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

Follow the Author
@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

The Professional Me

Classroom Experience

• Certified Standard Elementary K-8 All Subjects
• 6th Grade Teacher at Centennial Elementary School, Lewiston, ID

• Employed by the Lewiston School District since 1995
• Grade levels taught-3rd, 5th, and 6th
• Above average IRI, ISAT, DRP, and SBAC scores every year
• Long history of positive relationships with students, parents, and staff
• Experience using a wide variety of technology software and devices for instruction in my classroom
• Google Apps for Education (Classroom, Drive, Docs, Sheets, Slides, Forms, Drawings, Maps)
• YouTube, Edmodo, ClassDojo, Remind
• iPads (classroom set of 26), Chromebooks (18 in my classroom)
• 3 3D printers
• 3 3D Pens
• 48 Ozobot Robots
• 18 Etrex GPS Units
• 4 Makey Makeys
• 13 Snap Circuit Extreme SC-750 sets

Standards Implementation

• Experience implementing standards in three grade levels
• Experience implementing standards in all subjects
• Re-wrote the 6th grade math and language Common Core Standards into student and parent friendly language for goal setting with students
• Participated in writing Idaho’s first computer science standards
• Represented Idaho at the Governor’s For Computer Science Standards Advisory Group meeting in Phoenix with Scott Cook (SDE) and Amit Jain (BSU)
• Represented the computer science standards by attending the Legislative Rule-Making Tour in the fall of 2016
• Submitted written and visual testimony to the 2017 legislative session through IETA on the use of technology in Idaho classrooms
• Featured by Sherri Ybarra during her speech at the IETA Legislative Luncheon for technology integration projects completed in my classroom
• Testified on behalf of the computer science and science standards at the 2017 Post-Legislative Tour

Professional Development

• Just In Time Trainer (Powerschool, Mileposts, AirWatch, JAMF)
• Development of flipped PD (Screencasts) to assist staff with a variety of tasks from Powerschool comment entry to acquiring apps
• Continuing Focus Teacher-year 4
• Building level PD (Google Apps for Education-2015 and Technology Integration-2016)
• Speaker at the Idaho PTA Convention 2016 (Mobile Communication)
• Facilitator at Idaho Core Days 2015 (Mobile Communication Apps)
• Facilitator at Idaho Core Days 2016 (Mobile Communication Apps/Dangers and MakerSpace)
• Facilitator at IETA16 (Mobile Communication Apps)
• Facilitator at IETA17 (Coding for All and ClassDojo)
• NCCE17 Teacher Helper for SparkFun in the full day Maker Summit
• Facilitator at NCCE17 (Making Room for MakerSpace workshop and Mobile Communication Apps/Dangers)

Collaboration

• Long history of working well with district IT and maintenance staff on a variety of technical issues
• Member of the Lewiston School District’s Technology Committee
• Partnering with Idaho’s STEM Action Center for grants (This year-$2,500 project grant and a $1000 Family STEM Awareness Night)
• Providing demonstrations of 3D printing and coding at the Idaho State Veterans’ Home
• Partnering with the City of Lewiston Library for grant writing and to provide activities in The Makery opening June 10th
• Developing relationships and grant ideas with Idaho Fish and Game to advance their STEM offerings

Best Practices for Parent School Communication with Mobile Technology

Best Practices for Parent-School Communication with Mobile Technology

As mobile technologies take off in school environments it is important for teachers and administrators to ask, "What is the best way to leverage technology to build our classroom environments?" After posting the title page of my latest conference session, "Parent/School/Student Communication with Mobile Tech-The Good, The Bad, and The Dangerous," I was asked, "What do you consider 'Dangerous?'"

In this post, I want to take a proactive, positive approach to the question by addressing the Best Practices for Parent School Communication with Mobile Tech. While presenting at the local, regional, and state conferences, and my state's PTA convention, I've asked the questions and am willing to share the answers participants shared.


