Go Visual With a Graphic Novel, Comic Book, or Zine!

Today’s blogger is Adam I. Attwood (Austin Peay State University in Clarksville, Tennessee), whose article “Comic Books and Graphic Novels for the Differentiated Humanities Classroom” appears in the October 2020 issue of the Kappa Delta Pi Record. Get free access to the article through the month of December.

Incorporating comic books and graphic novels into collaborative English language arts and social studies education offers an additional strategy for bringing complex stories to students and for developing higher-level thinking skills. Teaching core literacy skills in middle and high school often draws on time-tested strategies such as rote memorization, sentence diagramming, or row-by-row read-aloud. Though these strategies can work as part of a balanced, scaffolded curriculum, Jill Gerber and I explain in our article in the Kappa Delta Pi Record that incorporating an increasingly good catalog of graphic literature offers additional opportunities for differentiated instruction using more interactive media to engage and encourage students.

Reading graphic novels or comic books requires students to do multiple literacy activities at once. It makes their brains work more.

For example, looking at integrated illustrations while reading a story takes sight words to another level of “sight ideas.” In middle school, this is a logical progression from elementary sight-word instruction.

Similarly, by integrating social studies and English language arts instruction based in graphic literature, teachers promote connections in contextual understanding of concepts. The stories in comic books and graphic novels create more immersive opportunities to design activities that encourage simultaneously interacting with history, literature, and art so that students make connections between past and present as both a personal dialogue and as a community conversation.

In an easily replicated example of this strategy, Gerber, who hosts a blog about graphic literature at Perceptive Gaze, intentionally applies this literacy strategy by having her students write and self-publish “zines.” Like miniature magazines, zines are small booklets that emphasize comic book–like structure. This activity creates a product-based assessment in which students are required to simultaneously demonstrate their learning across subject areas.

Gerber’s approach involves a multistep process for students to design and present their zines.

  1. Research, organization, and resources. Students research their topics of interest in their assigned subject and use a simple, six-statement template to organize their thoughts for approaching this project. The teacher offers resources for overcoming the challenges of pairing art with concepts and words.
  2. Storyboard and script. Students plan and outline their story on index cards, including how they want to illustrate the concepts.
  3. Production. The teacher can demonstrate how to lay out the students’ plans on paper, advise students on which paper size would best present their stories, and assist them with the “manufacturing” of their zine. Students ultimately do all the work of writing, drawing, folding, and cutting, including making decisions on how to letter the text so that it works with the art in the context of the story.
  4. Editing station. Students practice the complexity of editing in a step-by-step process. At first, the teacher models this process; but, with practice, students edit more and more of their own work and engage in peer editing to practice constructive feedback.
  5. Presentation. In this final step, students present and explain their work. Discussion can be organized in small groups or whole-group seminars.

With practice, students internalize these skills and grow their creative output. Technical artistic skills are less important than form and format. The teacher functions as a guide for students to help them get more comfortable with the concepts and mechanical aspects of the illustrated storyboard development process. Gerber summarizes one such project on her blog and offers some additional advice with examples.

That one sample project focuses on a single activity in a social studies classroom that can be adapted for a personal narrative in a language arts curriculum or extended for other subjects. The rewards from integrating graphic literature into your instructional strategies can be even more pronounced when the approach is used to combine complex concepts in social studies with language arts literary analysis.

This type of project may take extra coordination, but its benefits for a wide range of students can be substantial by increasing their motivation and interest across topics and skills.

8 Tips for a Successful Transition to the Home Teacher Zone

Dr. Tina L. Callaway is the Program Chair of Undergraduate Business and General Education studies as well as the Resource Coordinator at New England College of Business at Cambridge College. She is most recently affiliated with Concordia University – Portland’s Kappa Delta Pi chapter, which has sadly closed its doors after 115 years as an institution.

COVID-19 has unexpectedly opened the door to online education, sending our faces across the web thanks to programs like Zoom. Video conferencing has given our students a view into our lives outside the classroom. As teachers learn how to juggle working from home, teaching a virtual classroom, and reminding the family you’re at work, here are a few pointers from my 17 years of online teaching.

