Teacher Spirit

Do I Dream?

2012-01-05T21:32:00.000-08:00

This saying was posted in a classroom of a colleague today: "If your dreams don't scare you, maybe you're not dreaming big enough."

I believe there is a bit of truth to this. Moving forward, looking at change, thinking big...they all require a fearlessness of facing down fears. Not only a fear of failure, but often a fear of "can I handle it if I actually succeed?"

There are many days when I forget to dream, though, and that's a new direction that holds the possibilities of positive and passionate spirit and energy.

The Last Day

2011-12-31T15:39:00.000-08:00

It is December 31st, the last day of this year. I face it with a measure of hope and disappointment.

I love New Year's Day; it's my favorite holiday. I love the anticipation and the possibilities and promise of 365 brand new unexplored units of time. There is excitement in the thought of living without boundaries, if even for a little while.

Yet, a stirring of disappointment as I look back on a very difficult year and know that I could have done better. I wanted so much more. I let many spinning plates fall.

Man-ing up and reflecting now. I have not carried my weight as secretary of a professional organization. Too many things I've let slide there and yet these are relationships that I value and the organization supports literacy, a cause I value.

This blog has slid by the wayside - this is my first posting since June!! I think of ideas all the time and don't follow through. Technology, overall, has not been as purposeful and integrated in my classroom as I'd like either BTW.

Finally, I've allowed too many other people to push their priorities on to my plate. How do so many "crisis du jour" literally shove my great work to the side?

I don't like the term resolutions. I try to think in terms of commitments. And so I re-commit to my professional colleagues, to my writing (both digital & not), and to focus on living more purposefully and mindfully, focusing on my priorities.

Grading Your Behavior

2011-06-09T19:27:00.000-07:00

I hate doing report cards. I just want to make that clear up front. I can't get over the judgmental nature of assigning a 1, 2, 3, or 4 to students in 40 (yes 40!) categories three times per year. Some of the worst of these grades are behavior grades. I am required to assess students on behavior ranging from goal setting to respect to cooperation to effort and neatness.

I teach 4th grade. Nine and ten-year olds. 29 of them. In a 33' x 35' foot room. For 6 hrs & 40 minutes. 5 days per week. 176 days per year. Next year, it will be 32 students.

Now I contend that you could put 29 (or 32) adults in this room, for this length of time, and not one of us could 'exceed the standards' in ANYTHING that is listed on a report card under learning behavior. Truth be told, I can sometimes barely make it through an hour long staff meeting once a week without breaking some rule of propriety. Yet, we expect more of children then we ourselves are able to accomplish.

I always thought I was required to give these grades. Then I realized the reality is that I am required to RECORD these grades. So, this year, the kids are going to give themselves behavior grades. We will conference together, and I will record the grades that we determine are appropriate TOGETHER.

Your thoughts?

The Positive of Purpose

2011-05-18T03:09:00.000-07:00

It's been a while since I've posted to this blog. I've had lots of ideas, I even started keeping a writer's notebook for blogging. As others can sympathize, life got in the way.
Or maybe I'm in a desert of positive professional energy lately.

That changed last night and I'm awake at 4 a.m. reflecting on the why.

Why did a 3 hour(ish) meeting in an unfamiliar role with strangers leave me energized, filled, and my brain hopping with ideas?

Several thoughts:

All members inherently acknowledged the value of multiple opinions, viewpoints, and ideas of the entire group. There were no formal "norms", we didn't have the "7P's of Collaboration" posted anywhere, we didn't "acknowledge & advocate". We just recognized that we were teachers all moving toward a purpose.

We had an agenda (not complicated - only 7 lines) that kept us focused, on-track, and purposeful.

We affirmed the gifts and talents of others as we divvied up/and volunteered for tasks to get the job done.

We were clear about deadlines for specific tasks. We just expected that each person would step up, but I also knew everyone in the group had my back if I need it.

The experienced members helped the newbies, answered questions with compassion, and supported others with "just send me an email & I'll help you with that."

There's positive energy in purposeful work. I am energized by working, thinking, learning, doing. I walked away with a "ready-to-go" attitude which is rare after meetings.

So, I want to say "thank you" to the Board members of JCIRA.

What I Believe

2011-02-13T17:21:00.000-08:00

I recently attended CCIRA 2011 and was in sessions with both Regie Routman and Katie Wood Ray. In a word - awesome and inspiring (okay, that's two words). One thing that stuck with me was when Regie said we must align our practices and resources with our beliefs. I've spent some time this week trying to articulate my beliefs about my profession. I'm not sure why I separated beliefs about literacy from the others, but that's what made sense to me.

What I Believe

About teaching literacy and communication:

Students learn best with authentic tasks that are purposeful and begin with choice.
Lots of time is required for learning to be expert readers, writers, and communicators.
Reading, writing, and communication skills are grounded in good literature, not in prescribed programs.
Literacy and communication are essential to our collective futures and therefore, cross content areas.
People around the world communicate through technology and this must be modeled and taught in my classroom.
Literacy and communication are tools for peace.

About teaching and learning:

Learning is the foundation for a fulfilling human existence.
Each person has inside them, a creative and expressive spirit. Each person has the ability to learn.
We learn from ourselves, we learn from others. Therefore, I value both self-reflection and collaboration.
I believe I can be a model for joy, curiosity, excellence and honoring others. I can make a difference.
When we study science and social studies, we learn about how the world works on all its different levels.
I believe that learning is so complex, and so integrated that it no longer serves a purpose to compartmentalize subject areas.
I believe that standardized tests are my political reality, but good teaching - not test prep - will lead to high scores.
I believe assessment is daily, integrated, purposeful, and guides our learning and achievement. Learning is not measured by one test.
I believe I am a facilitator of knowledge, not the owner.

Prezi for Literacy & Technology

2011-01-21T18:24:00.000-08:00

Here is the prezi that is the overview of my presentation for the JeffcoTechShareFair.
I will also include info on these websites:

http://oneword.com/ and http://www.smories.com/

The prezi:
http://prezi.com/io5ybvwbbqx6/from-wikis-to-websites/

If you would like to view my digital homework blog:
http://mrsthomeworkblog.blogspot.com/

Best wishes,
Tami

Handout for Presentation(s)

2010-12-31T15:36:00.000-08:00

Here is the first draft of a handout for my presentation at CCIRA (Colorado Council of International Reading Association) conference on Feb 3 - 5.

This is my first presentation and I'm assuming my audience is just beginning to explore integrating technology with literacy. Any critique is welcomed since I'm a newbie at all of this.