1. Choose the right Mobile Technology Service for you.
As a classroom teacher or administrator, you must know what you want to share with students and parents.  This will drive your choice of services available. If you only want to send short text reminders, and/or many of your parents don't have data services on their phones, then Remind might be best for you. If you want the ability to send longer messages and schedule conferences, then you might prefer Bloomz. For an all inclusive service with messaging, student portfolios, and behavior data, ClassDojo is an amazing choice. It is important that you understand the features available and make the choice that best meets your needs. However, keep in mind that all of the services are continually evolving and improving their services by adding new features.The examples above are overly simplistic. It is important to do your research and chose the service that best fits your needs. Links to three of the most popular, and that I have tried personally, are provided below.
More about Remind
More about Bloomz
More about ClassDojo


2. Know and be able to explain the security features to support the service you choose.
Each mobile communication service that specializes in parent school communication, is continually challenged by student rights and privacy groups, as well as the media. No service is 100% secure. Some teacher or parent may leave their app open. Some student may share their password. A hacker may steal passwords or gain access by impersonating a teacher or administrator. However, each service will make it really obvious to you that they are COPPA and FERPA compliant. Make sure you know the requirements and be careful not to share student photos without permission. The badges below are borrowed from ClassDojo.

3. Know your audience.

Teachers and administrators need to know their parents and students comfort level with mobile technology and mobile communication.

How often will your parents want to receive messages?

In my conference sessions, with both teachers and parents, the answers range from daily to weekly. As the teacher or administrator at your school, you will need to decide what is best for your site. Most services allow you to send to the entire group, a subgroup of parents, or individual parents. This will allow you to share major reminders about days off and field trips with everyone, and still allow the flexibility to share classroom celebrations with individual parents that appreciate it. 

How long of message are you parents comfortable receiving?

Just as I scan my emails, blog posts, and professional learning network posts, parents will quickly scan your communication. Long, rambling emails or messages will soon be put off to look at later, and often, later never comes. It is best to keep your most important messages short, positive, and in active voice. ALWAYS, ALWAYS, proofread every message with a critical eye before sending anything.

What time of day is the best time to send messages?

I once signed up for an encouraging message for teachers. It turned out that the sender sent wonderful texts that were positive and uplifting every day at 4:00 AM. The best news, arriving at the wrong time, hinders the parent-school communication more that enhances it. In our discussions at conferences, and by asking my own student's parents, it seems that most parents prefer to receive messages after school and before 8:00 PM.  The most common time that is considered "Ideal" is 6:00 PM. This is after most parents are off work, before students go to bed, and early enough to get something done if needed (complete an assignment or pick up a lunch for a field trip).

Parent/school communication is changing at a tremendous pace, and the tools available are changing rapidly as well. The best practice is to:
Know your parents.
Know their wants and needs.
Know their schedules.
Choose the right service for you and them.
Be able to explain and support your choice to both parents and administration.


Twitter @ahancock516
facebook.com/allen.hancock.88

About Me

• Sixth Grade Teacher in a k-6 elementary school teaching all subjects
• Over 20 years of classroom experience in grades 3, 5, and 6
• Former Interventions Specialist specializing in behavioral interventions
• Technology Focus Teacher implementing 1:1 iPads for the last 4 years
• Just in Time Trainer
• Presenter (Idaho Core Days, Technology Showcases, Idaho State PTA Convention, and Idaho Educational Technology Association conference) on “BYOT-Making it Work in Your Classroom,” “Parent/School Communication with Mobile Tech” and "Build it and They will Learn-Making Space for MakerSpace
• Remind Connected Educator
• Class Dojo Mentor & US Ambassador
• Contributor to the IEA Reporter

5 Reasons that Teaching is the Best Job in the World

My 5 Reasons that Teaching is the Best Job in the World

     From the first day I stepped into school as a teacher intern, I knew that I had made the right choice. Teaching is the most rewarding, and most difficult, career choice.  Here are just a few of my top reasons why I love being a teacher.

