Literacy Now

As educators, we know learners often fail to see the connection between their work inside classroom walls and their lives beyond classroom walls. A question that often arises in many of our students’ heads is, why do we need to learn this?

As the teacher, I wonder how I can help my students see that their time within our classroom is valuable, not just for the few months we are together, but for a lifetime.

One practice I employ is asking students, “Why do you think we need to master this?” Once they get beyond the standard “We need to know it for the test” or “We need this for next year,” my students begin to discover some interesting ideas about how their learning affects them now and in the future.

Recently, our sixth grade had our annual Innovation Day. This day is built on the 20% principle where students can choose any topic, wondering, or problem that interests them. Students get to spend an entire day becoming experts and creating something to use to teach their peers about their area of expertise on the following day during our Gallery Walk, where they get to share their findings.

This year, we challenged students to make something that would be interactive for their peers (and the others guests we invited). We had an incredible day filled with excitement, passion, and creativity as each project was as unique as the student behind it.

I spent more than two weeks working with each of my students in the planning stages. One task they were expected to do was explain what skills or strategies they had taken from their academic classes that would support their learning on Innovation Day. Seeing that “eureka” moment when students realized how much they would rely upon their literacy abilities to discover answers, solve problems, and create something to share with their peers was fun.

Because of our Innovation Day, I had the opportunity to see some of my students in a new light. I saw enthusiasm I had not seen before. Students who had been hard to reach or difficult to connect with through our usual classroom activities were now strong, confident, and excited to share their learning with others.

Several students used Lego Mindstorms kits to build and program robots. Another student created authentic, interactive games teaching peers how to make financial investments. Other students built motors, created inventions, or learned the chemistry behind dyeing hair. Some wanted to create a children’s book using tools like StoryJumper or LINTOR Publishing. Others wanted to create videos using WeVideo, PowToon, or iMovie. Some students wanted to create a how-to guide on a Wiki, Tackk, or a Weebly.

As I took time to visit them during their Gallery Walk, I asked each of the students, “What can we do in ELA to bring this type of learning into our classroom?”

Even though each student created something unique, students’ answers to my probing and valid question were very similar. They each expressed an interest in composing something that could teach others what they had learned. They all wanted to pay forward their learning.

Using their newly gained experience, my students clearly saw how their mastering of ELA standards supported them in anything they wanted to accomplish. They truly have gained an understanding of the importance of literacy in their lives, not just for a grade or a test, but as a vehicle for taking them anywhere they may want to go—now and in the future.

Julie D. Ramsay is a National Board Certified Teacher and the author of “Can We Skip Lunch and Keep Writing?”: Collaborating in Class and Online, Grades 3–8.She teaches ELA to sixth graders at Rock Quarry Middle School in Tuscaloosa, AL. She also travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog, eduflections.

Like many of you, I am always looking for a new tool to place in my teacher toolbox, something that will help me reach each of my students more effectively. However, we see trends come and go as educators, and often we see strategies repackaged and given a new name. So when I began hearing things like “gamification” and “gaming in the classroom,” I was skeptical at first. My mind was filled with images of students spending hours in front of screens with little reaction to those living in our three-dimensional world.

I would not call myself a gamer. Sure, I enjoy playing games—digital and otherwise—but I have learned how easily one can get sucked into them. I asked myself, does this “new” idea have merit? Will it support my students’ learning goals, give them a voice, and help them make the world a better place?

With that skepticism in mind, I began attending gaming sessions at conferences, reading articles and blogs, and engaging with other educators through social media to learn more. I heard about complex systems of badges and rewards in addition to detailed directions for student-designed video games. Although hearing about how this was working for other teachers was impressive, I, like many of my colleagues, was failing to see the connection between these ideas and the practicality of my middle school classroom. I wondered how bringing gaming into my classroom would support student learning.

Then, in an Edcamp session facilitated by Laren Hammonds, I learned that by taking the principles that make a game exciting for players and translating them into classroom practice, a teacher can foster an environment where students are engaged. Does this include a teacher or student using games to support learning? Yes, sometimes. Does this include students creating games to prove mastery of standards? It absolutely can.