To be honest, I'm even uncertain about having a handout...shouldn't we be doing this paperless?

I'm working on a prezi which will incorporate the same information as the handout and will post it here in the next week or so.
http://www.docstoc.com/docs/68159799/From-Wikis-to-Websites-2007
Thanks for your feedback.

Exploding Technology Lists

2010-12-18T05:58:00.000-08:00

I'm a list person. I admit to adding things to a to-do list after the task is completed, just so I can cross it off. It's embarrassing to be so anal sometimes.

Weekends and vacations are where the lists explode. Without the structure and routine of a workday, I create lists of all sorts -- to-do, to-learn, to-read, to-cook -- and on and on. Learning technology and how to use it effectively in my classroom is one of those exploding lists - each day something is added. A new bookmark, a new tool, even new hardware.

Having daily specific tasks helps break down the gargantuan tasks into manageable pieces that move me forward. And blogging keeps me accountable.

This holiday vacation, I need to create two technology presentations. Both are on the topic of integrating technology and literacy for elementary students. They will be similar presentations, but tweaked for the backgrounds of the anticipated audiences. One is due on Jan. 22nd, but I need to edit a wikipage with info now. The second due on February 4th, but links to info are due to a webpage by December 31st.

I'm using Prezi to build the presentations. I'm not sure if this is the right tool, but for now, I need more practice using this and its still unique to some teachers. http://prezi.com

So, my technology to-do list is at the top of the list pile. Today's tasks are to back up my computer, then get Storybird learned. http://storybird.com It will be part of my presos, a great resource for elementary literacy and I need to learn it inside and out.

The final task on my technology to-do list is to make these presentations public. Some kharmic pay-back for all the incredible teachers in my PLN. Which is, in itself, an exploding technology list.

Thinking of Sunshine

2010-11-28T06:02:00.000-08:00

I'm late to the Daniel Pink/Drive rage. His "one-sentence" idea though, captured my imagination. In essence, he challenges people to describe their life mission in one sentence.
Here's his website:
http://www.danpink.com/archives/2010/01/2questionsvideo

So I came up with my sentence for my personal life:
"She created a home that was a cocoon against the stresses of life"

But the sentence for teaching was harder. The words "lifelong learner" and STEM acronyms just didn't seem to fit. And I then remembered Sunshine.

Sunshine was a student from Laos that was in my third grade classroom during an early year of teaching. She was, as Dickens would put it, "as silent as the grave." Tiny, moon-faced, a gentle spirit with a quiet smile. She knew minimal English, but always was ready to receive and give a gentle hug.

Sunshine moved midway through the year and I knew I would miss her dreadfully. Quite frankly, I worried about her little self. The day came to say goodbye and after that final hug and all those best wishes, she gave me a lumpy card that I have kept to this day.

Inside was a yarn bracelet of beads spelling out MRS T. The card read, "I love you because you make everyone smart."

There's my sentence for my teaching.
"She makes everyone smart."

Thank you Sunshine.
With blessings,
Mrs. T

Reflections Upon an Ironing Board

2010-11-27T18:23:00.000-08:00

I tend to think and reflect deeply while I iron. I am an ironing geek, probably leftovers from a military background. I even iron my sweaters and gym t-shirts!

I use my ironing time to think about teaching. Lately, I've been considering both social studies and change. In Colorado, every 4th grader must study their state history. Then I looked at standards around the country and found that nearly every 4th grader studies their own state's history. Why?

Why is each state's history important to the 9- & 10- year olds that live there? I mean, if I was studying American history, probably Virginia would rise to the top of importance. Or Pennsylvania. I mean Colorado didn't even become a state until 100 years after the country even started and the original 13 were well on their way.

Then "why?" became "why study history at all?" My ironing reflections turned to the historical big ideas that my class doesn't understand. Especially the interconnectedness of history. I've also found my students don't even have the "mental timeline" kind of background knowledge to understand that the Civil War happened after the American Revolution. So this lack of schema affects their reading comprehension in non-fiction text. In Colorado schools, they don't even get to the World Wars until early high school...

Three hours of ironing later I found a beginning solution.
So I started my Colorado history unit in a different way - focusing on the forces that change history. While we are studying Colorado history (required), students will be using technology to study the same concepts in a self-selected era of history.

I gave students a list of historical eras and let them choose their area of interest. By far, the most popular was the Dark Ages/Medieval era. Ok, that was a surprise. Then as we study the required curriculum, students will apply that learning to the historical era of their choice. For example, while we study the coming of the railroad to Colorado, students will study how transportation and movement of peoples affected the history in their chosen era.

We'll be building a classroom wiki to record, document, and share our learning over time.

It is my hope that students will finish our Colorado history unit with a better understanding of how history is built - one change at a time.

All the Plates are Spinning

2010-09-14T20:04:00.000-07:00

I got an invitation (or was this an expectation?) this week to be a facilitator at a district technology conference. The problem is, I'm not innovative, or an expert, at any of the possible session topics. I felt myself going off the deep end. You know that feeling....when there are already too many plates spinning and one more is added and you're pretty sure it's all going to come crashing down.

Plate #1: I've been trying to keep up my workout sessions since school started. I'm weightlifting 5 - 6 nights per week. I need my health back in order to be my best.

Plate #2: I have been attending training in math interventions for my most challenged students. That meant 3 days of subs within the past 8 days. Trying to recover from that many sub days this early in the year is difficult for me.

Plate #3: I have been getting instruction on a new weekly computerized testing program that is expected to be administered to all students in math and language arts. Each week, each student, 30 minutes per. I haven't figured out how to implement it yet.

Plate #4: I'm trying to implement a new science notebook writing program for which I received training this summer.

Plate #5: So far, I've successfully revamped my homework to be all digital (copyless). But this means starting from scratch each week as I enter new assignments on our classroom blog.

Plate #6: I was diagnosed with diabetes a little less than two months ago. That means learning a new way of eating, testing sugars twice a day, and trying to stay off of insulin by regulating myself with diet and exercise. Oh yeah, and trying to avoid stress. (LOL)

I am trying to remember that I always feel overwhelmed by the workload of teaching. I always have too many plates in the air. And I always need to put myself and kids first.

So, I might say no to the facilitator request. I want to stop stressing this year about being innovative and just focus on doing things better.

Well-Behaved Women Rarely Make History

2010-08-08T09:31:00.000-07:00

I had someone make the comment the other day, "I hope your classroom is like -----'s. Those kids were so quiet and well-behaved."

