Have the performing arts quit performing?

I remember when I was a kid and enjoyed projects in 4-H. Those projects (livestock, leadership, performing, etc) all let me do one thing: be me. It was always awesome to go to a contest or show and be able to stand out for who I was and not what someone else wanted me to be. Fine arts should give students those same opportunities. Some do. Some don’t.

I watch all of the flash mob videos on YouTube and wonder where all of the experiments in creativity have gone in schools today? I know there are many out there still providing kids with the chance to show who they are, but it seems as a rule, the more standardized our core classes have gotten, the more standardized our elective classes have as well.

When you go to a band concert, the same thing gets pumped out each time. The curtains rise. The director crosses the stage. The tap on the lectern. The band plays. The parents applaud. The director bows. The curtain lowers.

When you attend a choir concert, well, CC of the band concert above.

When you go to a play, you get a small semblance of what the kids can truly do because they have no budget in the props area to draw the audience into the moment.

I’m not bashing these teachers, honest.  I’m just wondering why we see so few things like the video below in our schools. Why do they not allow the kids to take chances in their performances? Why do they not allow the kids to decide it is time to put together their own performance and showcase their talents in a way they choose to? What better place to have true independent study? The fall/spring concerts have been on the calendars as long as the Big Chief Tablet. And the adults run those things to make sure they stay between the lines.

I say, it’s time to let the students run with scissors. Please, let them step out of the shadows of the lectern. Let them enter the stage from behind the audience and down the aisles instead of hiding behind the curtain. Let them be original and not carbon copies of the generations who have come before them. Besides, they turn to YouTube in their own hours to do this anyway.

National Writing Project Grows Lifelong Learners

In 2005-6 I was in the midst of my graduate work at the University of Texas at Arlington. Working toward a Masters of Education with a Literacy Emphasis fit very well with my love of teaching reading and writing. In the spring of 2006, I was given the opportunity to be a part of the Bluebonnet Writing Project’s Summer Institute. I would earn 6 hours of Masters credit and become NWP certified at the same time. Little did I know how much more that time was worth than 6 hours of grad credit.

I was tasked with studying brain research, writing research, pedagogy research, and… you get the message. I was challenged to write in all different types of modes that would extend my skills and experiences. I collaborated with writers in my class as well as the global audience provided by the National Writing Project through their digital portals. I was able to sit and work in the presence of greatness from school districts all around Texas during those five or six weeks. My skills as a writing teacher grew to levels I never thought possible.Not only did I become a trainer consultant, but I became a technology liaison. Both have given me extended opportunities to network with educators from other states in an effort to improve professional development in both their states and ours. It is a connection that was born out of six weeks worth of work one summer, but it is one that will hopefully continue well into my teaching career.

How important was this training to me? Well, if you consider that I live 3 hours from UT-A and commuted, I’d say it was pretty darned important.

From that experience with the National Writing Project, I’ve become a lifelong learner. I realized the impact of networking with other professional educators to build my skills, learn new methods of instruction, and how to impact my students in great ways through literacy. Thousands of students and untold numbers of educators have been touched by the National Writing Project through just my experiences in the last five years.

What value can you place on the positive changes that have taken place due to the National Writing Project’s untiring devotion to training educators nationwide? These are changes that happen one year and disappear the next. These are lifelong changes that can be directly attributed to the work NWP and those who have been trained by them have done.These are changes that go beyond any multiple choice test and right into the lives of teachers and students on a daily basis long after the tests have been scored and filed away for another year.

Do the right thing. Continue to fund this project for its proven, positive results. You want to fund the best programs available for the taxpayers’ dollars? Fund the National Writing Project.

What can we live with(out)? Part Two

I bet you thought I forgot about this little series here. Sorry. Got a little backed up with work. So, here we go with numbers 4-6.

Photo Credit: apdk

The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don’t need kids to ‘go to school’ more; we need them to ‘learn’ more. And this will be done 24/7 and on the move (see #3).

This one has me on the fence. Part of me says you know they need it (practice), yet the other side of me says we get them 8.5 hours a day and they only have a few hours of daylight left to be kids when they get home. I’ll admit that I am fortunate. My son does really well with school. He is still not a fan of homework, but what kid really is? I will say that if it takes a student more than 15 minutes to do your homework, you have given too much. If the child cannot decompress like we do when we come home from work, then they will build a negative image of what school and learning really is. In the end, though, it is really about the learning.

I agree with Shelly’s statement that Arne Duncan is wrong. “We do not need kids to ‘go to school’ more; we need them to ‘learn’ more.” Would a shift in how we teach and learn within the classroom help our students become 24/7 learners? Some it will. Some it won’t. What I do know is that as long as we keep teaching to the lowest common denominator, we will continue to graduate the lowest common denominator. Is that a fault of the teacher or the system? One drives the other. You know my stance on this. The system is out of control. Or too much in control. One or the other.

