This year I have a lot of eager, motivated students in my Spanish classes. I feel like I am constantly saying to them, “at your level and slightly beyond”. They probably are tired of hearing it! We practice Spanish with authentic texts as often as possible, and this means that we often encounter unknown words and structures. The benefits exceed the drawbacks: the students learn Spanish in natural contexts, they pick up structures without explicit teaching, they develop strategies for negotiating meaning, and they build confidence. This week I heard a student say, “That was hard but I liked it. It was just beyond what I know”. Mission accomplished!
As educators, how do we practice this in our own personal lives? It is easy to slip into familiar, non-taxing routines, or to rest on what we have already accomplished or learned, especially as we near the end of a school year and experience mental and physical fatigue.
Likewise, how do we encourage each other to stretch?
I am starting my summer goal list and considering what might go on it. The first, and most obvious, is a collection of books on a variety of topics (ask me for a copy of my 2026 Meaningful Reading Challenge, if you’d like). I also registered for a world language seminar. But I need to find some activities to stretch my learning: maybe it’s time to take music lessons, get my CDL license, or renew my CPR and first aid certifications.
What are your summer learning goals? What would you challenge me to learn? I’d love to talk with you more to share ideas and report progress. Feel free to contact me!
That is a terrific question, and it's one that we should discuss at length.
There is not one definitive answer.
Staying calm is essential.
Sometimes parents will need to vent. They may even attack, criticizing or accusing you of being the problem. Remain calm. Often, their anger subsides in a few moments; they just need to express their frustration.
Don't argue. It's futile. If they are attacking, they are not ready to listen. Also, don't launch a counter-attack. If you attack back, you add to their reasons for being upset. And, it is unprofessional. Just be patient.
I do not want you to think that you are simply supposed to sit quietly and be a parent's "punching bag". If the parent is threatening, accusing, shouting or swearing, it may be in your best interest to pause or end the conference. Politely interrupt a tirade. Phone a colleague, administrator or counselor and request an additional presence. If none is available, reschedule the conference.
If the conference is over the phone, schedule a callback day and time, or suggest a face-to-face meeting. Find a colleague, administrator, or counselor who can attend, and have a conference call or a group meeting.
Demonstrate that you are listening. Use active listening methods (nod, lean forward, etc.) to relate to the parent. Restating the parent's reason for being upset often has a calming effect, because it shows that you are giving the topic consideration and value.
Ask questions, politely. "When did this begin?" "What supports does your child need to be successful?" "What do you try at home that works when...?"
Give the parent respect and preserve his/her dignity. Also preserve the dignity of the student. The parent's "Mama Bear" or "Papa Bear" reaction is natural.
Often, parents are nervous. They are feeling the pressure of having to have a meeting with you. They also may feel like they are being judged for their parenting, and they are naturally feeling defensive. Many also have bad memories of school, too. Keep all these things in mind.
"A gentle answer turns away wrath, but a harsh word stirs up anger." (Proverbs 15:1)
Some general advice for conferences:
I always invite teachers I'm mentoring to sit in with me on some parent conferences, with parent permission, of course. You can learn a lot by being an observer. Ask to sit in on conferences with teachers that you respect.
Invite a teacher, counselor or administrator to sit in on a conference with you, especially if you anticipate upset parents. Having an additional perspective sometimes helps keep a meeting purposeful and calm.
Always greet parents at the door to the room, never from behind your desk. This lessens the feel of "being called to the principal's office".
Again, sit WITH your parents, not behind your desk. Assemble a few desks together in the room and work as equals.
When possible, encourage the parent to bring the child to the conference. Having all parties together eliminates a lot of issues; everyone hears the same things.
Begin and end every conference with a kind word, a firm handshake, and looking a parent in the eyes. These actions communicate respect.
Always include the positive. What is the child doing well? What is a character trait that you appreciate? Why can the parent be proud?
Take notes. This is calming for both you and the parent, and is an indicator that you are listening. Confirm any action steps by giving the parent (or student) a copy of your notes as well.