My first reaction was, "Wow! This person doesn't know me at all!"

My classroom is rarely silent. I like it that way. Learning is noisy. We are not silent while ...

...we share results of science experiments and conjecture about why our data can be skewed and we recommend about good and warn about not-so-good books and we talk about our thinking in math and we notice patterns in vocabulary and we discuss what should be included on our class website and we help each other learn everything and we yell out a new discovery in Google Sketchup and we cry with compassion when someone's pet or grandparent dies and we laugh and opinion and review and collaborate and laugh some more.

We fill our space in the universe with positive energy.

Yes, my classroom is rarely silent and to someone peeking in, we may seem rowdy, including the teacher :)

And I remember, well-behaved women rarely make history.

My First Smackdown

2010-07-04T11:09:00.000-07:00

I'd never seen a smackdown before, didn't know what to expect. When Steve Hargadon explained the concept, I actually thought to myself, "What if no one gets up?" Two minutes (or so) to share one little technology idea or trick. Rapid fire tech for an hour...I was in professional development heaven.
I'm going to share links for tricks that are applicable to an elementary classroom. Things that I will actually use when school starts.

#1 http://storybird.com A collaborative story writing tool. I had heard of this site from my PLN on twitter, but haven't used it. It's in beta right now and they are soon adding a print feature. I also belong to http://storybird.ning.com which covers writing with web 2.0 tools.

#2 Someone shared that in the wikispaces sandbox, the edit tools have been revamped. You can now copy & paste word documents w/o losing formatting. Now, I haven't made a wiki before, but I plan to build one for my classroom this year. I'm trying to decide whether a wiki suits my needs (I plan to use it for sharing what happens in the classroom w/parents) or if my google apps website will be sufficient. Any thoughts?

#3 http://goofram.com Combines a google search with a wolfram search. The example given was that it works best when comparing items. Like comparing Snickers and Baby Ruth. I need to figure out how to do a split screen. The presenter had a google search on one side of his screen and the goofram on the other.

#4 http://readability.com I had heard of this tool at a literacy conference I went to in February and just never got around to loading it. It is a plug-in that eliminates ads on web articles and enlarges the font. Great for having kids reading articles that may have inappropriate ads surrounding the text.

#5 Someone shared a wiki for the Springfield library. I didn't catch if this was Springfield, IL or where, but it had information about smart searching for both students and adults. I'll have to do some research and track this one down.

#6 http://express.smarttech.com I mostly would use this site because I can post Smart files on a wiki for kids to use. Since I just got a Smartboard in my classroom in December AND I'm going to try to go copyless on my homework this year, I think I'll use this frequently.

#7 http://sweetsearch.com and http://4mesweetsearch.com are two search engines that are friendly and appropriate for elementary kids. The 4 me search engine is appropriate for primary. I'm thinking that the primary site will be helpful for my 4th grade kids not reading at grade level.

#8 Someone shared the hint that if you don't put spaces between words, the words will stay together in sentences on Wordle. I'm wondering if that's true for http://tagxedo.com as well. Tagxedo is like Wordle, but you can make the word cloud into a specific shape. (Thinking of using this for U.S. state reports, using the tagxedo as their cover.)

#9 http://bingle.nu A search engine that gives you side-by-side results of Bing and Google search results. Also, http://google.com/squared for searching things that can be categorized, i.e., chocolate brands, felines, etc.

#10 http://edmodo.com A secure, social media site. I'm planning on setting up a classroom site with edmodo this year. I think it will be easier to send msgs to all students rather than using email.

I suppose I should have called this a "Top Ten" blogpost, but there were more that just these ten sites shared. These are the ones that I have added to my toolbox for my fourth graders and myself as our year together begins only 7 weeks from now!

EduBloggerCon ISTE 2010 Day One

2010-06-27T15:27:00.000-07:00

ISTE 2010 is being held this year in my backyard. I'm from the western suburbs of Denver and my school district generously provided the funds for me to attend (except parking, of course!)

EduBloggerCon at ISTE 2010 was my first "unconference." I had no idea what to expect or even how things like this were organized. I came with an open mind, and a desire to meet many of my PLN from twitter, face-to-face. One thing that really impressed me was Steve Hargadon's statement was that newbies were not allowed to be "awed" by tech people such as David Warlick, Dean Shareski, and of course, himself. I know it sounds silly, but these people, and others like Lee Kolbert and Angela Maiers and Scott McLeod are little like rock stars to a tech newbie like me.

My favorite part of the day was the Web 2.0 Smackdown and I wondered if this would be an energizing part of the staff development days that we have at school. Or how could this be adapted somehow to the classroom. I think the kids would have fun with a forum like this.

For me, #ebc10, was as important for the affirmation as it was for the information. It's hard being the only teacher in a school who is trying to actively learn, use, and integrate Web 2.0 tools. I needed and used the energy of my first "unconference" to boost my tech ego. Thanks to all for such an opportunity.

Summer Reflection

2010-06-22T14:18:00.000-07:00

Summer is a time for me to both look back and look forward. I've spent several hours reflecting on the good, and the not so good that was my classroom last year.
For the good, I felt like I introduced my students to a lot of different technology tools. All of my students were enrolled on our district's Google Apps platform this year. They were the only class in the school to be using this awesome opportunity.
They also used http://www.wallwisher.com for a math project and played math games on many different websites, including http://www.coolmathgames.com. We used http://www.spellingcity.com several times to practice spelling/vocabulary words. Thanksgiving time was exciting as we got our new SmartBoard installed and the kids and I learned the software together. Students were SO helpful in opening and using lessons I had placed in the programs when subs were in my room.
Of course, kids learned the Microsoft basics of Word, Publisher and Powerpoint. But I think the best lesson came when we explored Google Sketchup during our unit on 2D & 3D geometry.
So, the not so good:
Although I did a lot of technology in my class, I think I could have done better with consistency. For example, we were using Google docs pretty successfully at the beginning of the year for literature circles, but after Christmas, I didn't follow through and create new groups/docs to keep that going. We used wallwisher, but after exploring the program more thoroughly in the past few days, I can see so many more instances where this tool could have supported learning and assessment.
So, it all goes back to learning goals and using technology to achieve those goals. Beginning with the end in mind, one of Covey's Essential Habits, sometimes says it all.

