Category: Instruction

GETTING OUT OF STUDENTS’ WAY

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Education often is steeped in compliance as a result of control.  How nourishing the experience can be, when instead of control, context is the driver.  In October two students asked if I might be willing to sponsor a club called, “Green Oceans.”

The name was intriguing, as were the stickers already affixed to the computers of various sixth graders.  Instead of an ocean, the design featured a mountain. Come to find out that the mountains wished to convey a broader message of interconnectedness. The green referred to sustainability.  Needless to say, I gladly accepted the request to act as sponsor.

A week later, twenty-two motivated students filled the room.

The club was born.

Unbeknownst to me, the savvy pre-teens already were immersed in a digital platform called Discord.  They were quick to include and even assign me a “teacher’s chair.” Green Oceans already determined that the club’s two “founders” should help guide the decisions.  Further, two other students were quick to self-nominate to act as Green Ocean’s financial managers.

“Financial managers for what?” I question.  We didn’t have any money!

Though I initially did not know several of the students, it is quite possible that unconsciously I was able to trust in the goodness to come.  This especially so, having students named  Birdie, Whale and Proud in the room.  In Thailand it is customary to have a nickname or “chue len.”  Literally translating to “play name,” in 80% of the cases the chue len is but one syllable. It certainly helps with pronunciation, as official Thai names can be especially long.

At the heart of Green Oceans was an earnest desire to help spread awareness to take care of the oceans.  Furthermore, the club wanted to take action. Students were quick to decide that they should sell something.  One student already was recognized to have a talent for tye-dye, whereas another enjoyed making friendship bracelets.  The novelty of both would be customization.

Over the next month students were part of either the marketing or production team.  Marketing was responsible for creating posters to be hung around campus, as well as digital posters to be shared in both the middle and high school daily news bulletins.  Further, individuals on the marketing team learned how to develop Google Forms for collecting orders and spreadsheets were utilized for organizing payment and also for communicating with the designers.

Just as quickly as the club was born, orders began to stream in.  The production team was all hands on deck, while marketing worked closely with “clients” (student speak) to collect payment and communicate the time and place orders could be picked up.

All told, an equivalent of over $1000USD was sold. True service, not an assignment. The endeavor entirely student driven.  “My favorite thing about Green Ocean Club was we had a chance to lead the club.” A similar version of this comment was repeatedly made in a reflective survey.

In initial club meetings, Green Oceans decided to piggyback on the relationship the school already had with an organization called, Phang Nga Coastal Fisheries, also known as “Turtle Heaven.”  Founded in 1985, Phang Nga Coastal Fisheries is located in Southwestern Thailand, along Thai Muang Beach. The Andaman Sea is home to four species of turtle and Green Ocean club’s monetary donation will specifically help support an effort to protect important nesting areas for both Hawksbill and Green sea turtles.

Becoming a “sponsor” provided for a “guide on the side” approach.  As teachers we seemingly are quick to lead, maybe even control.  Getting out of students’ way may just be the panacea.  One which leads to greater empowerment but also success!

THE CHALLENGES AND PROMISES OF MIGRATION

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How many have slipped on an Oculus or Odyssey headset and experienced virtual reality? Recently a colleague and I intentionally introduced seventh grade students to a unit on migration by seeing firsthand what life is like in a Syrian refugee camp in Jordan. Za’atari is home to more than 80,000, with over half the refugees being children. Students are exposed Sidra’s world,a tent-city where the 12-year old has lived the more than half her life. Clouds Over Sidra, available at no cost, was created to support a United Nations goal of developing resilience in vulnerable communities.

The decision to hook students through this experience was founded upon a desire for students to emotionally connect and hopefully generate not only greater interest and understanding, but ultimately empathy. As students followed Sidra through the camp, into a classroom, onto the football field, and into a shop baking a thin, flat bread called saj, curiosity piqued. Students were partnered so one could act as note taker, recording all that was wondered. For example:

*Why are there more kids than adults?
*How do the people here get money aside from donations?
*How does this affect children’s well-being?

After partners switched roles, students were asked to complete a three question survey.
*What is one word to describe how you felt, seeing and hearing about Sidra’s life?
*What did you see and/or hear that led to your feeling this way?
*Did you enjoy doing the VR?

The overwhelming majority of students responded favorably to the third question. To enhance the depth of emotional response and explanation, students were provided with the Mood Meter. Marc Brackett, Yale professor and founding director of the Yale Center for Emotional Intelligence developed this evidence-based road map to emotions. In a nutshell, the tool supports building vocabulary and also measures the energy and pleasantness of a feeling. Over 50 percent of students surveyed indicated unpleasant and high energy emotions. Words like, “concerned,” “stressed,” and even “peeved” were selected.

