"Teching" to the Test

-Technology is certainly convenient, but if it is used merely to make the age-old tasks more efficient, then educators are lying to themselves about “building 21^st century skills.”-

A popular expectation for today’s educators is that they prepare students for successful futures in the workforce by developing their 21st Century Skills.  Many schools are hoping to better meet this demand through an increase in student access to technology.  The U.S. Department of Education discusses the possibility of using technology to transform education towards more real-world, connected learning, even naming the development of 21^st century skills as a benefit of technology.  However, providing each student with a device does not in and of itself lead students to become 21^st century thinkers, creators, and innovators.  It is my belief that many educators sincerely want to give their students opportunities to create, communicate, collaborate, and think critically, but that they are at a loss for how to do so.  The pressure to nurture these skills is in harsh juxtaposition to the pressure for students to be prepared for their standardized tests.  Unfortunately, teachers can fall into the trap of using technology as an efficient, convenient way to drill specific skill knowledge or “tech” to the test.

       This spring was the first time my school building had to administer state testing wholly online.  There was a big push to give students ample time to practice with this format.  Our computer lab calendars had solid schedules and there was some rejoicing about how much students were using technology.  But why were students going to the lab?  They were not using the G-suite or writing blog posts, or even conducting research.  They were practicing for a one-time test.  They were learning how to show the work they’d once done on paper in a neater, more streamlined online format.  Pearson, a popular standardized testing vendor, boasts on their site that teachers can “leverage digital learning,” through their software by allowing students to use their devices to take notes and use flashcards.  Teachers and students were note taking and using flashcards long before any major technological advances.  Technology is certainly convenient, but if it is used merely to make the age-old tasks more efficient, then educators are lying to themselves about “building 21^st century skills.”  Repeatedly performing the same tasks (with or without technology) is not preparing students for the fast-paced, ever-changing work environments most of them will see in the future.

       In a world where students can use technology at home to deeply explore their various interests and can have their opinions heard by contributing to feeds, forums, wikis, and other social spaces, opportunities for voice and choice are diminishing in some schools.  Teachers are so pressured to prepare students to preform well on standardized tests, that creative endeavors are forgone for additional test prep.  I spoke with two Randolph Central (school corporation in East-Central Indiana) teachers, who both expressed a desire to give students more time and space to use their devices for more personal, innovative projects.  Mr. Yankey, a high school Algebra teacher, explained the various resources he makes available to his students for daily math practice and the re-teaching of concepts.  He said that in the past he’s had students share learning via blog posts, tweets and videos, but he has “not had a chance” to do much in the “innovative realm,” yet this year.  Fifth grade teacher Ms. Kelley also lamented the all-consuming dominance that test preparation has over her class.  She said that her students use iPads on a daily basis, but almost solely for practice.  Their “choice” is found in which practice app they want to use that day.  Ms. Kelley told me about some of the projects she would like to do with her students (creating book trailers, presenting “become and expert” projects), but stated that there’s not enough time.

Having devices with Web 2.0 access should contribute to more “dynamic learning” in our schools.  Dynamic learning refers to students actively participating in their learning beyond the literal and figurative confines of school.  Writer Kasey Bell discusses this topic further in post for The Shake Up Learning Blog, "How to Push the Boundaries of School with Dynamic Learning".  She writes, “We have to move past the idea of doing old things with new tools and truly make the most of what this wonderful 21^st-Century world has to offer.” 

Chasing after slowing down

      Sometimes I feel like I'm being sustained by the notion that "If I just keep working long hours and get everything done, soon I will be able to slow down."  I chase this idea that the harder I work now, the less hard I will have to work in the future.  While this holds merit in some circumstances and professions, it is not a reality of teaching.  I have this image of myself "chasing the slow down," where I am running after a tortoise, hoping to catch up with it so that we can talk a slow, leisurely walk together.  I can never seem to catch the tortoise.  He remains ahead and sometimes hidden, elusive.