Remember that you are a professional. Maintain a professional demeanor and use professional vocabulary at all times.
Be respectful of the parent's time. Be prepared for the conference, and begin and end on time.
Thank the parent for coming (or calling).
Conducting good parent - teacher conferences and maintaining good relationships with parents is a skill built over time. It is worth the investment. It requires practice.
Ask other teachers to tell you their best and worst parent-teacher conference memories. Then, ply them with questions. This will be a valuable professional development activity.
Questions to consider:
What is the ultimate goal of the conference?
What do you want parents to remember about you?
What other actions can you take to establish a positive climate from the very beginning?
These are my opinion, only. Others may have different thoughts and insights. Please feel free to leave a comment below. What other advice or questions do you have about parent conferences? Please feel free to leave a comment below.
The countdown is on...these are the final moments...
What do you want to accomplish this year? What are your priorities? What fears/worries do you have?
As you begin the school year, I want to share some encouragement and advice. It's not that I have all the answers, or that I never make a mistake. Rather, I have been (and will continue to be) there.
So, a few "words of wisdom" for today: Set HIGH expectations for yourself. Push yourself. Stretch yourself. Don't be afraid to try new things, and to fail in the attempt. Each day, each class period, you have the opportunity to grow, to experiment, to improve.
Your students will understand if something doesn't go well. Let yourself be understanding as well. You will make mistakes. You will have lessons that flop. It is not the end. It is the beginning.
We have an incredible job--we can try and try and try, and we can begin again as often as we want.
This blog is dedicated to a cherished student. I'm going to call him "Pedro" to provide him anonymity. He and I had a conversation that I will not forget...
In a class of 25 students, I am surely going to have varying ranges of interest and ability, and more importantly, of confidence and willingness to try new things. I also have 25 unique personalities, and an innumerable amount of personality combinations and clashes.
Planning lessons is far more than an outline of agenda items. It's more like arranging a complex piece of music for an orchestra.
How can I structure lessons and tasks so that students can grow in their learning, providing just enough challenge to stretch them, yet not demoralizing them by setting the bar out of reach?
In what ways can I provide creative activities that can give opportunities for all students to exercise their growing skills?
What structures can I have in place to enable students to embrace risks and see failure as a necessary step in true learning?
How can I develop an environment in which students thrive on learning, and not on completing tasks for the sake of a grade?
What does each student need from me in order to help him/her succeed?
Pedro is intelligent. He is capable. He is creative. He is talented in many ways. Pedro doesn't always enjoy school, desks, structured classes. That's okay! Spanish isn't his primary interest. That's okay, too!
Nearing the end of the school year, I often gave students independent/group tasks that were creative and communicative (in Spanish):
"Discuss with your friends which movie you'd like to see..."
"Your family goes on a picnic..."
"You and your friends are lost in the woods..."
"Have a conversation with a store clerk as you purchase various items..."
Many students embrace these activities; they enjoy being creative (and a little silly), and they stretch their learning, "Mrs. Kurtz, could we...?" Yes!
For some students, like Pedro, these activities cause stress, panic, and even anger and shutdown.
Seeing Pedro NOT working (and instead playing on his phone), I went to him and urged him to get busy. He said, "I don't know what to do."
So, I repeated the instructions, a little impatiently (to my chagrin), and walked away to circulate among the students.
A few minutes later I returned, and the student is still on his phone. No work is proceeding. "Pedro, you need to get busy."
"I don't understand. I can't do this. I don't know how to begin."
"You can do this. Ask your friend, Esteban, for help with an idea to get started."
Again, I left and checked on the other students. All are creating; many are laughing; work is progressing everywhere--except with Pedro.
Exasperated (again, to my chagrin), I returned to Pedro. "You need to do this. Get started. Just write SOMETHING to begin."
"I don't know what to write. I can't do it." (at this point, his temper is in full force, and I feel like a volcano about to erupt) "Pedro, you CAN do this. I will NOT give you something that you cannot do. This IS attainable. Believe me."
