you try to take better care of my stuff?” I explained, almost calmly, that I would not.  I told her the room was locked at break and no students were in there. Someone just picked it up and moved it as they walked in.  She had it back. I told her she’d have to look after it herself if that wasn’t good enough.

I roamed the room for a while, checking on people. One girl wore a bandaid on her upper lip for some reason. She kept taking it off an on, and there was no boo boo under it.  I don’t know if it was an attempt at exfoliation of a few mustache hairs or what, but it was a little off-putting to try to carry on a conversation with her with that bandaid on and off her lip.

Finally the period ended and it was time for Sweet Basil and Mikey and the gang.  The seventh graders.  Those who are having sex ed this week. Oh yeah.  Students always come in with questions for me about that. They often ask what ‘sexual intercourse’ is, because they learned the word in science class but not what it means. So then it falls on me, their ELD teacher to explain it to them.  But not today.  Today they just wanted to know at what age they can do it.  “Can fourteen year-olds do it?”  I talked about the deep emotional involvement, and the chance of babies and said that while it is possible to “do it” at fourteen, it really is better to wait until they are mature enough for the relationship that goes along with it.  Bla bla bla.  Mikey just rubbed his hands together and said “Condon! No babies with a condon!!” (Spanish for condom) The conversation devolved from there and I changed the subject. Enough of that. I guess we’re going to study spiders next.

And we still have three more weeks. It can only get better from here, right?

On Being Someone’s Favorite Teacher

There are years when you limp along all year, certain you’ve lost your touch completely.  The kids are out of control and none of your tricks are working. Some days you feel like crying, but of course you never do because that would be the end of life as you dream it. Other days you get quiet, or you go along as though everything is okay, even though that is far from the truth. And on some days you get mad. You write referrals, suspend the most serious offenders from your class over and over again and you no longer care if they don’t like you because you can’t stand them. It’s on, and you will win. After a suspension they come back swearing they will behave better, and sometimes they do for a minute or two.

You understand that every child deserves the best you have to offer. As you look at the quiet, desperate looks on the faces of the other students in your class, the ones who do the assigned work and try to actually participate, you resolve yet again that the miscreants will not dominate things any more.  And the cycle of acting out, referring, suspending and reconciliation begins again and again. And you know that this behavior is not only happening in your classroom, and you wonder why you are the only one doing any sort of intervention. You ask other teachers, and they so agree with you that certain kids are just out of control, but when you ask them why they are not writing them up as well, they fade out of the conversation.

So you keep trying. You can remember when you could see a child in there, one who might one day become a decent adult, but the memory is pretty dim by now. And you can’t see any way to make contact with that child. So you do what you think the other kids need most.

Then one day, after referring two of the gravest offenders once again, the Principal calls their parents in and tells them all in no uncertain terms that if any more of this behavior crosses her desk they will be expelled from school. She tells them our students deserve better, and the disruption these boys are causing will no longer be tolerated. And she suspends them for two days.

This time, when the boys come back they are chagrined. They apologize and say they are embarrassed to have been suspended for such a small thing. You tell them that to you and the other students it is not small, and that they will no longer be allowed to dominate your classroom. You tell them that you will do the same thing again, as many times as necessary, and they believe you. Suddenly they sit in their seats and do the assigned work. They don’t play around, or call out or bully other students. They ask you repeatedly if they are being good. They wonder if you’ve told the principal and they go ask her if she has heard anything good about them.

Then one day, one of the boys says, “Maestra, Mrs. X asked if she was my favorite teacher, and I told her no. I told her you are my favorite teacher.  ” Stunned, you ask why ever he told her that. You ask why you are his favorite teacher, and he replies, “Porque Usted es buena gente conmigo (you are a good person with me). You teach me things I need to know, especially in English. You are just the best teacher for me.” And in a moment of clarity, you realize that kids do crave limits. When they don’t have them, they will seek them and some will push harder than others as they look for the security they need.  And you wonder what your career in teaching might have been like had you, the one who is known for being a little too nice, been a little meaner sometimes. If you who understands so well the security inherent in giving a person limits had stood a little more firmly behind your own limits, what would the impact have been on your students and yourself? And you resolve to honor those limits, both yours and those of your students, in the future, understanding that it is never too late to learn to do a better job.

Keeping Them On Task

Teaching middle schoolers can be like managing a school of guppies. They go where they want to, and rarely does one go anywhere on its own. They tend to move in unison. As a teacher, it behooves one to figure that out early and to learn to have a impact on the direction in which they decide to swim.  I’m a little slow on the uptake at times, and other times I just forget what worked a while ago, so I occasionally need to remind myself.

This year, I have a group of eighth grade boys who behaved badly most of the year. Not bad enough to write referrals, but certainly enough to disrupt things and irritate me. Yet they always pulled it out at the last minute and earned As in my  class. A month or so ago I was fed up. I decided that no longer will anyone be able to behave like jerks all the time and still get an A in the class.  So I hauled out the On Task points. I’ve used this often in all these classroom years, as it’s the only behavior management tool that really works for me. Putting names on the board and all those other great ideas I read about always fall by the wayside. I’m not consistent enough I guess. But on-task points are easy enough that I can keep it up for as long as I need to.

I made a chart which lists their names down the left side, and across the top is a column for each day of the week, plus one for a weekly total.  I then wrote days of the week on little popsicle sticks and put them in a tea can, so they’d make a lot of noise when I shake the can.

Now, at the beginning of each period I put this chart on my Elmo and project it on the board. Every so often I go over and take stock of the class. I look at every kid and mark a point or not. I don’t say a word, just mark points and then go back to what I was doing. I do this about four or five times in a block period. I say nothing about it until Friday, the day they hand in their week’s work.

On Friday I put the week’s chart on the Elmo and haul out the can of sticks and shake it as I walk around, looking for who will draw the stick this time. Okay, yeah, a little drama, but they like it. Someone draws a stick and I announce what day’s points will go on their grade this week. I add up the highest number of marks anyone got and that is the total possible. Each mark is worth five points. I add up each student’s points and write it there, large, for all to see, and tell them to write that number under “Participation Points” on their packet cover. I save the original sheet, of course for verification.

It’s interesting to see the results of this one little thing. Ricardo, one of the A earners who loves to cause problems in the class, looked over his grade a couple of weeks ago, wondering why he had a “B” in the class. He spied an assignment where he earned only five points out of twenty and wanted to know how he could make that up, if he could redo the assignment for more points. I told him, “No. That’s on-task points. You can’t make that up. I either catch you doing the right thing or I don’t.”  Interestingly, this week he earned fifteen out of twenty of those points and the class was a little calmer, too.

I’m thinking of other ways to use these points besides grades. I have considered Jolly Ranchers to everyone who gained full points, or some special privilege, just to shake it up. But for now, points on the grade are working very well, so I’m sticking with it!