      Is peace and rest elusive in your teacher life?  You are not alone!  If you resonated with my word picture while at the same time found it ridiculous--we're on the same page.  Peace is not something we can find and catch by wearing ourselves out running pell-mell after it.  Both Psalm 34:14 and 1 Peter 3:11 tell us to "...seek peace and pursue it."  But it seems counterproductive to sacrifice peace in order to pursue it.  Maybe our pursuit of peace should be daily, hourly.  I do not think working harder, faster or stronger will really put us on the path of peace.

      We cannot always count on our circumstances to change in order that we might have peace.  We can count on God's provision in giving us peace when we seek it.  A peace amidst the chaos.  A peace that seems out of place for our circumstances.

      So if I nix my crazy "chasing the slow down" image.  What does it look like to pursue peace?

Here we are, gearing up for another Monday.  Here are some Monday thoughts for you:

• If you have a rough Monday, let that help you look forward to the rest of the week.

• If you were to count the number of Mondays left in your school day, you might be pleasantly surprised.

• You may not be looking forward to Monday, but there's a kid in your classroom who's been aching for it all weekend--Monday means a return to stability and a safe place.

• Here's a link to a list of reasons why Mondays aren't necessarily horrible.  For example, supposedly we get the least rain on Mondays: http://www.chron.com/news/slideshow/Why-Mondays-aren-t-that-terrible-73382/photo-5394940.php

• Lastly, Mondays are a fresh start-make the most of it!

Image Bearers Part 4 of 4

What about me?  While watching out for the fun God glimpses amongst my students, how can I also be an image bearer?

Because each of us was made in God's image, we reflect Him.  Period.  That's truth.  It doesn't always seem like it though.

Overwhelmed.

Stressed.

Frazzled.

Frantic.

Tired.

All of these things we teachers feel on a fairly regular basis.  How can God be found in these things?  When things are piling up both on your desk and inside your head...where is God in that?

Although He is perfect and infinite, and we are neither.  I believe that my teacher life has attributes that can reflect who He is.  Here are two of my favorites:

1.  Faithful
For some of your students. you may be the one of most consistent adults in their life.  Your days may have ups and downs, but you show up.  Your faithfulness in being there for your students, consistent with your procedures and expectations, mirrors a quality of our God.  May your faithfulness in showing up for your students (in all the ways that may mean) point them to the One who is the most faithful.

2.  Loves the individual
Some days, when I look around my classroom, I feel such a relief to know that my God is limitless.  As a teacher, I care about the needs, strengths and weaknesses of each individual student.  But as a teacher, my day is full and busy and I am stretched thin among many individual students.  I so wish I could meet each student's need on a more individual level.  This could be a slap in the face of my finite, limited self (it often is).  I can't do it all.  I do serve One who can.  That teacher instinct of wanting to love and serve individuals makes us image bearers of our God who desires an individual relationship with each person on the planet.  We carry the reflection of His compassion and empathy.  I pray that I can keep in perspective the reality of my humanity alongside my potential as an image bearer of our King.

Image Bearers: Part 3 of 4

“Then God said, ‘Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground.’  So God created mankind in his own image, in the image of God he created them; male and female he created them.” 

--Genesis 1:26-27

If you think I'm harping on this verse, you're right.  I need to remember this truth daily.  It arms me with the knowledge of who I am and reminds me of who others were created to be as well.  With the knowledge of who you and each of your students were created to emulate, you can change the atmosphere of your classroom.  The idea of self-fulfilling prophesies and setting high expectations for students is one that is often preached to teachers.  “Set the bar high and be amazed at what your students can do.”  Of course.  We know this to be true.  Let the idea of your students being created in the image of our King help you set expectations.  No humans are perfect, but they do reflect someone who is.  Isn’t that an encouraging thought?  Use what you know to call out the best in your students.  Recognize the good that they are capable of and ask for it.  When you see those positive traits or behaviors that lighten your spirit and remind you of Who created them, call out these positive things.  Maybe you’re already doing this as part of your daily classroom management: “I really like how Sarah followed instructions right away.”  “Wasn’t it kind of Jack to help his friend clean up?”  Isn’t the mood in your classroom so much better when you point out and praise the positives, as opposed to when you’ve spent the day correcting and punishing?  When you see these examples of God’s mercy, of His goodness, His love, humor or perseverance, call out and encourage these qualities in your students.  Know that you’re not merely reinforcing positive behavior, you’re acknowledging and praising God’s image reflected in them.

