Butterflies, Hurricanes, and Curricular Intent: Working Back to the Individual in Curricular Design

There is a metaphor based in Chaos Theory, known as the “sensitive dependence on initial conditions” which we commonly know today as the “Butterfly Effect”. In this metaphor, a butterfly flaps its wings in one part of the world, leading to a series of events that culminate in the creation of a hurricane. This concept of both the importance of a starting point, and the possible drastic effect of seemingly small actions, on the surface, may be used to relate to the design of curriculum in school districts.  This metaphor is further bolstered by the idea that a “useful starting point when studying what is curriculum is to consider three levels,namely the ‘planned curriculum’, the ‘enacted curriculum’ and the ‘experienced curriculum’ “(Marsh, pg. 3).  When combined with the flapping of the butterfly’s wings, this idea seems to paint a picture that there can be almost no way to adequately predict or enforce the way that a curriculum will affect the students it is enacted for, but nothing could be further from the truth.  The metaphor instead must be used as a catalyst, that ensures we as curriculum planners are taking into consideration both the three perceived levels of curriculum, as well as those affected by it’s implementation. Curriculum design must start in the abstract, with goals and values, respond to needs of groups and social forces, and then become refined by understandings of Human Development. In other words, the more we move toward curricular implementation, the more we must begin to think of the individual student. After this initial work is completed however, the refinement and cyclical adjustment of the curriculum must take place.

From the start, the conversations that lead to frameworks of curriculum design must begin with the Goals and Values the district and community espouse. “The goals or purposes of a curriculum are among the most significant criteria for guiding the curriculum planning process” (Parkay, pg. 5). As it relates to the three levels of curriculum, this stage is most aligned with the Planned curriculum, as decisions and ideas during this time are confined, as they should be, to abstract ideas.  This phase of planning is the furthest removed from the individual student, and takes into account first, the greater overall needs of the district itself.

As the Goals and Ideas are fleshed out, the next area of consideration becomes the social forces that are guiding the process.  Financial, political, and social realities must be taken into account at this time, as we move from abstraction to enactment. The three levels of these social forces include the national and international level, the local community level, and the cultural level, and within these are further specific and delineated influencers (Parkay, pg. 57-58).  To plan a curriculum in a vacuum is not only foolish, but detrimental to those it is intended to serve, and ignoring the social realities will result in an enacted curriculum that has almost no chance of being experienced by the students.

After these forces have been taken into account, and the represented forces or groups are represented in the curriculum, the ability to hone the process down to the individual learner can take place.  The work done in regard to the Human Development of students will create the level of curriculum most closely tied to the Experienced Curriculum. James Comer explains that “[w]e will be able to create a successful system of education nationwide only when we base everything we do on what is known about how children and youths develop and learn” (Comer via Parkay, pg. 132). In this regard, the final act of the process prior to roll out, is to do the research on the individual needs of our student populations, to ensure that we are including structures and experiences that will have the highest likelihood of success.  One of the most ethical way of ensuring that this happens is through differentiation practices, and an RTI (Response To Intervention) tiered program that is built to adapt to the specific learner and his or her needs. Only by creating structures within the curriculum that address the developmental needs of children can we be sure they are being exposed to the original intent of the curriculum document.

The major folly that can occur at this point is what destroys the original intent of the Butterfly Effect metaphor.  None of these events exist as a singularity in time.  In order for the process of curriculum design to be both effective and ethical, it must retain the three levels though a constant cyclical reassessment process.  To believe that the decisions that are made at any level of the process as set in stone, is to render the document worthless. Analyzing the Goals and Values of the curriculum, the Social Forces that influence it, and the role that Human development plays in its enactment, is the only way to maintain the curriculum as effective. What we can learn from the Butterfly Effect metaphor is that we must be vigilant and self-reflective of the unintended consequences of our decisions, and have a plan in place to change and alter those decisions in a swift and efficient manner.  By moving from whole to part, from abstract to concrete individual, and repeating the process through a design loop, we create the atmosphere for powerful curriculum design, that is human in its application.

References

Marsh, Colin J.. Key concepts for Understanding Curriculum. London: Falmer Press, 2007. Print.

Parkay, Forrest W.. Curriculum leadership: readings for developing quality educational programs. 9th ed. Boston: Allyn & Bacon, 2010. Print.