"Mrs. Kurtz, I DO believe you. I DON'T believe in me."
Ah, at that moment my heart was broken.
How could we be nearing the end of the school year, and yet this student still has this type of reservation? What have I done? What haven't I done?
What more could I do?
"Pedro. I BELIEVE IN YOU. I KNOW THAT YOU CAN DO THIS. I will believe in you for you. Trust me. Let me help you get started."
I broke down the task again. I asked him to tell me a sentence he could use in this scenario. He did. I asked him to write it on paper. He did.
I walked away.
Ten minutes later, he was finished. It was fine. No, it was good. No, it was terrific.
Pedro had conquered what seemed to him an insurmountable challenge.
This wasn't our first struggle in this area. This wouldn't be the end of our struggles.
But perhaps this is what I CAN do: continue to provide the challenges and the confidence for both of us. Reiterate the message. Acknowledge and celebrate the conquests. Believe.
Pedro is a great kid. I will continue to believe in him.
Who believed in you when you couldn't believe in yourself?
What is your reaction to new and challenging tasks?
How have you helped your students to develop the confidence to be risk-takers and to embrace failure?
(This blog is a conversation between my good friend (and instructional coach), Mrs. Stephanie Sandrock, and myself. As is often the case, I emailed her a long message with my thoughts. She replied. Her responses are in green.)
I must confess that I often
feel inadequate,
not good enough.
I am a good teacher. But I
see so many ways that I could improve.
THIS…THIS…this
is what makes a great teacher!
And sometimes when I read of
all the things that teachers “should” be doing, I get overwhelmed.
I don’t even
have a class of students now
and I get overwhelmed at all that teachers are
expected to do.
I try to adjust my teaching
to meet new research and new ideas. I study my craft and I study my
students.
↖This is the
key, right here.
After lessons, I’m almost
always thinking about what went well or badly, and what could be better. I
assess what my students picked up and what they are lacking in understanding. I
decide what I need to do next. For classes that I teach multiple times a day, I
often adjust the lesson between periods.
Because I feel it’s so
important that students learn to read critically and think
logically/systematically, I spend more time on this than many would say that I
should.
Learning, long
term… learning is the key.
Not memorizing for a test.
The current FL push is 90%
target language in the classroom. I like that idea. I would love to be there. I
am not. I stop too often to be sure that students understand, see the logic in
the language, know how and why things work, express themselves clearly, understand that
what I want
most is learning—understanding.
Let’s be
honest, how many of your students
are going to go out in the world
and speak
fluent Spanish?
I hope that doesn’t crush you;
I love you...
Besides, I want to ensure
that as many as possible learn a language and understand. I am constantly
bringing along the lower end. I want them to stick with it, develop confidence,
know that they too can learn and succeed. I don’t want them to give up and say,
“I can’t learn a language”. That will overshadow them the rest of their lives.
What you do is
give your students exposure
to a new language and culture which is most
important.
But I am not making excuses.
I am working to make that transition. I’m studying and practicing, and trying
new things. Constantly.
You teach them
how to live a life
where they can make an impact.
Often at the end of the day I
feel guilty.
Inadequate.
I could have done better.
I could have tried harder.
I
could have prepared more…
The other
incredibly important thing you do
is to teach your students to think.
Thinking
is what will get us through life.
Learning to
learn gets them through life.
And when they
learn Spanish along the way that is AWESOME!
Do you know how many times I
have asked myself, “How were you ever selected as a Finalist for Pennsylvania
Teacher of the Year”? I don’t ask this trying to assume a false humility.
I see
my flaws.
All of this
letter
is why you made it to the final round…
All of it.
Last month I was one among
many readers privileged to read and score essays for the first round of the
2019 PATOY nominees. It was humbling. They are making a huge impact. They are
changing things.
I invest in students.
And colleagues.
One at a time.
Sometimes I have a positive
impact.
Sometimes I don’t seem to
accomplish anything.
I don’t judge myself based on
“success/failure” for my investments. That would be futile and skewed.
