Today, I taught a session at our state technology conference, TCEA, during Math Academy. My session, Tools and Apps to Invigorate Algebra, was all about web tools and applications to help teachers build more learner centered activities for students. I approached this session from a standards based perspective instead of an app-based perspective. Yes, there are tons of apps in the app store that could have surely filled the 50 minute session but knowing what I do about sessions, teachers and classrooms…I knew that focusing on how to utilize a few great tools really well would serve most teachers better. In Texas, we are not common core and what often happens is that when teachers find great ideas or lessons online, they are a bit hesitant to embrace them because of the CCSS label. The thing is that if we apply what we should know about about our own standards, we will see that many of the CCSS ideas most certainly do apply in Texas. I started the session by sharing the Lead4Ward App which comes with tools like the color coded STAAR snapshot which places standards side by side according to category and college readiness. I may not be such a huge fan of STAAR testing but in terms of readability, this form is an excellent resource for teachers. I found it especially useful when helping teachers learn how to "unpack" the verbs within our standards. In addition, teachers can access the "Cognitive Complexity: Verbs of the TEKS" page which list out the most commonly used verbs by subject. Once I looked at the list of verbs, I had another bright idea. I went through the TEKS and highlighted all of the verbs, which speak to the actions that kids should "minimally" be able to do in Algebra.  I then took all of those verbs and created a wordle. The visual that it created lent itself to quite a bit of spark in the room…which seemed to be "aha moments" for some. It should be noted that "determined" was almost always followed by "the reasonableness" within the TEKS and that was important to consider as we discussed what the boldness of the verbs meant. The point that I wanted to make was that Algebra should be a course where kids are "DOING". They should be investigating, analyzing data, interpreting, predicting, describing and yes…determining the reasonableness. Technology can most certainly support students in doing so. With that in mind, I chose to spend time sharing Desmos and how this, highly underused tool in Texas, can support algebraic understanding. (We tend to stick with our "test approved" calculators) In addition, I shared Des-man, the penny project, 3-Act Math Task, Visual Patterns and several blogs along with Dan Meyer, Fawn Nguyen, Chris Danielson, and pretty much the twitter math community. We spent time looking at these tools both from the teacher and student perspective. I believe that doing that made the difference. What I found was that by focusing on how these tools could be used in depth in relation to the standards that we have to teach, the teachers who were participating walked away feeling like they had some tangible tools that they could use and maybe a different way of thinking. Click here to go straight to the google slide of my presentation.  

Last night, I became engulfed in PBS’ telecast of American Promise, the 13 year journey of two black middle class families raising sons. I saw my own son in both young men depicted in the documentary. I also saw myself as a parent and as an educator and I’m not yet decided on how that feels. The telecast was timely as this is Black Male Achievement Week, or #BMAweek.   As a parent, it has been tough raising my own son in a community with very little choice. We have one high school, one junior high and very few paths to opportunities above what we can personally provide. Black males are more than likely to fill the chairs of DAEP or ISS than an AP course. My son’s school is traditional in every sense of the word and we have had our share of academic ups and downs. For him, the lowest year was 5th grade when one of his teachers told him that he would end up in prison by 16 and treated him as such. That was the year that he begged not to go to school. As a parent, the lowest moments happened in the years that followed. It seemed that an overwhelming majority of my son’s teachers did not "get" my son and nor did they care. For me, the lowest moment happened in 7th grade when my son was pegged as "the kid that did not belong in pre-ap" because of his lack of being able to fit the mold as established. I listened on the other end of the phone as his pre-ap english teacher told me that I only wanted my son in a "high performance" class because he was black and not because he was capable. He had a C at the time in her class and I’m convinced that she was more worried about him making her "numbers drop" than about teaching him. I fought like crazy for him that year and eventually gave in to changing his schedule because leaving him in those classes would have surely qualified as abuse. This was also the year that I knew that I would leave my school district because I could not fully advocate for my son and work in the same place.  Last night, while watching American Promise, I found myself zoning in and out of my own life. I watched as both sets of parents prepared their sons in their own ways and I wonder if I am doing enough with my own. I know in my heart that his current school situation is not enough. There is no challenge for him other than to turn his worksheets in on time, which he struggles with. There is no opportunity for him beyond athletics or auto-mechanics, which I’m sure he won’t be doing. He doesn’t get to think aloud, formulate ideas or share beyond the pieces of paper that are typically found folded in his pocket. There are no opportunities for him to develop as a leader. It hurt to type that sentence. I train teachers daily to transform their lessons in ways that my own son won’t experience. I struggle with this often. Like any of the parents of children that I have taught, I want my son to have a chance in life beyond the factories of our town and the city limits that seem to keep everyone home. I know that he wants more for himself and his reality is that he can’t achieve his best without the full support of the adults in his life. By support, I mean we have to help him set the bar high for himself and encourage him at all cost to exceed it. Step one…Set the bar What can a student achieve if he sees nothing worth achieving?  

The other day, a comment was made that I needed to be more collaborative. For days, I’ve gone back and forth in my mind over this statement. I know that I have spent a great deal of time collaborating with others when they reached out to me. However, in my own life, the reality is that I have NOT been great at being an instigator of collaboration. Wow… When I embark on creating something, I am a bit of a control freak. In my mind, I have to "own" every piece. I may ask for opinions but I have never really asked for ideas. Those two actions are completely different. Asking someone for their opinion is really about the validation of your own thoughts. You will consider what they have to say but what you are truly seeking is a nod of approval because otherwise, what you aimed to do may be invalidated. On the other hand, seeking ideas is about opening your mind to the input of others at a greater depth. You will not only consider what they have to say but also allow your work to be changed. Ideas change "your work" to "our work" Embarking upon my path to being a better collaborator means that I have to let go and relinquish control. Today, I own this new journey both personally and professionally. There are elements of what I do that may very well be mine alone but I can identify plenty that would be greatly improved by including other voices in the conversation. Collaboration is the key to growth, after all. Yesterday, during David Jakes and Christopher Long’s session on "Wonder by Design", I found myself sitting in a group embarking upon an activity that required total collaboration. I will admit to being uncomfortable with NOT controlling it. It was frustrating waiting on others to come up with their parts however it was also instructional. Collaboration has nothing to do with the individual person and everything to do with the growth and outcome of the entire group. We all have room to grow in many areas and when we collaborate, our weaknesses can very well be another person’s strength. I like to think of collaboration as a "self-healing circle" and it only works if we are open to it. Step 1: Let go and relinquish control Note to Self…    