Education reform vs. test scores

2010-05-04T17:38:00.000-07:00

I was part of a large conversation on Twitter among educators that I admire and emulate. The discussion was about education reform. I found myself wondering about what reform? Integration of technology, 1:1 computing, connecting with others via technology, collaborative projects, STEM curriculum, problem-based learning, paperless homework, and on and on. Even a teacher (like me) who loves science and technology can have trouble not panicking at the workload ahead. After all, my district required curriculum doesn't come differentiated or technology-embedded.

Then I balanced these thoughts against a congratulatory email received today from administration about having 88% advanced or proficient on high stakes testing in reading. Fantastic scores, no doubt. Achieved by students in classes where technology is minimal, Daily Oral Language sheets are used religiously, kids write 8 sentences summaries weekly on their at-home reading, etc. No STEM, No PBL, and these "old ideas" are getting results on tests.

My purpose is not to judge my colleagues and their practices, but I wonder how educational reform is needed if the results are obviously there.

Now why do I discuss tests? Because like it or not, they are how teachers at my school and district are judged. In addition, if our Colorado legislature has its way, it is going to be the basis for keeping my job.

I don't intend giving up on my efforts to reform my teaching practices in my own classroom. Given the results, though, I also can't criticize others for not beginning their own journey.

It's The Radical Ideas that Give Me Energy

2010-04-10T16:08:00.001-07:00

I recently watched a BBC video about Finnish schools. People around the world are trying to find out why Finland schools produce the highest scoring students in the world.

At the end of the video, there was a short interview with Nokia, a major business in Finland. The business leaders want Finnish schools to continue to emphasize math and science in order to produce highly educated students for the workplace of the future.

I believe that would be the wish of U.S. companies - schools producing workers that can compete in today's world, find success in today's worksplaces.

I was thinking this: What if all of my 4th grade curriculum BEGAN with math and science. Technology is embedded into the day. Here's the radical part: Literacy is taught in service to the math and science. In other words, literacy is taught, integrated, and used as a tool or vehicle in which to reach the concepts of science and math.

Is this so radical? Yep...right now our district mandates 1 hr. of math and 45 minutes of science in a 6 1/2 hour day. Over three hours is dedicated to literacy, including writer's workshop and guided reading groups. So, now I'm thinking what if the schedule flip-flopped...my 4th graders spent 3 hours on math, science and technology. Use the 45 minutes of science and switch that to free-choice reading w/ individual reading conferences. The one hour of math becomes writer's workshop.

Three hours of science and math? Think about embedding current events, inquiry projects, collecting data, and teaching a mile deep. Imagine. Such a radical idea?

They Came, They Saw, They Conquered.

2010-04-08T19:36:00.000-07:00

I have been exploring ways to support learning with technology & Web 2.0 tools this year. I recently had a great success to share.

My school district requires using Investigations for our math curriculum. In the current unit, students build structures out of snap cubes and draw the structure from the top, left side & right side. It is supposed to teach geometric perspective and 3-D thinking. Boring with a capital B.

I recently finished an online course about Google Tools and learned Sketchup, and I saw the potential for engaging students in geometric perspective, but I wanted to stretch the lesson a bit. So I infused the geometry with ideas on how to learn.

I posted the following question on the SmartBoard. "How do you learn something new?" Some common answers were: I listen very carefully to the teacher - or - I really pay attention. So I posed this situation: In three hours of laptop access, I want you to create a 3-D drawing with a computer program that you don't know. The challenge is that I (the teacher) don't know it either.

Students came up with strategies to learn without me. Learning from peers, give it a go, learn from mistakes. I was surprised that not one child mentioned tutorials, directions from the program, or googling for strategies.

I was amazed at the collaboration that began to take place. I could have gone out for coffee that day in math class, and no one would have noticed my absence! They taught themselves SketchUp with minimal intervention from me. At the end of the class, I pulled up a tutorial video from YouTube and we watched it together.

Several students went home that night, downloaded SketchUp and kept on working. My inbox filled up with emails from students with SketchUp drawings attached.

The second day, I began the day with the SketchUp tutorials and students learned about tutorials and other resources for learning and help with technology. Everyone was creating 3D buildings with people, furniture, textures, even swimming pools by the end of the second hour.

Today, I had a sub. But, in reality, by today, I know my kids were directing their own learning and a teacher was superfluous. Tomorrow, I'll tell my students that I actually DO know the program and teach them a few extra tips.

Not all technology ventures are successful in my class. This idea was so completely successful that I wanted to share.

Winning Without Honor

2010-03-09T17:25:00.000-08:00

It was recently announced that Colorado was the only western state to "win" in the government's Race to the Top competition. I'll be honest here and admit that I don't really know what the qualifications were for RTTT. I don't know what the money is supposed to be used for and I don't know how much money Colorado may or may not get. I do know that Colorado's Department of Education had a committee working on our state's application to RTTT for quite a while.

So I don't know a lot about RTTT. However, as a military veteran, I DO know a lot about honor. When I think about who I am as a person, I think three words: excellence, integrity and honor.

I believe that the Colorado RTTT committee worked hard to get this money for Colorado. But this is a win without honor. This is a win that represents children losing. A lot of children losing. Dishonorable and unacceptable. Winning in such a contest, such a competition, where innocents go without is a win without honor.

I can't change the rules of RTTT, I can't change what the money will be used for and I can't change how the winners and losers are judged.

In the United States of America, for our national leaders to say that the children of 35 states lose, while the children in 15 win is a cowardly and dishonorable act.
How dare we.

Differentiated Staff Development, Please

2010-02-21T18:33:00.000-08:00

In the last two weeks, I have attended two different conferences and was struck at how different these excursions into professional development were from the school staff development provided to me.

The first was a 2 1/2 day literacy conference in South Denver called CCIRA (Colorado Council of the International Reading Association.) About 300 different sessions, ranging from 1 hour to 1/2 day, to choose from. Incredible national leaders in the area of literacy for keynote speakers. Great authors to meet and greet. I came away from the conference with notebooks of information and ideas.

The second was a one day technology conference in Loveland, Colorado called Learning 2.0: A Colorado Conversation. Twelve different sessions all focused on using technology in education. Again, a conference full of information, ideas, and conversations with leaders in tech education.

What was important about both of these conferences was the ability to choose the sessions that spoke to me, held interest for me, and moved me forward as a teacher. This was differentiated professional development that met me where I am in my learning processes and gave me the support to take the next step(s) in becoming a significant teacher.

It is expected that a teacher differentiate learning activities for the variety of learners in a classroom. Why is this not expected - and delivered - to teachers in their professional development? I spend my own time and my own dime attending conferences that feed my teacher spirit. Why can't I get that in my own work environment?