  1. Dress for success (from the waist up). Ladies, that really cute skirt or leggings looks great with a solid cotton t-shirt when you’re in front of a live class. In front of the camera, students see a plain old t-shirt. Get dressed in a shirt with a collar or at least be sure to doll up your t-shirt with a nice necklace or scarf. Male teachers, always wear a collared shirt, whether a button-up or polo. (I was in a pinch once to attend an evening Zoom meeting and had already changed into my fortunately nice pajamas. I threw on a strand of pearls, put on dangle earrings, and finished with a swipe of lipstick. Worked one time; doubtful it would work again. Do not try this at home!)
  2. Put on shoes. Why not just my fuzzy pink slippers? There’s a psychological switch when you put on shoes. Shoes indicate going somewhere and doing something other than sitting on the couch watching Netflix and eating bonbons. The simple act of putting them on will give you an “it’s time to work” mindset. Socks get you bonus points.
  3. You have now entered the Teacher Zone. If possible, dedicate a space or set up a boundary where your family knows that, once you’re there, you are in the Teacher Zone: Do not disturb. There are two benefits to having a dedicated space, whether it’s a desk in a corner or the luxury of your own home office. The first is that this, like shoes, puts you in a work mindset. This is your time for your students, not grabbing snacks for the kiddos, taking Poopsie puppy for a walk, or finding your spouse’s keys. Some people use masking tape on the floor for a boundary. Remember using tape to divide your bedroom with your sibling? The second is, this is your safe place to work and not feel guilty for not giving snacks, walks, or finding keys. You are at work.
  4. What is that?! Have you stopped to look at what’s behind you when you’re on-camera? For those fortunate enough to own a green screen and then apply a background, great. The rest of us are not so well equipped and have to rely on what’s in our home. Turn on your camera and really look at what students can see. I’ve seen a dresser mirror positioned so the unmade bed was visible. Dirty dishes and cluttered counters are distracting. Does your camera pick up the bathroom? Shut the door. Make sure your background is as clean and neat as your classroom at school.
  5. The disappearing head. If you use graphic backgrounds without a green screen, unless you’re able to stay perfectly motionless, parts of your head will disappear as you move, such as an ear or the left quarter of your brain. These backgrounds can be fun, but they’re more of a distraction as students watch to see what’ll vaporize next.
  6. Check me out! Do a test run on camera. Most programs will let you record, so do a quick session and see what your students will see. Do you wear glasses? Are you shooting laser eyes at your students? Do you have a flattop haircut or is your camera too low, cutting off the top of your head? Check your makeup, ladies: too bold makes you look clownish, not enough makes you look washed-out.
  7. Look deep into my eyes…. It’s natural to talk to the screen image of the student, but when you do this, you are not making eye contact with them. Looking into the camera (with the occasional glance to see if they are engaged) will show you are speaking directly to them. Think about watching the news. When they look into the camera, it’s like they’re talking to you. It provides that sense of connection.
  8. Who’s that girl? By now we’ve all seen the funny clips of reporters having their small children bursting into their home office. In your online classroom, these visits are distracting. Make sure your family respects your camera time. Your son may be cute in his Batman undies with his He-Man sword. Your spouse may think he can casually stroll behind you with only his shoulders and knees visible. The pets you love should also be kept away from the camera. Online time means work time. (True story: I was on-camera with a student and his teenage brother came sauntering through in only his whitey-tighties.)

I hope these tips made you smile but also made you think about what you can do to be successful as you navigate the new waters of teaching remotely.

Resources for further information:

4 Tips for Teachers Shifting to Teaching Online
https://www.edutopia.org/article/4-tips-supporting-learning-home

7 Tips on How to Prepare for Teaching Online
https://elearningindustry.com/7-tips-prepare-for-teaching-online

Zoom Tips for Teachers: Learn and Grow Together Online
(Don’t miss 10 tips for running a virtual lesson on Zoom – halfway through the article)
https://techboomers.com/zoom-tips-for-teachers-education

That Uncomfortable Topic of Social Justice

Today’s blogger is Katherine E. L. Norris (West Chester University), whose article “Using the Read-Aloud and Picture Books for Social Justice” appears in the October 2020 issue of the Kappa Delta Pi Record. Get free access to the article through the month of November.

Over the last six months, issues of race have been in the spotlight. Turning on the television inevitably leads to hearing stories about racial injustices and civil rights protests. In fact, over the last few years, stories of racial tension, immigration, and LGBTQ concerns have received extra media attention as we grapple with policies and practices that impact our diverse population. And children are not immune to the daily news stories and social media posts.

In many classrooms, common practice when it comes to diversity and justice has been avoidance.

With diversity, equity, and inclusion thrust into the spotlight because of the obvious inequities made more visible by the pandemic, racial injustices, and worldwide protests, educators have a renewed opportunity to begin to support students as they attempt to navigate these new realities.

Some teachers aren’t sure how to begin the conversations and how to handle sometimes uncomfortable topics of justice and fairness as they relate to race, immigration, poverty, gender, religion, and sexual orientation. Teachers must start early to introduce students to the ideas of equity and justice, and to begin to give students the tools they need to work together to appreciate and value one another both inside and outside of the classroom.