I was raised to be fearless yet I have lived most of my life in fear. When I was the "biggest" girl on my high school dance team at a "whopping" size 12, I could hear my mother mid-field screaming… "Smile baby and act like you own the place!" So I did! Insecurities can get the best of us. We all have those moments when we wonder both inside and out if we are in fact good enough to complete our endeavors. That’s why we spend so much time working, researching, role-playing…preparing. It’s natural to have some sort of doubt…fear. It’s what pushes us to be great. However, it can also hinder us from our goals. The only way to truly capitalize on your greatness is to face your fears head on. What is holding you back? For me…it was, ironically, performing in front of a crowd. It’s so funny saying that because I grew up as a trained public speaker. I played the flute in front of live audiences. I performed in college as a drum major weekly. I danced, even as people laughed at me, in front of crowds. I sang a duet in church once. Heck, I teach groups daily! Yet, public performance WAS my greatest fear. With all that I have done in my life, why would I let the fear of performing get the best of me? Simple…the thought of others judging me more than I judged myself was crippling. I just knew that when they looked at me, they saw all of my imperfections and that was scary. In the past year, after leaving my hometown, something within me clicked. Something said… Stop worrying about who is watching(Smile bigger). Stop wondering who is listening (Sing).  Stop worrying that you may not be smart enough (You are brilliant). Stop worrying that you aren’t "beautiful" enough (I am). Stand firm in all of your imperfections and be the brilliant woman that you were born to be! I realized that in order for me to reach my true potential, I had to be strong enough to leave all of the negative doubts behind. When I work with teachers, especially those that are afraid to leave their comfort zones, I connect with them on a deeper level…that place that holds them back. We talk about it and coax the "fear monster" from its corner and kick it to the curb. For me, it’s beautiful to see as these teachers let the grips that have held them back fall. It’s like watching my own insecurities disappear over and over again. When you see me, unless it’s in a karaoke bar, I’m happier. I’m smiling and yes…I’m owning it! It’s what I was born to do. My mother taught me that. PS: It’s amazing to find your own inner fabulousness but it’s even more amazing to empower others to do the same. #BeFearless xoxo  

There was a time when I was one of those people who had their phone out for everything. I would text through dinner. I would text while talking and oh my…let’s not even consider TWITTER! We attend conferences and capture thoughts using a backchannel. The entire time that the keynoter is speaking, we are tweeting using a hashtag. We do this knowing that we won’t capture everything but because it’s a backchannel, we know that someone will. Have we all grown accustomed to capturing thoughts in bits while leaving the rest to be read in "bytes"? As much as I love technology, I find that I personally capture more without it. I carried my chromebook, phone and ipad to educon. I couldn’t even bring myself to use any of those devices because I could not bare the thought of missing something. When I sit and talk to people, I find myself entranced by the nuances of how they speak. I pay attention to small things like emotional connection to ideas instead of whose tweet I just missed. When the conversation is done and the thoughts are heard, I then reflect and process. This time, I grab the technology. While others can multi-task like lightening, I find that being free to absorb without tech is something that works for me. It’s a personal preference and one that has only developed after seeing myself for the over-tech using person that I am. Don’t get me wrong…I LOVE technology but I think that we should also be mindful of our own limitations or lack there of. I’ve had many great conversations in the last few weeks. My phone stays either face down or in my purse. I can’t even imagine how much I would have missed had I been consumed with my connected world through my device. I can’t imagine what I would have missed had I not been fully present in that "after privilege" library conversation at the end of educon. Something has to be said about having powerful meaningful conversations without the glare of a shiny window. So, in essence…in lieu of allowing technology to rule my learning, I choose my connections wisely. We should consider allowing students to do the same. It is a life skill after all.    

I’m going to guess that I am not alone in saying that there are definite moments when I feel overwhelmed. Between the speed and complexity of all aspects of life, there are moments when you just need to stop, wait and breathe. We all have those days. Today was mine. As I sat at my desk after the office cleared, I had some time to reflect on what exactly is clogging my thoughts. The only word that I could even muster was…PATIENCE. We are such an instantaneous bunch. We want everything to happen like yesterday! That’s not a bad thing but we have to be mindful of how life really works and it’s not always instant. Learning isn’t always immediate. Most books aren’t written overnight. You’re probably not going to make a year’s salary in a day. If you fail at a task, the road back may be long and tough but that journey in between is where the growth happens. It’s where we gain clarity. Rome wasn’t built in a day. These are the moments to let go, breathe, live and wait… It’s essential. Patience…

When the Zimmerman verdict came down, there were days of questions and discussions with my son. He was shocked and horrified that a young man, who looked like him, could be gunned down and his murderer walk free. When the Dunn verdict came, his reaction was vastly different. My son flicked off the tv, shrugged his shoulders and walked away muttering a word that I often use in unbelievably expected situations…"typical". When pressed further, my son said… "Jordan was black and in Florida. Did you honestly expect different?" That conversation soon shifted to the Stand Your Ground laws and more specific details of the case itself like jury selection and prosecution. As I was talking to my son, and reveling in his brilliance, reality struck me in an instant… What if it were my son? What would he do? What would I do? I thought about all of the conversations that we have had already…that my father had with my brother…on how "not to be arrested" because of _____while black. Yes, that conversation is just as necessary as  the talk of relationships and sex. We have to have it. Truthfully, it doesn’t matter what we teach him. As my son pointed out… "Guns don’t kill black boys. Racism does. Laws allow them to get away with it… so guess what, it’s gonna keep happening. This is normal mom." This is my son’s perception of the world that he lives in. This is what he meant by…"typical". We can teach him how to live by a "code" all day but we can’t protect him from the world as long as laws like Stand Your Ground exist which allow people to react out of fear…with his face being what people will fear most. The only difference between my son, Jordan and Trayvon is that he is mine. His face could have easily been theirs. While my son thinks…typical…this should most certainly not be normal. We have so much work to do. I can’t change my son’s face but maybe we need to discuss how you see his face. Maybe we need to discuss how his face alludes to a perception not seen in the faces of his peers. I don’t choose THIS normal. Not my son…  