It’s just that I see how much
more I could do,
what I could do differently,
how I want to change,
where I am
weak…
And I feel inadequate.
THIS…THIS…this
is what makes a great teacher!
Always trying to improve your craft
and learn what your students need.
Many just do the same thing year after year
and that isn’t working for them or their students.
We want to be considered
professionals
like doctors, accountants and lawyers.
Would any of us want a
doctor who
isn’t using the latest breakthroughs in medicine?
But, perhaps, this very
feeling of inadequacy
Is what makes me a good
teacher?
YES!
Faced with the choice to be
content or to be dissatisfied,
I choose to face my
inadequacies
and to fight to improve.
Again today.
And tomorrow.
And the next day.
And I, my
friend, am so happy that you let me
go on the journey with you.
You inspire me
to be a
better person, mom, teacher and coach.
Thank you!
Do you have a friend, mentor, coach?
Does he/she encourage and push you?
Are you a friend, mentor and coach to others?
What do you do to encourage and push them?
This short video is from the PATOY 2018 dinner. You can hear why I think so much of Stephanie!
The #CompelledTribe topic for February is "Evaluation". Never having been on the evaluator side, I share from a teacher perspective.
When Ken was an administrator in our building, he was always popping in and out of classrooms. Some days he waved and kept walking. On other days he entered and listened for a minute or two. Once in a while he sat down and watched, or paused to chat with the students or with me.
At the time of formal observation, Ken was already familiar with each teacher's habits, and the students and the teachers were already familiar with him. All was more natural. It was more like a culminating project than a one-time visitation.
On his part, Ken knew not only what to expect, but also what questions to ask in order to stretch the teacher. It wasn't judgmental; it was insightful.
On the teacher's part, the formal observation wasn't a performance, nor was it a threat. It was the next step in a dialogue between educators desiring continuous improvement.
On the student's part, the administrator was part of a team, not an authority wielding power over others. There was a collaborative effort to provide them with the best education possible.
I admit that this style of administrative leadership is difficult. The demands on an administrator's time are crushing; some days administrators may not even be able to leave the office.
A measurement instrument for teacher observations and evaluations will always lack. Like a framed photo, an observation of a class captures a moment in time. Good or bad, the image is incomplete.
An involved and insightful administrator can use a teacher observation rubric as one of many tools for gauging the effectiveness of teachers. The rest of the indicators come from regular interactions. As a teacher know his/her students, so an administrator knows his/her teachers.
If you are an administrator, how well do you know your teachers? Do you find evaluations difficult or uncomfortable?
If you are a teacher, does your administrator visit regularly? Does this encourage and motivate you?
(Bonus Reading: My husband works in the tool and die industry. If you don't know what that is, just use my "layman's definition": they make the things that make things! Over the years he has had various employers as well. The ones who most impacted him were those who arrived at work each morning and walked around the toolroom with a cup of coffee--taking time to share a "Good morning" with each employee. Those employers had their finger on the pulse of the entire shop.)
Do you know that "uncomfortable"feeling you get when there is a truth staring at you, that you would like to ignore or avoid?
When I read this comment from Josh Parker (Josh Parker, 2012 MDTOY) wheels began turning in my mind:
How do you "coach" it out of them?
I wanted to reply to ask my question, but felt that it would sound negative or cynical. I'm not; I'm more curious. (**confession: I am a LITTLE cynical--I've had too many encounters recently with this very issue).
After an hour or so, I returned and replied:
Hours have passed since my initial reading, and I am still thinking about the "How?" I am still formulating my answers. They are not all easy or comfortable for me. They are a stretch. It is a good stretch. (**confession 2: I have already been working on many of these, but I see the need to be more intentional, and to keep it from slipping to the bottom of my endless list of "to do" items.)
Exit my "hermitage" more often. My classroom is my happy place. Though not every day is ideal, I give my best, and I love what I do. In order to impact others positively, I need to leave my room. (And, I need to invite them IN.)