The AP Exam is on its last legs. The SAT isn’t far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.

What a great segway from homework, teachers, THE SYSTEM…. I hope this one is true, but the reality is that authentic assessment, like ePortfolios, is expensive. We had a great pilot in Texas several years back that I was a part of: Performance Standards Project in TX.  Great assessment. Great idea. Poor funding. Got scrapped. I was privy to a conversation about this project earlier this year. It is not dead just yet. Maybe it is just hibernating until the right time.

For this to be successful, the state and federal government are going to have to change their views on trusting local teachers to submit accurate assessments of where the students are at in their learning. Otherwise, we will maintain the current testing machine we have in place now. That makes a small few very rich and a rather large population hate school.

The 21st century is customizable. In ten years, the teacher who hasn’t yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won’t make you ‘distinguished’; it’ll just be a natural part of your work.

I am pretty sure many teachers are here already. Those that are not are stuck in some prescribed instructional system (there’s that word again) that tells them what to say and do at each moment of the day. Those systems become popular when administration no longer trusts their staff to do the right thing in instruction, earned or not. But, Shelly is correct. This is a great time to be an educator. Being able to find tools that allow each student to be successful at the level that encourages them to improve is made easier than ever. You just have to spend a little time searching. And networking. Don’t forget to network.

So, this ends this group of three. Join me next time when we discuss attendance offices, paperback books, and the dreaded “W” word (Wikipedia).

What can we live with(out)? Part One

Over at Mind/Shift, Shelly Blake-Plock wrote a great little piece on what he feels will be obsolete by 2020. It is a timely piece as I begin to plan for what could be massive shifts in instruction and learning in our own school district.

Some of his items should be gone already, and in some cases, are. Other items might not seem so easily dispensable in the politically driven times we are in. I see no immediate end to politicians getting out of the “run down education” business anytime soon. It is just too easy to do that for political gain. Instead, they will spend countless billions of dollars trying to convince the world that a standardized test result is the end all beat all. But I digress. I am giving away my opinions much to early in this.

Over the next course of (insert an unknown amount of time here), I will hit upon Shelly’s items a few at a time to reflect on them for my own self-learning. Maybe you will find my thoughts worthwhile. Maybe they will sound like drivel. The goal here is for me to kind of flesh them out and see where I end up.

The first item up for debate:

1. Desks
The 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.

We go for the easy target first. I like that. Get warmed up with a softball lob. Okay. I agree with Shelly on this, but I think desks are still a part of the landscape. The focus should be that the desks are no longer in rows, and the entire learning space is not made up of desks. This allows students to find a comfort place in the classroom to fit them. It can actually become a learning space of their choosing. Some might like a beanbag. Others might like sitting on the floor leaning against the wall. Still others might like the baseball stadium chairs nabbed at the pawn shop for a great price.  The teacher gets to decide how they want the room to look for their part of this bargain, so why not let the kids help figure out their part of it? After all, when you are finished fixing your room up like you want it, you call it “my classroom,” right? There’s a good chance the kids will also claim some ownership of it if they get some choice in the matter. At least consider what it is like to be a kid in your room to learn about what you are teaching. Besides, who made the rows of desks a sacred cow anyway? And if you really want to challenge your thinking on classroom design, go ask Christian Long and David Jakes for some assistance.

Shelly’s item number two:

2. Language Labs
Foreign language acquisition is only a smartphone
away. Get rid of those clunky desktops and monitors and do something fun
with that room.

This one I struggle with a little more. There is a difference between acquisition of language and acquisition of a device that can do the language for you. I prefer the device part myself only because it is easier. Does that make it better? Is it less personal in today’s times to let the device do the talking instead of the human holding the device? I’ll leave this one for others to debate. It will take legislative change to pull it off in Texas anyway, so it really is not in the hands of teachers. All I know is I have Google Translate, and it does a pretty decent job on my iPhone. I just wish it didn’t require the Internet to do it. When I go to China in a few years with my family, the data plan is going to eat me alive.

Item number three:

3. Computers
Ok, so this is a trick answer. More precisely this one
should read: ‘Our concept of what a computer is’. Because computing is
going mobile and over the next decade we’re going to see the full fury
of individualized computing via handhelds come to the fore. Can’t wait.