Over the years I have mentored many pre-service and new teachers both in school and virtually. Those moments have been some of the most amazing moments of my career to date. I’m always interested in the on-campus experiences that many of these teachers are having. Ideally, pre-service and new teachers are in situations where they can grow while also having room to take risk during their own lessons. This is a must and is sadly not always the case. As a "new to the field" teacher, I was fortunate enough to be mentored by teachers who were open to my ideas. At the same time, I was equally as open to theirs. It was a truly collaborative effort and one that I believe is a must in any mentee/mentor relationship. Coming from the higher ed circuit, one might assume that almost all new teachers are starting "in the hole" but that was not the case with me. We researched and practiced varying instructional methodologies including engaging lesson development, hands on learning, technology integration and differentiated instruction. At the same time, my on-campus mentor had what I did not have…the experience. Although our teaching styles were as different as night and day, my mentor allowed me to design my lessons however I wanted using whatever tools that I had at my disposal. In other words, she stepped aside and allowed me to do what I felt was best even though they were vastly different from what she would have done. This was crucial to my growth as a teacher and as a future mentor. I had a conversation with a pre-service teacher the other day and I have to admit that her situation bothered me greatly. She wanted students to use manipulatives in a lesson where manipulatives would have most certainly made a difference. Unfortunately, her mentor did not see her vision and was adamant that students were incapable of learning using the hands on tool. The suggestion was that the pre-service teacher use a worksheet instead with the hands-on tool as a teacher model only. As depressing as this is…it happens. An idea that could have truly been transformative for students was shot down before it even left the ground…dead on arrival. Against her best judgement, this pre-service teacher felt that she had no choice but to water down her ideas to fit what her mentor believed and teach a lesson that, in her words, accomplished none of her goals. As a mentor, I could not imagine "cutting off a teacher’s feet" in this way. Even if I failed to see the vision of my mentee, I’ve learned that it is more important for them to work through their vision than it is for me to see it. I make it a rule of thumb to discuss ideas and make suggestions in obvious "managerial" places as needed. Growth happens for all parties involved as new teachers tackle their own instructional paths with the support of the experienced teacher in the wings. Reflection is key but open-mindedness is mandatory.  

For the past few years, I’ve watched my nephew thrive in pretty much whatever he set his mind to doing. He’s pretty meticulous about everything and fully commits himself to whatever feat that he is trying to accomplish. If you follow my postings via here on my blog or on instagram, I’m constantly sharing the insanely creative contraptions that he builds. From light up clay figurines and hand sewn professional grade puppets (image at the left) to his new super galactic solar system, this kid literally blows me away.   The Solar System Project Let me explain the contents of the box to the left. When Braeden was assigned his solar system, which he had a month to do, he immediately made a list of items that we needed to purchase from the store and demanded that we got them pronto. He made a plan that was more thorough than the house that we built as well as a timeline. He researched planets using everything from apps to NASA. The kid even "evaluated" his sources before validating their value. The first part of his project involved painting each planet according to his research with the most meticulous detail that I have EVER seen in my life. Somewhere along the line, Braeden decided that he wanted to create informational books featuring his drawings too. This is the only place that he asked for help was in laminating as he did not know how to use the machine. He does now. There is a rocket made from a water bottle and foil, that lights up, which should be no surprise since he also made clay figures that light up as well as a video explaining how he did it. In addition, those red and gold strips that give the "illusion" (his words) of fire light up too. Just to give your brain a break…He is 9!! On the computer, Braeden made signage to place in specific places of the cardboard box "painted thing" that will hold his solar system. We come home everyday and watch as he completes his other assigned work before turning his attention to the solar system that he only rushed to complete so that he can get back to drawing, molding clay and creating puppets, which he loves. I’m going to guess that he never envisioned himself enjoying this project but clearly he does as it keeps growing in magnitude to his excitement. I’m Sorry But Your Child is Really Smart but NOT Gifted Braeden has been tested for GT via the OLSAT (Otis Lennon School Aptitude Test…Pearson) three times and each time he did not qualify as gifted according to our district standards of scoring in the top 5%. This test, which is timed, does not account for kids like Braeden who are artistically and technologically gifted. This is a kid who takes his time to make sure that every thing that he does is to the utmost perfection…also a bad thing according to this test. Even sentences written for school are specifically crafted to be more thorough in their structure. Watching Braeden take his time to write, say aloud and reflect on each sentence is a poetic experience in and of itself. Math is evaluated from multiple forms before receiving his approval of logical correctness. He too, feels that the "check boxes" of his Excel Math worksheets are ridiculous. Braeden prefers to check each individual problem in context instead of adding answers to reach a number in a box. (his words) This kid brings home science worksheets that teach him nothing so that he can self-learn concepts that he wonders more about. We didn’t train him to be this way. This is how he is. This kid, who by my non-biased highly educated account, displays every sign of giftedness…yet the school district, THIS TEST, says that he is not. What To Do If This Is Your Child You can continue to advocate for him/her. You can challenge the system. You research state requirements for GT testing. You can even continue to push until the district listens and evaluates the equity of their entire program. You can fight while you watch the kids of the "top 5%" have access to learning opportunities that your child won’t have in his/her regular ed classroom in the hopes that one day he/she will. Or… You create a blog and share your child’s educational journey. Your child can create blog too which will serve as their digital portfolio. (which they will update as they see fit) You push for all classrooms to have access to rich learning opportunities so that every kid has the chance to shine as well as equitable exposure to rich resources on or above their level. You share everything…and not just because you KNOW that his teachers will assume that his parents did the project (never fails)…but because somewhere there is another parent experiencing the same frustration and your kid’s story might just help them too. To be clear…Braeden is surrounded by a well informed family who understand the system and his needs. His is NOT the norm by any accounts which begs the question… What about the "Braedens" who have no voice? Who is fighting for them?

