My Christmas Bonus

by Eric Gjerde

A couple of weeks ago we had our New Tech coach visit our school to evaluate our progress implementing the PBL model. My classes were using Socratic circles to discuss their genocide research. We had a meeting afterwards and she was very impressed in where our school is for a first year PBL school.

In my individual meeting with the coach she gave me positive feedback about my class. She gave me what I consider to be a great compliment when she said, "You don't really follow the PBL model, but don't change anything." What she meant is that the model can be a formula to help teachers learning how to teach PBL, but that I had personalized it using my own language and methods.

 I am not going to lie, that meant a lot to me. It definitely made my day month. To me it was validation from an unbiased outsider. To me that is all I am looking for in my job. For people to recognize that I care about kids and am trying to create meaningful learning experiences for them. There was no formal write-up that went into my file, good or bad. It will not be published in the paper or used in any official way. I will not get a raise or any financial gain from it.

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An Agate embed

In my previous life I worked pouring concrete floors. We got bonuses twice a year including at Christmas. We always looked forward to getting some extra money. I also saw the negative side of bonuses as some guys "expected" to get a certain size bonus and would get angry if they did not. Others would compare their bonus checks and be jealous of others who got more than they did. The bonuses did not create a collaborative atmosphere in the company. So I know what it is like to get that kind of bonus, and I can honestly say that the compliment from a former PBL teacher meant at least as much as money to me.

I have not always felt valued and appreciated in my previous teaching jobs. But I am having my best year ever with freedom to create my own curriculum this year. I am proud to be a teacher, a professional. To be recognized as such is all the Christmas bonus I need.

"I don't know either"

Today I think we had a breakthrough in one of my classes. We are about a week into our PBL unit on genocide. I changed up the driving question from "Why do people hate?" to "Why do people tolerate hate?" I really want students to focus on the lack of action by the world to stop genocide in the last century and move them to DO SOMETHING about it.

South Sudan Slaves

We started off the first day with one of the "Lost Boys" of Sudan as a guest who shared his story with us. The next day we talked about the scandal at Penn State and how no one intervened to help the victims. Then I introduced the driving question and we looked at this slideshow and students generated their own essential questions in groups. I told students that they would make mini-documentaries as their final product but it was going to be up to them to decide on what to do with them and to find their audience.

We spent the next few days researching. I got some pushback from some students that they did not know what "to do." So against my goals of student-centered approach I created a template (again) to help guide them in their research.

But... we talked about my goals and purpose of the class moving from teacher directed and centered to student-centered. I told them that worksheets are the opposite of creativity.

One of my students spoke up and said that the problem was not with the research but that they did not know what their videos are supposed to look like.

I paused and responded, "I don't know either."

You should have seen the look on their faces. I mean how can the teacher not know what he wants for the final project.

I told them if I told them what I wanted that is exactly what they would do. But I wanted them to be creative and come up with their own ideas. I wanted them to make a video with a message for the world, not for me. Slowly I could see the lights go one. I think we turned a corner in class today. I think they are starting to understand what this class can be like if they take control and guide it instead of me....

To be continued...

Genocide

Getting ready to start a new PBL project on genocide building off from the imperialism project that we will be completing this week where we asked the question "What if _____ ruled the world?" Students studied imperialism and then will write a creative essay exploring how the world would be different today if a culture other than Europe dominated.

I would like to share my outline of my next project and beg ask you all for some feedback. First of all we will discuss slavery, the beginning of racism, imperialism, and genocide. For an entry event I am working on having a couple of different groups come in to present what it is like to be a victim of genocide. I am working with a local group of Native American educators, refugees, and a pastor who is one of the "Lost Boys" of Sudan. I would like students to interview refugees and explore the history behind the conflicts.

Kosovo refugees from United Nations Photo

Their final presentations will be short documentary videos about the refugees. Today I got the idea of introducing Kiva to my students. Then I thought that students could have a premiere showing of their documentaries and charge admission to raise money to donate to Kiva. I am excited about this concept except for one thing: it is all my idea. I really would rather that it came from my students. So I am trying to think of a way to introduce the big concepts to students that might allow them to come to similar ideas themselves. I don't want to force it on them either in a fake way.

My conundrum is how to do this in an authentic way. I want to tell them about Kiva because most/all have probably never heard of the concept. I also will be planning the visits of our guests and outlining documentaries as the final product. I may try to end my input there and see what students will come up with on their own. Maybe something even better than my ideas!

I know that at least one class is ready for action because a girl made a comment this week that my class is negative and depressing because of all of the negative aspects of history we have looked at so far. I definitely sense that they are ready to do something positive to make a difference in the world.

Finally my driving question for this project needs some work. I originally had the driving question of "Why do people hate?" but am not sure that is specific enough to genocide. I have also considered "Where does racism or hate come from?" but still feel like that is too specific.

So now it is your turn. How would you introduce these ideas to students with enough freedom for them to make up their own minds about what to do with it? Also can you suggest a better driving question or do you like some variation of mine?

6 best reasons to attend #edcampGR

#1 Derek Braman- Derek is a 5th great teacher in Kentwood. He loves learning and gives his kids great lessons that are both hands-on and tech-based. Derek teaches an after school club in the programming software Kodu. Derek is also a fun person who loves Star Wars (what else do I need to say about him). If you are an elementary or middle school teacher you need to get to know Derek.

#2 Ira Socol- Ira is a former New York City policeman, architect, and is now getting his doctorate in education from MSU. He is a writer or books and blogs. His expertise is in UDL and the history of education. He dreams of education that is personalized and meaningful for every student. Ira questions just about everything about the system of education. When you talk to Ira you will see a different perspective and that is a good thing.

#3 David Britten-David is a former military officer and current superintendent. David has a no nonsense approach that is focused on students. He cares about students and authentic learning. He will not let politicians' mandates get in the way of what he knows is best for his students. If you are an administrator you definitely could learn from David. 

#4 Andy Losik- Andy is an elementary technology teacher and former Michigan edu-tech teacher of the year. Andy has tons of experience using technology to support learning at the elementary level and is always willing to share his expertise with others.

#5 Deanna Rolffs- Deanna is a school improvement consultant at KISD. She is an expert on using data to improve instruction and standards based assessment. I think Deanna's greatest skill is her ability to listen and facilitate difficult topics. She is a truly caring person.

#6 Ron Houtman- Ron is the Wizard behind the screen of edcampGR. He is the brains and the organizer of this event. Ron is an educational technology integrator. Basically Ron knows just about everything about how to effectively use technology for student learning. Ron is also kind and helpful-basically loved by everyone.

The best thing about these people is that I call them all my friends. Many of them I "knew" online before we ever met face to face but I definitely am glad to have met them and have grown from the knowledge and support of each of them.They may not really be "the best" reasons to come to edcampGR because I could have picked Ben Rimes, Melanie Gray, Dan Spencer, David Coffey, Brooke Storms, or Sarah Wood instead. The point is that there is going to be a great group of motivated, passionate educators that you should meet and learn with at edcampGR.

So mark your calendar for November 5th, register, and join the conversations!