Here are a few practices that game makers use that translate well into classroom practices. My bet is that you are already using most of these with your students.

Competition

Many of our students thrive on competition. In our sixth-grade classroom, my male students tend to work much harder when there is a competition in place, even for something as small as bragging rights. For some of our students, competition is the way to reach them and get them to connect with our content. It can help to build relationships among team members, and it teaches them a valuable life lesson: how to win or lose gracefully.

Challenge

Like with any task, if you make it too easy, the audience will lose interest. We want our students, the next generation, to have the opportunity to fail, learn from their failures, make new plans, grow, and work toward success. Yes, our students need our support and their peers’ support along the way. This not only engages them in a growth mind-set, but also helps to build a strong work ethic. They become stronger, self-motivated, and more independent.

Communication

Our students are no longer dying of dysentery on the Oregon Trail. Today’s games include connecting with others in real time. Our learners need that opportunity. Today’s learners expect to be able to get timely feedback. They crave the opportunity to have real-time sessions to discuss, analyze, plan, and strategize their next move. They write, speak, listen, and learn about putting all of their literacy lessons into practice in a meaningful manner with an authentic audience.

Camaraderie

Our students want to belong. In today’s games, they have the opportunity to build teams, chat with others, and learn from one another. In our classrooms, we have the opportunity to provide our learners with opportunities to collaborate, both face-to-face and through digital tools. Our students want to feel that they belong to something bigger than themselves. And isn’t that what we want our classrooms to be—a safe environment that includes and supports everyone?

Do all of these strategies work with all students? Not more than any other strategy. However, games have been around for centuries. To dismiss them would be to deprive our students of rich learning opportunities.

With this in mind, I may be a gamer after all. How about you?

Julie D. Ramsay is a National Board Certified Teacher and the author of “Can We Skip Lunch and Keep Writing?”: Collaborating in Class and Online, Grades 3–8.She teaches ELA to sixth graders at Rock Quarry Middle School in Tuscaloosa, AL. She also travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog, eduflections.

When we gather as teachers, hearing classroom “war stories” tossed about as we share our successes and struggles is common. We often feel beat up by mandates and practices inside our schools along with negative opinions from outside school walls, and many of us are seeking validation for our hard work.

However, if we want the practices and opinions to change so that we can provide the educational experiences our students deserve, we must be the ones to speak up and be willing to facilitate that change.

Like many of you, I did not become a teacher to become entangled with politics. I wanted to be in my classroom working face-to-face with my students. However, as more and more mandates infiltrated my classroom and pulled my focus away from sound practice, I kept asking, “Shouldn’t someone speak up?”

I went in search of answers. What I discovered was that those who were not with students day in and day out were the ones who were making the decisions, and they did not see the impact that those decisions had on students. We are on the front lines, so we need to speak up for our students.

For years, I heard the word advocacy brandished about; images of angry protesters on a picket line sprang to my mind. That’s when a wise person told me, “You’re an educator, the expert. Just educate those around you on best practices. Share your stories from the classroom.”

Stories are told every day about schools. Unfortunately, a vast majority are told by individuals who have no idea what teaching and learning look like in today’s digital age.

The good news is that we know what good teaching looks like. We experience it every day. We could fill volumes with the stories of our students’ accomplishments—both their struggles and their victories—and these are the stories that need to be told.

So where do we begin? How can we reach decision makers effectively while fostering change for students? Here are three ideas that I have found to be effective:

1. Build a network. Look around the school community. Find the people who serve on city council, the board of education, chamber of commerce, or in their church. Find those who own businesses or write for local publications. Every community, even those in areas with low socioeconomic levels, has these leaders. Reach out and invite them to become guest readers or provide extra sets of hands for classroom activities. Get them into schools so they can see what learning looks like. This also sets you up as an educational expert in the community. When a question or issue comes up, who will they reach out to first? You.

2. Stay in touch. Once you have built a network, stay in touch. Often. Memories in today’s digital world fade quickly. Discover how these individuals stay updated. If it’s e-mail, create an e-mail group. If it’s through social media, connect your class with them and encourage them to follow you back. Then every time something notable occurs, send out an e-mail or a post. Share your students’ stories of success and triumph (or let your students share them). Share victories big and small. Include photos, videos, projects, and student writing. Make the members of your network feel like they are an integral part of your learning environment.

