Monday, December 23, 2013

Reflections on My First Semester in a 1:1 Classroom

Blogging during speech season while taking grad classes seems to be a near impossible task.  Needless to say, it has been a while since I've posted anything.  The speech season begins the first week of August and runs through February.  Coaching is one of the most rewarding aspects of my life, and while it leaves me tired all the time, the relationships built with my speech team kiddos and the amount of personal and performance growth that I see in them each year is certainly worth the lack of sleep.

Now with a bit of a break from school and from speech (sans the practice we're having later this afternoon... and Friday), I want to spend this time reflecting on my first semester in a 1:1 Chromebook classroom.  Integrating technology into a classroom setting is certainly a mind shift that requires a great deal of thought as to how lessons are constructed, what learning outcomes can be accomplished, and what role the students will now take in their own learning.

This semester I have found myself retooling and reevaluating what I ask students to do and why.  Considering the purpose has not only been an important reflective exercise for me, but it has also encouraged me to have meaningful conversations with students about why we are learning what we are and how the activities that we do in class will help them to develop and refine essential reading, writing, and communication skills that they will need not only in school, but they will also need these skills in their professional lives.  From what I've learned in the past six years as an educator and communicator, teaching or public speaking is not about the educator or presenter; it is about how the students or receivers are experiencing the message. In a 1:1 setting, I often start my classes with a short lecture or presentation of what we will be learning and doing, and the rest of the time is for them to process, reflect, and accomplish the desired learning outcomes.  The focus is on the student, and now more than ever, students are in charge of their own learning.

One of the biggest concerns that teachers often seem to have is how this will impact their classroom.  Classroom management changes.  Many conversations I've had with colleagues often seem to stem back to the idea that students will be more inclined to become off-task.  Yes, students will inevitably want to play music on YouTube, find themselves playing games, or may simply surf the web.  The novelty wear off... quickly.  Through conversations with students, they learn very quickly that how they choose to spend their time in class directly impacts what they need to accomplish outside of class.  In addition, when the internet is running slow, they've come to realize that if people in class are off-task online, they're essentially stealing bandwidth from their friends.  As such, they end up policing themselves and encouraging those with whom they should be collaborating on a given assignment, to make meaningful contributions.  While there certainly appear to be differences in classroom management, my style of running my classroom really hasn't changed too drastically.  Positivity, patience, and proactive conversations about how/why we are learning what we are goes a long way, especially with high school students.

This break, I hope to truly examine the best lessons I've experienced with students this semester and to write more about those. My teaching life has changed so much, and I truly believe that the 1:1 setting empowers students and provides them with even more authentic experiences to grow their literacy skills.



What I've learned from this experience:
  1. There are infinite opportunity to collaborate between students, the teacher, and the outside world.
  2. Students will write more.  Typing is faster than handwriting, and when students know that others are reading what they are writing, they feel a great sense of accountability for what they produce. 
  3. Students will read more.  They will have access to online resources and databases.  They do need to be taught to discern between inaccurate and credible sources, and that type of coaching will take time.  When students can decipher what makes a reliable website, the end results are worth the time spent. 
  4. Differentiated instruction is easier to coordinate and provide to students through digital means. 
  5. Students seem excited to share when they make real-world connections.  I cannot even count how many YouTube videos I have been emailed this semester by students who are making connections between conversations in class and what they are viewing on their own time. These emails make my day every time! 
  6. Documents cannot be lost (as long as the internet connection is working).
  7. Students are generally excited about learning and demonstrating what they know.  After the first few weeks of class, they walk in, ready to learn and excited to participate. 
  8. Even if students get off-task, they are easily redirected.
  9. Having access to all documents online from the course is incredibly helpful for students, parents, and the teacher alike. 
  10. Google Forms is awesome. I am currently trying to learn how to make rubrics in Google Forms from a good friend/colleague.  She is a rock star.  Follow her on Twitter, if you don't already.  I  have learned so much from, @irishteach.
  11. There are days when the infrastructure is down, a website changes, or the school filters block something unexpected.  Keeping an open mind, having a Plan B and a Plan C, and learning to laugh make these problems seem minuscule.  There are just as many days when a traditional paper lesson doesn't work as anticipated, too.  
  12. Closing the Chromebook is important, too.  Some learning activities are just as effective or even more effective when the devices are down.  Graded discussions are rich ways to reflect and analyze important course content.  Detoxing from the Chromebooks often makes students appreciate the learning opportunities they have while using them as well.  


