A One Size Fits All Tech Option for Teachers? Really???

It there a One Size fits all Tech option for teachers?? 

We are a society that wants it all.  We tend to want it all in one place, where we want it, when we want it.  Oh, we also know that we don't want, so make sure that I have doesn't have any of those things.  It starts to sound pretty narcissistic, or at least like an all you can eat buffet.  However, it is sometimes the least selfish of us that feel this way.  Teachers invest so much time, effort, and love into their students, often at the expense of their own families, that we aren't afraid to speak up for what we want and need.

   When it comes to technology, teachers needs are as varied as the students and classrooms they serve.  My sixth grade elementary classroom in Idaho is drastically different than an urban middle-school sixth grade classroom.  The idea that one tech program will provide all of the options that both teachers need is like thinking that my favorite shoes will fit every situation. 

I have used ClassDojo, Remind, Bloomz, Classcraft, Sign-Up Genius, and others. I have also researched See-Saw and others in preparation for facilitating workshops at local, regional, and national conferences on communicating with mobile technology. There has never been one option that even came close to providing every option I wanted. In addition, some provided options that scared me away.

So, what is a teacher to do? 

Decide what is most important to you!  

• safety-are students records secure? 
• ease of use-for students and parents as well as teachers
• most important features (ex. behavior tracking, portfolios, parent communication)
• responsiveness of staff-Hello, is anyone out there? Do they listen?
• look for growth-Are they working to improve in the areas you need?

So, what about options I want, but aren't available YET?

Just like those shoes, sometimes you have to make a choice. You can wear the tennis shoes with your tux on the Red Carpet.  Some of us are OK with that. However if you aren't, consider the following.

• Decide if those options not provided are important enough to do the extra work to run dual programs at the same time. If you do this, will it overwhelm your students and parents?
• Look at other programs that you are already using. Can your LMS, (Google Classroom or Canvas) be utilized to fill some of the void.
• Learn to App Smash, and teach your students to also.  Teach your students to use Pic Collage to put multiple pictures into one page. 

What I Do! After extensive investigation I have settled on ClassDojo.

Here's why.

• Safety-Security is very important to ClassDojo and they proudly display their security endorsements for all of my parents to see. Privacy Center
• Responsiveness-ClassDojo staff have always been very available and able to answer questions and address concerns within minutes, rather than hours or days.
• Parent communication-ClassDojo's parent messaging service is second to none. I can even add to the School Story to reach parents school-wide instead of just within my class.
• Behavior Tracking-I track behavior, but I do not have a classroom economy system. Students and the class are honored when honor is warranted.  There is no preset time or number of points to reach a reward. I know many other classrooms do have a classroom store system (earn and spend points) but it doesn't fit my classroom culture and Dojo allows me to still keep parents informed and track students growth and struggles my way.
• UPDATED Student Stories-ClassDojo has a nice portfolio option with a ton of new options. 
• Videos up to 8 minutes
• annotate pictures
• upload from the camera roll and apps
• create drawings
• journal enteries, 
• filters, frames, and stickers
• More on Student Stories
• NEW Toolkit-Noise Meter, Music, Directions, Think-Pair-Share, Group Maker, Random student picker, Timer, and Today are all great tools that make teachers lives easier. 

It's true that there is no one size fits all tech option for every classroom, but there are some great options.  My choice may not fit all of your needs, and your choice may not fit all of my needs.  Each teacher will need to decide for themselves, their students and families, and their community.  As for me and my families, we find ClassDojo fits our needs better and better all of the time.

About the Author

Allen Hancock is a sixth-grade teacher at Centennial Elementary School in Lewiston, Idaho.  Allen has degrees in Elementary Education and Psychology.  With over 22 years of teaching experience including 3rd, 5th, and 6th grades, as well as, previous experience as a behavior intervention specialist, he writes various blog post for http://heartofed.blogspot.com/ and presents at local, state, and national conferences. Find out more about Allen at http://heartofed.blogspot.com/2017/05/the-professional-me.html

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@ahancock516 on twitter

How to Keep Fidgets from Overtaking Your Classroom

This fidget would do more to distract me
than to help me focus.

How to Keep Fidgets from Overtaking Your Classroom

First, I need to make one thing clear before the hate mail starts. I am not anti-fidget (noun) or anti-fidget (verb).  As a matter of fact, most people who meet me recognize pretty quickly that I fidget with pens or something in my hands a lot.  I however, rarely recognize that I'm doing it.  Why, because I'm focused on the conversation or task, rather than the item I'm fidgeting.  

Secondly, fidgets have been around in various forms for a long time. Students with sensory processing issues have long used swings, bouncy seats, weighted vest, and the like to help curb "stimming." 

