Blogging about the COVID-19
Thursday, April 2, 2020
Wednesday, April 1, 2020
This not April Fool's. No one is joking. Today I had a ZOOM call with my English 3 classes. Out of 80 students, only 6 responded to my request for a call. It was optional but I really thought I would have more students responding to me. It was great talking to my students. I miss them so much. At first the discussion was awkward. No one really knew what to say. We are used to being in a classroom. There is a delay in the audio/video in ZOOM; so it makes for pauses and people talking over each other. I finally resorted to "knock-knock jokes". I wanted to fill the awkwardness with laughter. It helped but it lacked authenticity.
When I ended the ZOOM call, I cried. I miss my students. I feel that I am also mourning for all the hard work and fun we are missing out on. I worry about them. This is am extremely difficult situation and I know they will survive. I just worry about my student emotional well-being.
This not April Fool's. No one is joking. Today I had a ZOOM call with my English 3 classes. Out of 80 students, only 6 responded to my request for a call. It was optional but I really thought I would have more students responding to me. It was great talking to my students. I miss them so much. At first the discussion was awkward. No one really knew what to say. We are used to being in a classroom. There is a delay in the audio/video in ZOOM; so it makes for pauses and people talking over each other. I finally resorted to "knock-knock jokes". I wanted to fill the awkwardness with laughter. It helped but it lacked authenticity.
When I ended the ZOOM call, I cried. I miss my students. I feel that I am also mourning for all the hard work and fun we are missing out on. I worry about them. This is am extremely difficult situation and I know they will survive. I just worry about my student emotional well-being.
Tuesday, April 31, 2020
One day after Gov. Gavin Newsom formed the California Health Corps, over 25,000 licensed health care professionals signed up. The initiative is meant to attract retired health care professionals, like physicians and dentists, and medical students to help bolster the state's efforts to fight the virus. Today, State Superintendent of Public Instruction Tony Thurmond tells county education officials in a letter that its likely social distancing measures will keep schools closed for the remainder of the academic year. Instead, schools should focus on distance learning efforts.
I am incredibly sad. My heartbreaks for my senior students. First, sports were canceled then prom and now...Now, possibly graduation? I am also angry. I did not get a chance to have a formal "good-bye". On March 19, we left thinking that we would see each other in just a few weeks. Now, not at all.
As an educator, I am also disappointed. I have 7-8 weeks of material to cover. My students have an AP exam in May. I have far more questions that I have answers. I honestly feel like crying. This is a huge personal and professional lost for me.
One day after Gov. Gavin Newsom formed the California Health Corps, over 25,000 licensed health care professionals signed up. The initiative is meant to attract retired health care professionals, like physicians and dentists, and medical students to help bolster the state's efforts to fight the virus. Today, State Superintendent of Public Instruction Tony Thurmond tells county education officials in a letter that its likely social distancing measures will keep schools closed for the remainder of the academic year. Instead, schools should focus on distance learning efforts.
I am incredibly sad. My heartbreaks for my senior students. First, sports were canceled then prom and now...Now, possibly graduation? I am also angry. I did not get a chance to have a formal "good-bye". On March 19, we left thinking that we would see each other in just a few weeks. Now, not at all.
As an educator, I am also disappointed. I have 7-8 weeks of material to cover. My students have an AP exam in May. I have far more questions that I have answers. I honestly feel like crying. This is a huge personal and professional lost for me.
Monday, April 30, 2020
This week Bay Area counties extend their shelter-in-place orders through the end of April. Many see this as signs that suggest the region's early aggressive moves to contain the virus are showing results. Doctors are reporting fewer hospitalizations than they would expect at this stage of the outbreak, but they remain cautiously optimistic.
The medical and local leaders are talking about flatten the curve.
This week Bay Area counties extend their shelter-in-place orders through the end of April. Many see this as signs that suggest the region's early aggressive moves to contain the virus are showing results. Doctors are reporting fewer hospitalizations than they would expect at this stage of the outbreak, but they remain cautiously optimistic.
The medical and local leaders are talking about flatten the curve.
Friday, March 27, 2020
This evening we got "take out" from Bella Luna, a local Italian restaurant. They are still open but are only offering take-out! They even offered my husband a "drink to go". He declined. When my husband got home, we laughed about having a "take-out" drink in California. In some states a person can order a drink and take it in a car but we don't general do that here. You could not drink it in the car but you could take it home and drink it there. My husband and I thought that was "funny".
It was nice to eat restaurant food. We had not eaten out since all this began for us on March 19th. I must say that this is getting "old". I want to go back to work. I really miss my students.
This evening we got "take out" from Bella Luna, a local Italian restaurant. They are still open but are only offering take-out! They even offered my husband a "drink to go". He declined. When my husband got home, we laughed about having a "take-out" drink in California. In some states a person can order a drink and take it in a car but we don't general do that here. You could not drink it in the car but you could take it home and drink it there. My husband and I thought that was "funny".
It was nice to eat restaurant food. We had not eaten out since all this began for us on March 19th. I must say that this is getting "old". I want to go back to work. I really miss my students.
Thursday, March 26, 2020
There are no cases of COVID-19 in Merced yet. However, many people are rationalizing that the reason that there are no confirmed cases in Merced is because we have no tests. This seems to be a prevalent option. Many news sources are stating that there are just not enough tests. This week I had a fever and had aches and pains. I did not go to the doctor because I did not feel that bad. I did not have a cough but I was extremely tired and had a fever, I did not experience any difficulty breathing. It's hard to not get caught up in the hype!
The media is reporting some of the symptoms per the Center for Disease Control:
People may be sick with the virus for 1 to 14 days before developing symptoms. The most common symptoms of coronavirus disease (COVID-19) are fever, tiredness, and dry cough. Most people (about 80%) recover from the disease without needing special treatment.
More rarely, the disease can be serious and even fatal. Older people, and people with other medical conditions (such as asthma, diabetes, or heart disease), may be more vulnerable to becoming severely ill.