English Teacher Speech Education Blog High School Communication Illinois Public Education Writer Forensics Literacy Reading Writing Speaking Speech/Communication Grammar Technology Chromebooks Google GAFE #engsschat #engchat #sschat narrative reflections passion grit productivity creativity middle school speak well-spoken energetic creative mother daughters communicate read literature stephanie sukow steph mrs. "teacher blog" "english" "high school" "blogger" "reading" "literacy" "speech" "stephanie sukow"

Saturday, August 10, 2013

Putting Passion into Teaching (And Life)


I'm tired... a good percentage of the time.  My tiredness, however, is something I embrace as it is a reminder of a day/week/month well spent, a time lived to its capacity.  Like many educators, I have found myself filling the summer months maximizing time with family and friends and continuously working on school related projects.  This summer has been a busy one, as they inevitable are, between assistant teaching at an EdTech Conference, teaching summer school, and taking three grad classes.  As summer comes to a close, I've started to reflect on what I've learned this summer, my goals for the school year, and how I plan on approaching changes made to curriculum and technology that are being implemented within my district.  I'm rejuvenated, excited, and eager to see where this year leads.

The "back-to-school" buzz is in the air, and I've been spending time this week catching up with a few graduates before they leave for college.  They're excited and ready to venture off to their various destinations.  When asking them about their life, the biggest question they are grappling with is what to do (professionally) with their lives.  That answer often leads to where they will live and what opportunities will ensue as a result.  It such a broad yet important question, and when they ask for my advice, the best words of wisdom I can share is find your passion.

Passion is what keeps us moving when we're exhausted, it is what shines through when teaching a lesson that may not capture everyone's attention in the room, and it is what makes life worth living.  As I interact with students (both former and present), I am reminded that I have the best job in the world; I get to guide kids to their passions.  In order to do that, I have model what it means to live passionately.

One of my favorite education-related books, Well Spoken: Teaching Speaking to All Students by Erik Palmer, talks about speaking with passion.  No matter what the subject matter may be, we all have the power to embed emotions into what we say through inflections or "the life we put into our voices".  Our words are powerful, but how we use and speak them can be even more impactful.  When I want to convince students that writing a research paper is fun (or at least a meaningful experience) or that reading a certain book can inspire great thoughts, I have to speak with enthusiasm; I have to approach each lesson and learning activity with fervor.  If I want students to complete something, then it must be purposefully constructed and must truly be worthwhile to do.

Time is a precious commodity, whether it is classroom time or our lives.  Encouraging students to pursue what they are passionate about allows them to find meaning and value in what they the doing.   As Mitch Albom states in his book Tuesdays with Morrie, "The way you get meaning into your life is to devote yourself to loving others, devote yourself to your community around you, and devote yourself to creating something that gives you purpose and meaning."  I have found my purpose in helping kids find their passions, and if that means I experience a significant lack of sleep, I'm okay with that.