3. Reach beyond. Building your local network lays a strong foundation for change. However, decisions often are made beyond our community’s borders. We need to reach policymakers, and often that means legislators. They need to become a part of our network as well. They need to see what true learning looks like in our classrooms. This is the step that most often causes trepidation because most of us prefer to stay away from politics. However, connecting with legislators can have the largest impact. When legislation arises that could affect education, reach out. Make a phone call. Write a letter. Most legislators admit they will never open an e-mail, but a handwritten note will get their attention.

Does this take time? Yes. Is it worth the investment we make? Absolutely. Like anything else, we need to remember that everything we do needs to be for our students. It’s not about us, but what is best for our learners.

Julie D. Ramsay is a National Board Certified Teacher and the author of “Can We Skip Lunch and Keep Writing?” Collaborating in Class and Online, Grades 3–8. She teaches ELA to sixth graders at Rock Quarry Middle School in Tuscaloosa, AL. She also travels the United States to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog, eduflections.

When I entered the teaching profession, the prevalent mentality was that there were two basic roles an educator fulfilled: one was in the classroom with students, the other was leading the school as a principal. Often when a teacher reached a level of success with students, he or she was strongly encouraged to “move up” to the role of principal.

I became an educator to work directly with students. I love my time with them every day; helping each student find his or her voice and grow, not just academically, but as an individual. I couldn’t fathom getting up every morning and not having that direct contact. I know many teachers feel this way.

We have worked diligently to sharpen our practice. We have fellow teachers who have reached out to us and given us the benefit of their experience. All of us are the educators we are today because of others sharing with us, graciously providing encouragement and pushing us to grow—all for the betterment of the learning opportunities we can provide our students.

So the question begs to be asked: How can we lead, pay forward our expertise, and make a difference while remaining in the classroom?

As teachers, our plates are overflowing with responsibilities. Thinking about adding one more thing can be daunting. However, we know that as teachers, not only preparing our students for the future, but also paving the way for the future of the profession is important.

Here are a few ways I have found to fulfill those needs:

• Share your voice. In today’s digital world, there are more avenues for sharing your practice than ever before. This is an opportunity to reach a larger audience and pay it forward to those beyond your school. You have the ability to lead others by creating your own blog and posting regularly or offering to write a post for one of many educational organizations with print and digital publications. You can build credibility by sharing your successes and failures with students (and how those failures became great opportunities to grow as an educator).
  
  Another powerful medium is Twitter. Regardless of your content area, grade level, or location, you have the opportunity to build relationships and share ideas with fellow teachers. Sharing your voice pushes you to become reflective and evaluate your own practice, making you a more relevant and effective educator.

• Host others. Telling your students’ stories is one thing; having people experiencing it firsthand is a totally different thing. Offer to host preservice teachers in your classroom, mentor a new teacher, lead a book study, or coach a teacher who is struggling. Open your classroom doors. So many of us are visual learners. With Skype and Google Hangouts, those unable to visit can still see (and hear) what learning looks like for our students.
  
  One year, I had several teachers who wanted to grow in their knowledge of using technology tools to support authentic learning. We decided to meet each Tuesday after school for a 30-minute session. Each person brought either something he or she used with students, a question on how to meet a certain need, or an obstacle he or she faced. The session was a quick sharing of ideas. As the host, I became the facilitator—able to share, learn, and foster leadership in other teachers.

• Continue to learn. If we want to remain relevant and impactful in our instruction, we must continue to grow—whether it’s through a professional development event or learning from the comfort of home. What worked 5 or 10 years ago may not be the most effective way to reach students today. As a leader, our responsibility is to know not just what works with students, but why.
  
  One of the most powerful ways I grew as an educator was by pursuing National Board Certification. I grew to understand deeply the why behind the choices I made, and I became a reflective practitioner. If we want our students to become lifelong learners, we need to model those same practices.