Further, one student explained why she thought felt this way. “I felt stressed because looking at her life, I don’t know what she is going to do next. Or how she is going to survive through the war.” Another shared, “I felt angry because I was appalled by the fact that rulers can be so dumb. That they make decisions to destroy other people’s homes, just to have POWER. I mean WHY, why would you do that? To get power by destroying other people’s houses? Who does that? So mean!” The level of emotional response was clear. So too was the empathy. Exactly what we were hoping to cultivate.

But this is just a beginning.

Following empathetic awareness, students will explore the myriad reasons for why people migrate and how migration impacts people and places. Through deeper understanding, the goal is to empower students to ultimately transfer their learning in meaningful ways. As a culminating project students will create documentary films of stories from individuals in our community who have experience with migration. The films will then be submitted to the The United Nations International Organization for Migration Film Festival. Ultimately the intention is capture the multitude of challenges of migration but also the promise.

Meeting Learners Wherever They May Be

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“Making Bunny Ears” by woodleywonderworks (licensed under CC BY 2.0)

 

“Aim for the middle of the square,” I encourage an 8-year old boy on my basketball team.

 

The power of geometry on full display. Meanwhile, another player kicks the ball against the gymnasium wall, seemingly confusing basketball for soccer.  Two others chase each other in a game of tag. Out of the corner of my eye, I spot another dancing the Macarena.  The Macarena?  Is Tik Tok responsible for the one-hit wonder Spanish song of 1993 being brought back? Reaching for my whistle, I notice another player launching shots from beyond the three-point line.  In wonder I look on, taking a few seconds to just take in the full scene.

  

Weren’t the directions and demonstration clear?  To take shots from 3 feet away, stepping from side to side and aiming at the middle of the box. A timeless backboard drill.  

 

Before I am able to blow the whistle, it happens.

 

“Coach, can you tie my shoe?” one 4-foot tall player earnestly requests.  His large blue eyes match his dyed fringe.  The shrill tone of his voice resembling my 5-year old nephew’s.  

 

I look down at his knotted lace and caught up in the chaos, regretfully do not seize the opportunity to teach this “life skill.”  On the ride home, the moment continued to be replayed. Impossible to get out of my head, it stewed the next 48 hours.  

 

For a veteran teacher, this was a serious self-check.  An invaluable lesson to meet the learner, wherever they might be. A cornerstone of any education certification program, I would have guessed I perfected this lesson.  However, in the midst of “herding cats,” did I forget?  Mere negligence? Simply distracted?  Whatever the reason, I was embarrassed for myself.  A “wrong” to made right!  

 

Grateful to learn from the error, I was reminded how we may have a particular aim for a class or practice, yet of even greater importance than our plan, is that we remain flexible and respond to the learners right before our eyes. Differentiation sometimes a reflex, while at other times requires utmost intention.  

 

The next practice I approached the boy with the knotted laces and on bended knee showed him how to tie his shoe. Singing in a hushed tone, “Over, under, around and through, meet Mr. Bunny Rabbit, pull and through.”  Smiling, he gave it a try, his motor skills a clear challenge. The third attempt a success!

 

During my childhood a poster hung in our home’s laundry room.  It shared advice from best-selling author, Robert Fulgum and was titled, “All I Really Need to Know I Learned in Kindergarten.” Fulgum conveyed the simplicity and power of such adages as, share everything, and to play fair. 

 

Years later, a third grade teacher, I turned to look over my shoulder each time a student called, “Mister…”  I looked for my father, a bit bewildered because from one day to the next I had become a “Mister” myself.  Though the exuberance, joy, and energy of 8 and 9-year olds was a pleasure, middle school became my wheelhouse.  More than twenty years would pass before I would be in the company of third-graders again. 

 

This time, wearing the hat of coach. A chance to improve my well-conditioned skills in patience but also explicitness, assuming nothing.   

 

Not even that all the children can yet tie their own shoes.

Teaching in Three Dimensions

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Self-compassion and seeing clearly of necessity as teachers navigate 3-dimensions.
Photo by: Photo by Nonsap Visuals on Unsplash

The start of a new school year resulted in my taking a bit of a hiatus in blogging.  No doubt, being in three places at the same time has provided some challenge.  Three places?  Live with five classes of twenty-something pre-teens wiggling before me in the classroom.  Getting to know students and  putting faces with names is the first order of “business.”  This year I have a student named Whale and another I warily call Honey.  “Good morning Honey!” just does no’t feel right for some reason.  I remain thankful Honey is not in Sweet’s class, or Sweet Honey might just sit alongside each other.  A colleague has Putter’s little brother, Birdie this year.  Thai nicknames often add  a bit of joy to the classroom and it is quite possible to have a whole fruit salad, with students named Apple, Pear, and Peach!  