English Teacher Speech Education Blog High School Communication Illinois Public Education Writer Forensics Literacy Reading Writing Speaking Speech/Communication Grammar Technology Chromebooks Google GAFE #engsschat #engchat #sschat narrative reflections passion grit productivity creativity middle school speak well-spoken energetic creative mother daughters communicate read literature stephanie sukow steph mrs. "teacher blog" "english" "high school" "blogger" "reading" "literacy" "speech" "stephanie sukow"

Saturday, August 3, 2013

The Genius Hour


Speech Camp this year became a week of cultivating leadership and communication skills, instead of explaining the 14 individual events in which students will actually compete during the school year.   I'd say "oops" but I could not be happier with how the week turned out.  This past week, we built transferable skills that will lend themselves nicely to the regular season and fostered relationships with students that will help us find material/scripts that reflects their passions, interests, and skills.  So we did not spend a lot of time "doing" Speech Team, but we were successful in developing their ability to use words and critically think in a 21st century world.

The theme of camp revolved around the power of words and the ability we all have to creatively and accurately express ourselves to those we encounter.  On Wednesday, I had students complete their first-ever Genius Hour, asking them only to show how they change the world they live in each day.  As a precursor to this activity, I gave them ten seconds to draw a picture, using a sheet of paper that had only a circle printed on it.  Then, they had one minute to finish/enhance their drawing.  What was most impressive was that some students started to fold the paper, write words, and even tore the paper to create something original that reflected their personalities.  They thought outside of the box quite literally.

After processing this experience and considering how we choose to express ourselves every day, students spent two minutes thinking about how they impact the world. Watching them fervently scribble their ideas, create lists, and yes, even draw to express themselves, students shared their creations with small groups of five to six people. Then, they had two minutes to decide how to combine their ideas and plan how to utilize the hour.

Once time was called, students grabbed flip cameras and ran out of the Media Center doors. One group remained in the Media Center and created a maze that students went through to emphasize the idea that "the journey is the real reward", but the rest decided to create videos. As the hour dwindled and students began to frantically sign onto computers to edit their work, the results began to take form. When given an open-ended challenge to create change, these students' originality shined through. Not only did the Genius Hour allow students express themselves, but it also taught them that they can problem-solve, create, and demonstrate high levels of knowledge in a short amount of time. They can collaborate, utilize technology, and use their voices to influence the world in which they live. While the hour expired quickly, what they did accomplish was amazing and inspiring, even though technology and time created obstacles. Their final projects were touching, funny, and reflected their personalities.

I was impressed by the quality of work that they created, but more importantly, I was touched by their comments during our reflection time. Because they had a short time to accomplish the task, they learned that they needed to be flexible, utilize listening skills, solve problems quickly, and be willing to work together. They also bonded with their teammates, collaborated, and had a positive time doing it. They had fun and shared their messages with their peers (and the world in which they live). The final projects were beautiful, but it was the process that taught them these lessons. As the students enthusiastically crawled through the maze in the Media Center, earning rug-burn like badges of honor as a team, they demonstrated that the journey really is the reward.

Resources for the Genius Hour:


Wednesday, July 31, 2013

Speech Camp 2.0: The Power of Social Media

This week, I'm in full fledged speech team mode, running around a high school with a team that has grown so much since I started five years ago.  At the start of every August for the past five years, I have had the joy of hosting Speech Camp - a week long camp with the goal of setting the tone for a very long, yet rewarding Speech Team season. With a crew of incredible individuals, I've worked with 20-ish to now 45 kids, taught them about speech team events, developed team/leadership skills, and challenged them to find their voices through a variety of highly interactive activities.  Every year I seek ways to take the camp to the next level, challenge students further, and facilitate experiences that will remain lasting memories in the minds of the kids I encounter.  This year, my goals have remained the same, yet my inspiration to captivate 21st century students ignited ideas that have taken this camp even further than the cinder-block walls of the high school.

What I am coming to understand about technology is really the capabilities it has to connect us all.  Students love their smart phones, and they love being able to "share" their experiences.  So far, this week students have encountered many team building activities and challenges, focused their attention on listening and improvisation, and today they will encounter their first Genius Hour.  The question I've been asking myself through all this is: how do we keep the conversation and momentum going throughout the week in fun, yet meaningful ways? How do we create excitement to learn?


