25 Sentences About Teaching

lonebeeHow much attention should I give to students? (One sentence! that’s one! Here comes another.) In a live class, every word is a kind of encouragement, to listen, to learn, to act, to react, talk and have a moment to understand. In the online portion of class, which is technically half, they’re on their own with the content, reading, discussioning, watching (hopefully) tutorials, practicing the skills. I’m not there for that. Sometimes during the interim, I think I should jump in with a word or video encouraging them, suggesting a next move, throw out some new ideas. I haven’t yet.  (Six sentences so far, not including the commentary.)

In class, there are lots of words, mostly spoken by me. Some words are designed to help  do the tasks, others are theoretical discussions, and some attempt to create a comfortable atmosphere conducive to learning. You’ll know that when you see it! The classroom can be exciting and focused, and disjointedly chaotic. From the drive to presenting something meaningful, great moments rise and then fall again, back to wondering what the heck is going on out there. At the end, it can be hard to tell what just happened. (up to 12!)

At least I was there. Online for the six days between meeting up, there are some messages, some questions, some sidenotes, and between those, a lot of wondering how they’re doing. They’re out making their works, doing the skills exercises, discussion boarding, quizzing. I used to be more active but I’m trying to let them be ‘among each other’ in those spaces, for the most part. My voice is pretty active in the classroom already. Creating active online spaces takes strategy and I am learning slowly. I’m afraid of asking too much, and afraid of not challenging them enough. Striking that balance has got to be the key to success, but how does one provide the right mix for the diverse bunch I see out there? (Just five more to go.)

I’d love to be there right when each student needed encouragement, a special tip, a fresh viewpoint or a little more motivation. I offer extra help, but few are taking me up on it. Call, Skype, email, and I will make time for you! I’m the care-giving type, and it’s slightly disappointing when the very flexible office hours are quiet. Is it intrusive to call them? I’m going to send out that mid-week message, next time. (Bonus sentence this week!)


Leave a comment

September 18, 2016 · 9:13 pm

Day 1

These are notes on teaching from Day 1.
It didn’t go according to plan due to assuming they had Gshare access.
I never said get the HDs, but it was strongly implied. Who has one of these? I could’ve asked. Always look for the question!
More questioning, more listening – to open up the class. Less talk
What about opening the program at the outset, and seeing what questions arise, then asking them to show everyone what they’ve learned? That’s day 2.
Need different lighting, to show the students between classrooms in the iTV environment, and for general mood. The overhead is oppressive.
Arrange students in pairs. Work in the program, that’s what they want to do, not be lectured at. Get the hands on.
I should do less directing of attention to a specific person.
Ok, next time.

Leave a comment

August 24, 2016 · 5:14 am

Unsticking the Global Digital Citizen

The clouds passing over the butte have been spectacular these past couple mornings.TBmornClouds

I’m thinking about being a global digital citizen, and the work our class has been doing on this subject. Of the ISTE standards for tech coaches, equal access seems to have been the most discussed. There are people, passion and posts around this subject because teachers see the sneakers on the ground every day. They know that their students do not have uniformly equal access, nor do their schools or institutions have the equipment, infrastructure or personnel to provide it, and without this basic component, how do we even get started? The problem is huge, the reasons are many.

I makes me feel very stuck.

I recall a leader at my college saying to me “you will never have 100% adoption (of technology)”. It was disappointing, it was liberating. I am a perfectionist who wants to solve all the world’s problems. I go the extra mile every day helping students and teachers be their best, get their work done, keep moving forward. I do what I can to influence the leadership to make our classrooms and schools and world better. And there will continue to be waste and failure and inequality. Accepting both facts gets me unstuck for a while.

I play small-ball. I can help as many as I can be more digitally literate, which will make their digital experiences better, which makes them better learners, which makes them able to help a friend be more digitally literate. It can spread. You know the story of the grains of rice and the chess-board.

Of course I’m not throwing out equality, I just can’t stand the feeling of futility and stuckness. Until the mandates are funded, I have to approach the global gulp with the idea that these people in front of me right now are the entire world. Right now I can provide something. The global goals sometimes overwhelm me and I have to put it into perspective or be paralyzed.  I will connect them to the skills and tools to go global, but start by thinking about how these things connect them to each other, the 25 of them, or the 3 of them. How do these things connect them right here in the small town where they live? Let’s start here, with awareness of the great Internet, and then doing it one person, one Skype call, one person sharing, one post, on comment at a time.