People may experience:
There are no cases of COVID-19 in Merced yet. However, many people are rationalizing that the reason that there are no confirmed cases in Merced is because we have no tests. This seems to be a prevalent option. Many news sources are stating that there are just not enough tests. This week I had a fever and had aches and pains. I did not go to the doctor because I did not feel that bad. I did not have a cough but I was extremely tired and had a fever, I did not experience any difficulty breathing. It's hard to not get caught up in the hype!
The media is reporting some of the symptoms per the Center for Disease Control:
People may be sick with the virus for 1 to 14 days before developing symptoms. The most common symptoms of coronavirus disease (COVID-19) are fever, tiredness, and dry cough. Most people (about 80%) recover from the disease without needing special treatment.
More rarely, the disease can be serious and even fatal. Older people, and people with other medical conditions (such as asthma, diabetes, or heart disease), may be more vulnerable to becoming severely ill.
People may experience:
- cough
- fever
- tiredness
- difficulty breathing (severe cases)
Wednesday, March 25, 2020
39 deaths reported
2,240 cases reported
27,650 total tested
Governor Newsom suggests that the shelter-in-place order could last until mid-June and orders county jails to maintain custody of inmates and youth slated to be sent to the state’s prisons.The California Department of Health states, "In order to better focus public health resources on the changing needs of California communities, on March 18, the state is no longer collecting information about California travelers returning from countries that have confirmed COVID-19 outbreaks. Community transmission of COVID-19 has been identified in California since late February, and since early March, most of the confirmed cases in the state were not related to travel outside of the United States." Some of us are beginning to think that this is not going to last until April 20th. I am beginning to worry if I will be able to return to my classroom.
39 deaths reported
2,240 cases reported
27,650 total tested
Governor Newsom suggests that the shelter-in-place order could last until mid-June and orders county jails to maintain custody of inmates and youth slated to be sent to the state’s prisons.The California Department of Health states, "In order to better focus public health resources on the changing needs of California communities, on March 18, the state is no longer collecting information about California travelers returning from countries that have confirmed COVID-19 outbreaks. Community transmission of COVID-19 has been identified in California since late February, and since early March, most of the confirmed cases in the state were not related to travel outside of the United States." Some of us are beginning to think that this is not going to last until April 20th. I am beginning to worry if I will be able to return to my classroom.
Tuesday, March 24, 2020
The Governor is calling this event a "soft close". What we are told this means is that it is a temporary close for just a short period of time. For example, my son's restaurant is closed. Things that are considered "non-essential" are closed. What is the difference between "essential and non-essential"? These are considered essential workers:
Emergency Services
The Governor is calling this event a "soft close". What we are told this means is that it is a temporary close for just a short period of time. For example, my son's restaurant is closed. Things that are considered "non-essential" are closed. What is the difference between "essential and non-essential"? These are considered essential workers:
Emergency Services
- Police officers, paramedics, emergency medical technicians, firefighters, and 911 call center workers
- Those working in laboratories, pharmaceuticals, distribution facilities, transportation of raw chemical materials to producers of goods, and manufacturing plants.
- Energy
- Telecommunication, engineers, cyber-security, natural gas/propane workers and utility personnel.
- Commercial Facilities
- Those in motion picture studios, broadcast media, motels, hotels, stadiums, zoos, museums, casinos, real estate, shopping malls, and professional sports.
- Food and Agriculture
- Those working in a grocery store, pharmacy, some restaurant workers, farmers, food processing workers, food truck delivery drivers, company cafeterias, and the food and beverage industries.
- Financial Services
- Employees residing in banks and other financial/lending offices.
- Healthcare and Public Health
- Communications/ Information Technology
- Critical Manufacturing
- Those who manufacture products for any of the 16 Critical Infrastructure Sectors.
- Government Facilities
- Dams
- Nuclear Reactors, Materials, and Waste
- Transportation Those in the areas of aviation, air-traffic, dispatchers, warehouse workers, truck and rest stop employees, maritime, mass transit, freight, and postal.
- Transportation
- Those in the areas of aviation, air-traffic, dispatchers, warehouse workers, truck and rest stop employees, maritime, mass transit, freight, and postal.
- Water and Wastewater
- Defense Industrial Base
- Those supporting the U.S. military via manufacturing, production, IT, security, intelligence, mechanics, engineers, and intelligence support.
Monday, March 23, 2020
On Thursday, March 19, Governor Newson ordered a "Shelter in Place" for Merced County. My son and I went to Target and we were a little taken back with all the people rushing around and purchasing things like: canned goods, bread, milk, and the basics. We turned down the paper goods aisle and we saw that there was no toilet paper, None! We could not believe it. We even laughed about it. Our observation was that people were over reacting to a situation that was only going to last 2 weeks. We laughed about it in the car on the way home. We both agreed some people are crazy!
On Thursday, March 19, Governor Newson ordered a "Shelter in Place" for Merced County. My son and I went to Target and we were a little taken back with all the people rushing around and purchasing things like: canned goods, bread, milk, and the basics. We turned down the paper goods aisle and we saw that there was no toilet paper, None! We could not believe it. We even laughed about it. Our observation was that people were over reacting to a situation that was only going to last 2 weeks. We laughed about it in the car on the way home. We both agreed some people are crazy!
Friday, March 20, 2020
Today was not such a great day. My older son called to inform me that he had lost his job temporarily. He is a chef in Turlock and the Governor shut down all business to the public. He and I spoke about how he might offer take-out. However, he works at a more upscale establishment. It is hard to do take in a venue like his restaurant. His girlfriend is also managing a restaurant. They are both unemployed. This is starting to get scary for me. I was kind of happy about an extra week or two off but now this "virus" is having negative consequences for my family. I am a little worried but maybe in a week their restaurants will be back open.
Today was not such a great day. My older son called to inform me that he had lost his job temporarily. He is a chef in Turlock and the Governor shut down all business to the public. He and I spoke about how he might offer take-out. However, he works at a more upscale establishment. It is hard to do take in a venue like his restaurant. His girlfriend is also managing a restaurant. They are both unemployed. This is starting to get scary for me. I was kind of happy about an extra week or two off but now this "virus" is having negative consequences for my family. I am a little worried but maybe in a week their restaurants will be back open.
