Show and Tell

          I definitely think that it is important for students to showcase what they have created and have a chance to be truly proud of their work.  It's nice to look at something you made and see that it's good, but being able to show it to larger audiences and have them experience it as well is exhilarating and fun!  For example, when I finished my Girl Scout Gold Award, my Girl Scout leader invited local newspapers to interview us, as well as some news stations, and she even made a blog about it.  From my own experience, I know how good it feels to have your hard work out there for the world to experience.
          I focused at looking at the different tools you can use to make students' work known and open for others to enjoy.

• Taskstream: I really liked Taskstream because it kind of looked and felt like a blog for students to use, rather than a portfolio website to show what they learned (while it does seem to do that well).  I really liked the share feature that it has, that allows you to email and post it to other places for people to see.  I believe that would be helpful for teachers to show parents how their students have grown and developed, as well as showing them how much potential and ability that their children have.  I could see myself using a program like Taskstream to help my students and their parents be proud of accomplishments and abilities.  I think that it is also good because it provides a way for students to make back-ups of their work, in case something ever happens.  Parents may not be able to post all of this work up on the fridge, but they do have something to look back on and show others.
• I liked the idea of having students create their own blogs or wikis to showcase what they have learned and how far they have come, or for them to showcase their best work for others to see.  I think I would want to use something like Wikispaces or maybe weebly to have my students create their museums to showcase themselves!  They're also fun to design and play around with.  It can also be easier to share by simply emailing someone a link and being done with it.  They also allow you to download and back up your pages, which is a plus.  Then, maybe some parents could put it up on the fridge!
• Finally, I liked the idea of making a Facebook page for the class, but maybe not for showcasing material.  Because Facebook is so open and searchable, it's hard to protect content or make sure that only the right people will see it.  Not that this is a bad thing: of course I want people to see my students' accomplishments, but I want to be able to control what gets seen or what people post without having to babysit the page too too much.  If I were to ever use this, I would want to maybe use something like Twitterfeed to control where it goes.  If I decide to use a Twitter, Facebook, or Tumblr to showcase my student accomplishments, it would be helpful to use all those resources in different ways (i.e. post homework assignments or updates on Facebook and Twitter, and visual artifacts or videos on Tumblr, or some other combination).  It seemed like an easy to use tool that would save a lot of time.

Images

          One of the things that I learned in this chapter were that there are lots and lots of free image editors out there available for people to use.  I knew about and have used GIMP extensively (and love it!), but I had never heard of any others programs other than GIMP and PhotoShop.  I also learned that pixel-based drawing, like that found in GIMP and PhotoShop, are not the only ways in which to edit images.  Fryer discussed vector-based drawing and image editing, which sounded pretty sweet because it allows for scaling that doesn't skew image quality.  I learned about SeaShore, which sounds like (and looks like) and easier to use version of GIMP.  I know that GIMP took me a while to learn how to use, so in the interest of time in my classroom, I think I might have my students use Seashore instead of GIMP to create images for one of their lesson projects.  It will save so much time and so many headaches, hopefully, in terms of students having to learn how to use GIMP and in terms of me trying to teach it to them in such short a time.

          This leads directly into my exploration of the Inkscape site.  Inkscape is a video editing software that works with vectors rather than pixels in images.  This means that images can be scaled up huge or scaled down small and still keep their image quality, which is pretty crazy after I have only ever worked with pixel-based image editing (scaling up and down was a huge pain in my butt).  After looking at screenshots, however, I still like the image quality and look of pixel-based image editing, but I think I might try Inkscape out and how it handles.  Maybe I could learn to enjoy it.  The website was easy to navigate, and I'm glad it gave images of examples of things you can create in Inkscape, unlike GIMP, which didn't do much of that when I downloaded it.

          Another thing that I learned about was the idea of Quickshare image sites, such as Twitpic, or Instagram.  I often use Instagram, but I never knew that it was known as a Quickshare site (I guess I kind of did, but I never really considered it that).  I think that I would use one of those Quickshare sites for classroom lab experiments.  For example, I know that on Instagram, you can add hashtags to picture descriptions.  I was thinking about having students take pictures of their lab experiments with their phones or other devices like that and then posting them to Instagram.  I would have the students add a hashtag that was unique to their picture description.  The students would know the hashtag so that they could search for the class pictures on Instagram by searching for the hastag.  They could then do at home comparisons, answer questions, etc.  It could also be a helpful resource for absent students, because they could be given the hashtag used and search for the pictures online and look at them and still be able to potentially answer questions.

          The final thing that I learned about was voicethreading.  Fryer mentioned that it was his favorite site and his favorite way in which to discuss and work with images.  I learned about what voicethreading was, and it reminded me a lot about the videos on Khan Academy.  It was basically screencasting, but with picture manipulation and voice discussion.  It sounded like something that would be really cool to incorporate into my classroom, for lessons or for students to reference at home or when they are absent.