When my daughter started college, I was determined to somehow cover every single expense so that she did not graduate with years of debt to pay. I don’t think that I actually realized how expensive her education would be and it’s not easy. I am lucky as she is attending college on her dad’s GI Bill for this entire first year ONLY but that doesn’t mean that the weight of expenses has been easy. Somewhere between paying out of pocket anywhere from $4000-$6000 per semester…I didn’t think this through…clearly. Don’t even get me started on adding in the expenses of attending professional development events that my district is not prepared to cover. (That includes YOU sxswedu) To add insult to injury, I drive a honda which is typically a reliable vehicle but I am now in the 2% of drivers whose entire car computer system just crashed. That’s another $1,000 at least which means that between sending housing payments to college, living expenses and now a broke down car…clearly my entire monthly salary is spent before it even arrives. Yet, I smile and continue to work and look ahead. The thing is, life is rarely a perfect picture. It’s downright ugly at times. At the same token, it’s also still amazing in the sense of looking from the lens of what lies ahead. We struggled at times growing up and I’m thankful for the example that my mother set because watching her pray her way through the hard times was highly educational. She saved what she could, took darn good care of us and eventually things just worked out. They always did…even when we worried that they would not. I’m sharing this piece of myself because honestly writing makes me feel so much better! Even saying that sentence out loud felt great. We don’t always get to choose our outcomes but we do get to choose how we react. There are so many great things that keep happening in my own professional life that if I even allowed myself to be defeated by the crazy low points, I would not be half as sane as I am to give 100% of myself to the work that I do. My example was my mother. I am the example for my children. I take that role seriously. If all else fails, there is always chocolate.

If you haven’t heard of Movenote yet, please stop reading and go check it out. As a matter of fact, download the app and use it on pretty much any device that you happen to be using. It’s a great tool for doing simple task like visually communicating an idea or even telling an amazing digital story because with movenote, you become a part of the story which means that your personality gets to shine through in lieu of text only. In schools, we use movenote with our kids utilizing chromebooks. They have the power to record and share video using items created and stored via their google drive. I was with a class last week as kids developed "pitch videos" for items that they invented. Movenote allowed them to present their product ideas beyond the typical google slide show or haiku deck alone. Once completed, links could easily be pasted into their edmodo assignment to turn in. A few weeks ago, I worked with a few social studies teachers as they were using movenote to create 3 minute clips for their students while also brainstorming ways for students to create with movenote as well. Users can also upload pre-edited video and include visual artifacts to accompany. Clearly, this is one tool that both teachers and students enjoy using. Note: Yes, it’s pretty much talking over still images, but let’s consider another way of using it. Think of principals using movenote to flip the topics that are often read aloud during staff meetings. Use movenote to "hear yourself" before presenting a major idea/lesson. If you’re bored with yourself, you can change it before boring others. For students, this is a great way for them to learn how NOT to present. Use movenote to teach them NOT to read every word on a slide but tell a story. It’s no secret that I’m a huge movenote fan but when I received an alert that they created an extension for gmail I was excited yet cautious about singing its praises without first using it. So I took the time to get to know the Movenote Gmail extension and below is my review. Movenote for Gmail I have to admit that I may or may not have actually sang a brief song to a few email recipients since downloading the new Movenote Gmail extension via chrome. With a button directly in gmail, it’s a simple as a click to eliminate the mixed messages that emails can sometimes cause. I can record a video of what I need to say while also incorporating images and docs as needed. With that said, there is a HUGE difference when using the movenote button directly in gmail. From a PC or Mac, I can only use files that are saved on my hard drive. I do not have an "add from drive" option which is strange. However, if I use the actual "movenote extension button" in my toolbar, I am taken to the movenote site to record and as long as I record from the site, I can use images and docs from Drive. Chromebook users always have the upload from drive option regardless. Now, the video that you create is NOT embedded into the gmail. You are instead pasting a link which I’m okay with because different devices treat embeds differently. The button adds convenience. I actually used Movenote for Gmail to invite writers to contribute vignettes to my book which enabled me to beg much more effectively than writing alone. Like any other tools, Movenote for Gmail has its place and I don’t use it in every email but when I really need to get a point across, it’s there and that’s a good thing. Tips: 1. Connect with Movenote using your Google account and create and send video to pre-created groups using the gmail button. 2. When students are working on movenotes together, use the pause feature to change speakers while recording. 3. Add a link of sources or more information by clicking the gear when videos are complete. The link appears at the end of the published product. 4. Use that same gear to change the background to give your movenote a different feel. (Love the Valentine Hearts!) 5. Still not sure how to get started? Take a tour of Movenote’s Help page

I remember the day like it was yesterday. A young man was sent to the office for putting his head down in class and refusing to lift it. As the young man walked by my classroom, he shook his head at me and tried to explain. As his teacher flew from his room to escort him to the office, he caught my eye and he understood to hush and say nothing. I heard his teacher say to him that he would be beaten by the cops one day and that he hoped he saw it. I could not believe my ears. I shook with anger and waited for the teacher to go back to his room and proceeded to the office to check on this child as well as report what I heard. There was never a conversation had with that teacher but that student was removed from that room and placed in mine because I asked for him. A few weeks ago, I found myself becoming unnerved while watching a twitter chat because of a statement made about "loving the hard to love kids". It bothered me so much because I thought of him. I thought of every kid that I taught that no one else seemed to want to reach. I imagine that they were amongst the "hard to love". These are kids that do not conform easily. They rarely do their homework and they may even speak up for themselves when they feel that they are wronged. They carry baggage from home as well as mounds of disjointed experiences from every classroom that they have been in. They can spot a caring heart a mile away and when they know that you care, you have them. At the same token, when they know that you despise them, they will return the favor. This is all that they know…survival 101. Life teaches them those lessons. In my classroom, beyond the standards that they had to learn, they also had to learn how to survive in a classroom that by its design wasn’t meant for them. They had to learn how one wrong response on their end could be the ammunition used to remove them from the learning environment. They needed to know when to hold it in and how to control the anger that they felt at classroom injustices. There were many. My mother taught us to choose our actions in spite of those that were against us. You can’t make a person care for you but you can choose how you react to their lack of caring. At the same token, these young men had to learn how to make personal adjustments in order to get what they needed out of a situation….a lesson that they knew very well. I can’t even begin to count the number of times that I happened to be there at the right moment to remind them of what they already knew. "Don’t say a word. Be still. Your words and actions will determine your place in this situation. Have the last thought" The difference is that this was taking place in a classroom, not driving while black and not in the streets. This was happening in a place that by its design was against them too. It’s rare that anyone sticks up for the "hard to love". Maybe it’s time that we did.  