 

3-D Teaching

Face to face, or dubbed f2f, often focuses the first days upon building routines and  just putting students at ease, so the classroom is a place each child feels comfortable. A second dimension being explored, is “the virtual.”  Back to Zoom and synchronous virtual learning. While the third space is reserved for the asynchronous and for students  currently out of the time zone.  These learners receive a link to the recorded class and sometimes  the addition of more succinct tutorial videos which teachers create.  So, a start to a school year unlike any other.  Three-dimensional!

Though only two or three class periods in, humorous stories already are being amassed.  Of such things as an unaware synchronous student,  broadcasting inappropriate comments  over the classroom speakers for all to hear.  Or, of the student projected on the screen in front of the whole class.  Only, everyone’s attention is on the mother who is behind her and acrobatically dodges out of sight. Dropped Zoom calls, forgotten recorded sessions, audio input/output incorrectly set.  Whatever the case, even with the fumbles and follies, the first two weeks back to school were a definite success.  One that required teachers both compassion for students and themselves.  

Here in Thailand we consider ourselves lucky to have a chance to be face to face.  This a possibility because of the stellar response of the  nation.  In fact, the end of  July saw Thailand ranked number one in the world out of 184 countries for its ongoing COVID-19 recovery effort.  This,  according to the Global COVID-19 Index (GCI).  Nearly a month later, Thailand remains on top.  As of August 16, the total numbrer of confirmed cases stood at 3,377, where 95 percent recovered and just 58 total deaths recorded.  Further, Thailand had no new domestic cases of COVID for 83 days.

 

New Normal Comes With Some Hard to Reach Directives

Throughout the pandemic, news of COVID stipulations seemingly shifted from morning to night.  However, society was steadfast in being compliant regardless if there appeared to be contradictions. Certain regulations appear to be for perception as the logic is difficult to understand.  For example, in schools students can pass a basketball but not borrow a pencil.  The importance of exercise a priority, while the pencil is deemed a risk that can be mitigated. Keeping account of the dos and don’ts or cans and can’ts can be difficult.  However, more challenging is to break socialization habits learned in kindergarten, where sharing was  “what big boys and girls do.”  First grade began with the importance of washing hands but also that there would no longer be the sharing of anything, toys included.  Then there was the valiant and never-ending  attempt to control for social, or what we call physical, distancing?  Social distancing, a bit of an oxymoron, as we want students to be social, but so long as there remains  1-2 meters of distance between them.  Middle school students huddle around an infographic the teacher probably should not have even printed and handed out.  Yet, the motivation being one of learning, sharing  ideas, and being together.  Laboratory work in the high school can be interesting if physical distance is to be maintained.  Need I even “touch,” no pun intended, what physical distancing might mean to a classroom of 3-year olds who is not yet even proficient in the language of instruction?  

Thai national  schools began the first weeks of July, whereas  the independent international school where I work just wrapped up week two.  However, mid-game (if ever there was a mid-Corona game) yet another measure of compliance was just handed down.  Impossibility absolutely inherent in the “design.”  The Ministry of Education requires all schools to ensure students maintain a daily record of their whereabouts outside of school hours.  The purpose is  to  facilitate any needed contact tracing should a case of COVID be reported (confirmed) in the community.  This means all students need to record where they go daily.  Being a middle school teacher, it often is challenging enough to have a chiild write down their homework when it is written on the board and given as a directive.  

In May Thailand’s government launched a contact tracing app, declaring it vital in reducing a flare up of virus cases. Public buildings required app and temperature check-ins  via prior to entry.  The shopping mall was the first place I encountered this, then the domestic airport.  Unable to mandate the use of the app, because not everyone has a phone, the alternative mirrored how it used to be to make a walk-in restaurant reservation.  A piece of paper on a clipboard and just your name and phone number penciled in. Initially I could not help but question the legitimacy or accuracy of this alternative.  However, Thai culture’s high degree of respect and deference shown to authority likely results in near perfect record keeping. A system like this in the United States would  play host to an array of absurd names and numbers.