• The term "stimming" is short for self-stimulatory behavior and is sometimes also called "stereotypic" behavior. In a person with autism, stimming usually refers to specific behaviors that include hand- flapping, rocking, spinning, or repetition of words and phrases. 

https://www.verywell.com/what-is-stimming-in-autism-260034, May 14, 2017

Fidgets are used to provide an alternative to dangerous, self-harmful, or disruptive stimming in students with various disabilities including Autism Spectrum Disorders, Attention Deficit Disorders and others.

Third, treatment guidelines for many disorders include the following recommendations.

• Remove nuisance items. Teachers often find that certain objects (such as rubber bands and toys) distract the attention of students with ADHD in the classroom. The removal of nuisance items is generally most effective after the student has been given the choice of putting it away immediately and then fails to do so. 
• Provide calming manipulatives. While some toys and other objects can be distracting for both the students with ADHD and peers in the classroom, some children with ADHD can benefit from having access to objects that can be manipulated quietly. Manipulatives may help children gain some needed sensory input while still attending to the lesson. 

https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg4.html, May 14th, 2017

The difference between "nuisance items" and "calming manipulatives" above really comes down to how the items are used.

Noisy-if poor quality
often takes 2-hands
has a tendency to fly on its own

As I mentioned above, I often use calming manipulatives, "fidgets," myself.  Thus, I allow fidgets that meet the following criteria in my 6th grade elementary classroom.

Fidgets in my classroom need to be:

1. Personal-They are not for showing off to others. Students are not to be getting others attention to show them their latest fidget trick.
2. Quiet-Noisy fidgets can be distracting to others. If another student is annoyed by the sound a fidget makes, the student needs to switch to a less noisy fidget.

   

   Silent
   one-handed

3. One-handed-Students need to be able to operate their fidget with one hand. It is impossible for students to attend to most educational task without using their hands.  Students need to have one hand available for participating in discussions, taking notes, using their mobile device, etc.
4. An Improvement to Their Focus-With the intent of the fidget being to improve students attention, it should do just that. It should improve a students ability to focus on the discussion, lesson, activity, and assignment that is taking place in the classroom at that moment. It should at least reduce a students need for stimming and allow students to be full participants in their classroom environment.

So, when is it time to outlaw a fidget?

• When the student is using the fidget to distract others. "Hey, check this out!" 

• When the student's attention and focus is on the fidget more than on the classroom learning. Or, when the student's attention and focus to the lesson decreases with the fidget in use. I had a student last week that sat staring at his fidget for several minutes without completing (even looking at) any questions. 

• When fidgets fly. Yep, I said it. I've had fidget spinners go spinning right out of students hands and several feet across the room. That is a sure sign that it needs to be put away.

• Please don't react by banning all fidgets when something happens. Banning all fidgets punishes all students. Though I know it is much more difficult, teachers need to deal with fidgets on a case by case basis. Having a clear set of expectations, and a clear, communicated policy concerning fidgets uses and misuse, will allow students that need and can use them effectively to do so.

Fidget devices have been around for a long time and thousands of adults and students use some type of fidget every day without even being aware of it.  When fidgets are used appropriately, by the right population, they can be a meaningful tool for learning.

About the Author

Allen Hancock is a sixth-grade teacher at Centennial Elementary School in Lewiston, Idaho.  Allen has degrees in Elementary Education and Psychology.  With over 22 years of teaching experience including 3rd, 5th, and 6th grades, as well as, previous experience as a behavior intervention specialist, he writes various blog post for http://heartofed.blogspot.com/ and presents at local, state, and national conferences. Find out more about Allen at http://heartofed.blogspot.com/2017/05/the-professional-me.html

Follow the Author
@ahancock516 on twitter

5 Reasons Why ClassDojo's New Mindfulness Series Will Improve Your Classroom

As a parent, a classroom teacher, and a presenter I was overjoyed to hear of ClassDojo's latest "Big Idea." ClassDojo, and the lovable Mojo, that brought classrooms and families video series on social-emotional learning that include: "Growth Mindset, "Perseverance," and "Empathy," announced their newest series on May 7th, 2017. In collaboration with Yale's Center for Emotional Intelligence, ClassDojo is bringing MINDFULNESS to students around the world.

Read the press release here.

Mindfulness means maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment.

Now, for the "5 Reasons Why ClassDojo's New Mindfulness Series Will Improve Your Classroom."