One of the most important lessons that I learned a a high school math teacher was that kids could care less about most of the content that I taught if they did not feel a connection to me. The "relatable" content was easy because you could tie that to their real world experiences or conduct simple experiments and they were excited. However, when it came down to learning something that was a bit more abstract, I would lose them without their trust that I actually cared. Relationships mattered. The student:teacher relationship is such an important one. You must be approachable and honest in your actions. I can only describe it as being someone that kids would want to have casual conversations with while still maintaining the balance between the roles of students and teachers. I knew of a few teachers who, in my opinion, went way too far into the "friend zone" as the kids knew more about that teacher’s personal life than they should’ve. To this day, I still hurl at the thought of what those kids knew as it was that bad…and gross. I’ve taught kids from all walks of life and regardless of who they were, they wanted to know that I knew THEM individually. I had a kid who was known for his local skateboard antics as he was banned from skating in most areas of town. Writing a math problem that incorporated skateboarding wasn’t enough to reach him. Teachers tried that often and he was bored with it. I listened to him talk and in his conversations he would make small references to Fall Out Boy (a band). I knew this because I too listened to Fall Out Boy so I made a reference back. His eyes lit up as if he had seen a ghost and he squealed (Yes….squealed)… "Mrs. D. You KNOW Fall Out Boy!!!" Everyday we would spend about 1-2 minutes on various rock bands and rap. Other students became involved. As kids entered the room, I started playing music. In that small action, I not only had him but also the quiet "rockers" in the back and with that…I had them all year. We could talk about math in the sense of what they could relate to but we could also somehow make sense of learning concepts that they would probably never use again. That relationship was easy but not all of them work out that way. Quite a few require more work beyond conversations. Regardless, it is in the relationships that we build with kids that speak to how far we get with them. It’s not about the content alone. You’ve got to first connect with the kid.

My parents talked to me about college before I even entered high school. I was expected to go. I found it alarming, at first, to speak to kids who had never even had the post-high school discussion. It soon became the norm.  College isn’t for everyone. I get that, but to not even present it as an option is wrong especially for children of poverty which statistically meant children of color in my community. Kids saw college and education as something that white kids did. (Their words) They did not see it for themselves unless it was through athletics which was a free education for those that could make the cut. The rest of my kids saw education as something that they could never afford. I had seniors who qualified for pell grants but had no idea about what they were or even how to get them. The day that I knew we had a problem was the day that a senior AP Art student told me that she didn’t even know how to apply for college. She was an AP Student for crying out loud!!! The whole purpose of that course is to earn enough points on the AP exam that earn college credit. Her parents did not speak english and had never talked to her about anything beyond graduation. They blindly relied on the school for that. She arranged to visit with me everyday after graduation practice where we completed her application to community college and did her FAFSA. Within a few weeks, she was enrolled in school and is actually nearing her graduation from the University of Texas at Arlington where she majored in Art. To this day, the piece that she painted for me hangs in my home. That moment was my swift kick that if I could do anything for my kids beyond teach them algebra and geometry, it would be to start talking about college, trade schools, FAFSA, scholarships, resumes, community service and help my kids see that there were options beyond the factory jobs of our town. Within the next year or so, I became our campus sponsor for our UTA Upward Bound Math and Science Program which is a federally funded program that placed qualifying kids in a collegiate environment providing experiences and support in getting into college. I can honestly say that I know of at least 30 kids who would not have gone to college had it not been for this program. Many are nearing graduation. I think that we must question the purpose of high school if we aren’t working towards a higher purpose. Students should not have to walk off that graduation stage and wonder what is next. Education isn’t a "white" thing. Education is for everyone and if students aren’t feeling that, we haven’t served them at all. If parents are relying on schools and schools are relying on parents…and no one is coming together on who is doing what…our kids suffer. The ownership of preparedness lies within those of us that work with children. We need to own that and serve them in every capacity and that includes in post-graduation planning.    

Yesterday, I presented my digital storytelling in math session for the second time and in doing so made some pretty hefty improvements. The gist of the session is to get teachers to place control of learning into the hands of kids. I have to say that I was super impressed with the openness and excitement of each teacher that attended. It was truly inspiring. Digital storytelling isn’t new but for some reason we often negate its value in math. For my students, their ability to connect learning to ideas that held their interest was truly powerful. I cannot speak enough about what students were able to do when I stepped back and allowed them the room to share understanding beyond calculation. When I initially developed this presentation, I did it with the ipad in mind. However, we are a district of multiple devices including chromebooks, macs, PCs, some android tablets and any device that students bring to school. As with any technology integration, the focus should be on purpose and content. What should students be able to do? Why are they doing it? The technology is always secondary to that. With that said, we spent time talking about development and conceptualizing according to their math grade level or content area. I actually watered down applications and shared a few examples so that they could create within the session. I even offered to help with the classroom development and implementation when they were ready. I’m hoping that they contact me as I am eager to support. Below is my google presentation followed by a video that I created to accompany.