Most school days are packed with content, and teachers often struggle to cover all the required curricula, so the thought of adding something else into the school day may seem overwhelming. Many teachers already use storytime or the read-aloud in their daily schedules. Why not take this opportunity to incorporate picture books that support teaching social justice and equity in the classroom?

Picture books are a great way to cover diverse concepts and experiences in a way that young children can understand. The use of picture books during the read-aloud allows teachers to introduce topics to students and guide them as they attempt to understand the importance of equity and justice.

By using the read-aloud and picture books to teach social justice, teachers can guide their students’ understanding through questioning and clarification.

The read-aloud gives students a chance to appreciate and understand cultures and lifestyles that differ from their own. Cultural appreciation and understanding serve as a place to start in breaking down barriers and eliminating stereotypes for both teachers and their students. For teachers who feel too overwhelmed to handle diverse topics, the use of the high-quality picture books during the read-aloud time is one way to begin to navigate conversations with students in a nonthreatening way.

‘STEAM’ing Ahead Through Project-Based Learning in Uganda

By Usha Rajdev

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Dr. Rajdev is a counselor for Marymount University’s, Alpha Beta Delta Chapter, of Kappa Delta Pi International Honor Society, and leads the STEM initiative in KDP’s International Committee. She’s a faculty advisor for the National Science Teaching Association (NSTA) Student Chapter and also for Marymount University’s Global STEM Certificate.

With this need to prepare our youth for future challenges in mind, in November 2018, in Indianapolis, I presented a ‘STEAMing Scientists’ workshop (Science, Technology, Engineering, Arts, Math) about my upcoming STEM teaching approach. The following year, I would model this approach for the KDP Esooka chapter in Uganda. After my Indianapolis presentation, several audience members asked to meet with me. They expressed their interest in this upcoming STEM hands-on teaching approach. In 2019, I embarked on a journey to provide STEM education to teachers and institutions of the Esooka KDP Chapter. This STEM education was part of the KDP STEM Initiative. Over the course of two weeks I met with faculty members from one university and administrators and teachers from four local high schools to develop STEM programs. Under my guidance, The Mosquito! Module (https://ssec.si.edu/mosquito) was implemented at the five institutions. Teachers from each institution engaged in training using local resources to later implement this project with their students.

The Mosquito! Module framework focused on sustainable actions that students defined and implemented to reduce mosquito infestations in and around schools. The content of the module included cleaning wells, removal of stagnant water, learning the life cycle of mosquitoes and the spread of diseases, and the importance and urgency of engineering and designing mosquito traps. The Ugandian students continued to work and strengthen their projects and traps throughout 2019. They were actively engaged in informing their surrounding community about the mosquito problems and offering realistic and sustainable solutions. The students also communicated with the school nurse to document the decline in cases of malaria in their schools. They were looking forward to sharing their data and projects at the next International KDP/STEM Convo in 2020. However, due to COVID-19 canceling the 2020 Convocation, this KDP presentation will take place at a later date.

Uganda’s KDP/STEM story does not end here with the Mosquito! Module. The Ugandan teachers will continue to work on this module over the coming years and will present their projects at some point when routine life begins. They plan to mentor and expand this Mosquito! Module with other schools and will begin their work on the Smithsonian Science Education Center’s COVID19! Module with me. The effects of the contagion will be compared with that of the mosquito diseases within their local communities.

Teachers and students met monthly online with me to update their progress and receive support on how to best continue and overcome any challenges. In October 2019, members of the Esooka Chapter met with the Smithsonian Science Education Center to discuss progress of the Module. Some schools had an abundance of stagnant water, while others dealt with marsh areas. The teachers and I also discussed ideas for the future of the program including an International KDP/STEM Conference that is planned for Kampala, in Uganda, when the COVID-19 pandemic ends. A Ugandan teacher who worked with our STEM program entered his student in a STEM competition. Of the 1,200 students involved in the project, the student’s presentation, demonstrating his passion for sustainability, was one of the winning projects. (https://bit.ly/2BSa2Qm). All five institutions are working on the criteria for a ‘STEM School Certificate’ through Marymount University’s Global STEM Chapter.

As described by the Esooka Chapter Counselor, Joyce, Nansubuga, this experience through KDP’s STEM Initiative helped in… “making teaching and learning more practical through the PBL approach, being an innovative teacher and a lifelong learner, and embracing STEAM in preparations of our lessons and in teaching.”

The journey continues. (https://bit.ly/2NHoJs7).