Writer's Workshop Conferencing Tips

My class workshop/studio focuses on 3 major "Process" papers, with additional supplementary papers that emphasize full student choice.  The following are tips for conferencing with students during the supplementary paper process, but they have direct applications for conferencing in general with students as well.

The supplemental papers can cover a very wide range of genre, lengths, and subjects.  Frequent conferencing, particularly on the front-end of the paper, is key to student success.  The following is a brief overview of the path students might take through the supplemental paper process.

I.               Topic/Genre Generation

a.     The main issue at the beginning of the process is helping students to face the “white page.”  This can often be a daunting task, especially for students who may not consider themselves writers.  The most important question to ask the students during conferences at this point, is whether their topic or genre interests them.  Failure to attach themselves to a topic of importance will doom the product to failure, as it will neither engage the students, nor make their writing exciting and valid.

b.     “But it’s Hard!”: Allow students to flounder here.  There is no rush to find a topic, and it may take students time to make a decision.  This is the best time to give students a chance to explore their desires, wants, and interests.  Do not confuse a student struggling at this point with a student “not doing,” give them the time they need to find something worth saying.

II.             Outline/Planning

a.     This step will be different according to genre and topic (as well as the student’s level).  Remember to gauge the steps in a way that is authentic and meaningful, not simply arbitrary.

b.     Start Small, Go Big:  Remember that planning is the act of creating a paper’s skeleton.  We will add the muscle and skin later, but now we need a strong foundation.  The outline and planning provides this.  Allow students to create plans that help them to look at the document as a whole, and help them to see all of the moving parts, before we ask them to compose.

c.     No One Way:  Use your knowledge of the individual students to determine what steps you’d like them to consider in their plan.  Make sure that they also have authorship in these plans, and that they understand each step, and why they are doing them. Without the buy-in, the paper will end up being for you, and not for them.

III.           Text Generation

a.     The Simplest Step:  Get out of their way and let them write.  Let them write for extended periods of time, and stress the need for getting everything down, not simply the bare minimum.

b.     The More the Better:  Writing is sculpture, we start with a large chunk of rock, and we will eventually cut away from it and shape it to our desires.  Text generation is building the rock.  There must be enough to cut away from when we’re done, so urge students to write as much as possible.

c.     No Arbitrary Rules:  Don’t tell the students that paragraph must be a certain length.  It isn’t true.  Don’t tell them that a persuasive essay is five paragraphs.  It isn’t true.  Don’t tell them that you must provide a counter-point in every argument.  It isn’t true.  Avoid any type of arbitrary rule that is not indicative of authentic writing, and certainly don’t tell them that there are writing rules, which are in fact designed by you to guarantee certain types of outcomes.

IV.           Drafting/Editing

a.     Once the student has generated the requisite amount of text, they should begin a typed draft.  Students should be cognizant of self-editing during this process, but understand that this is not relegated to getting rid of the red and green “squigglies.” Before they begin a formal, “hard edit” they should print the document, which will force them to look at the paper in a different way.

b.     Don’t Overwhelm:  When editing a printed piece, resist the urge to correct every mistake.  Odds are that this will result in a paper filled with red marks.  Rather, read the piece looking for a pattern of errors.  Once you recognize the pattern, stop reading the document, bring the pattern to the student’s attention, and teach a mini-lesson if necessary.  Ask the student to go forward through the remainder of the document and find other examples of this mistake, and have them corrected when they bring it back to you.  If the student is recognizing the mistake, great!  If not, re-teach accordingly.  Try not to mark for more than three areas of improvement per draft, as this will allow the student to manage the drafting and editing process.

V.             Publishing/Performance

a.     Make sure students know that they are not simply writing for their teacher.  By requiring the students to either publish or perform their work, it forces them to take pride in their endeavors, and to write for themselves. The added pressure of “getting it right” falls on them, and placing the writing in the public arena is a powerful motivator.

Things to Remember:  these  papers are about creating buy-in, and opening up students to a writing life, where self-expression is sought and encouraged.  As teachers, we can provide individualized instruction that is student-directed, and still cover the curriculum requirements we are responsible for.  For formal, class-wide pieces, we can still have process-driven papers, but supplementary papers can allow additional opportunities for individual growth.

Portal Flash Learning: Part 2

Portal Flash Learning: Part 2

After the initial class, with it’s focus on “Learning” as its theme, the next two classes focused on “Collaboration” and “Communication”.  The class continued to use the free Flash version of Portal to accomplish this.