The other day I attended my local school district’s student showcase night at our high school. It was an exciting night for our family as my nephew’s solar system was selected for display and we all went to support him. I always find it exciting to walk back into my former place of employment, my alma mater, especially when it’s for such a great reason as celebrating the creative accomplishments of students. The problem is that my current self is much more aware and open to seeing the realities that are no longer perfectly normal but definitely worth questioning. I walked around the school hugging my former students and enjoying the work that students had on display as their work was amazing. As I stopped to look around I noticed that of all of the families present, we were the only black family in attendance and that bothered me. Where was everyone else? I’ll be honest in saying that had we not received the call inviting us because Braeden’s work was on display, we would not have gone. Did no one else receive a call? I continued to walk around and finally counted up to maybe three other families. When I got to the high school portion, I stopped to pay attention to the represented student organizations. There was FFA and their prize winning animals on display. There were kids representing horticulture, a huge K-Nex set completed by the engineering class, a student step team, home economics class…and not one single black child in those groups. I wondered if maybe they were not that into breeding animals or growing plants. Maybe they didn’t want to do the step team. Maybe they didn’t like sewing. Maybe engineering wasn’t an interest. I wondered if anyone bothered asking. I wondered if any organization, beyond athletics, appealed to our black students. Did they not volunteer to "man" a table? Were they even asked? Speaking of athletics, where exactly were the student athletes? That alone would have placed quite a few more non-white faces in the crowd. To be fair, I did count 4 kids and that bothered me even more. As the night concluded, the school cheered on the success of that night. The "community" showed up and experienced the greatness of its students…a portion of its students. I don’t understand how one can even put together an event like that without making sure to have multiple student populations represented. The kids that are selected for everything are the ones that are developing their leadership skills the most. The kids that are never selected…never chosen and never represented are the kids that lose the most. If you’re asking them to be a part and they are replying with "no", maybe the next question needs to be…"why not" Maybe this school needs to ask itself if the clubs and organizations are reflective of the interest of its student population and if not create opportunities for more student leadership by developing platforms for them to shine. Maybe it’s time that we worked within our community of black leadership and found ways to make sure that our families were present, our kids are represented and that no matter what we show up because contrary to that night, we are here too. Let the movement begin… 

 I’ve heard tons of chatter in the last few weeks about alternative certification edu programs. Most of these talks stem from Teach for America, its 5 week training program and its corporate backers. Add to that the point about TFA teachers being hired to take the jobs of experienced teachers as charter schools come in to close public schools. I will admit that I do not have experience with that aspect of TFA but I have plenty of experience in working with alt cert teachers from multiple programs. Let’s just say that at least TFA gets 5 weeks. About that 5 Weeks… It’s insane to think that a first year teacher can possibly have a successful year with only 5 weeks of training. That’s what TFA teachers get. Believe it or not, that number isn’t even the worst of what alt cert programs give. There are quite a few that provide zero development or prior time in a classroom. As a matter of fact, one company iteachtexas has a "paid internship" program that enables a teacher with a degree to be hired by a school district earning "on the job training" while in the job. There is no "5 week" attempt. Development is up to the teacher and/or school district. For the record, almost every high school teacher that I taught with was alt cert with a concentration in a specific content area. I’ve worked with quite a few former engineers who were either laid off in their fields or could not achieve employment. Their only requirement was to take a paid program for alt cert and pass a certification program…typically in math/science. The state of Texas requires as much. There is no experience in working with children, zero pedagogical research and we expect these teachers to either be naturally great or figure it out. New Teacher Training? Whose job is it anyway? When new teachers walk into our buildings, it is our responsibility as administrators, support staff, mentors and even veteran teachers to help accentuate their development. I don’t ask "where were you certified?" I ask, "what can I do to support you?" It’s easy to blame the program and that’s what we do. Heck I used to do it but when you criticize the path that a teacher took into education and do absolutely nothing to add to their development, what are you complaining for? The fact is that new teachers barely last beyond 5 years because we are terrible at mentorship and development. Yes, TFA teachers do "their time" and often walk away but would that happen if we had a system in place to support those teachers? Whether teachers have 5 weeks,0 weeks or 2 years of prior training…the first few years in education are critical. As long as that new teacher is willing to grow, we’ve got to start figuring out how to support them because in the end the real losers here are students.  

For 9 years, I directly taught or worked with teachers in math classrooms. Math education is my area of expertise and will always be my core focus. I still believe that a core content specialist, who is focused on student learning, should also be a technology specialist because truthfully our worlds are kind of married. Yet, I’ve experienced a few moments where my "tech" self is met with looks of pure disproval while my "content" self is welcome into conversations. I find that odd. I have struggled this year with wearing the "tech only" hat especially when working with math teachers. It is almost impossible to not chime in with instructional strategies or methods that I know impact student learning in math. I feel like the kid with the answer to the teacher’s question squirming in the desk because I can’t answer it! I want so bad to help teachers with instructional planning beyond the scope of "just technology" because truthfully nothing makes me happier than helping to find possible moments of impact with math. Don’t get me wrong, I do love my "tech self" but I love my "student centered learning" self more because in reality, as I stated earlier, those two parts of myself are truly one in the same especially when it comes to math. I’m really writing this post to say that we’ve really got to stop boxing the "edtechs" into a "tech only" corner and consider that we are also core content teachers who have passions beyond the scope of shiny tools. I don’t split those parts of myself. As a matter of fact, I’m a stronger technology specialist because I understand how it is merely an enhancer of what kids do…a gateway. The dominant part of what guides how I help teachers is student learning and truthfully, that does not always include technology if we do it right. If we really do it right, the technology isn’t even determined by the teacher but by the student which is how it should be. It’s funny how this sounds different coming from my "math self" versus my "tech self" when in reality it’s always coming directly from my heart…the culmination of both math and tech combined when applicable.    