My students shared more than just a glimpse into who God is...
We are all imperfect, human image bearers. 

Image Bearers Part 2 of 4

“Then God said, ‘Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground.’  So God created mankind in his own image, in the image of God he created them; male and female he created them.”

--Genesis 1:26-27

Each person was created to bear the image of our Creator. 

 On Sunday, I wrote that my challenge for the week was to try to see our students in this way.  I referred to it as a challenge for a reason.  Seeing the good in others is not always easy.  Sometimes a glaring, ugly, undesired behavior gets in the way.  Sometimes our own lack of patience gets in the way.  Somehow we manage to do it when parent-teacher conferences roll around.  Whatever it is I’ve got to talk to the parents about, and however unpleasant it might be, I was trained to always begin with a positive.  This builds rapport with the parent and guides the tone of the conversation.  Before conferences, I write up a short list of “strengths” and “goals” for each student, so that I don’t have to think on the fly with this.  Writing down the strengths is a great exercise for looking for the best in my students.  It’s something I should do more often to help me see each student as God sees him or her.  A new perspective is never a bad thing.  Maybe your Chatty Kathy’s ability to build relationships with others reflects God’s desire to be in relationship with us.  Maybe your artistic student puts God’s wonderful creativity on display.  We know that most parents think the world of their kids and delight in their abilities and personalities.  Guess who else does the same thing?  Their Father.  He has created each one uniquely and in the likeness of Himself so he cherishes their qualities.  This is starting to get a little gushy, but it’s a truth that I wish I remembered more often.

Identifying strengths in each student is good, and it can be helpful to try to see that child from a parent’s perspective.  It would be even better however, to see that child from God’s perspective.  He says, I made you this way purposefully.  You are precious to me.  Maybe this week you just choose one student who you will commit to seeing with new eyes.  They are an image bearer, be convinced of it.  Choose to see beyond the attitude or beyond the snot and find something to cherish.

Image Bearers Part 1 of 4

“Then God said, ‘Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground.’  So God created mankind in his own image, in the image of God he created them; male and female he created them.” 

--Genesis 1:26-27

Sometimes being human is the worst.  When we deal with aches and pains, with a stomach bug or with forgetfulness, we can feel very inadequate.  We use the phrase human error.  Is there really any other kind?  Sometimes a discontent with humanity can come not from glancing inward, but from the experiences we have with other humans.  Teachers deal with humans of varying size and reasonability all day long.  You experience their humanity in the B.O., the erratic behavior, and in the wet pants.  Yet each of these tiny, teenage, grouchy or hyperactive humans bears the image of God.

Humans are very different from God.  That kind of goes without saying.  He is so much more than our finite selves could ever hope to be.  We are however, set apart from the rest of creation because we are image bearers of God.  That means a part of Himself is IN us!  That’s something great about being human!  What an empowering thing to remember: you have qualities like those of God.  That alone should be able to put a little extra skip in your step.  Whenever you are feeling inadequate physically, mentally or emotionally, remember that you were made in such a way as to reflect the Creator of the Universe.  Hurrah (insert lion roar here).

What this also means is that not only you, but each human was created to bear God’s image.  That surly kid who sits in the back row of your third period class?  He bears God’s image.  Your neediest little peanut who needs nineteen trips to the nurse a day and can’t tie her own shoes?  She bears God’s image.  The I-definitely-just picked-my-nose-then-reached-into-the-communal-marker-bin-with-the-same-hand-kid?  Yup.  Image bearer.

So here’s a challenge for this week: How do your students bear God’s image?  Believe me, I need this challenge too (one of the above examples may be true-to-life)  This is about looking for the best in others.  Sometimes it may be hard to find...humans are the worst remember?  But thankfully God > humans and God’s likeness shows up in each of us in unique ways.  How might our Father reveal Himself to you through your students if you’re careful enough to look?