Blog more frequently. I began this blog when asked to serve as a teacher mentor. My goal was to encourage my mentee and others, and to share what I had learned. Blogging frequently is pushed aside, simply for time purposes. My #CompelledTribe friend and mentor, Jennifer Hogan (Jennifer Hogan: Educator. Blogger. Speaker) today posted a blogging challenge, "Four blogging tips for 2018 {+Video}". The timing was perfect.
Visit and encourage newer teachers. Whose voice will they hear? What "stereotypes" and "persuasions" are around them? How can I encourage their passionate pursuit of continued improvement as an educator? In December I was privileged to meet many outstanding educators at the NSTOY-PA celebration. Cindy (Cindy Olendyke, Chief Encourager) considers herself a "teacher encourager," and she is great at it. I want to be like Cindy!
Find and broadcast the good. Many teachers are hardworking and excited about what they do. But often it's the negative lunch room talk that is heard and repeated. In what ways can I counter the negative with the positive?
Fight cynicism with enthusiasm. Twitter is my primary source of encouragement. I go there to read of the exciting things teachers are learning, doing, reading, etc. How am I contributing to others via Twitter? What aspects of this can I carry into my school?
Grow continuously. If I am not challenging myself to try new things, if I am not reading and learning new things, I am growing stagnant. The "same old thing" may be really good, but if I don't stretch, I'll never know if there is something better. In what ways can I share what I am learning with others?
Invest in future teachers. If teachers are "coached" by stereotypes and persuasion by low-expectation voices, might not pre-service teachers be likewise influenced? I desire, no need, to be involved with the future teachers. May they hear "other" voices in their professional journey. (**I've enjoyed working with pre-service teachers through my Alma Mater, Grove City College. Dr. Sam Fecich pairs her students with teachers early in the Education program.)
"Know" is easier than "Do".
"Do" is uncomfortable.
"Do" is inconvenient.
"Do" is the only remedy for mediocrity and complacency.
Have you been made uncomfortable recently by something or someone "nudging" you to do something?
How are you responding?
What are your "secret weapons" for bringing out the best in others?
Whom do you know who is good at coaching? What does he/she do?
Have you seen a negative, cynical, or minimalistic teacher turn around?
Have you had new teachers with low expectations? Were you able to impact them for the positive?
I'd love to hear your thoughts!
Below I've shared a short video: "What I'd like new teachers to know". You may or may not agree. It may make you UNCOMFORTABLE.
If the video won't play, you can access the video via YouTube: Video to New Teachers
What do I want to be and do in 2018? How can I continue to become a better, more effective teacher? What do I want my students to see in and remember about me? How do I want my colleagues to perceive me?
I Choose Joy!
For many today, emotions rise and fall at the least provocation. Joy is a steady emotion that persists even in the most difficult times.
Many of my students encounter drama and tragedy regularly in their lives, not just in their required literature readings. Joy is a willful response to situations, bringing calm and control into the most chaotic places.
As with any job, teachers are sometimes required to complete distasteful tasks. Joy is a sweet-tempered attitude that does not allow external situations to sour an otherwise pleasant day or occupation.
If I could change one element of culture today, it would be our tendency to allow our emotions to dictate our day, and to allow outside influences (people, politics, news, social media) to manipulate our emotions. I cannot.
But I can model an unflappable and joyful spirit.
I will not minimize or ridicule others' trials, nor will I cover up the sorrows in my own life. But,
I will choose joy.
Crossing the Finish Line: Endurance! By Le Miroir des Sports - Le Miroir des Sports, 12 juillet 1924, p.51, Public Domain, https://commons.wikimedia.org/w/index.php?curid=61598095
Therefore, since we are surrounded by such a great cloud of witnesses, let us throw off everything that hinders and the sin that so easily entangles. And let us run with perseverance the race marked out for us,2 fixing our eyes on Jesus, the pioneer and perfecter of faith. For the joy set before him he endured the cross, scorning its shame, and sat down at the right hand of the throne of God.3 Consider him who endured such opposition from sinners, so that you will not grow weary and lose heart. (Hebrews 12:1-2: note: you can have joy through any circumstance)
19 Know this, my beloved brothers: let every person be quick to hear, slow to speak, slow to anger;20 for the anger of man does not produce the righteousness of God. (James 1:19-20 ESV)
By Matt @ PEK from Taipei, Taiwan - Conversation, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=30754121
In the short span of a week I was misunderstood three times.