1. Everything Matters, Every Day! Every action, every word, influences the culture of the classroom and ultimately the school.  One day it may be your posture. Another day, it may be your tone of voice. Yet another, it may be what's for lunch. Every single decision, whether you make it or not, effects the students in either a positive or negative way. The school is a giant ecosystem with so many moving and interacting organisms that it is almost impossible to keep up with every part.  Our classroom is a microcosm of that crazy, wonderful ecosystem that I lead.  I determine the climate. I influence the atmosphere. I control my interactions and reactions. Thus, I can build and model caring, growing, and learning in a way that many students only experience at school. My classroom is OUR living room.
2. Students are Resilient!  Students, our kids, come from so many different places that you never know what is going to walk in the door next. Some show up the first day in amazing outfits, that sometimes hide bruises and emotional scars. Few show up well adjusted, prepared, and ready to learn. Many show up, scared, hungry, excited, or nervous. However, there are always a few whose stories break your heart. You have to wonder how they manage to get up every day and move ahead at all. I've found that they do because it is all they can do. Children don't have a lot of choices when it comes to choosing their circumstances. So they (usually) lift their head high, put on the best clothes they have, along with their best smile, and come to see their teacher. 
3. I get paid to make children do things they don't want to do, and convince them they like it! It's true. Most students wouldn't work hard if given a choice, and learning is hard work.  For some students, it is all hard. For others, it is almost all easy. Yet for most there is a mix of difficult and easy school subjects. Just ask a class full of students what their favorite subject is and you will hear, "recess" and "lunch," as their top choices. When asked about their most difficult academic subject, you get a lot of "math" and "reading." Unfortunately, the standardized tests don't measure recess and lunch skills. Thus, I get to motivate them to master their most difficult challenges. I live for great challenges, and helping kids conquer their most difficult challenges is a source of joy for a teacher.
4. The kids keep showing up! Every morning they are at my door before the bell rings. Sure, I know they have been sent by their parents, and assigned by the district office and our school office to my room, but they are there EARLY. It almost seems that there is nowhere else they would rather be at 8:30 on a weekday morning than with me. They are there hungry, on crutches, with colds and stomach aches. Some glowing with excitement to tell me some big news. Others, show up nearly dragging themselves through another day. Then, as the year goes on, I realize just how important I am in their lives. Sure they have to come to school, but it becomes clear that they are more excited about our classroom relationships than any of the assignments we will complete.
5. I get to see the Future, and it is Bright! Having worked in education for most of my life (my previous career is in the timber industry, but that's another story) I have seen a lot of changes happen. When I started teaching 22 years ago, I had one computer for email. Now, I'm starting my 4th year with 1:1 iPads. Even though the tools of learning have changed drastically, the kids still want the same basic things. They want to feel safe. They want to be accepted. They want to be successful as a learner. They will demand to be recognized if not for good it will be for bad. They are curious and inquisitive. The things that have changed the most about students are the things that I think make our future the brightest and yet the scariest. They question everything. They want to know why something is the way it is and do not accept "because that is the way it has always been" as an answer. They are willing to try anything, and they will develop a unique identity. The kids I teach and see today have kind, caring, and generous hearts. They have the potential, and the fortitude, to take on today's world and change it for the better. 

     I don't know when I will eventually leave the classroom, but I do know that I cherish every day that I get to be a part of the kids lives. I grow as a person and as a learner every year. I guess if that growth ever stops happening, it may be time to go. I pray it doesn't.

Slowing the Summer Slide

Slowing the Summer Slide

The loss of learning that students experience over summer vacation is a well established phenomenon in education. So let’s take a look at some ways  beyond traditional summer programs, summer learning packets, and welcome letters to slow the Summer Slide and gain valuable teaching time in the fall.

Walk it, and Talk It-First, model ways that you continue to learn during the school year and the summer if possible.  Share a picture of your group in professional development. Post a video of you watching a YouTube video about “How to Build a Fence” or a fire pit.  Just let them know that you are a learner, and learning does not have to be silent reading or math drills.

Don’t Forget Tech- Make sure your students, and their parents, know about your online learning tools that are available for use through the summer.

Think Social-Use established social media connections to send learning resources or problem based learning projects to families.  Just be sure the delivery system you choose is approved by your building administrator and never communicate privately online with a student.

Appeal to the Students Interests-Some of the biggest Summer Slides come from students that are not interested in traditional subjects. Use what you know to get them hooked into doing, creating, and thus learning. Whether you send snail mail or electronic communication, personalize the two or three you need to in order to get those students thinking about their unique interest and wanting to know more.

Create a Summer Challenge-Challenge your students to learn to do something new over the summer and report it with photographs or video when they return in the fall.  Students may learn to play an instrument, build a fort, make a movie, or write a story, the ideas are endless.  

Become a Summer Learning Coordinator-School districts are getting innovative and creating positions to reduce summer learning loss.  These coordinators share information about summer learning programs and stay in touch with the most vulnerable families to encourage learning projects.

Hopefully, by slowing the Summer Slide, we can regain the weeks of teaching time spent remediating each fall.  As I tell my sixth grade students every fall, “I know you learned these things last year.  We just have to dig deep down where they are buried under countless episodes of Spongebob Squarepants, endless hours of video games, and pounds of s'mores, and drag the math, language, and collaboration skills back to the surface. You know this!”  

Allen Hancock

6th Grade Teacher

Centennial Elementary School

Lewiston Independent School District

This post was featured in the IEA Reporter (see the link below)

http://idahoea.org/reporter/slowing-summer-slide/