For the day on “Collaboration” the students were asked to find a partner and log in to their computers.  The game requires the your left hand operates the keyboard, which controls player movements, while the right hand controls the mouse, which is used to place portals in the testing room.

It is physically impossible to negotiate any of the puzzles without using both hands.

With their partner, students were instructed that only one partner could control one device.  One player could operate the keyboard, and the other could operate the mouse.  This task was also buttressed by three of our class rules, which they were asked to reflect on when they began playing.

The rules were as follows:

1.     My Words Matter

2.     I have a Voice, I will Use it

3.     We can’t do it Alone.

As expected, this caused a great deal of frustration, but eventually, they began to figure out a series of commands that they could use to accomplish their goals.  We ended with another discussion around the parallels between this activity, and the group work they are usually assigned in school.

The third and final day focused on “Communication”.  The students were asked to find a different partner from the previous class, and again log in to the game.  When they began however, I told them that they would not be allowed to talk or write directions to one another.

After 30 minutes of this, I began to allow them to write or draw as a way of communicating, and at the end of class, I allowed them to begin speaking.

Many of the students felt that this was extremely beneficial, as the silence in the room, and the need for forced listening that non-verbal communication created, actually made things easier.

We are currently starting a paper that will begin to address the overall experience and its efficacy.

Here is the prompt:

The Portal Flash Unit

Did you find this unit to be of value? Is it something that should be taught again in the future?

Think about the three themes:

1.     Day One: Learning

2.     Day Two: Collaboration

3.     Day Three: Communication

You will write a paragraph/section on each of these themes.  Each paragraph/section should answer and discuss the following questions:

·      How did the game address this theme?

·      Was it effective in teaching you about the theme as it relates to you?

·      Why should it be taught again next year, or why should it not be taught?

Portal Flash Learning Lesson

Now that the first few setup lessons have been completed, we are moving into some of the experiential learning that will shape the class.  Since the main thrust of the class is to break students out of their typical assumptions about what “school” can be, I wanted to provide an initial experience that was seemingly as far from these assumptions as possible.

The students were asked to log into their computers and run a Google search on “Portal Flash”.  This should bring up multiple accessible links to the game, Portal: The Flash Version.  The Flash version of the popular game Portal was not made by the developer, Valve, and is free on various Flash sites on the internet.  Unlike the console and PC version, the Flash version offers physics based puzzles in a 2-dimensional environment.  The puzzle require “portals” to be placed to allow the player to find a pathway to an exit.  As the game progresses, the puzzles get more difficult, and start introducing variables that affect the player’s ability to easily pass through the game.

When we began playing, I set up a few rules.  Students were told that their goal was to get to the highest level that they could, but that they could not ask me questions about the game, or I would simply reply with a question.  I told them that they could use the tools available to them such as Youtube or Wiki’s, to help them through.

Then I sat back and observed the chaos.

Invariably, even the most accomplished gamers in the class hit a wall, a point where they could no longer breeze through the levels without pausing to think, or ask questions of their classmates.  Here was where the game began to provide gold.

Kids became frustrated, agitated, excited.  They clicked the mouse too hard, or squirmed in their seat as the character fell into a pit or was incinerated on a laser floor.  They were animated, began asking questions of one another, furiously searched Youtube for the best walkthrough videos.

They were engaged in the truest sense of the word, despite the difficulty.

The students continued to play through to the lunch break, and when they returned, we started talking.  I asked the following 4 questions, giving them time to write their responses prior to sharing.

1.     What were the difficulties you faced during the game?

2.     How did you deal with these difficulties?

3.     How was this experience different from your idea of what “school” is supposed to be?

4.     What have you learned about learning, or how you learn best?

The discussion went well, with most of the students explaining the benefit of doing it themselves, and of not being given answers.  They said that there was a sense of accomplishment when they finished a level on their own.  Simply saying these things to my students would have paled in comparison to having them complete the activity first.  They need the experience of learning outside of what they have been conditioned to believe it is.

I was struck by some of the student responses in other avenues.  When a lecture is occurring, or they are being asked to participate in activities that “feel” like “school”, my students are constantly asking to get a drink or go to the bathroom.  During the 80 minute block, over 2 different classes, not a single student asked to leave for any reason.  I’m not surprised by this at all.