One was only half-listening to something I said, which became apparent when she asked a question that was completely opposite of what I had just told her. Based on her own experiences, she assumed mine, and asked a question that didn't make sense.
The second presumed that she knew me so well as to voice what I was thinking and feeling--and to other people. But it was not true.
The third heard what I was saying and jumped in to finish my thoughts, but she misunderstood and concluded incorrectly.
None of these situations was crushing or life-altering, just a little frustrating. But as I thought about them, I wondered about conversations I have with people, particularly students (though it could apply to anyone):
Do I want to listen or to hear?
While listening, am I spending my time thinking about what I will say next?
Do I assume that I know what my student is thinking, feeling or planning?
How can I avoid misunderstanding what he/she is telling me?
How can I practice being a better hearer?
In every relationship, in every circumstance, in every interaction there is an opportunity to listen, rather, to hear. I want to learn to hear better, to speak less, to build up relationships!
When have you been misunderstood (words, intentions, etc.)?
What is the best way you have learned to practice hearing?
What are the advantages of "hearing" and the disadvantages of "listening"?
"Sometimes words--especially words that describe emotions--don't communicate effectively because we are too quick to think we know what the other person means by their use of the word. For example, if I were to tell you that the only memory I have of those days was a deep, deep peace, you might smile and say, 'That's nice,' or even 'That's great!' And, I might respond with frustration that you didn't really understand what I was saying. This isn't your fault, of course, because how can any of us truly understand what another person has experienced? I'm not hoping you'll understand what I experienced; I'm simply hoping that you won't too quickly assume that you do understand and, by doing so, miss the power of what I'm attempting to describe." (John Stumbo)
Wise words from my principal, Mr. Michael Ditzenberger.
As a member of the #CompelledTribe, my blog topic for August was to describe my "goals, actions, focus, etc. for the new school year". Although I am a goal-minded person (I have lists for everything), I had trouble defining what I most wanted to accomplish in the coming year. So, as is our human nature, I just put it out of my mind for a while. Then I faced my first back-to-school challenge (two weeks before the year begins), and sought advice from my principal. He gave me a great gift, clarifying my purpose. He honored me greatly, and I cringe at sharing it--because I don't want to sound boastful about something so very gratifying and yet humbling at the same time, and because sometimes gifts like these are more precious as they are cherished without an audience.
But his words are wise, and are applicable for all who work in education at all levels.
So, I take the gift I have been given, and I share it with you:
“…Iwouldsuggestthatyoudowhatyoudobest—crush (Student) with kindness. Tell (Student) that you can’t
wait to see (him/her) on the first day, and that all Spanish 3 students occupy
a special part of your class in their commitment to reaching a little higher
for success.”
Have you identified your goal(s) for this school year?
What is your purpose?
What do you want to accomplish?
What do you want your students to say at the end of the school year?
I am learning a lot about learning, and about teaching, by spending time working with my dad in his carpentry barn.
As the end of the school year neared, I proposed some summer projects to my dad: a "covered bridge" birdhouse and bird feeder. My dad said, "See if you can find a pattern/plan on the internet". Easily done, right? No. There were photos but no design instructions (well, there were some plans, if I wanted to pay $80). I printed a few of the photos and sat down with my dad.
For my dad this was not a problem. In his mind's eye, he already had some ideas, and he tried to help me visualize the end product as well: "How big do you want it?" "Do you want ramps, like the entrance/exit to the bridge?" "Do you want to hang it from a hook or mount it on a pole?" "What color do you want?" The questions came as he sketched a simple pattern and guesstimated the sizes. To finish he sent me home with a list of supplies to bring next time (Home Depot alert: there's a rookie wandering the aisles!).