Thursday, March 19, 2020
Today was my first day at home. I was actually not too upset about taking a few weeks off. I know that we will all be back together on April 20, 2020. I have somethings to do around the house. I am planning a family birthday party for my son, Connor. So I have been busy running around and getting things ready for the festivities.
Today was my first day at home. I was actually not too upset about taking a few weeks off. I know that we will all be back together on April 20, 2020. I have somethings to do around the house. I am planning a family birthday party for my son, Connor. So I have been busy running around and getting things ready for the festivities.
Wednesday, March 18, 2020
There were no students here today. Yesterday, I have very few students in my classes. I guess one of my fondest memories from the last days before we left was creating a TikTok with my students, I had never done one before and I thought I looked silly but I really wanted to make the students happy. What better to laugh at than your teacher...right? My TikTok.
There were no students here today. Yesterday, I have very few students in my classes. I guess one of my fondest memories from the last days before we left was creating a TikTok with my students, I had never done one before and I thought I looked silly but I really wanted to make the students happy. What better to laugh at than your teacher...right? My TikTok.
Tuesday, March 17, 2020
I will be using this platform to blog and vlog about my "seeds" regarding the Coronavirus.
Hey! Where did everyone go? Tomorrow will be our last day of school before El Capitan High School shuts down temporary to help combat the COVID-19 virus. Today, all of my classes have been small...I mean 3-5 students. Where did you go? I am already missing you. I guess we will see each other on April 20th. Having an almost empty classroom really had these entire pandemic real for me. Here's to everyone staying healthy...see you all very soon
Mrs. Spurlock
I will be using this platform to blog and vlog about my "seeds" regarding the Coronavirus.
Hey! Where did everyone go? Tomorrow will be our last day of school before El Capitan High School shuts down temporary to help combat the COVID-19 virus. Today, all of my classes have been small...I mean 3-5 students. Where did you go? I am already missing you. I guess we will see each other on April 20th. Having an almost empty classroom really had these entire pandemic real for me. Here's to everyone staying healthy...see you all very soon
Mrs. Spurlock
Is Global Citizenship Important?
Tina Spurlock
April 24-28 is Global Leadership Week. If you teach, what kind of a global educator are you? What do you know about global education? According to the U.S. Department of State, the ability to succeed in almost any career today depends on a person’s ability to understand the world around them. As an educator, I have been a hardy advocate for the preparedness of students as global thinkers and agents of change. Over the past 15 years, I have watched education change. Recently, I have also watched the concept of global education sprout and begin a growth that has become more than a trend but a pathway to student success, global competency, and some much needed cultural tolerance. I am proud to say that I was an early advocate. My goal has always been to create a global pathway for students. A pathway similar to an arts pathway or a biotech pathway.
Whether students travel by way of an exchange or immerse themselves in an online experience, they become globally aware and this can be an academic and vocational game changer for many students. Elma de Hoon and I have been diligently (and mainly without much understanding from our administrators and district offices) building an exchange program that has changed the perspectives of many students and their parents. Contrary to popular beliefs, we spend our own monies to insure our programs remain and continue to grow. We get no financial support from anyone. And yet, we have helped create over 300+ young globally minded citizens and we are still counting. On Friday, a group of 15 ECHS students will be heading to Dordrecht, the Netherlands. If a student is studying with our project they are learning how to adapt to different circumstances, work with different global players, and (maybe) practice a new language. They are learning that we all have stereotypes, misconceptions about cultures, and are victims of prejudice and bias. All of us. Dutch and American students go into our exchange program to learn about another culture and ultimately they learn more about who they are and what they believe. Thinking globally has that impact on people.
Over the years, I have marveled at the depth and scope of the curriculum in the Netherlands. From the teaching of Latin and Greek, to the embedding of the Dalton Hour. This dalton hour is quite interesting because it allows students to discover a passion. Inspired by an American educator, Helen Parkhurst, it allows students an hour a week to do anything: check out a guitar and play it, spend time with a counselor, work with a science teacher, or even rehearse a scene for a theatre class. I have learned and observed so many wonderful and transformative things while in Holland. Stedelijk Dalton Lyceum is a wonderful school. Every year, it is full of gracious hosts and it is also the place of dedicated teachers and administrators. Not to mention, a group of amazing students. During the past 10-15 years, while we in the United States tested our students beyond compare, burned them out, and stifled their critical thinking and creativity; the Dutch were fostering thought, creating global citizens, incorporating the arts, and teaching global tolerance like no other.
I retell a story often to my peers. The story goes like this…
In 2009, the first year of our Dutch Fulbright Exchange, I took a group of students and we presented at the MUHSD board meeting. I remember an administrator and board member ( who will remain nameless) conversing, “ Oh” one said, “How wonderful for the kids, what a “nice travel” program but there really isn't anything to learn from the Dutch Educational System. What are their scores? Do they use explicit direct instruction? Oh, they have that vocational piece but that could never happen here”. I remember feeling a little deflated and quite surprised. First, I was shocked by at the arrogance of the their verbal exchange. Secondly, I was saddened by the inaccuracy of the statement between to educated professionals. I wanted to shout, “We have so much to learn from the Dutch. We have so much to learn from the world!.Our American educational system is testing the students to death!” But, I didn’t yell. I did not react. Instead, I withdrew to my classroom. I had big plans. I saw a plethora of wonderful things to replicate and share with my own students.
Over the years, I kept my thoughts to myself and continued to learn. I implemented strategies and ideas that I learned from the Dutch educators into my classroom. I brought my students up to a higher standards. I kept the art. I fostered their creativity. I helped them find a passion in their educational pursuits. Or at least, I tried. As policy makers in the United States mandated more testing, more testing prep, and more quantitative data, I hoped for a day when things would change.