We need to think about how we can demonstrate LEARNING in our classrooms, not simply explain to our student’s why it is important.    The more we can begin to understand that learning is something that is happening within these children AT ALL TIMES, the more we need to be cognizant of the worthiness of the tasks we ask them to do.  Is it simply busy work?  Are we just padding a grade book? Justifying our own existence?

Take some time to try the game yourself.  What emotions does it elicit in you?  How do you deal with frustration and failure?  How do you manage a lack of ability or control in something as simple as a two-dimensional computer game?

What can you learn about your student’s educational lives from it?  

Log on, and get uncomfortable.

Fast Food Education Nation

“Education is being strangled persistently by the culture of standardized testing.  The irony is that these tests are not raising standards except in some very particular areas and at the expense of most of what really matters in education.

    To get a perspective on this, compare the processes of quality assurance in education with those in an entirely different field- catering.  In the restaurant business, there are two distinct models of quality assurance.  The first is the fast-food model.  In this model, the quality of the food is guaranteed, because it is all standardized.  The fast-food chains specify exactly what should be on the menu in all their outlets.  They specify what should be on the burgers or nuggets, the oil in which they should be fried, the exact bun in which they should be served, how the fries should be made, what should be in the drinks, and exactly how they should be served.  They specify how the room should be decorated and what the staff should wear.  Everything is standardized.  It's often dreadful and bad for you.  Some forms of fast food are contributing to the massive explosion of obesity and diabetes across the world.  But at least the quality is guaranteed.

   The other model of quality assurance in catering is the Michelin guide.  In this model, the guides establish specific criteria for excellence, but they do not say how the particular restaurants should meet these criteria. They don't say what should be on the menu, what the staff should wear, or how the rooms should be decorated.  All of that is at the discretion of the individual restaurant.  The guides simply establish criteria, and it is up to every restaurant to meet them in whatever way they see best.  They are then judged not to some impersonal standard, but by assessments of experts who know what they are looking for and what a great restaurant is actually like.  The result is that every Michelin restaurant is terrific.  And they are all unique and different from each other.

  One of the essential problems for education is that most countries subject their schools to the fast-food model of quality assurance when they should be adopting the Michelin model instead.  The future in education is not in standardizing but in customizing; not in promoting groupthink and "deindividuation" but in cultivating the real depth and dynamism of human abilities of every sort.”

-From “The Element: How Finding Your Passion Changes Everything”, by Sir Ken Robinson

I’m thinking about the balancing act that teachers are being forced to play these days, especially the good ones.  It seems we’ve moved into an era where we need to go underground.  The attacks on the profession have created a false accountability that is more political than effective.  Good teachers are forced to whisper about the progressive individualization they employ in their classes, or face possible public scrutiny.  Bad teachers embrace the calls for standardization because it is easier to implement, and is in their eyes, more easily defended.

As the stakes become higher, and pressure is mounted, we see a desire to return to more draconian practices in the classrooms.  The need to pass standardized tests as a district, by its very definition, robs the individual of his or her rights as a learner.  We need more analogies like Robinson’s.  We need to get the information out there that our students DESERVE a personalized education. 

It is not frivolity, it is not a pipe dream, it is not a lofty goal to be attained.  It is their RIGHT. 

Everything we do to posture and squirm around this fundamental truth will only delay the inevitable.  We can change the system to make it work for our students, or we can allow outside forces to declare our regressive system a failure, and shape it to their interests, whatever those may be.  As teachers, I believe that we are the protectors of our students; we got into this to make a difference in their lives.  What better difference could we make than to hand them a system that they deserve?

There is a change coming, and it’s up to us to get in front of it before the cynics among us unintentionally damage it beyond repair.  That greasy burger is not good for you, even though it’s cheap and fast.  Try not to choke on it.

Sol Lewitt Mid-Week

Day 2 of Sol Lewitt Project: Calm to Chaos, Collaboration to Cooperation, Communication to Coordination, and of course, creativity. 
My apologies for all of the alliteration but I am an English teacher at heart.  The past two days have been the best I have known as an educator.  It is unbelievable to me what children are capable of when we let them think outside of the box.  I almost feel guilty taking credit for any of their success because they are so self-directed in the tasks of the past two days that it must be their inherent will to collaborate or their amazing middle school teachers.  If you insist, I will take credit for the structures of this assignment, and the risk-taking it entailed.