          Because of my interest in this, I looked at 2 websites: VoiceThread and Screenr.  The VoiecThread website was a bit hard to navigate, to the point that I could barely figure out what the website actually did, or how to get it.  This kind of made me like VoiceThread a bit less.  However, I believe that I might still use it.  It seems like a good tool to share things with students or other people, as well as give them verbal, video, or text directions to help with it.  It might be useful for video calls with other teachers from other places and stuff like that.  Screenr was something I was definitely interested in.  I love the idea of screencasting because I love what Khan Academy does with pictures, text, and voice.  It feels so seamless and easy.  Screenr also seemed easier because it didn't involve any downloads or annoying upload and rendering processes.  It was just so easy to do.  It's also good because you can play the product on any device because it is web-based.  Definitely something I want to try in my classroom.

Final Fires Reflection

          I believe that Fires is a very helpful resource to be used by teachers.  It offers such good insight into the minds of students and what they want to see and get out of their education.  It is often hard to get the same information out of own students.  However, I would not truly call this a textbook because most of the information in his book is so circumstantial.  While this book does give a lot of helpful advice and information from the perspective of high school students, there is no saying that any of this information will truly work in your classroom.  Not that I am saying that textbook give all the definitive answers, but they do give more concrete practices than what is found in Fires.  Fires is still an extremely strong resource for classrooms, though, because it gives tools that can help us modify our lessons and ourselves to create a learning environment that can benefit as many students as possible.
          After reading over my reflections, I feel as though my thoughts and opinions have not changed much.  I agreed with almost all of the practices mentioned in Fires when I first read it, I believe that I still agree with them.  I feel like I have grown, however, in my ability to determine how I should approach classroom management issues.  Fires provided me with plenty of tools that I had not considered before that could help me create a classroom that is beneficial for most students, and also what supports I can provide to students that need different types of learning.

Fires in the Bathroom - Alternative Assignment

          I chose to follow Daryl throughout the book and focus on what he needs or finds important in a perfect classroom.  I broke it down into common themes and discussed what Daryl thought was important and how I can address those needs in a classroom setting.

• On student/teacher relationships: Daryl brings a no nonsense view on what he expects in his relationships with his teachers.  He wants teachers that care genuinely about his perspective, opinions, and who he is.  Conversation that feels awkward and forced causes students like Daryl to feel like the teacher doesn't genuinely want to know, they only do it because they should.  He believes that teachers should try to learn about their students in casual conversation, not through cornering them in the hall or the classroom and rattling off a list of pre-determined questions.  In addition to this, Daryl believes that teachers need to worry less about getting their students to like them, and work more on showing the students that they like them.  Students will be more likely to respond to your requests and respect you if you show that you like and respect them.
• How I can support students like Daryl: For all students, I want them to know that I honestly care about them and their backgrounds or interests.  I would want to encourage my students to do the same for their peers, as well.  I want my students to feel comfortable in the classroom to share what they want and to know that me and the class want to know about what they have to share.  I need to create a classroom environment and overall demeanor that shows that I want my students in my classroom because I enjoy their presence and their lives as human beings.  I should try to show my students that I like and respect them, rather than trying to be the "cool" teacher to get them to like me.  That feels fake and forced, which is exactly what Daryl doesn't want.
• On teachers & classroom boundaries: Daryl wants a classroom where teachers set boundaries and rules and then enforce those rules.  Make sure your students know that what you expect of them is not an option, but a responsibility by limiting the number of times you say please, or make a open-ended request.  When students break these rules or cross those boundaries, the teacher correct it immediately, not wait.  The students won't understand or take the correction seriously, and it will further hinder the learning of other students in the time that it takes you to correct it.  Daryl wants teachers that help students understand the differences between harmless classroom banter and harmful classroom bullying, to better help students understand when they need to advocate for themselves.
• How can I support students like Daryl: At the beginning of the year, I want to set rules and expectations for the classroom that are realistic.  I want student input and participation on what they believe is important within a classroom setting.  I would make sure my students knew the consequences of disregarding these rules and expectations, and have them understand that I fully intend on enforcing them in a timely manner with their help and cooperation.  I would give the students a copy of these rules/expectations and the consequences for breaking them at the beginning so that everyone agrees with them.
• I want to create a classroom that is open, humorous, and fun, yet I want my students to understand the differences between humour that's fun and humour that's dangerous or rude.  I would ask for student examples and request student advocacy when they see behavior that seems rude or mean.  I would also assure them that I would try to catch the harsh behavior as best as I can and handle it in an appropriate manner.
• On teaching using students' interests: Daryl appreciates when teachers give homework or project assignments that relate to the real world or relate to something that he is interested in.  He suggests that teachers incorporate current types of media ("...movies, texts, or debates...") that can help students relate to the material in a different way, forces them to think and engage themselves in their learning, and appeals to their interests and curiosities.  By following these steps, teachers can get students to want to learn by creating content and connections that they will enjoy and understand.
• How can I support students like Daryl: By following Daryl's first point about showing genuine interest in what my students enjoy and want to see, I can better incorporate those needs and interests into my lessons.  I want to give my students assignments that can appeal to what interests them so that I can give them every opportunity to succeed.  I want to give students multiple ways in which to obtain this information and show that they have mastered the concepts of said information.  I want content that is engaging for them and challenges them.
• On sharing and creating opinions: Daryl would enjoy and respect teachers who understand that everyone has their own opinions and views on a topic.  Teachers should be open to interpretations and opinions that differ from their own or differ from societal norms.  This also entails allowing students to create and support their own opinions on a topic.  Give students the material and the background skills and information they need, then let them grow and foster their own opinions.  Allow them to share these opinions and give them opportunities to persuade others with their opinions.
• How can I support students like Daryl: If my students are willing to listen to my opinions and the things that I find interesting and exciting, it is only fair of me to allow them the same opportunities.  When I teach controversial topics, I want to give my students materials and articles that cover all sides or opinions, not just the ones that I choose to align myself with.  This allows students the opportunity to create their own opinions and not be fed the "appropriate" or "right" views.  I want to give my students the opportunity to argue with each other and persuade each other about their views in a controlled, open, and positive manner so that they can see the wide spectrum of opinions and thoughts other than their own, and possibly change their own opinions.
• On teachers and 'bad days' or mistakes: Daryl believes that teachers should acknowledge when they make mistakes or do something wrong.  They should know when it is appropriate to apologize and how to do so effectively and in a timely manner.  If they take too long to apologize after the fact, the problem could potentially escalate or the apology is less effective and meaningful.  Daryl believes in proving to teachers that they are wrong so that they have the opportunity to fix it and right the wrongs.
• How can I support students like Daryl: I want to model for my students how they need maturity and enough self-awareness and respect to know when they have wronged someone, and the appropriate steps to take t fix those wrongs.  I know how hard it is to admit to your mistakes, or to forgive someone when those mistakes hurt you.  I want to teach my students about EQ and how they (and I) can handle mistakes, anger, or stress in a way that is positive and conducive to a healthy classroom environment.