Fast-forward to 2017, Mrs. de Hoon and I are in year 8 of our Fulbright inspired program. We continue to advocate for relevant experiences and rigorous academics for our students and we also look for opportunities for more global experiences for them. We work to see the whole student and work with them to meet their potential. Good teaching is good teaching whether you are in the United States or Holland. I am happy with the small changes in U.S. Education even if it has been snail-like and piecemeal. I guess the policy makers are seeing the light. Maybe. I am still advocating for more innovations and global pathways. Mrs. de Hoon and I still give up our spring breaks, engage our own time and energies to make this program available for all students. We have been successful and persistent. We have learned too that constructing your own personal or professional pathway can be historically challenging. As we enter into the time of Passover, I am reminded of a quote by the Hebrew sage, Hillel the Elder. I keep pondering his question, If not now, then when? When will we in American education fully embrace innovative changes and commit to creating true and authentic global pathways and experiences for ALL our students and teachers?
I guess I cannot remain silent about it any longer.
Tina Spurlock
April 24-28 is Global Leadership Week. If you teach, what kind of a global educator are you? What do you know about global education? According to the U.S. Department of State, the ability to succeed in almost any career today depends on a person’s ability to understand the world around them. As an educator, I have been a hardy advocate for the preparedness of students as global thinkers and agents of change. Over the past 15 years, I have watched education change. Recently, I have also watched the concept of global education sprout and begin a growth that has become more than a trend but a pathway to student success, global competency, and some much needed cultural tolerance. I am proud to say that I was an early advocate. My goal has always been to create a global pathway for students. A pathway similar to an arts pathway or a biotech pathway.
Whether students travel by way of an exchange or immerse themselves in an online experience, they become globally aware and this can be an academic and vocational game changer for many students. Elma de Hoon and I have been diligently (and mainly without much understanding from our administrators and district offices) building an exchange program that has changed the perspectives of many students and their parents. Contrary to popular beliefs, we spend our own monies to insure our programs remain and continue to grow. We get no financial support from anyone. And yet, we have helped create over 300+ young globally minded citizens and we are still counting. On Friday, a group of 15 ECHS students will be heading to Dordrecht, the Netherlands. If a student is studying with our project they are learning how to adapt to different circumstances, work with different global players, and (maybe) practice a new language. They are learning that we all have stereotypes, misconceptions about cultures, and are victims of prejudice and bias. All of us. Dutch and American students go into our exchange program to learn about another culture and ultimately they learn more about who they are and what they believe. Thinking globally has that impact on people.
Over the years, I have marveled at the depth and scope of the curriculum in the Netherlands. From the teaching of Latin and Greek, to the embedding of the Dalton Hour. This dalton hour is quite interesting because it allows students to discover a passion. Inspired by an American educator, Helen Parkhurst, it allows students an hour a week to do anything: check out a guitar and play it, spend time with a counselor, work with a science teacher, or even rehearse a scene for a theatre class. I have learned and observed so many wonderful and transformative things while in Holland. Stedelijk Dalton Lyceum is a wonderful school. Every year, it is full of gracious hosts and it is also the place of dedicated teachers and administrators. Not to mention, a group of amazing students. During the past 10-15 years, while we in the United States tested our students beyond compare, burned them out, and stifled their critical thinking and creativity; the Dutch were fostering thought, creating global citizens, incorporating the arts, and teaching global tolerance like no other.
I retell a story often to my peers. The story goes like this…
In 2009, the first year of our Dutch Fulbright Exchange, I took a group of students and we presented at the MUHSD board meeting. I remember an administrator and board member ( who will remain nameless) conversing, “ Oh” one said, “How wonderful for the kids, what a “nice travel” program but there really isn't anything to learn from the Dutch Educational System. What are their scores? Do they use explicit direct instruction? Oh, they have that vocational piece but that could never happen here”. I remember feeling a little deflated and quite surprised. First, I was shocked by at the arrogance of the their verbal exchange. Secondly, I was saddened by the inaccuracy of the statement between to educated professionals. I wanted to shout, “We have so much to learn from the Dutch. We have so much to learn from the world!.Our American educational system is testing the students to death!” But, I didn’t yell. I did not react. Instead, I withdrew to my classroom. I had big plans. I saw a plethora of wonderful things to replicate and share with my own students.
Over the years, I kept my thoughts to myself and continued to learn. I implemented strategies and ideas that I learned from the Dutch educators into my classroom. I brought my students up to a higher standards. I kept the art. I fostered their creativity. I helped them find a passion in their educational pursuits. Or at least, I tried. As policy makers in the United States mandated more testing, more testing prep, and more quantitative data, I hoped for a day when things would change.
Fast-forward to 2017, Mrs. de Hoon and I are in year 8 of our Fulbright inspired program. We continue to advocate for relevant experiences and rigorous academics for our students and we also look for opportunities for more global experiences for them. We work to see the whole student and work with them to meet their potential. Good teaching is good teaching whether you are in the United States or Holland. I am happy with the small changes in U.S. Education even if it has been snail-like and piecemeal. I guess the policy makers are seeing the light. Maybe. I am still advocating for more innovations and global pathways. Mrs. de Hoon and I still give up our spring breaks, engage our own time and energies to make this program available for all students. We have been successful and persistent. We have learned too that constructing your own personal or professional pathway can be historically challenging. As we enter into the time of Passover, I am reminded of a quote by the Hebrew sage, Hillel the Elder. I keep pondering his question, If not now, then when? When will we in American education fully embrace innovative changes and commit to creating true and authentic global pathways and experiences for ALL our students and teachers?
I guess I cannot remain silent about it any longer.
December 13, 2016
Reflecting at Semester End...
As part of a online course that I am taking through our District Office, I have been asked to reflect on a couple questions. I thought that I would share them here as a way of personally reflectioning on another year of implementing technology at ECHS. This is our 4th year as a school, I have watched and been part of some amazing things on this campus. Reflection has always beeen an intrical part to our process and it is embedded in to our leadership plan. Here are the questions that I have been asked to reflect upon:
1.What do you perceive to be the biggest challenge for you individually in shifting to become an online/blended teacher?