Teacher Preparation for Online Learning: Now Is the Time

Mary RiceToday’s blogger is Mary Frances Rice (University of New Mexico), who co-authored the article “Orienting Toward Teacher Education for Online Environments for All Students,” which appears in The Educational Forum. KDP is proud to partner with Routledge to share access to the article free through June 30, 2020 at Taylor and Francis Online.

In March 2020, 1.3 billion learners at all levels were displaced from their educational buildings due to COVID-19 (UNESCO, 2020).

In the U.S., most school buildings closed for the rest of the shool year (Education Week, 2020). For many, closures of this magnitude were previously unthinkable.

Even as buildings closed, many schools and institutions of higher education adopted some form of remote emergency learning.

Aside from the psychological panic induced by COVID-19 that made transition to new ways of learning difficult, many students did not have the devices and reliable internet access necessary for online learning. In fact, many teachers did not. Moreover, teachers had not been prepared to teach online. Why not? Well, for many reasons (see Rice & Deschaine, 2020). For some teacher education programs, it was because they thought online teaching was not real teaching. For some programs, it was because they lacked resources—faculty with know-how and models to emulate. For others, it was because they (and their state licensing boards) were tightly tethered to the notion that (time in seat = learning) and online instruction disrupts that equation.

Regardless of the reason, teachers in many schools distributed devices as best they could and started sending work online to families.

Did they bring their strongest pedagogical practices to the emergency online work? Some probably did.

Success stories abound from teachers at schools who already had consistent access to infrastructure and who were already using digital resources. I have a research site right now where students are receiving private music lessons with instruments provided on a rent-to-own basis by the school as part of their home-based learning. In this school, teachers are also sending students to break-out rooms for conversations, reading bedtime stories to students, and making use of learning management systems for young children. In these nice, safe neighborhoods, teachers can parade in their cars and wave to students to lessen the distance while keeping everyone safe. Moreover, in these neighborhoods, parents can stay home with children, find places in their spacious homes to make fun spaces for learning, and monitor children’s formal learning for a few hours a day.

But that is not what it is like for most families.

In many schools, the worst pedagogies and the most deficit-laden attitudes followed them to remote learning.

In another school site where I am conducting research, students were assigned to watch a 45-minute slide presentation with narration about the Falkland Wars. Students were supposed to take notes and write an essay. This  expectation—to learn using one of the driest content delivery systems ever invented—is for 12-year-olds! In another district, parents of students with disabilities were barred from entering their children’s Individualized Educational Plan (IEP) virtual meetings because they did not have district email addresses. When parents were not logging on, school officials chalked it up to parental ineptitude instead their own.

And then, there are the teachers who are not able to teach at all.

The devastation of the virus in some communities has been so intense that teaching and learning are the last priorities—with good reason.

For example, the Navajo Nation on the Arizona/New Mexico border is fighting the virus while most community members lack running water (McGraw, 2020). Surely, if we have to choose between the internet and running water, the water should win, along with food and medical supplies. But in most communities, if they had decent internet bandwidth and families had access to devices and teachers were prepared to teach online and collaborate with families remotely, all students could do home learning with some success.

Although there were good reasons to prepare teachers to teach online before the pandemic, it is understandable that many educators and many communities were caught underprepared.

However, moving forward from COVID-19, it seems prudent for institutions of higher education who prepare teachers to make preparation to teach online and in blended or hybrid spaces their highest priority.

Yes, teaching online requires different types of skills (Pullham & Graham, 2018).

Yes, teaching online requires teachers to think about time and achievement differently (Yan & Pan, 2011).

Yes, teaching online increases the transactional distance between students and teachers which must be lessened through strategic actions from teachers (Moore, 1993).

But, teaching online can be done well.

Teaching online can be a positive relational experience for students (Rice & Carter, 2015). Teaching online can also support the development of critical digital literacies and other advanced skills (Blau, et. al., 2020). But stop-gap emergency will not ever be anything other than that. And if we continue to rely on it in times of trouble, we run the risk of exacerbating educational inequalities that are already beyond tragic and unacceptable.

Communities need internet.

Students need devices.

Teachers need preparation.

Parents need support. Let’s lay the blame for uneven remote learning where it belongs—lack of planning, lack of interest, and structural inequality.

Then, let’s fix it.