The natural platform to allow students to extend and "share" their experiences is Social Media.  They're already using it to share and interact, but if they are prompted and given a purpose to use it, Social Media can become more than just an outlet for "Truth Is" posts and "selfies".

On Monday, during my welcome to Speech Camp pep talk, we talked about making "good choices", digital citizenship, and the permanence of the internet. We talked about the fact that I had all intentions of sharing what they posted on the back-channel with their parents and with other teachers.  They have shared goals, wrote six-word memoirs, cheered on their teams, added pictures, and posted about the fun they were having via the #CGSpeech.  The conversation has been active on the Facebook, Twitter, and Today's Meet channels.  They're getting involved and making it count.

Unprompted, students have even used their Google Drives to craft their scripts for their student-written performance scenes and they've used the CG Speech Facebook to post reminders to use their Google Accounts to collaborate even further.  They are seeing the advantages of web tools/social media and the interconnected lives they are leading, and they are using its power for good!



Tuesday, July 30, 2013

Inspire a Love of Learning - Preserving Student Work Through Portfolios


In the past few months, my father has found several essays and note cards from speeches he wrote in college.  It seems every time I go to my parents' home, he has a new piece of work that he cannot wait to show and GIVE me to share with his future grandchildren (Thanks, Stephen.).  Reading his work has shed some insight into my father at that age.  Yellowing paper and poor handwriting aside, perusing his work has reminded me that an 18-year-old then and an 18-year-old now are not that much different.  Aside from their digital presence and the technological distractions that exist now, they still have hopes and dreams and are aspiring to be something great.  Working with high school seniors, I have found several similarities between my father's ideas of the world and theirs (aside from the impact social media has had on them).  They both worry about the future, genuinely want to achieve, and have unique passionate that make them individuals.

While he was not an Education major, I have loved the opportunity to read writings from a younger version of my father.  The excitement he gets when he shares these documents with me and the fun I have as I jokingly critiquing his work, are great moments for us and have provided fodder for great conversations about my current teaching experiences and practices.

When we educate students, we need to inspire a love of learning.  There are certain documents that I urge my students to keep.  In Creative Writing, their memoirs are obvious ones.  In Media, their Media Diet papers and videos they create are also artifacts that they love to share/post on social media.  Creating digital portfolios is something that I started doing last year and plan on pursuing in all of my classes this coming school year.  In my drama class this past semester, my students collaborated with a class in Michigan.  They created websites, wrote monologues and performed them.  Their work was documented every step of the way, they received feedback from people outside of class, and we had many great conversations on what all this means for 21st century learning and living.  While the lack of technology daily made it a little challenging, students were so excited.  When they received a message from their Michigan friends, they could not wait to read it to the class and share.  They could not wait to watch their videos and talk about the messages we were exchanged.  The classroom was abuzz with excitement from learning that was both expressive and yet, mindful of digital-citizenship.

What I am most excited about for a 1:1 classroom is the ability to preserve and celebrate student work.  When students know they are publishing their work, they take greater care in crafting it, and they are more invested in it.  Their work does not just become something that Mrs. Sukow will grade, and then it will inevitably end up in the recycling bin on the way out the door.  No, it will become a living document, a way to communicate with the "world", and something they can "take with" them.

I want my students to look back on their work in the way my father does.  I want them to be proud of their academic successes and remember who they were/what they created at 18 fondly.  Sharing our educational pursuits can allow us to all reflect, grow, and gain knowledge.  Using technology to ignite a new fire in students and allow them to witness their growth happening live is a powerful development.  Our goal is to inspire a love of learning in our students, and creating a dialogue that leaves the classroom walls is an incredible way to do it!

Saturday, July 13, 2013

One-to-One: A Reflection and Preparation

How to Prepare for a One-to-One Classroom


Next year, I will be teaching in a one-to-one learning environment with Google Chromebooks.  I could not be more excited to begin this process and am looking forward to the challenges that I will inevitably encounter.  Most of all, I am excited to empower students to take hold of their own learning.  Technology is only a tool, but it is a natural motivator, a creation tool, and a way to bring students to the content both in the classroom and beyond.  