Fear. Fear. Fear. I have watched many teachers fall victim to fear. The fear can manifest itself into anything from slight stress to outright unprofessional behavior. Technology scares many teachers and it is unfortunate. My biggest challenge is letting staff members fail. You really do have to meet people where they are and that in itself can be stressful for both experienced and unexperienced technology innovators. Just like letting our students learn to fail, we have to let our collegues sometimes experience an authentic learning experience. I challege myself daily to not feel that I have failed if a teacher does not want to try something new or add more skills to their skill set. In time, it will happen for them. The waiting is the difficult part for me.
2. What's your personal educational mission? In what ways does online/blended teaching and learning relate to your mission?
I believe that all students can learn. I believe that technology can be used to reach the students that need to be reached the most. I have one son who is mildly dyslexic and a second son who suffers from dyslexia, dyscalculia, and dysgraphia. School has always been a challenge for him. Until, we put a computer in his hand. Next year, he will be a freshman at ECHS. I am enthusiastic about helping students like my son. Student who never have really had success in school. I love watch them grow with the technology in the classroom. My mission statement is to share how technology in the classroom can transform students.
Reflecting at Semester End...
As part of a online course that I am taking through our District Office, I have been asked to reflect on a couple questions. I thought that I would share them here as a way of personally reflectioning on another year of implementing technology at ECHS. This is our 4th year as a school, I have watched and been part of some amazing things on this campus. Reflection has always beeen an intrical part to our process and it is embedded in to our leadership plan. Here are the questions that I have been asked to reflect upon:
1.What do you perceive to be the biggest challenge for you individually in shifting to become an online/blended teacher?
Fear. Fear. Fear. I have watched many teachers fall victim to fear. The fear can manifest itself into anything from slight stress to outright unprofessional behavior. Technology scares many teachers and it is unfortunate. My biggest challenge is letting staff members fail. You really do have to meet people where they are and that in itself can be stressful for both experienced and unexperienced technology innovators. Just like letting our students learn to fail, we have to let our collegues sometimes experience an authentic learning experience. I challege myself daily to not feel that I have failed if a teacher does not want to try something new or add more skills to their skill set. In time, it will happen for them. The waiting is the difficult part for me.
2. What's your personal educational mission? In what ways does online/blended teaching and learning relate to your mission?
I believe that all students can learn. I believe that technology can be used to reach the students that need to be reached the most. I have one son who is mildly dyslexic and a second son who suffers from dyslexia, dyscalculia, and dysgraphia. School has always been a challenge for him. Until, we put a computer in his hand. Next year, he will be a freshman at ECHS. I am enthusiastic about helping students like my son. Student who never have really had success in school. I love watch them grow with the technology in the classroom. My mission statement is to share how technology in the classroom can transform students.
December 13, 2016
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Instructional Leadership Presentation on Global Education
insights_in_pedagogy_in_united_states_and_the_netherlands.gslides | |
File Size: | 0 kb |
File Type: | gslides |
March 31, 2016
As I write this blog entry, I am sitting at home readying myself for my annual spring break trip to Dordrecht, the Netherlands. On the television, CNN is broadcasting the violent scenes from the Brussels Airport bombings, and I am imagining fearful travelers and students abroad briskly canceling their flights, hotel rooms or changing their spring break travel plans to avoid Europe. Fear is a great weapon. However, the reality is, there is a greater chance of being struck by lightning than being attacked or even killed by a terrorist. According to the United States State Department, the number of Americans killed overseas as a result of a terrorist attacks from 2001-2016 is less than 400. The State Department has just issued a travel warning throughout Europe:
“The State Department alerts U.S. citizens to potential risks
of travel to and throughout Europe following several terrorist
attacks, including the March 22 attacks in Brussels claimed by
ISIL.Terrorist groups continue to plan near-term attacks throughout
Europe, targeting sporting events, tourist sites, restaurants,
and transportation. This Travel Alert expires on June 20, 2016
U.S. citizens should exercise vigilance when in public places or
using mass transportation. Be aware of immediate surroundings
and avoid crowded places. Exercise particular caution during religious
holidays and at large festivals or events."
Travelers (especially traveling teachers or students) should not ignore the travel warnings, or drastically change their travel plans. Irrational fears should not prevent individuals from traveling and studying abroad. For many years, I have traveled with students as part of my Dutch American Exchange Project. With my program, my students and I have traveled to Paris, Prague, Barcelona, Amsterdam, London, and even, Brussels. We have had many adventures. A lot of laughs and a few tense moments. I can vividly recall the interruption of a peaceful dawn in Barcelona, when I received a phone call from a parent telling me Osama bin Laden had been killed by the U.S. Navy Seals. In just a few hours, we were to be boarding a flight home. I remember speaking to the students and assuring them that everything would be okay. Reminding them to not be afraid. The reality is they were afraid and all I could do was model for them the positive behavior that I wanted them to possess.
Just the day before, they had finished their “big test”, I had walked them down to the Rambla and given them two hours alone as a group and their test was to find their way back to the hotel. We had been walking the route all weekend but there was something very important about them doing it alone. Fear is a very powerful weapon when you are not allowed to confront it and overcome it. As I had anticipated the students all made it back in record time, and the smiles of satisfaction on their faces were priceless. The “big test” has become a rite of passage for all my traveling students. That and being allowed to refer to me as “tspur” after successful completing the task. Over the years, I have learned many lessons from my students and one of those lessons is that the experimental act of traveling is one of the things that helps students grow and mature. It creates confidence and gives them power. I will never allow fear to be used as a weapon against my students or myself.
As my attention returns to the talking heads on CNN, I have the presence of mind to turn off the news. I think for a minute about the beautiful families in Brussels, America, Paris, and throughout the world that are forever changed by terrorist acts and then I realize I can let fear cripple my spirit or I can chose to accept fear for what it is and move past it.