 

The Road Ahead

No matter the next edict, law, or measure, Thailand will hurdle, rather than grapple with any ostensible or grey space. There remains a tensile strength in Thailand’s hierarchical structure, one that begets compliance.  Businesses remain shuttered and the entire tourist industry gasps for a breath of fresh air.  Though there is no promise, hope remains and there is conversation about a plan to re-open international borders.  Meanwhile, schools may be in session, but the situation is fragile. Learning could go back to 100 percent virtual at the drop of a hat!  If COVID has taught us anything, it is the importance of flexibility.  This, along with the reckoning of how Thailand’s entire society remains under the auspices of the Kingdom. Yet, herein possibly lies the very reason why the country tops the list of safest places to be right now!

 

COVID’s Theory…A squared + B squared equals?

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Just for Now
Sleep less and commute more.  These are not exactly selling points.  However, lockdowns are being broken and the migration back to places of work is to commence; if it hasn’t already.  Anxiety pours thicker through people’s veins, the anticipation lackluster to say the least.  Lists of “What I’m Not Excited About” being scripted in invisible ink.  Less time with family and more  social pressure.  Yet, chief atop my list, is not an aversion to “rules” and regulations, rather a mental fatigue as a result of  attempting in good faith to keep everything straight.  To abide, surely even more difficult than to even understand what schools and governments want.  To return to some semblance of “normal,” but maintain distance, wear a mask, and don’t use athletic fields.  All that seemingly makes us human, stripped down.  The dependable formula seemingly changed.  A squared plus B squared, for some reason now equals I squared.  Might the “I” variable represent “illogical?”  Or does it stand for “irrational?”  Regardless, I find it helps to remind myself of three words, totalling but 10 letters.
“Just for now.”  A sort of mantra.
A preliminary list of dos and don’ts
I Want to Be a YouTuber
I’ve been thinking a lot about the way how things panned out with “emergency learning,” a term I recently heard to replace “virtual learning.”  We’ve done the best we can, yet even before it is over I reflect on how I might be more effective come the Fall and the start of another school year.  With near 100%  certainty elements of learning remotely will still be offered in addition to the traditional face-to-face.  For families not yet reassured that schools are safe and for others that may be in remote locations.  Chief amongst my endevourings is for compliance to be substituted for engagement.  This leaves me with several ideas of what next to pursue, relative to methodologies that might prove more appealing to today’s learners.  The intentional use of more video, including videos of me, as I emulate compelling strategies employed by YouTubers?  Not only might this be more alluring, but it also is aligned with the evolution of learning anytime, anywhere and from anyone.  Only in this case, from ME and asynchronously.
Michael Wesch, professor of cultural anthropology & world religions, is my inspiration in this.  Breaking down the 4-walls of classrooms and taking learning out into the world, Wesch offers university students something a “little” different.  His most recent video is titled, “Teaching Online by Going Offline: The Adventure Lecture.”  
I Just Need to Finally Do it (Students and Digitally Portfolios)
More than 20 years ago I made a professional portfolio as part of my Masters work.  It was in binder form, as this was before the widespread use of personal computers.  From time to time I’ve considered picking back up on this idea, knowing the great benefits of a digital portfolio.  I also knocked around the idea of students creating theirs too.  However, like that box of stale cereal in the cupboard that we reach past, always for something tastier or fresher, I continually looked past the portfolio idea.
But not anymore.
Already wading waist-deep into the water, I continue to explore how I professionally can utilize the portfolio process.  Further, finding it a definitive high-impact practice, it is something I want for students.  The role it might play in empowering students is clear.  Students  are decision makers, as they curate their learning.  It screams out, “Ownership!” as passivity morphs into action.  Digital portfolios allow for authenticity, reflection, and an opportunity to showcase learning over time.  My guru for all things digital portfolios is George Couros.  He can found here:  George
Maybe it makes sense for my first YouTube video to be on portfolios.  Let’s see, how to make that combination memorable?

Project-Based (Connections: Past and Present)

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Reflection:

This was the culmination of our unit titled, “Connections: Past and Present.”  The title, “Back to the Future” sought to encourage students to meet the two objectives:

    • Identify what changed and why 
    • Identify how the object might change in the future

All in all, I was extremely pleased with how students performed and the entire project was completed during virtual learning (COVID-19).  We, as a team, already are very aware of how limiting our standards-based approach can be.  This being said, it was especially rewarding to observe how dedicated students were at each step of the process.  Chris’s video above is but one representation of this. He demonstrates a high-degree of professionalism in  presenting and the virtual model he created clearly exhibits pride.  Though creativity is on the rubric (see below), it is not something we assess (yet!).  Rather it is a school attribute and we are beginning to consider how we might more routinely web school attributes into our project work.