Pangaea Paradigm Shift

2009-11-26T00:54:00.000-08:00

At one point in the history of our planet, all the large landmasses on Earth were connected into a supercontinent called Pangaea. Over hundreds of millions of years, these landmasses have broken apart, drifted, and are in the positions that are familiar today. Yet the land beneath our feet is still shifting, moving, slowly, inches/centimeters annually.

It is with this image in mind, that I take my next steps in transforming my classroom this year. I'm actually going back to the connectedness of Pangaea. Thinking Bigger. Connecting Ideas. Intertwining Content.

There is an educational theory that new information is not learned unless it is connected to past learning. I believe this to be true, and I certainly taught with this in mind. In each individual content area.

Last month, I took a baby step and opened my afternoon to a flexible schedule. All afternoon, my students and I spent exploring math, science, technology, and social studies without the parameters of time. Now it's time for the next level of paradigm shift,connecting all the learning to all content areas under an "umbrella", a guiding theme.

I originally got stuck on this idea of theme because I was thinking too small. I couldn't get past the theme idea as it's usually taught in primary grades, i.e., "this week we're going to study every thing about the polar regions." Not appropriate for intermediate, not sure if this is even appropriate for primary (but that's another Oprah.)

Watching the Alan November video from my previous post and having Thanksgiving vacation just to think, helped me move to the bigger concept of theme. I got into my curriculum guides and worked to find the big ideas, the Pangaea(s), that connect my content.

So, for the next three weeks, I'm going to try out this next step. Since we begin next week with a new SmartBoard,(woohoo!) I'm spending one week on the theme of Visual Learning and the next two weeks will focus on Communicating with Clarity. All content areas will connect with these two ideas for the next three weeks.

The main technology during this time will be our new SmartBoard. But I'm also going to try www.wallwisher.com for some visual feedback on learning too. I'll be communicating with a 5/6 class in our district for some collaborative learning activities as well.

So, I'm off to Pangaea. Bon voyage.

How Do I Get There?

2009-11-22T10:01:00.000-08:00

I watched this video with one of the great educational thinkers, Alan November. And I just thought, "how do I get there?"

Find more videos like this on NL Connect

I have always known that it wasn't enough to just have a lot of technology in my classroom. If the technology doesn't fundamentally change the education in my classroom, then it's just a lot of toys, albeit very expensive toys. So my thinking for this Thanksgiving holiday is, "how do I get there?"

An Open and Free Exchange of Ideas

2009-11-08T08:02:00.000-08:00

In addition to my classroom technology journey, I also want to use this blog to explore the energy and spirit in teaching. For me, information is energy. Perhaps this is because I am excited about learning, excited about change. I tend to move toward change more quickly than others and I sometimes regret my fast pace. I am NOT a closet ADHD person, but I want to learn and absorb information quickly so I can move on to the next topic, the next area of interest.

With that persona in mind, it is probably of no surprise that one of my core beliefs is that in a democratic society, a free and open exchange of information is vital. I also believe (perhaps naively) in the ability to sort and choose information, based on schema and internal filters. This is an important skill I work to teach my students as well.

So, for me, it isn't necessary for others to debrief and committee and present and explain information before it is given to me. I know that with my colleagues and my PLN, that there is help out there if I don't understand the research. The delay in receiving information is, for me, an energy drain.

Education - indeed the information world - is not going to wait for educators to catch up. With technology, face-to-face meetings are no longer necessary before research and information are disseminated. Perhaps the optimal model is "give information, then all debrief" rather than "committee debrief, then give information to all".

A Writer's Notebook for Blogging

2009-11-08T07:57:00.000-08:00

I don't know why this didn't occur to me before. After all, I am a writer. I keep multiple writer's notebooks, used for specific situations. I have a writer's notebook that I keep at school and use with kids. I have my notebook for the fantasy chapter book that I'm writing. And I have a general writer's notebook that is for my "noticings" about the world that I use for most all else.

So why did it never occur to me to keep a writer's notebook for my blog? For the umpteenth time this morning, I got an idea for this writing and regretted the lost ideas that I know I had because I didn't write them down.

Lesson learned. The writing process works for all types of writing. Trying to "wing it" didn't work for me and I'm going to get the writer's notebook for blogging started today.

The Long Sleep

2009-10-23T19:24:00.000-07:00

When I look at my last blog entry, I am surprised that it's been three months since I have updated information here. You'd think I'd been on a long sleep, hibernating.

Actually, things have been moving so quickly, that I haven't slowed down long enough to pay attention to my writing. So here's an update on where I am with my web 2.0 classroom.

My first step was teaching my 4th graders to type. Keyboarding has been going slowly, most are giving it a good try, others are sticking to the chicken-pecking method! But "home row keys" are familiar now and we're all making progress. One challenge has been that today's learners actually need to have different keyboarding skills for different applications. While traditional keyboarding is most efficient for word processings applications, thumb-typing is also necessary for texting and phone apps. I've stuck to the traditional word processing method for teaching purposes.

I needed to finish a Google Apps class in order to get my google account within district apps program & firewalls. Then turning in my kiddos information gave them the ability to create their own google accounts under my umbrella. This has been completed for about a week. I've set up discussion boards on google docs for each of my reading groups and this week we practiced collaborating on documents. I would say with moderate success. What we found was that we were more efficient with only 2 or 3 students collaborating on a document at once. If an entire reading group (6 - 7 kids) worked on a document, the multiple editors made the document too fragmented. Especially since google docs automatically saves and sends every minute or so--my kids were having trouble typing sentences that quickly, so google docs was saving and sending a lot of incomplete ideas and fragmented sentences.

I love how the kids & I regrouped and we tried something new. We're all in this journey together and we're learning and cooperating wonderfully. We tried just 2 people from one group on a document at a time and then we rotated people. Worked much better. I also have some ideas about creating graphic organizers for our discussions that I'll be trying out this weekend.

One of my goals this year was to have a technology night to share our successes with parents. After considering a lot of options, I decided to schedule breakfast with parents instead. So in December, the students and I will be having a "Muffins with Moms" breakfast and in January we'll have "Donuts with Dads" breakfast and we'll be sharing our technology projects.

There are many, many other technology ideas that we're trying and will try in the near future, so keep checking back for our latest news.

Transitioning to a Web 2.0 Classroom

2009-08-01T12:18:00.000-07:00

Learning is a big part of the energy of teaching. I've been on a learning journey lately. Over the past several months, I have been learning about, and participating in, using technology in the classroom. I've taken several online classes, including one about Web 2.0 tools. I created this blog and developed a PLN on Twitter and delicious.com.