Throughout the summer we worked in the barn and I practiced my skills with the table saw and circular saw, the router, drill, sander and other tools. As I learned skills, I learned a lesson in thinking.
My dad saw this project as a challenge--who needs a pattern, anyway? Here's just a portion of his learning process:
measure and think;
measure and think;
if using others' ideas, analyze what they did and see how you want to change or adapt;
begin creating;
stop and think;
saw, glue, nail, screw;
measure;
stop and think;
"tweak"
saw, glue, nail, screw;
find weaknesses or obstacles;
(start over if your daughter screws up too badly)
stop and think;
look at product, hold it, turn it, think;
try a solution;
undo and try another solution;
cut, glue, nail, screw;
sand, varnish, torch (who knew you could burn wood to give it great color?!);
inspect;
celebrate!
If only you could have seen me as I came home carrying my finished products!
The bird feeder almost finished
One of our side projects was creating and laying a new floor in the barn.
Learning is often messy, taking unexpected twists, turns, detours, and even restarts. It also involves a fair amount of creativity, supported by confidence: if this doesn't work, I'll try something else! Learning also is about the process more than the final product--my greatest joy was in sharing this time with my dad and learning from him. The experience would have been worth it even if I had never completed my project!
I need to provide more opportunities for my students to learn in this manner. To accomplish this, I must develop in them confidence so that they will try, support so that they can fail and restart, curiosity and creativity so that they will view the learning process as more important than the final learning itself.
Can I deal with the chaos of a "messy" learning process?
My dad (top left) and five brothers served in the military, spanning World War II, Korea and Vietnam. Nephews and cousins also served. I think they are a pretty great generation, too!
Growing up, my parents learned to think for themselves, to improvise with resources at hand, to make (or fix) what they needed. My parents can:
prepare ground, plant and raise crops, fruit trees and grape vines, harvest and can the produce (making pie fillings, salsa, jam/jelly, applesauce...);
My dad and I built this light house together. Solar panels gather power all day, and my lighthouse is alight from dusk to dawn.
In case you think my parents are "mired" in a past era, you should know that they can also use the computer and internet, and install and uninstall programs. Though they don't use Facebook, my parents maintain a detailed family history through a popular genealogy site, play games on both laptops and tablets, and keep in touch with friends and family through email (and text messaging on their phones).
My dad built this Rabbit Run for his rabbits to get exercise. I helped finish it.
Their "Makerspaces" are born out of necessity, independence, and a healthy dose of willingness to try.
These days the "Makerspace" movement is gaining popularity, and it seeks to instill these same characteristics in the youth of today.
Isn't it funny, though we've "advanced" over the past 70+ years, our modern lifestyle has taken away a lot of our necessity for making things. Cell phones, air conditioning, internet, packaged foods, cable tv, microwaves, email, cell phones, fast food...
We're faced with an interesting tension: we want our students to "make," in other words, to think independently and critically, yet, in many ways we no longer have genuine necessity for "making".
I confess that I don't have answers, just questions:
How can we make the most effective use of Makerspaces with the youth of today?
How can we use the Makerspaces to foster independence and willingness to try?
In what ways can we connect the youth of today to those who grew up in different generations? Can we capture and share stories, explore their lives, place our hands on their tools, identify the needs and the outcomes of their work?
Is there a place for mentoring within the Maker movement--by older, experienced Makers?
Another of our past projects was building oriole feeders. Mine was hugely successful until some critter stole the jelly holder!
For my classroom I have questions as well:
In what ways can I foster independent thinking and a willingness to try?
How can I share the lessons I've learned at the hands of my Maker parents?
Am I a Maker? Do I lead by example?
One winter we created this "Cat Condo" together.
In what ways are you encouraging your students to think independently, to create, to meet necessity with innovation?
How are you a model of these attributes and actions?
What advice do you have for others to try?
One summer project was a "covered bridge" bird feeder. **Did you know that you could burn wood to add beauty?