References

  • Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?. The Internet and Higher Education, 45, 100722.
  • Education Week. (2020). Map: Coronavirus and school closures. Retrieved from https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html
  • McGraw, G. (2020). How do you fight the coronavirus without running water? New York Times. Retrieved from https://www.nytimes.com/2020/05/02/opinion/coronavirus-water.html
  • Moore, M.G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education. (pp. 22-38). Routledge.
  • Pulham, E., & Graham, C.R. (2018). Comparing K-12 online and blended teaching competencies: a literature review. Distance Education, 39(3), 411–432.
  • Rice, M. & Carter, Jr., R. A. (2015). With new eyes: Online teachers’ sacred stories of students with disabilities. In M. Rice (Ed.) Exploring pedagogies for diverse learners online (pp.205-226). Emerald Group Publishing.
  • Rice, M. F., & Deschaine, M. E. (2020). Orienting toward teacher education for online environments for all students. The Educational Forum 84(2),114-125.
  • UNESCO. (2020). COVID-19 educational disruption and response. Retrieved from https://en.unesco.org/covid19/educationresponse
  • Yan, H., & Pan, S. (2011). Rethinking time management of online instruction: Flexible or strict?. Open Education Research, 3. Retrieved from http://en.cnki.com.cn/Article_en/CJFDTotal-JFJJ201103018.htm

7 Resources for Teachers to Change a Racism Narrative

As one of the articles we are sharing describes, racism is alive and well in America.

In your classrooms, whether in-person or virtual, you have a responsibility to ensure all children receive an equitable education.

We’ve compiled 7 resources for you from our magazines, The Teacher Advocate and the KDP Record, to help you address racism and racial inequity in your classrooms and communities.

We’re All in This Together: Four Tips for a Culturally Responsive Learning Environment

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Author: Marquita S. Hockaday (@KeeKeeHockaday), Assistant Professor of Education at Pfeiffer University

Today’s classrooms are even more diverse, mirroring the changes in American society. More than half of the students in these classrooms are culturally and linguistically diverse. They need culturally responsive instruction that allows them to recognize and understand their own culture, while building knowledge from that cultural base. These four tips will help you create and maintain a culturally responsive learning environment in your classroom.

Teaching in an Increasingly Polarized Society

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Author: Jacqueline Jordan Irvine, Charles Howard Candler Professor Emeritus at Emory University; she is a 2015 KDP Laureate Inductee

Our democracy and equal opportunity for all students are endangered as schools become increasingly polarized. Dr. Jacqueline Jordan Irvine calls for better-prepared and more committed teachers in the areas of social justice and culturally responsive pedagogy.

Racism is Alive and Well in America

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Author: Joyce Lynn Garrett, Teacher and Administrator in the public schools and higher education for 35 years

“A recent event from my own experience provided the impetus for this column,” writes author Joyce Lynn Garrett. “At a social gathering, someone used a racial slur to describe President Obama. After I made it clear I was offended by the comment, I left immediately.” Read more of Joyce’s story and find three areas she recommends teachers address in the fight against intolerance.

Broadening Our Approach to Educating Children in Poverty

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Author: Pedro Noguera (@PedroANoguera), Distinguished Professor of Education at the Graduate School of Education at UCLA; he is a 2011 KDP Laureate Inductee

 

New York City leaders have embraced a holistic vision of school reform that begins to confront the race and class disparities in learning opportunities for poor children that most other cities neglect. Though their plan for high-quality, full-service schools goes against the current tide of market-based reform, research has shown that these schools can have a major impact on the academic and social outcomes of children.

Failed Citizenship, Civic Engagement, and Education

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Author: James A. Banks (@DrJamesABanks1), Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director of the Center for Multicultural Education at the University of Washington, Seattle; he is a 1997 KDP Laureate Inductee

Many racial, ethnic, cultural, linguistic, and religious groups are denied  structural inclusion into their nation-state. Consequently, they do not internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. The author conceptualizes this process as “failed citizenship,” compares and contrasts it with “successful citizenship,” and describes the role of schools in reducing failed citizenship and helping marginalized groups become successful and efficacious citizens in multicultural nation-states.

Fighting to Be Heard

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Author: Tracey Flores (@traceyhabla), Assistant Professor at the University of Texas at Austin

“On an evening in June, four Latina girls entering ninth and tenth grade, along with their mothers and fathers, gathered at [my] university for an evening of drawing, writing, and sharing. Sitting side-by-side at tables, girls and their parents busily sketched, in pencil and crayon, a drawing in response to the question, De dónde eres? (Where are you from?).” Read more of Tracey’s story by downloading the article.

Hiding in Plain Sight: Understanding and Addressing Whiteness and Color-Blind Ideology in Education

article

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Author: David Gillborn, Professor of Critical Race Studies and Director of the Centre for Research in Race and Education at the University of Birmingham in the United Kingdom; he is a 2015 KDP Laureate Inductee

Dr. David Gillborn argues that color-blind ideology amounts to a refusal to deal with the reality of racism, which protects and extends White racial advantage, as well as shares thoughts on dismantling Whiteness in education.