As I write this blog entry, I am sitting at home readying myself for my annual spring break trip to Dordrecht, the Netherlands. On the television, CNN is broadcasting the violent scenes from the Brussels Airport bombings, and I am imagining fearful travelers and students abroad briskly canceling their flights, hotel rooms or changing their spring break travel plans to avoid Europe. Fear is a great weapon. However, the reality is, there is a greater chance of being struck by lightning than being attacked or even killed by a terrorist. According to the United States State Department, the number of Americans killed overseas as a result of a terrorist attacks from 2001-2016 is less than 400. The State Department has just issued a travel warning throughout Europe:
“The State Department alerts U.S. citizens to potential risks
of travel to and throughout Europe following several terrorist
attacks, including the March 22 attacks in Brussels claimed by
ISIL.Terrorist groups continue to plan near-term attacks throughout
Europe, targeting sporting events, tourist sites, restaurants,
and transportation. This Travel Alert expires on June 20, 2016
U.S. citizens should exercise vigilance when in public places or
using mass transportation. Be aware of immediate surroundings
and avoid crowded places. Exercise particular caution during religious
holidays and at large festivals or events."
Travelers (especially traveling teachers or students) should not ignore the travel warnings, or drastically change their travel plans. Irrational fears should not prevent individuals from traveling and studying abroad. For many years, I have traveled with students as part of my Dutch American Exchange Project. With my program, my students and I have traveled to Paris, Prague, Barcelona, Amsterdam, London, and even, Brussels. We have had many adventures. A lot of laughs and a few tense moments. I can vividly recall the interruption of a peaceful dawn in Barcelona, when I received a phone call from a parent telling me Osama bin Laden had been killed by the U.S. Navy Seals. In just a few hours, we were to be boarding a flight home. I remember speaking to the students and assuring them that everything would be okay. Reminding them to not be afraid. The reality is they were afraid and all I could do was model for them the positive behavior that I wanted them to possess.
Just the day before, they had finished their “big test”, I had walked them down to the Rambla and given them two hours alone as a group and their test was to find their way back to the hotel. We had been walking the route all weekend but there was something very important about them doing it alone. Fear is a very powerful weapon when you are not allowed to confront it and overcome it. As I had anticipated the students all made it back in record time, and the smiles of satisfaction on their faces were priceless. The “big test” has become a rite of passage for all my traveling students. That and being allowed to refer to me as “tspur” after successful completing the task. Over the years, I have learned many lessons from my students and one of those lessons is that the experimental act of traveling is one of the things that helps students grow and mature. It creates confidence and gives them power. I will never allow fear to be used as a weapon against my students or myself.
As my attention returns to the talking heads on CNN, I have the presence of mind to turn off the news. I think for a minute about the beautiful families in Brussels, America, Paris, and throughout the world that are forever changed by terrorist acts and then I realize I can let fear cripple my spirit or I can chose to accept fear for what it is and move past it.
Leadership Presentation
Google Hang Out
My sophomores made Google history today. They were the first high school to participate in a Google Hangout high school debate. What an experience it was! Thank you all the folks at Google; especially Ellie Hinken and Connor Swenson. It was truly a wonderful experience for staff and students. I was very impressed with our moderator, Christoph Guttenetag from Duke University. The students wrote their own openings and closing. I think that they faired quite well. These digital natives have important and valuable commentary.
It was also interesting being involved "behind the scenes" as the Google team worked to set overlays and prep the two classrooms. We are very lucky at ECHS to have such supportive admin and technology staff.
It was also interesting being involved "behind the scenes" as the Google team worked to set overlays and prep the two classrooms. We are very lucky at ECHS to have such supportive admin and technology staff.
Blended Learning Presentation for Educators at National Writing Project/CWP/ISAW:
October 18, 2013
What is a 20% project? This summer I attend Google Education Summit in Mountain View, Ca. A colleague and I sat in on a presentation by Bryan Van Dyck. He explained the 20% project and how he uses it in the classroom. Bryan explained that the concept of a percentage project was first started by 3M in the 1950's with their 15 % project. As a result of 3M's project, we now use Post-it's and masking tape. Google implemented the same strategies into their 20% project. Google employees spent 20% of their time working on a project that they feel passionately about creating or developing.
This year I have implemented the 20% project in my classroom. I have embedded our poster below. Within the context of the poster, there is a link to the ECHS 20% website and also a video of my students explaining their 20% projects.
What is a 20% project? This summer I attend Google Education Summit in Mountain View, Ca. A colleague and I sat in on a presentation by Bryan Van Dyck. He explained the 20% project and how he uses it in the classroom. Bryan explained that the concept of a percentage project was first started by 3M in the 1950's with their 15 % project. As a result of 3M's project, we now use Post-it's and masking tape. Google implemented the same strategies into their 20% project. Google employees spent 20% of their time working on a project that they feel passionately about creating or developing.
This year I have implemented the 20% project in my classroom. I have embedded our poster below. Within the context of the poster, there is a link to the ECHS 20% website and also a video of my students explaining their 20% projects.
August 26, 2013The first week of school is up and running. Students are doing amazing things with their chrome books. The paradigm shift allows for more diverse and "true" differentiating. Here are a few resources and articles that I have found help with digital CFU.
http://www.edutopia.org/blog/digital-media-exit-cards-matt-levinson? http://www.npr.org/blogs/alltechconsidered/2013/08/09/209885749/on-vine-brands-look-to-deliver-their-message-in-six-seconds http://www.ascd.org/publications/books/107023/chapters/An-ASCD-Study-Guide-for-Checking-for-Understanding@-Formative-Assessment-Techniques-for-Your-Classroom.aspx |
This work by Tina Spurlock is licensed under a Creative Commons Attribution 3.0 United States License.
June 1, 2013
Video from Education Week: Digital Video Transforms Teaching Practices
May 23, 2013
Here are some things I wanted to share:
1. Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools.
1. Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools.
2.Chromebook apps and teaching tools
Powerpoint Presentation from PD this week...
web_2_ideas_for_the_classroom_presentation.pptx | |
File Size: | 5027 kb |
File Type: | pptx |
Blended Learning
May 14, 2013
Blended Learning is a rather mysterious term. It refers to a new type of learning...a new approach to teaching. Blended Learning weaves a variety of teaching components together. Many schools are implementing this kind of hybrid instruction. Many critics worry about the diminishing role of the teacher in the classroom. The reality is students need interaction, students need face-to- face encouragement and they need time to be social and collaborate with their peers.