            Before we began this journey of constructing an 8x40 foot mural which will be displayed at Morristown High School, in the Morris Museum of Art, and then around Morristown, I was apprehensive, nervous, unsure, and anxiety-ridden.  I didn’t know where this journey would take the freshman.  Think about it…here I am asking them to read directions critically (directions that require reading, math, and logic skills), prototype a design, agree on the best design, and execute that design on an 8x8 panel.  After that, I am asking them to blog about their role for the day, which rotates through the experience.  Each day students will either be prototyping/drawing, filming, or analyzing some aspect of the process.  This request is a tall order for students who are used to sitting in their desks and taking notes.

            I don’t want to become overly optimistic, but I can’t help it.  The past two days have shown me students who want to work together, who can overcome adversity, and who can challenge themselves and their classmates with respect and poise.  The first two days of this project saw students  measuring, talking, focused, engaged, and IN THE MOMENT.  What a concept: in the moment, working hard, observing others, and seeing the results of their productivity on something that won’t be thrown out or never referenced again after its due date.  It didn’t end there, students were blogging about the dynamics of their group, the divisions of the class, the leaders, the connections to academia, and their progress as a class.

            I cannot wait to see if the remaining weeks of this project are as epic as I’ve imagined them, I have no reason to believe otherwise. 

Setting The Stage For a Year of Freedom

Please join me in welcoming our newest author to The Educational Arsonist, Danielle Firavanti.  Ms. Firavanti is a Progressive High School Language Arts Teacher in New Jersey.  She will be blogging about her experiences in her classes this year.  Enjoy!

The status quo is out the window for my freshman who are (hopefully) on their way to become the school's best collaborators and thinkers.  Before we learned names, decided on class rules, explored norms, or even assigned seats, we created blogs.  Creating blogs sounds like a pretty simple task, but for students who are are quite unfamiliar with the interface of Google, this was a task that was well worth our time.  Currently, of five freshman English classes (approximately 120 students), we are at about 92% functionality with log-ins, e-mailing, and blogs.  My future self is thanking me for taking this time to set-up technology needs early.  

An influx of questions have been coming my way, most commonly, "What do we need for class?  Where is our supply list?"  In an attempt to create independence, I tell the class they need something with which to write, somewhere to write, and somewhere to keep papers.  Their expressions of confusion blow me away as they are conditioned to hearing what to buy, how to keep their notebook, and how their dividers should be labeled. Instead of rejoicing in the freedoms, they seemed unsure of themselves. I informed them that my students can keep their work however they see fit and that I will not disrupt this flow unless a problem emerges.  My past experience tells me that 90% will not have a problem, so why should they be coddled?  I would rather differentiate the structure for the 10% that may need it.  

I began the year with an exploration of Bruce Mau's "Incomplete Manifesto for Growth"http://www.brucemaudesign.com/4817/112450/work/incomplete-manifesto-for-growth.  Mau provides a list of tips for how to construct new ideas, forge connections, and spark creativity. Some examples include, “Work the Metaphor,” “Don’t clean your desk”, and “Go Deep.”  I was a tad apprehensive about giving this to my students on the first day, but they RAN with it.  I was impressed with their methodology in first selecting 5 important tips, then coming to consensus on 4 tips for the class, and finally blogging about the 1 tip they plan on implementing for themselves.  Most responses have been thorough, reflective, and forward-thinking.  All of this is being done in preparation for The Sol Lewitt Project, an 8x40 foot wall mural that will be completed using interdisciplinary skills.

The first days of school can be seem tedious and daunting, but putting in the logistical forces out of the gate ensures time for creative and innovative endeavors in the future.  I would be lying if I said the students didn’t seem nervous and uncomfortable about not being told what to do, but the gold is what follows this uneasiness.  Students attacked this  “outside-the-box” assignment with intensity and great interest.  They were engaged fully with the text in front of them, and reflected on it afterwards.  As an English teacher, what more can I ask for?  
Although I am sacrificing my progress in what some may call a "traditional curriculum," the students are gaining priceless metacognitive skills which will stay with them throughout the year.  After reflecting on a few more of their posts tonight, it is safe to say I am stunned by their responses.  That's the thing about kids, if you let them, they will pleasantly surprise you.

Day 2: Cultivating Interests

The second day of class will continue the work of the first, getting to know my new students and find out what things matter to them.  I have 80 minutes to work with.  We will start out by heading to the Library, and setting up camp in a corner with comfortable chairs and access to all of the books in the school.