1. Focusing on Mindfulness will help students become self aware.

Most students today are no more aware of their own body language, emotions, words, or their effect on themselves, their environment, and others than my black lab. It's true. My Labrador Retriever doesn't realize that her waggedy tail is hitting me in the face while she turns to my wife to see what goodies she might have, just like a student doesn't realize that he or she just interrupted an important conversation. Teaching mindfulness will train students how and when to stop and consider what they are doing, how they are doing it, why they are doing it, and most importantly, the effects of what they are doing on themselves and others. This awareness will help students and adults make better choices in the future.

6th grade student showing the
Anti-Bullying video game
she created.

2. Mindfulness will include Metacognition strategies.

Metacognition is thinking about thinking. In the constantly swirling world we all live in, it is difficult to stop and consider what we think and more importantly "Why" we think and believe what we do. As a young boy growing up in tree-forts and floating on homemade rafts on a pond, I had a lot of what we would now call down-time. Time with just my own thoughts. There was little outside "noises" from electronic devices or super organized extra-curricular activities. Today, most students either have every minute so scheduled for them with school and non-school structured activities, or they have very little outside activities and adult support, that they fill their days with interactive media and games. Students are never allowed to be bored enough that they delve into their own thoughts, and often when they do, they feel alone or afraid. A person that cannot stand being alone with their own thoughts will have a difficult time being with others.

3. Mindfulness will improve students' Executive Functions.

Executive Functions include:

• Impulse Control
• Emotional Control
• Flexible Thinking
• Working Memory
• Self-Monitoring
• Planning & Prioritizing
• Initiating Task
• Organization

There are other "Executive Functions" and subsets of each of these, but if you have students that struggle with any of the items listed above, ClassDojo's Mindfulness videos and activities will be a benefit to you and your classroom. In my 6th grade elementary classroom, there are few students that don't have difficulty in one or more of these areas.

One activity that can show potential executive functioning deficits is related to students' ability to judge time. Several times a year, I have students just quietly lay their heads down, close their eyes, relax, and try to clear their minds. Then, when 3 minutes have passed, I'll very softly ask them to raise their hand if they think "5" minutes have passed. The next time, I may tell them that we will relax with our eyes closed for 10 minutes. Then, about 4 minutes in, I'll ask them to raise their hand if they think there is more than 3 minutes left. Students that struggle with judging time often struggle with other executive functioning issues. Practicing mindfulness,  a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment can certainly help build executive functions.

4. ClassDojo's new series and activities will help students deal with Adverse Childhood Experiences.
Since ClassDojo classrooms have already taught Growth Mindset, Empathy, and Perseverance, students will be prepared to deal with any adverse experiences that have taken place in their lives. As they become mindfully aware of themselves, their thoughts, their emotions, their words, their actions, their reactions and the reasons behind them, students will be able to use their growth mindset training to realize that their negative life experiences do not need to define who they are today or what they do.

In addition, as students overcome and persevere over their Adverse Childhood Experiences, their classmates will be prepared to empathize with them. In my 6th grade classroom, we read Touching Spirit Bear by Ben Mikaelsen. After students vicariously travel through the transformation that Cole Matthews undergoes through they story, they not only increase their own mindfulness, they develop an amazing amount of empathy. It is not uncommon for students to feel safe to share life's challenges. They understand that what happens in you life may be beyond your control, but you always get to choose how you deal with it.

Students prepping
materials for a presentation on 3-D
printing, coding, and electric circuits
at the Idaho State Veterans Home

5. Mindfulness is self awareness that leads to better collaboration in the classroom and beyond.

Students who are mindful see the big picture in life. They not only understand themselves, but they are able to understand and react appropriately when others treat them badly. Life often brings us in contact with "Hurting" people, and as Dr. Phil says, "Hurt people; hurt people." Mindful students understand this concept. Thus, when someone is having a bad day and regurgitates their nastiness on them, they understand that the persons hurtful actions or comments are not their problem, but rather, a symptom of the individuals stress. These mindful students move on. They don't accept the nastiness. They don't return the nastiness. They don't have a need to "Get Even" or "Get Ahead." And amazingly, they will more often respond to the nastiness with kindness. I wish we had a lot more mindful people in the world.

Conclusion
ClassDojo originally revolutionized parent communication. Now, ClassDojo is revitalizing classroom and school climates around the world. The mindfulness series, available on ClassDojo's Big Ideas page, is a fabulous accompaniment to their previous series. I cannot wait to meet more self-aware students. Students that understand their own thinking. Students with improved executive functioning. Students that show empathy and can collaborate with others effectively. Now that is a Big Idea.

Allen Hancock
6th Grade Teacher
Conference Presenter
ClassDojo US Ambassador

Follow me
Twitter @Ahancock516