BONUS: Intro to Social Justice Course

We live in a diversifying democracy—one that (at least in theory) is built upon the values of the dignity of all people, equal opportunity, and justice. But a quick glance at headlines tells us that, despite the progress made, we have a way to go. To close the gap between our democratic vision and reality, citizens (and educators) need to develop skills in citizenship and democracy.

The KDP University Intro to Social Justice Course introduces the notion of social justice and guides teachers in the development of awareness and skills needed to reframe lessons and units to have a social justice lens.

Enroll in the course for FREE by DMing us on Instagram (@KappaDeltaPi) or Twitter (@KappaDeltaPi) or by emailing us at marketing@kdp.org and simply request the Social Justice Course code.

COVID-19: A First Year Teacher Perspective

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Kathryn Getty at #KDPconvo19

Kathyrn Getty is a first year educator in New Jersey and a recent graduate of Kean University. She joined the Delta Rho Chapter of KDP in April 2018.

The 2019-2020 school year is my first year of professional teaching.

Going into my first year of teaching, fresh out of college, I was a mix of emotions.

I knew it was going to be difficult and that it was going to be a learning experience.

However, I never expected my first year of teaching to include a pandemic, resulting in remote learning.

Being a first grade teacher in an urban community, I have students who cannot readily access a tablet or computer and those who do not have internet.

The practicality of using a platform such as Google Classroom just wasn’t feasible for our demographic of students.

So, we spent hours upon hours printing packets that contained two weeks’ worth of instruction for ELA, math, science, and social studies.

The lack of printers in the building proved to be a huge issue.

In order for other grade levels to print out their materials, I volunteered to head to Office Depot and print the remainder of the packets that we were unable to complete at the school. Thank goodness, I had the KDP discount. Because of that, I saved $364.83!

The day before remote instruction began, parents had the entire day to come in and pick up their child’s materials.

Their materials consisted of two packets from the lead teacher, each consisting of one week’s work. In addition to that, work was also sent home for specials and my five gifted and talented students, and my seven ELLs were provided supplemental materials from the ELL teacher. Once the students had everything they needed, remote instruction was ready to begin on March 18th.

My main source of communication with the parents is Class Dojo, an application that parents can download on their smartphone or use on the computer. On Class Dojo I am able to post reminders, direct-message parents, and award points to students as an incentive. For weeks one and two, I recorded the students’ attendance if they answered a question I asked about their work for that day on their Class Dojo portfolio. In addition to Class Dojo, I also created an account with Splash Learn for students to get supplemental math practice, and I have been assigning students reading assignments through Raz-Kids.

One word that would describe my remote-learning experience is flexibility.

Many parents are essential workers and are unable to work with their children or contact me during the day. As a grade-level team, we decided to have the attendance question due by 9:00PM in order to accommodate those parents.

I have noticed that empathizing with the parents and remaining in constant communication helps put them at ease and allows the remote learning process to run more smoothly.

Most recently, our administration has told us to begin running Zoom sessions so that we can interact with our students and teach/answer questions in real time.

Being able to interact with my students has made me feel like a teacher again.

This situation is not ideal; however, I have learned more about adaptability and patience than I ever thought I would.

To know that others are dealing with the same scenario has shown me just how supportive and connected the teaching community is.

convowjoe

Members of the Delta Rho Chapter with Joe “Mr. D” Dombrowski at #KDPconvo19

The Delta Rho chapter of KDP has begun a weekly “teachers lounge,” where officers and members log into Zoom to talk about our successes, struggles, ask for advice, and socialize “face to face”.

My favorite part about KDP has always been the connections and closeness of our chapter. A pandemic has not stopped us from socializing appropriately or growing as professionals. Even though we do not know when this pandemic will end, I am put at ease knowing that I have the support of my co-workers and Delta Rho chapter.

When we return to the classroom, I am confident that this whole experience will have made me a better teacher.

COVID-19: A Substitute Teacher’s Perspective

LizTaylorLiz Taylor, a 2019 Daytona State College graduate, has weathered a significant numbers of ups-and-downs in her short life. She recently wrote about how her chapter supported her recovery after a life altering accident. (link to blog). She’s currently serving as a substitute teacher for Daytona-area schools.

Phew! It was Thursday, March 12th, the day before Spring Break.

I spent the day at Bunnell Elementary in Flagler County, Florida.

I had already gone tumbling down half a flight of stairs while walking my students to lunch, so I was looking forward to what I thought would only be a week off school.