Blended Learning is a rather mysterious term. It refers to a new type of learning...a new approach to teaching. Blended Learning weaves a variety of teaching components together. Many schools are implementing this kind of hybrid instruction. Many critics worry about the diminishing role of the teacher in the classroom. The reality is students need interaction, students need face-to- face encouragement and they need time to be social and collaborate with their peers.
Six Common Blended Learning Models
Having spent a little time implementing 1:1 in my classroom, I have found that an adaptation of the face-to-face learning model works best for me. However, I think it is up to the individual teacher to discover what combination of learning models works best for them.
When I surveyed my students after our first week of implementing 1:1, the element that students missed that most was interaction with the teacher. Whether it was my lectures, my class-led discussions or our Socratic circles. Student not only need interaction, they thrive on it. With that said, I think the key to successful blending is to focus on creating authentic interactions and feedback based on advancing learning and differentiating instruction.
I am going to spend the remaining time I have in the classroom this year and next year working to perfect a teacher-driven blended learning model. Education Elements has some great resources. If you are interested click the link below.
When I surveyed my students after our first week of implementing 1:1, the element that students missed that most was interaction with the teacher. Whether it was my lectures, my class-led discussions or our Socratic circles. Student not only need interaction, they thrive on it. With that said, I think the key to successful blending is to focus on creating authentic interactions and feedback based on advancing learning and differentiating instruction.
I am going to spend the remaining time I have in the classroom this year and next year working to perfect a teacher-driven blended learning model. Education Elements has some great resources. If you are interested click the link below.
What does the 21st Century Classroom look like?
May 10, 2013
In Mark Stevens article, " Create! Communicate! Collaborate!", he states education is changing but he also acknowledges that many things (in our academic world of teachers) will stay the same. He stresses that gadgets and devices will not change the classroom as much as teachers can. Stevens knows that "educators employing today's technologies to make material accessible and engaging" is the answer.
I have been thinking a lot about collaboration and communication lately. How can teachers create an authentic collaborative and communicative classroom? And more importantly, how does technology fit into this paradigm shift?
I think some of the answers will be found as we begin transforming our classrooms from teacher-centered forums to student-centered forums. The National Training Laboratories in Bethel, Maine say that student centered learning can encourage deeper learning, as shown in the pyramid below:
In Mark Stevens article, " Create! Communicate! Collaborate!", he states education is changing but he also acknowledges that many things (in our academic world of teachers) will stay the same. He stresses that gadgets and devices will not change the classroom as much as teachers can. Stevens knows that "educators employing today's technologies to make material accessible and engaging" is the answer.
I have been thinking a lot about collaboration and communication lately. How can teachers create an authentic collaborative and communicative classroom? And more importantly, how does technology fit into this paradigm shift?
I think some of the answers will be found as we begin transforming our classrooms from teacher-centered forums to student-centered forums. The National Training Laboratories in Bethel, Maine say that student centered learning can encourage deeper learning, as shown in the pyramid below:
Using data to guide 1:1 effective and rigorous instruction
May 9, 2013
Implementing 1:1 can be challenging even for a "seasoned" teacher. On April 26, I began transitioning from a traditional classroom to a 1:1 classroom. I know about learning styles and modalities. I have been doing this awhile and feel quite proficient implementing these elements into my lessons. Where I stumble is incorporating the nuances of technology and addressing those subtleties to create an effective and productive student-centered lesson. Let me preface this blog entry by clarifying that I teach freshman. I love freshman but they can become a little fixated if something does a little off track. Going 1:1, is not without its challenges. The reality is some students thrived and some got lost...quite lost. How does a teacher fix this?How can a teacher get accurate feedback? How can you create a student-centered classroom when the students' center seems like the eye of the hurricane?
After the first week, I decided to survey the students using google.docs. forms. Here are some of my questions and their responses in data form:
After the first week, I decided to survey the students using google.docs. forms. Here are some of my questions and their responses in data form:
Data from Student Survey Chart #1
Survey Question #1
How would you rate the educational experience of the first week of implementing 1: 1?
On a scale of 1-10, rate your experience. As you can see from the chart ( far left) 25% of the students rated the experience at an 8. My challenge is to create lessons and educational experiences that appeal to a broader base and contain rigor and complexity. Students are referring to the edcanvas.com lesson described in my previous blog post. I was ambitious... much too ambitious and the students felt overwhelmed. My new focus question: How am I going to meet the needs of the students that the rated the experience a 1-5?
Survey Question #2
In your opinion, what aspects of last week's lesson worked?
Students responses varied but the prevailing comments were students loved the autonomy of using a laptop. They enjoyed and were captivated by the videos. Many students were extremely engaged in creating a product which was the R &J soundtrack. My favorite student response, " Overall, I believed that a good portion of the lesson was quite simple to follow. I believe the reason for that was due to the set up ( your preparation). ...I am not sure if there was an increase or decrease in the amount of work that I completed. However, I felt more engaged and felt challenged." I told you I love freshman! My new focus: How will I further engage the students and access their learning?
Survey Question # 3
In your opinion, what aspect of last week's lessons did not work?
Students genuinely missed hearing lectures, taking notes for AVID, and felt a little lost at the paradigm shift. Big surprise: students want social contact with teachers and peers. Plus, many struggled with technical issues that really needed to be addresses. For example, logging in was a major point of contention for some students. Other just completed the lesson easily and had no problems.
My new focus:How will I blend the old and the new things that are proven to work in the classroom?
How would you rate the educational experience of the first week of implementing 1: 1?
On a scale of 1-10, rate your experience. As you can see from the chart ( far left) 25% of the students rated the experience at an 8. My challenge is to create lessons and educational experiences that appeal to a broader base and contain rigor and complexity. Students are referring to the edcanvas.com lesson described in my previous blog post. I was ambitious... much too ambitious and the students felt overwhelmed. My new focus question: How am I going to meet the needs of the students that the rated the experience a 1-5?