Now it is three weeks until school begins, and I need to start to set up the tools for the student learning that is about to begin. So many of my blogs in the future will be about the planning, implementation and success/failure of my technology journey during this school year.

First things first: I need to set up the expectations and model the behaviors that will be required of student online learning activities. I need to get kids and their parents to set up google accounts for the collaborative learning. Finally, I need to teach kids to keyboard!!

So here's the step-by-step plan and here's where I'm asking for feedback. Let me know if I'm forgetting anything or send me an idea on how to start my year in the classroom as I transition to creating a 21st century environment for learning.

My 1st two weeks:

Have students go through lab and laptop orientation w/teacher-librarian (a school requirement)
At parent orientation, give parents directions on how to set up a google account with their child. Keep the password known between parent & student--I think this will help alleviate fears from parents. Share my gmail address. Have before/after school access to computer lab arranged for students w/o computers. Introduce classroom website for info & homework.
Also at orientation, have laptops set up so parents to fill out questionnaire on google spreadsheet, use as an example of future classroom activities. (paperless!!)
In parent orientation packet, include online expectations contract. I will spend class meetings on these rules and consequences.
Check out Alpha-Smarts (class set of 30) and spend time learning to keyboard. Kids practice while I am meeting with new reading groups.
Include cyber-bullying in class meetings about bullying. Use http://www.stopcyberbullying.org/index2.html for resource (make cyberbullying pins?) Send links to parents to have conversation(s) w/kids as well.
At end of two weeks, follow up with families that have not set up google accounts to check to see if they need additional support. Create spreadsheet for my own use.
At end of two weeks, I have arranged for after school "Technology Night" for my classroom for further parent education (check to see if any other teachers are interested).
Ready to begin collaborative literature circle groups with google docs.
Set up www.edmodo.com groups for microblogging.
Use digital camera for scientist project, keep photos for future use.

DEEP BREATH!! Here we go!

On A Mission from God a la Belushi

2009-06-20T17:25:00.000-07:00

I guess I'm showing my age when I can recite lines from the Blue Brothers movie. Jeez, how long has John Belushi been dead? Anyway, after last night, I also feel like "I'm on a mission from God".

The challenge was to create a 1-minute video for an application to Google Teachers Academy which will be in Boulder - a 20 minute drive from my house - in August. Now I've never made a movie before and I have real doubts about my ability to keep up in this Academy. But I know these doubts are from fear and a lot of becoming technology-savvy is conquering fear. So I try to think of this: "What would you attempt if you knew you could not fail?"

So anyway, I bought a Kodak pocket video camera, downloaded the software, got a vision of the final product and realized how much this process was like writing! I thought I would teach myself Windows Movie Maker. From my PLCN, fellow twitterers, I knew about Animoto, Vimeo, etc, etc.

Three hours later, I realized that Animoto charges for video over 30 seconds, Vimeo is sharing videos (not creating them) and Windows Vista can't recognize the video from the camera. I keep getting a codec error. (Which also means I can't download video from the camera into Powerpoint either).

So I have choices, (1) use the limited software from ArcSoft that came with the camera, thereby changing the vision of the final product, (2) purchase more advanced software that ArcSoft so graciously emailed me about only 24 hours after registering the product, (3) start from scratch with photos that will fit into the code required by Windows.

I refuse to be defeated. I KNOW I CAN DO THIS!! I am on a quest, yes indeed, a mission from God.

The + and - of Twitter, A Newbie POV

2009-06-04T09:48:00.000-07:00

I've been a twitterer for about three months now and have been reflecting on the value of this time spent. Overall, it's been such an incredible positive that feed this teacher's spirit on a pretty much daily basis.

I work in a school with limited tech resources, we have 30 laptops for over 500 kids. So when a tweet comes in about a 1:1 school, boy am I jealous. Yet, glad that there are kids that have those opportunities. I'm also a newbie to technology, I just made my first powerpoint 14 months ago, but have climbed the learning curve steadily and with enthusiasm. I've tried to pass my meager learning to others: one teacher at my school is in my delicious network, 2 others blog now, but I'm the only twitterer. So I depend heavily on my digital colleagues for help and knowledge. But it's difficult to integrate some technologies on 2 classroom desktops that still run off Windows 93.

A tweet came from a teacher willing to share his bookmarks on flipcameras recently & an offer to help answer questions thru direct message. A positive. And now I'll work on that video to apply to the Google Teacher's Academy.

Another colleague asked for more info on how I use Discovery Streaming visuals in assessments. A real positive for a new learner like me, felt like I was truly contributing.

Negatives: I recently received a tweet that said, "clearly some new folks don't get the way Twitter works," and went on to list the order of how -to- do- twitter. Believe me, I didn't follow the procedure. It's funny how you can feel crummy over a negative message from someone you've never met in person.

So let me explain: I didn't update a photo/bio 'cuz I just figured out how to add a digital photo a few weeks ago. I still don't get hashtags and twibes and widgets. Basically, I'm trying to figure this out solo. But I'll get there.

But never forget that us newbies really look up to you twitterers that seem to have it all together. I respect you and admire you in a realistic-rock-star kinda way. And if I didn't get how twitter (or other things work), it's just a learning curve.

New Photo

2009-05-25T12:36:00.001-07:00

Three/four months into blogging, twittering, ninging, and I'm finally getting around to adding a photo and updating my profile on all my accounts.

I remember the agony of deciding on a name for this blog and I went through the same kind of angst in choosing a picture.

First, I knew that it wouldn't be a picture of me. I really dislike the way I look. I like the way I am on the inside, but the outside, uh, not so much. So then the decision was, "what image represents the inside?"

Then I remembered a DeWitt Jones video I saw recently. He talked about finding the possibilities in your world. Seeing the magic. He is a photographer for National Geographic. He wanted to photograph a field of dandelions. He had to get somewhere, life got in the way, and by the time he returned to that field, the dandelions had all turned to puffballs. He was about to walk away, when he found the possibilities in his world. Took fantastic photos of puffballs! http://starthrower.com

So that explains why the puffball image for this blog and the rest of my accounts. I have a picture of one on the front cover of my planbook too. To remind me to see the possibilities as I work to move from good to great to significant. Instead of "no", to always think, "but if the answer was yes, what would that look like?"