1. Revisit the learning objectives of the class:

This week I spent a great deal of time reflecting on my lesson plans from last year.  I keep a very detailed log, color coded by type of activity, that contains the daily learning targets (objectives).  At the end of each day, I also try to write note if something went particularly well or flopped for the follow year. Yes, it's can be a bit tedious, but it helps immensely when re-planning or redesigning a course.   Understanding the ebb and flow of the course, the intended learning outcomes, the activities that helped students to master the content, and the timing are all key factors when engaged in instructional design, regardless of the format of the class.  

2. Consider successful learning activities and think about how to expand upon them:

During my lesson plan reflection, I focused on the most meaningful activities and some of the favorites that students seem to learn a lot from.  In my Media class, I have several graded discussion throughout the semester and have students watch several documentaries about various media subjects (My favorites is Miss Representation or anything Frontline and media related).  In the past they've filled out worksheets to gather important data or reflection questions, which they complete because they have to do so, not because they've discovered new knowledge.  So my question is, how can I spark conversation and retention of important concepts from these documentaries using technology as a tool?  Holding online discussions with tools like Today's Meet while the video is occurring and requiring follow up for homework is one way to keep the conversation going.  Many of the documentaries we watch in this class also have great websites with resources, Twitter feeds, and what better way to get students engaged in conversation than allowing them access to these tools?  While one might argue that students may get off task or not watch the video - if we challenge them to participate and get active, I believe high school students will get active.  They want to discover and learn; they just have to have the right tools to motivate them. 

I have also been rethinking annotating and article reading.  I am excited to explore Subtext, online highlighting tools provided by Diigo, and other sites with students.  Just because I prefer reading a hard copy and taking on the colored pens does not mean that they do!  Providing students with opportunities to dialogue with a text in various formats is an exciting experiment that I will be exploring with them.  I think acknowledging the "with" is key.  

3. Research

There are so many web tools available.  Google Apps for Education are usually my go-to tools as my district is officially a GAFE school.  Also, using Chromebooks and GAFE making collaborating seamless.  I think the most important point to remember is that one can become lost in the tools.  Providing positive learning experiences for students is not about the tools, it's about providing quality INFORMATION and TASKS that can be accomplished in a number of ways (with and without a computer).  Finding the few tools that allow easy curation, collaboration, and creation is what is most important and may take time!  That is okay! Using resources such as blogs, Twitter, friends, and STUDENTS can help in this process tremendously.  

4. Be prepared to be flexible:

I know that mistakes are going to happen.  The internet will inevitably go down, or worse, it will run so slow students will reach a point of frustration.  I know that some students may get off task, and I know that some apps will change or not work in ways that I would like.  Yes, I may even look foolish from time to time.  I may need to smile, dance, or rap to distract them from the chaos that may ensue as a result of introducing new technology, but first of all, these disasters will not be as catastrophic as I've just described.  Secondly, mistakes happen in any format of teaching.  Going with the flow, creating teachable moments, and always having a Plan B (and I like a good Plan C, too), are all ways to counter these challenges.  Flexibility is a character trait that is essential for a teacher.  Introducing new technology into the classroom should not mean removing this "F" word from my vocabulary. 

5. Play - foster a love of learning:

Above all else, my job as an educator is to create life-long readers, writers, speakers, and thinkers.  This can only be accomplished by sharing my passion, providing meaningful learning opportunities, and empowering them to accomplish tasks.  Students need to see the connection between content in their lives to find value in it.  Technology is a great tool that is a natural motivator to them and opens a door to countless resources and opportunities to relate content to what they are most passionate about.  Overall, I'm excited that this new tool that I will be implementing in my classroom will break down walls.  Learning will not stop at the door of my classroom; learning will continue, and it will be a reciprocal process.  Students will learn from each other, they will learn from me, and I cannot wait to learn from them! 