Survey Question #2
In your opinion, what aspects of last week's lesson worked?
Students responses varied but the prevailing comments were students loved the autonomy of using a laptop. They enjoyed and were captivated by the videos. Many students were extremely engaged in creating a product which was the R &J soundtrack. My favorite student response, " Overall, I believed that a good portion of the lesson was quite simple to follow. I believe the reason for that was due to the set up ( your preparation). ...I am not sure if there was an increase or decrease in the amount of work that I completed. However, I felt more engaged and felt challenged." I told you I love freshman! My new focus: How will I further engage the students and access their learning?
Survey Question # 3
In your opinion, what aspect of last week's lessons did not work?
Students genuinely missed hearing lectures, taking notes for AVID, and felt a little lost at the paradigm shift. Big surprise: students want social contact with teachers and peers. Plus, many struggled with technical issues that really needed to be addresses. For example, logging in was a major point of contention for some students. Other just completed the lesson easily and had no problems.
My new focus:How will I blend the old and the new things that are proven to work in the classroom?
Survey Question #4
Even though 1:1 is new and an uncharted area, I would like to continue trying to implement 1:1 in my classroom.
Chart #2
Students struggled with some concepts but the data overwhelmingly shows they want to continue.This data is the result of a scaled 1-10 response guide. My New focus: Just keep learning and trying new things!
Also, noteworthy was 93% of my students had access to the internet at home ( see chart 3).
Also, noteworthy was 93% of my students had access to the internet at home ( see chart 3).
Plans for next week
After looking over the data and facilitating some honest conversations with students, I have decided to chunk the lessons. This will create an opportunity for all student to get their lecture time, notes taking time, and collaboration/social time. I realize that this will look different with every lesson. But isn't that "the art of teaching?
I am looking at using a common core lesson planning template and adapting Cris Tovani's workshop model for assessing and differentiating instruction. See links below. Wish me luck.
I am looking at using a common core lesson planning template and adapting Cris Tovani's workshop model for assessing and differentiating instruction. See links below. Wish me luck.
common_core_lesson_template.docx | |
File Size: | 15 kb |
File Type: | docx |
using_workshop_model_to_assess_and_differentiate.pdf | |
File Size: | 669 kb |
File Type: |
The suitcase is "temporarily" empty...
April 26, 2013
The leadership team for our new high school recently visited a school site in Vallejo, California. Our goal as a team was to observe a 1:1 school and bring back insights, new ideas, and material for reflection. The Vallejo school site was a new 1:1 school. The BYOD variety. For those of us who have wondered, BYOD stands for bring your own device. Every student has their own or a school issued device. This visit was priceless. The staff was helpful and the trip was tremendously enlightening. It was worthwhile to hear the voices of teachers and administrators who had unique perspectives about taking on the challenge of a 1:1 school. The principal's self-proclaimed mantra was, "Forget about what it is was like where you used to be. Leave your old suitcases behind because you will be packing new ones." His words resonated with all of us who visited. Observing this school allowed us to think in depth about technology and curriculum. We have passed our insights on to new staff members. New staff shared their observations and goals. The journey has begun. Our leadership team and new staff have thought a lot about curriculum lately. We have all begun constructing the layout of a new curricular paradigm. This is a good thing. It is intellectually stirring. Something wonderful and new.
Monday morning, I will assign 175 freshman English students access to new classroom chrome books. They were delivered today. I picked them up at the library at 11:30 am. I happily pushed my cart of 42 shiny new chromebooks to my classroom. I think I may have whistled a little and I know that there was a skip in my step. My elation was not self-contained. To top it off, these wonderful chrome books are complete with a hot spot AND a storage cart. Who said "diamonds are a girl's best friend?"
I am taking that Vallejo principal's advice. Monday I will begin to unpack my "suitcase". I feel like getting rid of the old and concentrating only on the new. I am tempted to dump all the contents from my old "suitcase" in the trash can but I know better. There must always be a merging of old and new. That's the essence of innovation. However, just to be safe, I AM working on packing a brand new "suitcase". It is a little high tech. It's roomy, adaptable, flexible, and eager to travel. I imagine that it will visit parts unknown; some good and not so good. But I am getting it ready to go...
LESSON #1:
I have decided to begin teaching on the chromebooks using edcanvas.com because it is easy for my students to manipulate and I like the format. I can embed video, texts, and even quick CFUs. I let you know how is goes...
My students have already read all of Act 4 of R&J and this lesson was created to help them acquire a deeper understanding of the subtitles with the text. The lesson focuses on subtext, stress, and inflection which (as teachers we know) can be difficult for students to grasp. I know that this is a simple lesson but it is a start...I will let you know if I keep it in my "suitcase".
Monday morning, I will assign 175 freshman English students access to new classroom chrome books. They were delivered today. I picked them up at the library at 11:30 am. I happily pushed my cart of 42 shiny new chromebooks to my classroom. I think I may have whistled a little and I know that there was a skip in my step. My elation was not self-contained. To top it off, these wonderful chrome books are complete with a hot spot AND a storage cart. Who said "diamonds are a girl's best friend?"
I am taking that Vallejo principal's advice. Monday I will begin to unpack my "suitcase". I feel like getting rid of the old and concentrating only on the new. I am tempted to dump all the contents from my old "suitcase" in the trash can but I know better. There must always be a merging of old and new. That's the essence of innovation. However, just to be safe, I AM working on packing a brand new "suitcase". It is a little high tech. It's roomy, adaptable, flexible, and eager to travel. I imagine that it will visit parts unknown; some good and not so good. But I am getting it ready to go...
LESSON #1:
I have decided to begin teaching on the chromebooks using edcanvas.com because it is easy for my students to manipulate and I like the format. I can embed video, texts, and even quick CFUs. I let you know how is goes...
My students have already read all of Act 4 of R&J and this lesson was created to help them acquire a deeper understanding of the subtitles with the text. The lesson focuses on subtext, stress, and inflection which (as teachers we know) can be difficult for students to grasp. I know that this is a simple lesson but it is a start...I will let you know if I keep it in my "suitcase".