Reader's Letters

2009-05-06T19:51:00.000-07:00

I recently read a blog about writing personal letters to students for encouragement and personal connection. One of the most supportive people in my PLN, Larry Ferlazzo, was the topic for the blog and I added my comments as well. http://bit.ly/gXmxE Each week, my students write a readers letter in a notebook that goes back and forth throughout the year. I answer each one, usually a page long, 29 students this year.

Today, my students wrote their final readers letters for this year. I'll answer them, saying goodbye, and they will share them at conferences next week and take them home. There are many times during the year that I bristle at the hours I spend writing a page to each student each week. Many activities vie for my time, and it usually takes about 7 or 8 hours each week for these notebooks.

As I reflect, though, on my classroom practices that make a difference for kids, I know that I would give up a lot of things before I would give up these letters. Students start the year just writing about their latest books, but the letters end up as conversations between kids & a mentor. I don't become a friend exactly, but almost like an older colleague, and definitely a fellow reader.

As much as I appreciate the speed and efficiency of email, blogs, twitter, and other digital communication tools, I know that the time that is spent slowing down to answer a letter by hand somehow sends a caring message. Maybe that's what we all need, every now and again.

The Worms Crawl In, The Worms Crawl Out

2009-04-20T18:56:00.000-07:00

I had been collecting two liter pop bottles for weeks, or at least my students had. We were going to make worm habitats as a decomposer activity for our ecosystems unit. I found models & diagrams on the Internet. Finally, got 30 of the bottles together.

Then I had someone tell me that my idea was doomed for failure. Wasn't a dark enough environment, not enough air, etc, etc, and sadly wouldn't share any information about an alternate activity.

So I put the pop bottles up on a tall shelf and set myself to pondering. Why so much info if the activity wouldn't work? What were the alternatives? I didn't want to set up 29 kiddos for failure. I ended up researching vermicomposting, visiting garden centers, talking to master gardeners, on and on.

Then yesterday, I was hit with a BFO (brilliant flash of the obvious). I was working like a scientist, but that wasn't the point! The purpose of my classroom is to get my STUDENTS thinking like scientists! So today I put the challenge to the kids...research and build the best habitat for a worm, meeting all the needs of the organism for a happy and healthy worm existence. I would be the facilitator of materials---and essentially, the checkbook.

We start with the research tomorrow. They will work in teams, test the variables, observe the data and record the results. My kids walked out the door tonight, yelling ideas at me as they left. Fired up!!

And did you know: worms are sold by the pound, just like chicken :)

Going Out for Coffee

2009-04-08T19:40:00.000-07:00

I started science inquiry projects this week as a follow-up to a field trip to the Denver Aquarium. I used guidelines within PBL (project-based learning) theories that I had read in professional books and online. In this activity, the only restrictions that I had for students were that their inquiry and learning projects had to be based on an aquatic biome or organism. Then I focused on being a facilitator of resources, not information.

I swear I could go out for coffee during science and the kids wouldn't even notice because they are so engaged in their research and learning. The noise is incredible (okay with me), and so is the enthusiasm. Kids had a choice to work alone, with a partner, or in a group of three. They developed an inquiry question, a plan for research, and a project that shows others their learning. I shared a list of project possibilities that I got from a differentiation source and then let the kids go.

I have everything from board games to "Discovery Channel" type videos being created. I only have one desktop in my classroom, so I've had to limit each child to 20 minutes each for Internet research. But that computer is on and being used every minute of the day! Everyone is being great about sharing resources and passing on info that they find for other groups as they're looking for their own. The collaboration is really heartwarming.

My purpose for this blog was to explore new teaching practices, including technology, but to also explore how spirit and energy "feed" my teaching. The past few days have been really rough, with conflicts happening within hours of returning from spring break. My success with PBL and inquiry science has been the saving grace. The universe reminds me again and again that my energy comes from kids, thank god for them.

Much better than coffee.

No Time to Teach??

2009-04-05T17:38:00.000-07:00

Well, it's back to work after spring break and two snow days. I looked at the calendar as I was planning today (Sunday) and wondered where was my time to teach?!?

I'll need to do some review after an abrupt beginning of spring break thanks to two Colorado snow days, and I had wanted to do an inquiry project and photo/technology project tied into our Denver Aquarium field trip. But, science week is next week and I can't slam together the aquarium stuff in just a week, then take a detour to forensic science, then return and expect any substantive learning.

Then add an early-release day, a week of outside duty, ALP conferences, mid-terms due Friday, G/T partnership meeting, Principal/Coach meeting, weekly staff meetings, staff development day, class lists for next year and an Earth Day field trip and this is just for the next 2 1/2 weeks. This doesn't include any PTSA events (carnival, 5K run, pancake breakfast, etc) or student council events (crazy hair day, Children's Hospital fundraiser, etc).

I swear I could go out for coffee each afternoon and the day would be full without any teaching going on. So I participate in an exercise that I hate: What do I NOT get to teach this year?
Do I drop the inquiry project? Try science week another year? Don't get to do my infamous chocolate unit to end the year?

Eight weeks of school left, and I'm searching for time to teach...how ridiculous is that?

Serendipity

2009-03-26T05:33:00.000-07:00

One of my favorite words, meaning "to find something pleasant, unexpectedly"

I have been mentally wrestling with how to move my science instruction into an inquiry-based classroom and still keep true to school district expectations. That, plus I'm right in the middle of a unit, and the part of my brain that needs order, always thinks something new works better at the beginning of a unit. But my class went on a field trip yesterday and serendipity struck.

I had visited the Denver Aquarium personally before, but never for a field trip. We are in the middle of an ecosystems science unit and the unit tends to focus on land-based biomes. Out of nine ecosystems, only a cypress swamp and the California coast are included as aquatic ecosystems. Considering we're a water planet, and our oceans are in as much danger as our land, I thought this was pretty shortsighted, and thus the field trip.

The curiosity came busting out of my fourth graders. I heard so many "I wonder" sentences, that I started keeping notes. Kids were telling me, "I think I read this..., "I think (blank) is so cool..." And the universe smacked me upside the head and THERE was my inquiry. All my students needed was a little background knowledge and excitement, and the inquiry flood came rushing out.

A bonus happened: I had gotten permission from my principal for kids to bring cell phones (and the cameras in them) on the field trip and more than half were able to take digital photos during the aquarium visit. Now, today is a snow day, and I'm going to spend the day exploring web tools to bring all these photos together into some sort of montage, maybe a movie, maybe a wiki.

Inquiry projects on all the questions we asked will begin tomorrow. I am just a facilitator of resources--kids will construct their own knowledge and their plan to share.

Ask the universe, and serendipity happens.