I’ll ask the kids to take the time to really explore the place, to find a comfortable spot, and to start pulling some titles.  They’ll be able to begin reading the text to see if it may interest them.  If they are already in a book, they will be generating a “Reading Futures” list in their journals.  While this is going on, I’ll be pulling students aside to talk to them about their lives.  We’ll discuss their life in school, their life at home, their life with friends, their goals and dreams for the future. 

I’m excited to give them this time.  I’m excited to watch them go through the stacks, and have longer than 5 minutes to figure out which book they will read.  I’m looking forward to finding books for them if they need help, to facilitate a spark or interest that they never may have known existed.

When their ePortfolios are up and running, they will digitize the document that they create today, a reference point that they can constantly change as their interests change.  The Interest Inventory is the first step in class towards empowering my students to take an active part in their path through the year, and their lives.

Are we providing enough opportunity to listen and observe our students?

Are we occasioning space for these interactions to occur, between students and book, between teachers and students?

Are we gifting ALL of our students, not just the “high flyers”, with the chance to own their educations, to become active participants in their own development?

Day One: Ideas for the Opening of School

Tomorrow the kids arrive and a new year begins.  I’ve been given an amazing opportunity, and it has me excited, engaged, and to be honest, nervous. 

I’m piloting a model classroom this year.  Many of the posts on this blog will feature the ideas and lessons that I plan on implementing, but also whether or not they are successful.  The goal is to create a living document that I can use for reflection and development.

The class will be an 8^th Grade Language Arts “A-Level” class, which is code in our district for “Standard” or “College Pre” level.  The students that have been selected all are on the bubble, students that have consistently scored between 10 points above or below proficient on the New Jersey Assessment of Skills and Knowledge (NJASK).  Many of these kids have had difficulty forging connections between their school lives, and their lives outside of education.

The goal for the year is to strengthen those connections, to allow them to see that their lives include both their academic pursuits as well as the pursuit of their interests, or to get Foundational, their happiness.

The class will provide experiential lessons and activities that will provide metaphorical and literal translations into their academic lives.  The class will have an open door policy, allowing teachers and administrators, parents and community members, to drop in and participate in the work we are doing.  Fostering this sense of community is one of the hallmarks of the class.

Before any of this can take place however, there has to be a groundwork of trust that is created, which leads me to my activity for the first day.  I’ll be taking the students outside (weather permitting) as a physical removal from the school environment, and starting with learning their names and getting everyone familiar with one another.  I will then introduce the class rules, and hold a discussion about each, inviting students to share their previous experiences at our school.

Here are the 4 Class “Rules”:

Your Words Matter

Too often, students arrive in the 8^th Grade believing that their academic future is “fixed”.  That there is no possible way to transcend the difficulties that they have had in the past, whether they are academic, behavioral, or social.  It’s important on the first day that I let them know that they will be judged only by what they say and do from this point forward, and that when we communicate, their words must be clear and precise.  Their words will define their character, they are not something cheap top be thrown about, devoid of meaning.

You have a Voice, USE IT

As a by-product of this, the importance of their words is tied to the use of their words.  Not speaking up opens up the ability for others to speak for you, to assimilate their ideas as yours.  Not questioning, or probing deeper into the things you are struggling with, robs you of the instruction you are entitled to in our system.  Learning to speak for yourself will be an important part of the class.

We Can’t Do This Alone

No one works in a vacuum.  Many of the things I will ask you to do require collaboration, the ability to work well in a group.  Use the resources around you to develop yourself, to enrich yourself, to strengthen yourself.  When we do this well, we all become stronger.

 Life isn’t about FINDING Yourself, it’s about CREATING yourself.

I first saw this on a mug at Barnes & Noble, and I have no shame in saying it changed my life.  This ties into the first rule.  Students tend to think that there is some perfect self out there, and that after they wander through their education and life enough, they will discover this perfect self.  We know that this is not true, and we owe our students the knowledge that every experience, every challenge, every triumph, and every failure is a piece of the person that they are creating.  We are all in a process of becoming, of working towards becoming the person that we would like to be.  To that end, we need to be mindful of the things we do, the choices we make, and the road we travel.

Suffice to say, I’m pumped to start this year.  There will be roadbumps along the way, but the new tactics and personalization that I plan on providing my students has me completely energized. 

How are you starting the year in a unique way?

What are you going to do that will change lives in your classroom? 

Please let me know, and I’ll get back to you this weekend with how it all went down!