Yeah, I’m here already. I believe that schools not already considering and preparing for a BYOD (bring your own device) environment are years behind where they should be. Given the current economic climate and the grim future in education funding, this is going to be one area that will stick out. Shelly is right in that computing is going mobile, but I believe it already has. The only portion that hasn’t is the mundane automated tasks, and even many of them are there thanks to an updated Google Apps (word processing, spreadsheets, etc). With Adobe introducing Wallaby recently to help businesses convert their Flash based work over to HTML5, I think the writing is on the proverbial wall now. I brought this exact thing up with a leader at Texas Education Agency in a phone call today. I won’t go into specifics, but the outcome is that they are developing apps for mobile devices to overcome poor web design (or maybe it is poor web updates). Regardless, it will help pave the way for a BYOD setting that can be platform agnostic.

Consider the great devices out there already. Android based tablets are making great strides, and Apple is dominating with the iPad 2. I’m not going to go so far as to say the iPad 2 is the game changer, but it is a device worthy of serious consideration. Its greatest asset is the sheer number of apps available to help learners of all types.

I was skiing in Wolf Creek this week when I met a young lady at lunch who is studying to be a teacher at Texas Tech. She shared that she had to leave her high school in Plano for a private school because they were not meeting her needs as a special ed student. Considering how bright she seemed from the conversation, I deduced correctly that it was dyslexia. One thing led to another and we began discussing technology options as she finds more and more integration in her college classrooms. She was considering a Nook or a Kindle and asked my opinion. We discussed what those machines can do, and I asked her what else she would like them to do. Again, she was hoping for something that could help with her learning needs. I shared some of the apps I found for special education, including one that offers to assist in the writing of papers for dyslexia students. Then throw in the nice accessibility features for special needs. And, of course, she can always add the Kindle app if she wants it. She said just the writing assistance app alone would be worth the purchase for her. She felt she could easily account for spending the money on it considering that the iPad is the cost of just TWO textbooks these days. I’ll write more about my thoughts on the iPad 2 later, but having heard great stories of what it can do in the lives of children who live with all types of differences, it is safe to say it is a viable candidate for a mobile computing future.

I’d say that is enough for this post. So far, I’m at a crossroads on number two, but I will catalog that thought to come back to when the time is right. My next post will cover Homework, Standardized Tests, and Differentiation. All three are worthy of reviewing on a regular basis, much less waiting for 2020 to change them.

All Photo Credits: mine.

Remember the Children!

Photo Credit: Me.

From the “Why Didn’t I think of That” file comes a beautifully creative piece of writing (or re-writing) from a Texas superintendent bent on getting his point across to some of his Texas Legislators. Thanks to the Washington Post for posting this (which leads me to wonder why the Texas newspapers did not). In case you find it slightly familiar in tone and verbage, the original inspiration is found here: The Travis Letter from the Alamo.

From: John Kuhn, Superintendent, Perrin-Whitt CISD
To: Senator Estes, Representative Hardcastle, Representative Keffer, and Representative King during these grave times:


I am besieged, by a hundred or more of the Legislators under Rick Perry. I have sustained a continual Bombardment of increased high-stakes testing and accountability-related bureaucracy and a cannonade of gross underfunding for 10 years at least and have lost several good men and women. The ruling party has demanded another round of pay cuts and furloughs, while the school house be put to the sword and our children’s lunch money be taken in order to keep taxes low for big business. I am answering the demand with a (figurative) cannon shot, and the Texas flag still waves proudly from our flag pole. I shall never surrender the fight for the children of Perrin.

Then, I call on you my legislators in the name of Liberty, of patriotism & everything dear to the American character, to come to our aid, with all dispatch. The enemy of public schools is declaring that spending on a shiny new high-stakes testing system is “non-negotiable”; that, in essence, we must save the test but not the teachers. The enemy of public schools is saying that Texas lawmakers won’t raise 1 penny in taxes in order to save our schools.

If this call is neglected, I am determined to sustain myself as long as possible and fight for the kids in these classrooms like an educator who never forgets what is due to his own honor & that of his community. Make education a priority!

With all due respect and urgency,

John Kuhn
Perrin-Whitt CISD

And all God’s people said, “Amen.”

Well said, Dean.

Those of you in White Oak might recall Dean Shareski as our keynote speaker from a few summers ago. He left us with an indelible footprint that has changed many teaching careers and student lives.

Once again, Dean tells it like it is. He does an awesome job of summarizing the exact feeling of the connectedness we have access to as educators and the eternal benefit of learning from great minds like his. Below is his keynote for the K12 Online Conference going on right now. If you didn’t know about it, check it out. No worries if you missed something. They archive it all for you to go back to time and again.

So, thanks, Dean. I look forward to the opportunity to hit the links, grab a bite, share a mansion, and be a part of great conversations with you again soon.