All the students in the class I was teaching that day were freaking out about the Covid 19 pandemic that’s been spreading around the world. I reassured them the best I knew how to.

Little did they know, I was scared, too.

I knew that we all deserved a week to relax away from school. Little did I know we’d be off much longer than that.

I had just arrived home from work that afternoon when the news broke. The Florida Department of Education was extending Spring Break for Central Florida students by one week to slow the spread of the virus in Florida. “Hmm… okay. I’ll manage,” I said to myself as I walked over to my refrigerator to check my work week schedule. You see, I had just graduated from Daytona State College’s School of Education that past spring with my Bachelors in Elementary Education. Unfortunately, there weren’t any full-time positions available. I was substitute teaching for the time being.

Then, as time went on, the virus continued to spread. “Social distance,” we were told. Then, the DOE told everyone that two weeks would be turned into four and then eight, and that the full-time teachers would start to plan for computer-based “distance learning.” “Oh, no!” I said, as the panic started to set in. A lump started to form in my throat. “I guess online learning doesn’t leave districts with the need for substitute teachers,” since Florida teachers would be working from home. I would be left jobless.

I took the easiest first step I could think of and I started looking for jobs teaching virtual school through Florida Virtual School. They weren’t hiring elementary teachers, either. I jumped on my computer and started reaching out to people at my district, letting them know that I was free, certified, endorsed, and willing and able to work anywhere they needed me. Then, I emailed the principals and assistant principals of the county’s five elementary schools and relayed the same message. Everyone reached back out to me, thanking me for my willingness to help, and told me that they’d reach out to me if they needed me. I’ve done all that I can for the time being. Now, my responsibility is to keep myself busy while keeping myself and my family safe.

I reached out to a couple of working moms that I know and let them know that I was free and available to help their kids with any online learning that they needed help with. It’s important to stick together during these times of uncertainty. I might not know what’s next as far as my career goes, but what I do know for sure is that we will eventually be back in classrooms in front of students at some point. Just because I don’t have any work doesn’t mean I want to be away from kids. If I can help a couple of local families during this time of uncertainty, I’d be glad to.
I wasn’t planning to be starting my career as a teacher during a global pandemic, much less as a substitute teacher without job security.

If there’s one thing I’ve learned about viruses, it’s that they don’t care what your plans are for the year. They do not take into consideration jobs, after-school activities, substitute teachers and others being left without jobs, or the thousands of students around the nation who would be left without a classroom to go to for an undetermined amount of time.

Learning will still happen. Together, we can get through this.

As for me, for now I will continue supporting my fellow teachers while daydreaming about a future classroom and class of my own next school year.

COVID-19: A Professor’s Perspective

Cosco-TaraTara Cosco, Ed.D. is an Associate Professor of Education at Milligan College. She has been a KDP member for more than 20 years and serves as the Counselor of the Alpha Iota Iota Chapter.

 

 

Initially, when we heard about the Coronavirus, the college was on spring break, so to be honest I didn’t pay a lot of attention to it. I was enjoying my time off.

Then, the college announced we had an extra week of spring break.

Naturally, I reacted joyfully. I took long walks in the park with my co-worker and enjoyed the extra time off from work.

Then, the college announced we needed to transition to online teaching for the rest of the semester.

What? I better look into what this is truly all about. The college is one of the last places to close. When public schools close, we tend to stay open if at all possible, so this must be serious, I thought.

I wasn’t too worried about the transition to teaching online. One of my classes was already online, and most of my materials are housed online anyway.

The first week of online teaching was okay. I added assignments to make up for the in-class work I would have typically given them. I wasn’t feeling the stress I assumed some of my other colleagues were, because I love technology and use it often anyway.

Then, we had an area meeting, and the realities of what others were facing became apparent.

My chair talked about the students’ fears about graduation and how they would finish the hours needed in the schools as a student teacher and intern. We were told many of the mentor teachers were now having to homeschool their own children and at the same time teach their students. Spouses were out of work and tensions were high. My heart started to ache for the students who dreamed of their senior year with friends and their graduation celebration. The moment they had all worked so hard for was now something that we feared would not happen.

The second week of class in quarantine, I decided to hold a Zoom meeting and allow students to gather together virtually if they could. I allowed those who were unable to attend the virtual class to watch the replay later.

I was thrilled to see my students’ faces again! I had missed them terribly!

This pandemic had taught me that there was a lot in this world I took for granted. I took for granted the everyday conversations, interactions with colleagues, students, friends, and family. We held class as usual, only through a screen instead of in person. It worked well! I was pleased with the technology, the ability to share my screen, and interact as if we were in an actual classroom.