As a leader, you aren’t saying you know everything; you are saying you are on a continual journey in search of the best way to meet the needs of your diverse learners. You are willing to be transparent, pass along your experience, and search for the best way to guide your students—and your colleagues—toward success.

What will you do to lead others without leaving the classroom?

Julie D. Ramsay is a National Board Certified Teacher and the author of“Can We Skip Lunch and Keep Writing?” Collaborating in Class and Online, Grades 3–8. She teaches ELA to sixth graders at Rock Quarry Middle School in Tuscaloosa, AL. She also travels the United States to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog, eduflections.

As educators we understand that teaching is complex. When done well, teaching relies upon not only the science behind making sound pedagogical choices for our students, but also the art of reaching each student wherever he or she is on the learning continuum and sparking a learning flame for a lifetime. As accomplished teachers, we have our toolbox of tools, strategies, and data from which we can pull to meet the needs of each of our students.

Unfortunately, many individuals outside of our profession fail to see the multitude of mind-boggling choices and decisions we make every day to make learning relevant, authentic, purposeful, engaging, and (dare we say) fun for our learners.

Those of you familiar with my classroom know that it is student driven and usually supported by digital tools that meet the needs of my learners. Often the questions that I am asked are “What happens to your students next year when they are in classrooms that are much different? Aren’t you putting them at a disadvantage?” After some reflection, I realized that there was one element missing from our student-driven learning environment: Students were pushing themselves to grow, trusting the choices that we made without truly understanding the “why” behind them.

As teachers we assign projects, centers, or hands-on activities. We explain, demonstrate, or model all of the instructions and then send students on their way. Our students exhibit different levels of engagement and motivation. It’s not uncommon for behavior problems arise. We've designed amazing things for our students' learning. We might ask ourselves, “Why aren't students actively engaged and thrilled to be learning?”

I believe the reason is because we left out the most important element; we didn't share the "why." Learners need to understand why we make the choices that we make our classrooms. They need to understand the complexity that is involved in all of the choices that we make for them. Learners must understand that although a particular activity may not be their favorite, there is a legitimate reason why they are dedicating time in that endeavor.

Learners today are savvy. Students of all ages want to have a voice and choice when it comes to their learning. So when we talk to our students, we need to share the research on which our choices are based. We need to teach them the language of learning so they not only understand the why behind their learning, but also so they are able to articulate it to others.

At the beginning of the year, I begin sharing with my students what I know about how the brain works and what it needs to learn. The first time I did this I was surprised by how fascinated they were by this information. We talk about things like learning styles, personality traits, schema, mastery, standards, and cognition. This becomes the language they use when they discuss learning with one another, their parents, and other teachers.

The more we as educators discuss these things in class and transparently share our pedagogical choices, the more students will be able to articulate not just the action that they want to take to meet a goal, but also why that is a sound choice. They are equipped with the tools to advocate for themselves.

This result happens only when we become transparent to our students. This makes you rethink every choice you make because you are going to have to justify it with your students. It can sometimes be scary. Your students will come to expect it...which they should. Because if we can't justify or defend the choices we are making with our students, we probably shouldn't be doing it in the first place. Our learners need to see us critically analyze challenges, draw from our knowledge, reach out to others to deepen our understanding, and apply what we know and what we've learned to solve problems. Our example is more powerful than just our words.

The fact is that our students will not be with us forever. We will not always be there to advocate for them. Learners need this knowledge because they need to become their own advocates for their learning. They need the tools to communicate successfully with educators and other adults how they learn best. They need to be equipped with the terminology and research to argue for the types of learning experiences that they need to get the most out of their education.

Are we only equipping students for success in our classrooms, or are we preparing them for a lifetime of learning? Like the old proverb, if we give a child a fish, he will eat for a day, but if we teach him how to fish, he will eat for a lifetime.

It's time to hand our students that fishing line.

Julie D. Ramsay is a National Board Certified Teacher and the author of “Can We Skip Lunch and Keep Writing?” Collaborating in Class and Online, Grades 3–8. She teaches ELA to sixth graders at Rock Quarry Middle School in Tuscaloosa, AL. She also travels the United States to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog, eduflections.