2009-03-21T19:49:00.000-07:00

Censorship begins Down Under ??

http://www.usatoday.com/tech/news/2009-03-20-australia-blacklist_N.htm?csp=usat.me

Article from USA today claims that there is a "black list" of Internet sites and speaks of the Aussie government blocking Internet sites. Do citizens "down under" really support this?
While the practical part of me worries about all the inappropriate content on the Web, the rest of my brain remembers watching Nazi bookburning videos. I know that the U.S. library system has the same problem with banned books. A couple of weeks ago, the Rocky Mountan News (when it was still alive) published a list of the top 25 most challenged books. I cut out the list and have resolved to read them all by year's end.

All free societies should should cherish the unfettered flow of information, whether digital or print. As I teach students to be critical thnkers, I am reminded that it is an educated, intelligent, thinking public that monitors the validity and veracity of information.

Innovation is a Bust?

2009-03-19T18:55:00.000-07:00

I logged into a website: www.bigthink.com and read a blog that referenced a Boston study that showed the U.S. ranked rather low in "opportunities for innovation." So who's first? #1 is Singapore, #2 is South Korea. One of the contributing factors to the low rank of the U.S. was our confusing immigration laws, which hinder our country from attracting the best and the brightest. Okay, that's out of my circle of influence.

But an additional factor was the poor quality of science/technology education in the U.S. Now, we're talking--definitely in my circle.

I'm a total science geek--although I admit I'm running behind on the technology bandwagon. After some great online classes lately, though, I'm starting to catch up.

After reading this article, I found myself wondering how my overall science instruction could be improved as well. Our district uses the BSCS science curriculum and I've often been frustrated at the low expectations for science knowledge that this curriculum seems to have. I have also had to do my best with implementing my own student science notebook/journal work since staff development in this area is unavailable to me. (I've heard some schools have district training in science notebooks, but not mine). I also don't see many opportunities in BSCS for non-fiction literacy integration and math integration. Inquiry isn't supported, since the experiments are explained in detail and the questions are curriculum-generated.

I'd be interested in learning of any books, websites, online classes, etc. that not only support my technology journey, but science in general. I believe science is the "hook" for student interest and that through integration with math and literacy, science can be the foundation for a classroom curriculum.

Innovation may be a bust in the U.S., but my goal is to make science & technology the forefront in my classroom circle.

Playing Games

2009-03-17T19:09:00.000-07:00

For whatever reason, my life-path crossed with that of four enterprising young students from Westwood College recently. I don't know what brought them to my classroom door (other than my principal), but their assignment for an education class was to create a game for elementary students based on district curriculum.

I was surprised, and disappointed, that their plans were for a board game, not a game using technology. Do kids still play board games? I'm thinking maybe classics like Monopoly, or not even that?

I was saddened, too, by the assignment that was given these college students. To be honest, I don't know if they were education majors or business majors (if so, they'll be broke, because NO ONE will buy an educational board game). Is this all we expect of our college students? If the purpose was learning the district curriculum, I'm sure that a board game assignment was not the best learning option. And if the purpose was learning to tap into the interests of elementary students, then they were lost there too.

I'll let my kids plan their games, and give them feedback, as well as giving them my feedback, but it was disheartening to see these young men put effort and time into work that moves them and educational practices, backward, rather than forward.

A Technology To-Do

2009-03-12T19:49:00.000-07:00

I don't golf, but I can empathize with being in a sand trap--I want a mulligan--a do-over. I finished my final project for an online course and thought I was using the web tool to do the job I wanted to do in my lesson plan. My plan turned out to be a triple bogey.

The idea was to have kids use digital cameras to photograph adaptations of African animals at the Denver Zoo. I wanted to tie in our African continent social studies unit with our science ecosystem unit. So, don't just take pictures at the zoo...the photos had to show animal adaptations that help the species survive in their ecosystem. Good big idea.

I wanted each team of students--I'm mentally picturing teams of 4---connecting their photos together in a slide show style presentation and using voicethread to add narration. Comments on my final project said this wasn't possible.

Now I know how kids feel when they think they "got it" and then realize they're wrong. So reviewing voicethread is on my technology to-do list for this weekend, so I can figure out where I went wrong. Two goals: find out exactly what are the possibilities for voicethread and find out exactly what will create the project I envision.

Also found an ebook linked to the coolcatteacher blog that gave some suggestions for beginning instruction to students in digital courtesy. Gave info about intraclassroom projects & inter-classroom projects before starting anything international. Great info for a newbie like me, it helped me develop a plan for the behavior expectations behind the technology. So that's next on the technology to-do list as well. Also plan to develop a "technology behavior" contract between teacher, parent, student, so expectations and consequences are spelled out.

A busy weekend for sure. No time for golf.

Beginnings

2009-03-05T19:33:00.000-08:00

I am stepping into new waters of technology beginning with this blog. I am a 4th grade teacher in Colorado and have just completed a web 2.0 class, my 3rd online class. Now it's time to put up or shut up. Just do it, a la Nike. I've learned about technology tools from great teachers, a supportive environment, and a brand new laptop. Now the bird must leave the nest and fly solo.

The first steps to transforming my classroom was rearranging my daily schedule, prioritizing science and technology, and making plans for content integration. Thankfully, I had my principal's support, and she's willing to stand back and let me take this journey. I am reminded of a DeWitt Jones' video I watched recently on starthrower.com. My favorite quote, "It is not trespassing to go beyond your own boundaries."

This past October, I spent four glorious Colorado fall days at a Tibetan Buddhist retreat in northern Colorado called the Shambhala Mountain Retreat. It was a retreat for writers--a combination of meditation, hours of free time for writing, and a totally vegetarian, healthy, holistic diet. Now before you think that this was heaven, let me admit that I am addicted to Dr. Pepper, chocolate and McDonald's breakfast. The first day and a half at Shambhala, I kept telling myself that "I give myself permission to leave whenever I choose." I was totally disoriented.

By the end of the 4th day, I was ready to stay the rest of the week. I felt peaceful, got tons of writing done on a children's fantasy book that I'm writing, and connected with other writers and Mother Nature. I still meditate, wish I wrote more, gave up most chocolate, Dr. Pepper only with pizza, and I am very careful with the spirit energy that I take in and give out. I have been known to walk out of staff meetings that are too negative.

Thus, the title for my blog.

I welcome suggestions for first steps in transforming my classroom with technology. I'm overwhelmed with possibilities. I hear all the time, "Just take it slow", but I'm not sure that I want to move slow--what fun is there in that?