Put away that electronic device, or else!

Today was one of those days that made me wish I worked some place else.

Photo credit: InMagine

I work at a grade 7 and 8 middle school that is filled with wonderful teachers, counselors, administrators and support staff, many of whom will stop at nothing to help students learn. Some of them are quirky; some are funny. Some have marvelous ideas about how to make education better; some just wear a never-ending smile that always makes your day.

Sounds great, right? So why would anyone complain about a place like this?

The problem, you see, is that while these marvelous people are willing to go the extra mile for kids, many of them think the best way to do this is to control students.

As I watched students work cooperatively, independently, quietly and noisily in my results-only classroom, an e-mail landed in my inbox, quickly followed by another and several more -- all on the same subject.

"This place is out of control, and it has to stop," was the gist of the lot. The students, it seems, are listening to their Mp3 players and iPods in the hallways, and the safety of the school, perhaps even that of the entire civilized world, is at stake. (Okay, that was poetic license run amok.)

Still, a steady stream of loud complaints cascaded throughout teachers' email, demanding a change. By the end of the day, the change was announced by our principal. If only we could get an important decision made this quickly.

As you may have guessed, my take on this was quite different. Sadly, my suggestion to teach the students appropriate use, rather than take the devices away, was met with criticism.

It makes me wonder, will we ever join the 21st century digital age? Or, do I need to look for a new place to hang my hat. . . and my iPod.

Unlocking the little things

I had an interesting experience today, when I taught a student how to open her combination lock. It sounds strange that four months into a school year, a 13-year-old is still struggling with a basic motor skill, but if you've ever taught middle school, you know it happens.

She had asked me to help her before, and I have always just opened the lock and returned to my classroom (you see, she's not my student, so it wasn't worth my time to do much more than open the lock).

Today, I decided to pause for a moment to see what was wrong. I asked her to attempt to open the lock, and I watched. "Your technique is flawed," I said. She looked puzzled. She was attempting to open the lock, while holding it in one hand and using the thumb on that same hand; she wasn't using her other hand at all. I asked her to hold the lock in her strong hand (the right). "Now, with your left hand, turn the knob on the lock, rather than trying to use just your thumb on the flat part of the lock."

I modeled the practice and opened the lock. Then I relocked it. She sighed. "You try," I said. "You have to do it, if you are going to learn it."

Three turns later, the lock sprang open. "You'll never need my help again," I called, as I  headed back to my empty classroom. She smiled and scurried away.

In a day filled with research, web-based tools, cooperative groups, reading and many more one-on-one conversations with students, it hit me that this might have been one of the best moments of the day.

Fun lessons with Voki

I've written widely about using Web 2.0 and social media tools to introduce and teach mini lessons. Here is an example of using the podcasting application Voki to launch a strategic reading activity.

After the brief podcast, I place simple, short step-by-step instructions for GIST on the Interactive White Board, and the students are soon working the strategy in small groups.

There is no more than three minutes of direct instruction, not including the Voki. So, as I always tell the students, it's less from me and more from them.

Of course, they love it this way, and they learn a lot more.

Why aren't we using gadgets in class?

According to the PEW Internet & American Life Project, teens aged 12-17 are using gadgets like mobile phones and iPods more than ever. A key to a successful Results Only Learning Environment is to give students choice in how they demonstrate mastery of learning outcomes. With autonomy, students develop a thirst for learning. Since the data is from 2009, it seems likely that these numbers are now much higher.

If 75-80% of our students love using cell phones, iPods and other gadgets, why aren't teachers using them in the K-12 classroom to enhance students' intrinsic motivation?