Leave a comment

September 16, 2015 · 4:52 pm


>> Check out Synergyse, they said. Looks amazing. I’m not easily wowed by websites, like, when’s the last time we were? And this could be good. If it does what it purports, it could be big. Interesting pricing structure, seems very clear and acceptable. What is YOUR pricepoint?

joinourrr  Google + Community  🙂 for people trying to understand learning in our digital age


Leave a comment

Filed under Uncategorized

Grad School Online: Begin!

Twenty-plus years after finishing my undergrad stint at good-ol’ UW Madison, I am returning to school. There wasn’t much in the way of online learning in the early 90’s, but this degree is entirely by the screen, though the school is strategically located in-state a couple hours North. I like the idea of going to visit the bricks and mortar up at NAU: meeting my teachers in-person, maybe surprising them with a hearty knock on their office door – if they have one. I think they do. That’ll be another reason to visit, though there are expressly NO REQUIRED ON-GROUND events as part of this online degree in Educational Technology. No field trips.

out of focus spiked chainI already work as an educational technologist ( my official title is ‘Instructional Technology Coordinator’), and have resisted taking the next step because I have haughtily thought that I should be given the degree honorarily, due to the 14 years of work I’ve already done in the field. My job has been one long experiential education in online learning. This is a nascent area that’s just barely crawled out of the primordial soup, and it’s still morphing before our very eyes. Technology + education = constant change. I’m riding the edge-u-tech daily and I teach a course in it myself, so why should I go to school for it?

When I finished college in 1993 I was so done. I never wanted to do that again. I enjoyed much of it, but I was ready to do something else, and I felt a little jaded, like, “what the hell just happened?”; jettisoned out of the Red Beast and onto the lonely waters of life without a clue what to do next. I didn’t get a lot of career counseling and I was ready to lock myself in a painting studio and go at it, all the while wondering if those five years up in the tower of learning amounted to anything.

I feel a little differently now, though I still have resistance – I did wait until age 45 to go back to school.  A degree, also known as “the piece of paper”, helps get jobs, but the job and the education are truly different things. I might have accomplished much of the same thing in my career whether I went to school or not. As time passes, however, I see how my time at the U. fed my mind and strengthened my perseverance. I wonder if I could do the same amount of work now? We will soon see. Grad School begins in (countdown) 6 days.


January 6, 2015 · 6:28 pm

Utopian or Dystopian? Glass Everywhere

My 12-yr-old daughter delighted in showing me this video last night. I watched, biting ever deeper into my tongue, as a future that looked amazing to her unfolded dreadfully before me. Everywhere a screen: on windows, on desks, countertops, on every surface appeared the news, the schedules, a flood of data in all places, all spaces, mediated by screens.

Does any adult really look forward to MORE information? I don’t think I know a single person who doesn’t feel a bit overwhelmed already, And yet, the comments attached to this video contained plenty of effusive passion for it, even demands that it happen faster.

Then came that calming voice on my shoulder, “don’t be so negative, you simply fear change.” Yes, calming voice, I do. We all do, at least at first.

What do you teachers think of the classroom depicted and the educational outdoor forest display? How do these mediated virtual interactions affect learning?

Leave a comment

Filed under Uncategorized

Online Courses Blow in the Wind

I am joining this connected classroom effort, because I love connection, and there really can’t be enough of it when it comes to learning online.

Although I myself enjoy being an online learner, I believe I am in the minority. In my work as a teacher and online support person I get a lot of student contact, and I like to spring an ad hoc survey on them: “how do you like online learning?” The tongues stick out mocking nausea, heads shake, the thumbs head south.sand sculpture of ET the extra terrestrial using pay phone My unscientific research nets a good 90% disapproval rate from both the old and the young who I get to talk with at our community college. It’s a horribly general yet telling question that puts a wet finger in the wind of online coursework; people, the breeze is a bit foul.

The reasons are multifarious but a disconnection from classmates and most of all the teacher stick out sorely. Technical problems follow closely behind that and then the other tropes trample up: boredom, confusion, miscommunication and the lot.

I am a fierce believer that this doesn’t have to be the case. I’ve seen it done well. As long as there’s electricity, eLearning is here to stay; it has the power to change the world for the better, but we’ve got a lot of work to do.


September 23, 2014 · 5:37 pm