"Don’t wait for extraordinary opportunities. Seize common occasions and make them great. Weak men wait for opportunities; strong men make them." - Orison Swett Marden I have to admit that as much as I like the above quote, I’m a bit at odds with it.  I am all about seizing the moment and creating my own opportunities but I also know what it’s like to work my butt off and never really be given a chance. As amazing as it is to be the architect of your own journey, there are just some things that call for a door to be opened and many are still working to break the barriers that are systemically placed in front of them. Some see those barriers a lot more than others. For me, the difference was that someone told me that my job wasn’t just to be a teacher…not even a good teacher…but a GREAT teacher everyday that I put my feet on the ground. I was told that people would deny my abilities but to make them so loud that their denying would be an afterthought. I was also encouraged to join organizations and be active in them…to continue to grow and learn. I was groomed to share, lead and make my own paths. I knew that opportunities would never be given to me unless I made them. Even when you work like crazy and do great work, sometimes doors are still slammed in your face because there are still people in this world who would much rather not see you succeed.  I learned this too…the hard way. When I read the quote above, I thought of the kids in my own community…the ones who are held to the standards of their upbringing or stereotypes than of who they can potentially become. For these kids, where they live is a place void of opportunities.  Without fitting the societal mold of "articulateness" or having athletic dreams, they have minimal chances at anything within the realm of an opportunity beyond a minimum wage job because someone has to work those jobs…right? I remember sitting near the theater arts teacher as she spoke about the talented black kids that she had who did great playing background roles in her shows but could never be lead characters because her lead parts weren’t written for "their type". I remember having a conversation with another math teacher, who taught AP courses, about the young latino boy in her class who was "actually pretty smart" contrary to what she thought when she read his name. The other day, I heard of frustrated teachers who were angry at changes to the SAT test that would "in theory" allow ANYONE to get into college because clearly a college education isn’t meant to be something for ANYONE. We talk about a changed society yet we still give the DAR (daughters of the american republic) award in school to a brunette or blonde haired girl. That always bothered me. I was different. I grew up different. At some point, someone gave me several platforms (common occasions) and a more powerful weapon than I could have imagined…more powerful than what these kids are getting in school today…the ability to think for myself and choose who I wanted to become. Truthfully, as long as a person can think for himself, choose for himself and have the platform to be who they want…there’s not a door strong enough to hold them back. However, even with an opened door, preparation is still needed and that is where those "common occasions" come in. When we deny those, we are in essence denying future opportunities. To get back to that quote, the weak aren’t those that are waiting on opportunities but those that are denying others to have them. However, we are stronger in our abilities to create the opportunities that we desire in spite of those that hold us back. The problem lies when we are unaware that we can still do so which is an even bigger problem when the unaware are our children. PS, please don’t insult kids by adding "grit" to the conversation because if you knew these kids like I do, you’d know just how much grit that they had.      

When you walk around my sister’s home, you may just miss the added decorative pieces sitting in random places throughout. There are little clay figures, moldings, drawings and small trinkets in specially chosen places. For years, as my nephew created his art pieces, he didn’t lose them or throw them out. Instead, he found places for them to sit in his home. Some of them, especially the shelf sitters, are so specifically placed that I wonder if he made them with their eventual location in mind. I’ll have to ask him that question. What I love about watching Braeden make things is that they almost always have an interesting story behind them. For example, one of his latest, Fozzie Bear was caught in the wind. The wind is so heavy that he has to hold on to his hat. Even his famous tie is created so that it leaves the perception of being blown.  Miss Piggy, on the other had, got all decked out to go on a date with Kermit the Frog. She’s wearing a sparkly dress, a ring and a watch which I found interesting. On her neck is a Kermit necklace that she herself made. What was amazing was hearing Braeden create this story as he was molding. The art that he creates is literally molded to fit the story that he imagines. It’s quite remarkable witnessing each project as it develops from story to final product. Where the Learning Happens  Everything that Braeden knows about art came from trial and error and youtube. He has a specific vision of what he wants but that often changes depending on how his elements fit. For example, Fozzie Bear is holding his hat because he couldn’t get the hand to stay in the right position but placing it on the hat worked and I’m sure that doing so added to the story itself. Creations in Braeden’s head don’t always translate as he wishes and many have been scrapped to either redo or recycle. Sure he gets frustrated, like anyone else, when his pieces don’t come together but as he figures out another way…he is also learning valuable life lessons. When something doesn’t work, you can always try another way. Not every piece has to be perfect. (He taught me that.) Where the Technology Fits Braeden does not attend a school where art is even a focus as it is not a part of the tested curriculum. It’s sad because in his last school, he remembers art and this year he knows nothing but worksheets. He has never taken a formal art class. Any techniques that he has came from watching videos on youtube or through his research. Videos send him to other videos and even websites where artist are sharing their work. Through this he is learning another valuable lesson… Sharing your work not only helps to show what you do but it also helps inspire others to create as well. Someone once alluded to the idea that all student creations needed to be digital. Learning from my nephew has shown me that we have to push back on that idea. There is just as much room for hand created physical products as there is for digital. To eliminate one over the other means that the needs of all students aren’t being met. If anything, this is where choice rears its often misunderstood head. Instead of forcing a ppt or digital poster into the process, let kids choose how they present and what they create. You might just be surprised at the hidden talents that kids have. For Braeden, his talents tend to show when his mind sends him to try something new. Art land is his chosen place. In case you missed it, technology for Braeden is a tool…invisible…necessary…purposeful. As it should be… See Braeden’s process in Haiku Deck Form! Created with Haiku Deck, the free presentation app

Yesterday, we took a trip to the craft store so that my nephew could pick up supplies to make his new puppet. As much as I detest craft stores, I loved watching his face light up as he encountered random pieces of fabric or even fluffy yarn rolls as they triggered more imaginative thoughts. I could literally sit and watch him all day because I am in awe of how his mind works and how it translates into his fingers. Where our other children were passionate about tumbling, dancing, cheering, basketball and singing, Braeden’s passion is art. I watch as he dedicates all of his free time to making whatever is in his head. In a "trance like" state, he molds, paints, scraps, recycles and sews. If you catch him at the right moment, his eyes twinkle as he gives character voices to his creations. When he finishes, he’s so excited as if he’s surprised himself at what he was able to make. As much as we love seeing him happy, it’s not lost on me that if we were not financially able to support him, these moments would not be possible. Heck, there are times when we can’t afford the supplies that he needs and in those moments, he turns his creative juices into his digital arena…minecraft…which isn’t a bad thing at all. As I’ve documented time and again, Braeden’s time in school is spent on test prep. There is no outlet for art. There is no access to supplies at school. There are worksheets…tons of worksheets…zero art. We knew that Braeden could mold through home play with playdoh so we bought him clay. We knew that he could paint because he had home access to a brush and paints. At the age of 8, Braeden wanted to make his own Halloween costume so his dad taught him to use a needle and thread. That skill led him to making stuffed animals and then led him to puppetry. We saw his talent and made investments at home. The kid who would not speak a word in public for the first 5 years of his life began to come alive through his passion…art. Youtube is his classroom. Puppets have been Braeden’s therapy I think as his personality shines through. We taught him to publish what he does and I think that publishing is his favorite part. He’s talking in public now and even suggested that we hold an event this summer so that he can set up creative spaces for other kids to either learn how to do what he does or even teach him through their creations. Socially, art has saved him. Two years ago, this is a suggestion that he would have NEVER made and looking back, we could not have predicted this to be his story. We’re partnering with an organization this summer that has agreed to sponsor Braeden’s creative fair at a junior college in Dallas. We’re moving forward with the notion that it will be accessible to any child that wants to come and create regardless of financial status. Just as a kid who loves to read should have access to books, a kid who wants to create should have access to creative tools. Braeden is lucky as he is surrounded by friends and family who support him. There are too many kids who do not have this. There are too many kids who have hidden abilities but zero access to the tools and space to unlock them. There are too many kids that have no one to see the brilliance within them. We’re tossing around ideas about how we can put artistic tools in the homes of kids who need it. Braeden’s idea is to have "creation starter kits" that can be shipped to any child in need at no cost. Braeden’s Creative Fair is a start.