 

Back to the Future: Summative Project

RUBRIC

Learning Goal Beginning Approaching Meeting Advanced
Interdependence

Understands that studying the past helps us understand how the world has changed and how it might change in the future 

(Future Product & Flipgrid Presentation)

 I can identify how my object changed through time and how it might change in the future at a limited level. I can partially identify how my object changed through time and how it might change in the future. I can proficiently identify how my object changed through time and how it might change in the future. I can identify how my object changed through time and how it might change in the future at a sophisticated level.
ISB Attribute

(Creativity)

Develops new and imaginative ideas that have impact

(Future Product & 

Flipgrid Presentation)

 I explore new ideas and use limited imagination

in my future product and Flipgrid presentation.

 I explore new ideas and use some imagination

in my future product and Flipgrid presentation.

 I explore new ideas and use my imagination

in my future product and Flipgrid presentation. 

 I explore new ideas and use huge amounts imagination

in my future product and Flipgrid presentation.

 

Invitation to Parents:

Dear Parents of 7th Graders~
Thank you to so many parents for your responses. I have been experiencing a few problems with my e-mail and am unsure if this went out to all the parents on my bcc’ list. I apologize if it is a repeat message. If so, please just delete. Again, thank you for your support!
We hope you and your families are well.  In an effort to connect school, home and learning we are hopeful you might celebrate with us.  You may remember an email (video) a few weeks ago where we shared the Back to the Future project.  Students worked hard, and there are many shining examples of excellence where the ISB attribute of creativity is showcased. We invite you to watch your son/daughter’s presentation and maybe several other student presentations.  Students nominated the following as “must see” videos.  (Kris Pornsirikul, Linzi Durandt, Logan Major,  Brooke Walther, Veronica Pak, Tam Suteesopon). However, there are SO MANY fantastic videos and we hope you’ll see them.  Below are the links to access the presentations.
Thank you for taking time to read this and also for watching the videos. If you have something positive to say, please feel free to leave a short video response on the student’s video.  You can click on an icon that looks like this:
image.png
We’re sure students would really appreciate your kind and encouraging feedback.  Thank you so much for your continued support!
Kindly,
Matt Piercy
——————————————
One parent’s response:

Dear Mr Piercy,

Yesterday we watched a few videos and we were impressed with the ability of the students to deliver a presentation. It was also a moment to reward __________ and to discuss his work and _________’s one (both chose the glasses) to look for improvements that he could have done. It was a really nice, positive and constructive discussion.
Kind regards,
Daniela

3-2-1 (Take-Aways, Questions, and a Reflection) on Virtual Learning

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3 Virtual Learning Take-Aways:

  1. It takes time to develop a classroom culture.  Moving into the 9th week, the learning curve has been a little steep but I have come to realize that one of the roles I do not need to fulfill is that of “cheerleader.”  It’s counterproductive and actually a lie to act as if everything is “normal.”  Beginning Zoom sessions with a rah, rah, rah…”Good morning everyone!” has taken a backseat to a more invitational approach.  “I’m unmuting your microphones so you can all say ‘hello’ to each other.”
  2. Be okay with breakout rooms sometimes resembling a space for students to watch paint dry on a wall.  Sometimes they will be flat, especially if time isn’t taken to carefully craft the right “mix” of students in a breakout room.
  3. Come to peace with an unfamiliar quiet.  Maybe even appreciate how this hiatus provides students with an opportunity to improve listening skills.

2 Big Questions

  1. How do ethnic and home cultures of a student impact what they “bring to the table” in a virtual setting?
  2. What creative strategies might I be able to employ in effort to better “read the air.”

1 Reflection

  1. I’m absorbed in Erin Meyer’s, “The Culture Map.” What really grabbed my attention early in the book is the difference between low and high context cultures.

“Low-Context:  Good communication is precise, simple, and clear.  Messages are expressed and understood at face value.  Repetition is appreciated if it helps clarify the communication.

High-Context:  Good communication is sophisticated, nuanced, and layered.  Messages are both spoken and read between the lines.  Messages are often implied but not plainly expressed.”

Meyer’s continues by sharing how different countries fit on this sort of low/high context continuum.  An island nation, such as Japan, more likely to be insular and steeped in thousands of years of shared culture. Furthermore, its homogeneity also adding to a greater degree of nuance and layering of language.  How very different than the United States, the country I call home.

This has me reflecting on the nature of communication in our classrooms, especially if this is a skill we assess. Additionally, in our current Zoom classrooms, there are countless factors to consider that may be effecting, shaping, bending, and possibly blasting the classroom cultures we attempt to create.  Who would have thought about the role of distracting avatars and virtual backgrounds, or the need to mute student microphones because of the clanging of dish washing as life goes on in the houses of our students?