I am happy to be sitting in my classroom that I share with a roommate/teacher friend that I love and am enjoying the paint will just added to the walls at the beginning of the summer.  I am enjoying the relatively bare walls that will soon  be filled with student-work, inspirational posters, and books still remain in boxes that typically line shelves along several sides of the room.  It is peaceful in here, smells like fresh wax, and for once, is not filled with dust and grime that students track in from outdoor gym class. Granted, fresh wax is  not exactly an appealing smell, but it is an inspirational one.  The smell reminds me that every year is filled with new possibilities, new opportunities to reach students, and new personal growth that will inevitably ensue.  The summer is half over, but I'm excited, I'm a little rested, and ready for a new year!  Even though most everything is still packed away, I love that my favorite phrase is still lining the walls... I believe in the power of words.  I cannot wait to instill the value of words in my students this coming year through face-to-face interaction, writing, speeches, reading, and collaborating online!

Saturday, January 5, 2013

New Year's Resolution: Putting a Positive Spin on 2013


The first half of this school year has been noticeably busier than years prior.  New policies, philosophical changes, and plenty of pressure from various media outlets have consumed the minds and conversations of nearly all the teachers I know.  Teaching for five years, I feel as though there have been a few more challenges and changes that have captivated my time.  Change is difficult for most people, professionally and personally, and I am not exempt from this.  This calendar year, I hope to continue to embrace the dread "c" word spend each day of this year CELEBRATING the positives of my vocational choice.

I became a teacher because I love working with students, am passionate about my content area, and believe that young people need to learn to communicate with others to be successful in any career path they choose in the future. These are the thoughts that I need to focus my attention on, each and everyday.

Here's just a few reflections on what I am grateful for in 2013:
  • I am grateful for the students I coach.  Speech team is a 200 day a year (academic) sport.  While I know the kids are not running miles or learning offensive plays, we do practice two to three hours a day five days a week and compete for at least 12 hours every Saturday.  In totally, I spend about 30 hours a week just on speech (on top of about 60+ hours a week teaching, prepping, and grading).  With only 50+ days left in the season, today I am grateful for the opportunity to work with kids who truly love being a part of this team.  High school is a time for kids to find out who they are, where their skills lie, and what they are passionate about.  Today, we had an all-day practice with the regional team.    These new few weeks will be fairly intense practice schedule and competition, I am glad that Speech Team has become the outlet that allows these students to find their voice.

  •  I am grateful for the ability to be flexible. Another day of coaching today has reminded me that teaching and working with students requires me to adaptable and open to change in a moments notice.  Everyday, something unexpected happens.  A student may walk into class in need of advice, technology my not work, timing may be off, or any number of unforeseen events may arise. While this may be stressful at times, its also exciting.  Teaching is a dynamic career, and year to year my responsibilities/courses/content will never be the same. Sitting in my classroom on a Friday afternoon working with my Performance in the Round students makes me realize that I have a job that embraces creativity; I have a job that will always require me to stretch myself as personally and professionally. Flexibility is synonyms with adaptability. This is a characteristic that I am happy to embrace.

  • I am grateful for the opportunities that technology provides.  While technology is not perfect and does certain has negatives, I believe that the  changes in technology that are occurring right now have and will continue to provide amazing educational opportunities for our students.  Introducing Google Apps for Education into the school district I teach in has already increased the amount of contact I have with students outside of the classroom, challenged students to produce better/more creative/original presentation and writing projects, and has encouraged me to provide more PBL experiences and real world application assignments to my students.  Technology also allows me to network on Twitter, interact with other passionate and creative teachers, and keeps me up-to-date with current articles, practices, and fresh ideas.  Web 2.0 Tools, smart phones, Chrome books, social media, and more... technology is bringing positive changes and challenges to me this year.  I am excited to see what opportunities arise as a result  for my students and for me! 
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