One of the biggest misconceptions about being a district or even school-based technologist is that we know everything that there is to know about edtech. As a district specialist serving multiple PK-12 campuses, there is also this expectation that I can walk into a PK classroom and assist a teacher just as well as I can a secondary classroom. I will be the first to admit that this is not the case at all. Yes, I understand learning and I can talk the power of creativity with any grade or subject. However, specific age-based or even non-math contextual ideas about student learning are not my forte. This is why collaboration is so important. "Stealing" an idea from the amazing Lisa Johnson, I will start a google doc in a heartbeat and send it to individuals for their input. Collaboration has added a layer to my job that I would be lost without. This is also why a platform such as twitter is critical to my job…but not in the way that you may think. Anytime that I am called to work with teachers at lower grade levels, I always collaborate with others prior to, during and after. It helps that I know quite a few people, like Matt B Gomez, that are not only sharing examples from their classrooms but also indexing ideas. For me, it’s not important for people to think that I have all of the answers. I don’t and I tell them that. I share resources that I found along with the individuals who are publishing. When it comes to finding more subject specific uses of technology, it’s critical that teachers understand that they too can find and evaluate sources. It’s their content area and truthfully, they should. Hopefully by sharing how I learned it, they too will be inspired to do the same. The biggest non-secret of my job has been the use of twitter. Yes, I love connecting and learning but the growth that I have experienced in terms of understanding some key important aspects of learning have been huge. I’m connected to a multitude of my fellow edtech peers but it is in the connections with the "non-edtechs" that have impacted my job the most. There are tools and tech ideas that I’ve definitely gained through twitter. I have even tweeted questions to my collective PLN regarding specific software and have received instant feedback which I was able to immediately pass on. As great as the instant feedback has been, I still don’t consider that game-changing. The parts of twitter that have impacted my job the most are the moments that happened outside of the tech. I am a stronger professional developer because I’ve engaged in conversations about professional learning and how we often get it wrong. I’m able to work with teachers, even in non-math areas, concerning technology integration because I understand that without purpose there is no progress. I also understand that no matter how amazing the latest tool is, if the learning environment benefits better from a non-tech lens…you do that because experience paves the way to understanding. I also get that passion breeds learning and as long as I can convey that and teachers can do the same, our kids will be alright. That, my friends, is called growth through following the right people and reading blogs and books outside of one concentrated area. I may not know everything but I know how to collaborate with those who have the knowledge that is needed. I also understand the value of twitter with and without the context of a tool. I’m empowered to think outside of the tech and part of my job is making sure that teachers can do the same and that is game-changing.

Today for a brief second, I allowed myself to succumb to a few realities of my world…ones that would not have been so obvious had it not been for a few key events that occurred this year. For a moment, I allowed myself to feel pain, disgust and neglect. For a moment, I enveloped myself within my own private pity party. Then I sat down and read two very real postings by two brilliant women that I admire greatly. 1. We are Society, by Sabrina Stevens 2. Why Educators Need to Step Up and Address Racial Injustice by Melinda Anderson I know this world. I know it well and when you know what you know, you get up and move forward regardless of people issues. Heck, you do it in spite of those issues. I recall a conversation with one of my former students in which she talked about feeling de-valued. She sat in her classes asking questions and providing feedback only to be ignored and denied the right to speak up.  She spoke about feeling like her thoughts were not valid until they were validated by someone else. It was as if she was to be silent which is exactly what she did. She stopped talking. She stopped offering feedback. She stopped allowing her genius to shine which is odd because in her job as a student, her genius should have been shining all day. We do this work for her…for kids like her so that their world is not this. Their world is not ours. It’s not about me…but then again, it is.        

Today, I pulled into my parent’s driveway and was immediately met at my car by my nephew smiling ear to ear. He was so excited because he heard something that he did not agree with in school and rushed home to test his theory…(his words) Below is the conversation that we had. B: Guess what Auntie, my teacher wasn’t so perfect today! Me: What happened? B: Well today she was telling us about horizontal symmetry, vertical symmetry and diagonal symmetry and she said that an oval had diagonal symmetry and it doesn’t. Me: Really? How do you know? B: Well, I drew one, cut it out and folded it and it looks like a messed up taco! I also made a circle. It has symmetry. See! (shows me his cut outs) Me: Braeden, did you show this to your teacher? B: No, she wouldn’t listen. She told me that I was wrong when I said that an oval didn’t have diagonal symmetry and all of the kids said that I was wrong. I think that they were thinking of the letter "o" since it’s a circle. Me: That’s interesting. Why do think that? B: Well, the circle has symmetry everywhere as long as you fold it down the middle. You know what, maybe they were confused with congruence. Me: (I had no idea that he knew this word) Please explain this! B: Well, if you cut the oval in a diagonal and flip the pieces around, they are congruent. That’s not the same as symmetry because you had to flip it. (He then proceeds to show me!) Me: (After smiles, hugs and fist pumps) Braeden, did you come home and do this? B: Yes I did. I thought about it all day and I came home to test it out and I was right. I’m so happy auntie. I made this too… He then turned on his ipad and showed me what he created using Geometry Pad, a digital confirmation of his theory. What I learned: Never underestimate a kid who thrives on creative investigation. (Truthfully, I knew this already) I have to wonder how different that lesson would have been had those children been able to investigate this in class. What kind of conversations could they have had? While I am not happy with his school lecture and complete ignoring of his questions, I am so proud that this kid has it in him to come home and test things out. His face lit up just as bright as if he were sewing puppets or molding clay. When we deny kids the right to be inquisitive, to develop their own understanding…we are robbing them of the ability to truly understand.