It is now early April, and we are starting a month-long lockdown.

I am missing my colleagues, students, friends, and loved ones terribly!

I miss eating out, social gatherings, a friendly hug. The news tells of projected deaths and times are scary.

I hope everyone stays safe and we return to normal soon with an attitude of gratitude.

For e-learning resources and a community of peers, visit KDP’s website at http://www.kdp.org.

Beginning Teacher Resilience: Considerations for Formal and Informal Mentoring

Today’s blogger is Dr. Brie Morettini, who authored “Building Beginning Teacher Resilience: Exploring the Relationship Between Mentoring and Contextual Acceptance,” published in The Educational Forum.

Each year, teacher candidates across the country graduate from colleges of education. Many of these recent graduates already have teaching jobs lined up for the following school year, while many more work earnestly and excitedly on applications for positions.

These beginning teachers are enthusiastic and qualified and possess the pedagogical content knowledge needed to effectively reach the diverse learners who will fill their classrooms. Yet, much more remains for them to learn—so much that it is hard to learn it all in a methods course, a clinical practice seminar, or even through a high-stakes assessment.

For those of us who look back fondly on our years spent in classrooms, the gift of time has rendered our daily challenges and struggles into memories. For beginning teachers, however, these struggles are not memories—they are living, breathing, real elements of their everyday lives in the classroom. The ability to thrive despite the daily struggles of teaching are what we have come to understand as resilience.

Scholarly and practical interest in teacher resilience has emerged as a topic of international interest, as the need to develop a stable teaching force has arisen as a global commitment.

To better understand the nuances of beginning teacher resilience, we sought to develop a study that focused on one rather commonplace aspect of beginning teacher resilience development: mentoring. I recently co-authored a piece with Dr. Kathryn Luet and Dr. Lisa Vernon-Dotson about mentoring as an element of building resilience, which is featured in The Educational Forum and is titled “Building Beginning Teacher Resilience: Exploring the Relationship Between Mentoring and Contextual Acceptance.”

Research shows that beginning teachers who receive mentoring from more seasoned, veteran teachers are more likely to return to their high-needs school than teachers who do not receive mentoring. Mentoring, therefore, has become a widely practiced aspect of first-year induction for beginning teachers in an effort to retain talent and diminish the high rates of teacher turnover that plague the profession, particularly in high-needs schools.

Our study is part of a larger grant-funded project aimed at improving mentor quality by drawing on tenets of sociocultural theory. We maintain that individuals learn and grow when educational opportunities attend to environmental factors and teachers’ specific needs, and when such opportunities progress in logical stages promoting incremental learning and growth. Specifically, the context in which beginning teachers work influences their learning about the nature of the profession.

As part of our grant-funded project, cohorts of mentor teachers received 2 years of intensive professional development on culturally responsive pedagogy, anti-racist education, and critical friends’ groups. These topics were identified through a large-scale needs assessment with teachers from Hillside Public Schools. This represents an organic approach to mentoring targeted at the needs articulated directly by beginning teachers.

The study explores whether and to what extent, if at all, this targeted mentoring support contributed to beginning teachers’ resilience.

What we found throughout our study was that resilience is best achieved through a nested approach. More specifically, beginning teachers begin to build resilience when they experience layers of contextual acceptance: acceptance from students, colleagues, and the larger community. And, mentoring offers entrée into feelings of acceptance from colleagues, which consequently prompts some beginning teachers to feel belonging or acceptance from their students and ultimately the larger community in which they teach. The feelings of belonging and acceptance that a range of mentoring experiences creates for beginning teachers enhances resilience, which helps beginning teachers overcome their perceived lack of preparation for the rigors of teaching, particularly in a high-needs setting.

The beginning teachers in this study referenced the support they received from some level of mentoring, whether the support occurred as formal mentoring required by the state for first-year teachers or as more informal, sporadic mentoring from colleagues. The study illuminates the importance of formal and informal mentoring spaces for beginning teachers and of building a community of support and acceptance so that beginning teachers can manage and overcome the chronic and acute stresses that accompany teaching.

KDP is proud to partner with Routledge to share an essay from The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through March 31, 2019.

Dr. Brie Morettini

Dr. Brie Morettini is an Associate Professor in the Department of Interdisciplinary and Inclusive Education at Rowan University. She teaches courses on research literature and analysis, working with families and communities, and inclusive early childhood and elementary education. Her research focuses on beginning teacher identity development, beginning teachers’ perspectives on the profession, and the use of self-study methodologies to uncover and acknowledge epistemological frames.