Meetings Because We’ve Always Had Them

Photo Credit: markhillary

Catching up on my blog reading lately. I ran across this great post by Ryan Bretag. As usual, he challenges one to consider why we do what we do. Are we doing it just because we always have done it that way? Sometimes, that is okay. Many times, it’s not. Consider his take on meetings:

Meetings are not all bad – quite the opposite. Good ones are focused on
organizational progress based upon legitimate dialogue and discussion
that enhance instruction and lead to greater student success. However,
those meetings that fall outside this scope waste the creative and
intellectual capacity of the very people expected to use such strengths
as instructional leaders. Those meetings block creativity,
brainstorming, wonder, play, risk-taking, and innovation.

I cannot agree with him more. We’ve all sat in and led those same types of meetings. Nowadays, we have technology at our fingertips to take care of the menial, informational, one way communication. Why make everyone come together for that again? And again. And again.

Ryan offers up this challenge:

Set the Tone

… I challenge those that structure “All Faculty Meetings” to
consider these as community learning, celebrating, and growing
opportunities. Do not treat these as a time for one person after another
to stand in front of a large group sharing information. Instead, I
encourage you to consider the following:

  1. Create an agenda that does not include any one-way information delivery outside of a motivational/inspirational opening (brief)
  2. Establish activities that ignite the interests and passions of
    faculty, that challenge mindsets and frames of reference, and that spark
    dialogue and discussion well beyond the time spent together
  3. Send an email that includes the agenda, any one-way information, and
    Ignite Prompts that get people into a learning frame of mind
  4. Utilize the opportunities as a community to push to new levels, to begin breaking the boundaries that are stifling progress
  5. Provide times and opportunities to extend these starting points
  6. Seek feedback from faculty on the effectiveness of faculty meetings
    and what could be done to create stronger learning opportunities

In other words, think outside the box in your planning. Pretend for a minute that you really want everyone’s input. Pretend that your entire staff is energized and passionate about offering feedback to make things better. Pretend that every meeting you you hold ends with mountains of beneficial input from the folks that it directly affects.  Prepare as if these things are true. Because if you pretend these things are true, and you prepare as if they are true, then you just might find them coming to reality. Can you imagine the power of those meetings?

Now excuse me while I go rework the agenda for my district technology committee.


There are times when you have to be dead straight honest about who you are and what you do. Right? But, there are always ways to word things to be more inviting. Consider this lesson in advertising:

Photo Credit: Me - sorry for the fuzziness

Photo Credit: Me - sorry for the fuzziness

In northern Arkansas, I passed this little gem of a business. They provide elderly boarding. Seriously. I’ve heard of dog boarding, and I’ve heard of retirement homes. Instead, these folks decide to just put their cards out there on the table. A-1 Boarding for the Elderly. Yep, you too can drop grandma off on your way out of town for vacation. She will find her own clean kennel replete with fresh water, three meals a day, and maybe even some play time in the fenced in area out back with the other elderly. Sweet.

So, my question for you today is this: In your work to help educators grow through better instructional methods, can you use language and a demeanor that is more inviting and less scary?

Tech for the heck of it?

We all know technology use engages kids. We also know that technology use can enhance learning in many instances. We can even argue that technology use is a necessity for our students of today to learn to be comfortable in the world facing them outside of the school building.

This little beauty is from the mountains in Oklahoma. It causes me to chuckle every time I pass it on my way to fly fish in Beavers Bend State Park. I keep thinking, “Who cares and what’s the strategy here?” Basically, it is a small storage place in the middle of nowhere trying to find friends on Facebook. I guess they have to find them somewhere.

Photo Credit: me

Photo Credit: me

So, my question for today is this: Can anyone really argue that we HAVE to integrate technology into everything just to say we integrate technology at the expense of good teaching/learning? Use technology. Just use it when it is appropriate.

The Queen?

Photo Credit: me

Photo Credit: me

You’ve all heard of Dairy Queen, right? You know, nearly 6,000 stores in more than a dozen countries and most of them in Texas (Yes, I put TX after “countries” on purpose. You know how us Texans are.). $2.5 billion dollars in revenue each year. Quite a successful chain that you can buy franchises to be a part of. Or, not.

Have you heard about Daisy Queen? Or what about Dairy DeQueen? Didn’t think so. These DQ wannabes are just that: wannabes. While they might be good in their own right, they prefer to attempt to confuse customers enough to bring them in the door based on the reputation of others who have worked very hard to be a success. Taking shortcuts.

So my questions to you are these: Are you straight up about your offerings in your classroom when you are sharing it with others? Or, do you instead ride on the backs of others to get credibility? In other words, do you practice what you preach?