All references to "Fires" or Daryl are in reference to Fires in the Bathroom by Kathleen Cushman.  It belongs to Ms. Cushman and all the student co-authors of the book.  I do not claim to own the book, I only wish to share my views and opinions of it.

Chapter 2: Respect, Liking, Trust, and Fairness

          The part that jumped out at me was the part that talked about treating students as their own age, and not anything too young.  Students within the age range that we will be teaching want responsibility and independence.  Treat students like they are ever-growing individuals.  One quote that summed this up was, “In my mind, you’re not my parent, you’re my teacher.  That line goes but so far.  Don’t overstep your boundary.” (Alexis, page 35)

          This chapter really jumped out at me because it reminded me of my sophomore English teacher, and my sophomore History teacher.  My English teacher used to talk to us in a hushed voice, and would give us books to read that were not challenging us or treated us like we were fragile and could not handle the responsibility of harder work.  Don’t get me wrong, she was super nice, but most of the class felt like we weren’t being respected how we would have liked.  My History teacher, on the other hand, was very serious and kind of intimidating.  However, he treated us like we were thoughtful, mature people who needed a place to think and learn.  He talked to us like adults and we grew to respect him much more.  He became one of my favorite teachers in high school.

Chapter 1: Knowing Students Well

I think the thing that really jumped out at me was the idea of getting the students to share their schedules with you during the day, and not just in school.  This would entail having students write down all the things that they are willing to share about their day, and how long they believe it takes them to do it.  It gives you a chance to see what activities they are involved in on a regular basis without making it seem forced or faked, and what things they seem to devote more time to doing.

This really jumped out at me because it was something that I never experienced in high school that I wish I had.  I believe it is a good way for teachers to show they care without trying to make it too personal or awkward for the student.  I think it also helps teachers see how much students truly do in their lives, and reminds us that, while homework can be helpful sometimes, it isn’t the only thing that students have to devote time to in their lives.  It also helps us realize that our students are human beings, and, like us, they do not want to be doing work at all hours of the evening when all they really want to do is relax and de-stress.

Inspiration

1. The first idea I had was using it as an ELL support tool within the classroom.  One of the aspects of Inspiration is that English Language Learners can associate certain words with pictures by sticking the pictures right into their word web, or organizer.  It also has a thesaurus/dictionary built into it that defines words for the students, and provides pictures of what the word is, so they can clearly see what it means.  Found here.
• I think that I would want to use this in my classroom because it provides two strong ELL support tools into one application, making it a helpful, multi-tasking software.
• I don't think that only ELL can benefit from it.  I think that all students could benefit from a system that let's them use pictures and color-coding to organize thoughts.
• I think that this is a Modification use within the classroom.  It takes the place of a dictionary, thesaurus, and a graphic organizer, while adding significant functionality through the inclusion of graphics and associative pictures.
2. The second idea is to organize and visualize the various different biological cycles in the world.  It uses pictured, connecting lines to all related ideas, and seeing where everything connects.  It also helps with looking at cause and effect and seeing the products of a whole cycle, without getting bogged down in the details.  Found here.
• I would definitely want to use this in my classroom to create visuals for students, and creating handouts and outlines.  I could also have students use this to create their own graphic organizers in a way that helps them organize their thoughts easier.
• I would not make any modifications to this.  I enjoy this concept as is.
• I think this is Augmentation because it simply allows me to put in pictures and create graphic organizers that I could simply draw out, but this makes it easier, quicker, and more user friendly.