Screenshot from the YouTube clip I sent to parents of my

homeroom if I didn't see them at PT Conferences. 

Hi everyone. I know, it's been a while.

You look great by the way! Working out? Doing some running? Just chasing the kids around?

Anyway, I thought I'd update my blog because I had a little time, and I kind of want to brag. Let's start at the beginning (always a good place to start).

I have a homeroom class that some might call challenging. Unfortunately, it's also difficult to contact parents - whether by phone, email, text, conferences, whatever way. Well, at least, it's very difficult to tell if the right people are getting my messages if I leave them.

"I'm going to be honest here: I'm not a huge fan of making parent phone calls..."

After a recent tech conference, I knew that there would be tons of ideas flowing. And it just so happened that conferences were the next week. I'm going to be honest here: I'm not a huge fan of making parent phone calls because I'm not exactly the bearer of good news a lot of the time.

Enter the idea. Okay, I know. It's taken me five paragraphs to get to the point where the title is finally brought up. It's been a while since I've blogged. 

MediaCore Capture from the Chrome Store.

During a summer session that another awesome teacher (Kayla) and I presented Google Tools for the Classroom, we thought of the idea to recreate the session so district employees could watch it on their own time. We used the aforementioned MediaCore Capture to do just this. And since the app was already on my browser, what better way to try something new than to use what I already know in a different way.

So, I recorded myself looking at grades and talking about attendance, while allowing the parent to see the grade book for themselves. I limited myself to two minutes max. I know this isn't a new idea. And it only allows for one-way communication. But it seems to have done the job.

Questions? I know there are a few.

How easy is it? Once MediaCore Capture (or whatever app you want to use) is downloaded, recording the video is generally just the push of a button.

How did you send it to them? What I did was downloaded the file, and uploaded it to YouTube as an Unlisted video (keeping the privacy to those who have the link). I then either emailed it or sent it via text message through my Google Voice number (so I can just copy and paste the link). Now there was a little back-work here to get preferred contact methods and up-to-date phone numbers, but I would have done that anyway.

How do you know if they watched? Easy! Just know that I watched it (sometimes twice) and look at the times viewed. Also, all but three of my parents either sent a text back or an email saying how much they appreciated the video! The most verification of communication I've received in the two years I've had this homeroom group.

I don't have that much time. How much time did it take? Because I limited myself to two minutes max (most were about 90 seconds), I think I spent about two plan periods to do this (about the same amount of time of calling each kid and either leaving a message or making contact).

So, for me, it was worth it. I think it's something I can definitely do once a month. If a kid needs more attention, I can use the other methods as well, but I know that sometimes parents just want to see who is helping their kids as much as getting a text or email.

I know because I do for my two little girls.

What do you think? Post questions or your own methods for parent communication in the comments section below!

~Rob

So a lot of things were supposed to happen with this blog over the past few weeks:

1) a continuation of weekly Web2.0 usage with my Beginning Journalism class (WTFT)
2) Grad School mumblings
3) my normal teaching duties
4) and anything EdTech or school related

So, that lasted about two weeks. Then real life happened. Every educator knows this. But, I had a student-teacher last year, so I anticipated how much "free" time I might have for the blogging and such.

My wife says I'm very thinned-out. And while I do exercise, I'm pretty sure she means I wear a lot of hats.

In the wake of WTFT, I want to simply what I might focus on. With one of my hats being that of Yearbook Adviser, I am organized in a way only I can decipher. So here's a quick rehash of the first weeks of school:

Week 1: Complete. Blur.

Week 2: Blurry, but I remember blogging. And grad class (STEM Seminar) started. Amazing things we're doing in there right now.

Week 3:  Amazing things are happening in my school. I get distracted by the good. I don't blog. But I started something new (for me):

I'm trying something new, not always school related: at least one Thank You note a week. #StayPositiveMyFriends pic.twitter.com/f1P6llaGFB
— Rob Lindquist (@swift360) September 11, 2013

Week 4: Homecoming Week. I got a pie in my face. My school is working hard in a lot of areas to improve on already positively trending areas.

Week 5: STEM Seminar is still amazing. Some great, innovative thinkers. I really hope I can extract some of that knowledge. Sometimes a grad class can just be something to do to move on the pay scale. This is truly beneficial.

Week 6: Yes, I'm teaching still. And yes, it's still kind of a blur. In my 5th year, I'm able to slow down and not get so distrac

Week 7: I presented at the Green Hills AEA 21st Century Learners Conf. I had a great time, and I learned more than what I spoke about. I hope to continue doing similar things in the future. I'm not pictured because I took these photos. So here is what I saw:

Effective Use of Video in the Classroom presentation.

Week 8: There are so many deadlines in the courses I teach, and we are constantly "working" in "real world" situations. I love deadlines.

Week 9: Today. I blogged. And I also asked a student to step up and be a more visible leader in one of my classrooms. Her response made me proud:

"Thanks. And yes that's okay. I like stepping up in class, it's an honor. 

You're welcome."

That was it, simple and easy.

And remember, this is me simplifying it. I look forward to #ModelTech restarting next week, and the group really implementing what we talk about.

I also look forward to being more innovative, creative, and consistant with my blog. Set the bar high, ya know?

Yesterday I had a moment. Well, yesterday and today.

First, let me explain that I hated the movie Office Space until I saw it for the 4th time, and it's hilarious. And now I repeat the title of this post in my head when I have a good day.

My audience knows what a teachable moment is, but I saw it differently yesterday. I have a student teacher, and will for the entire year; and he has taken over about 80% of everyday activity in my class. This allows me moments to reflect on my own teaching, which is wonderful.

Wow, a lot of jumble to get to my point (I don't listen to myself sometimes). I have had my yearbook editor for two years now, and she is great. She does all of the hard work, puts in all of the extra time, does everything that is expected of her and more. It's great to have a student (or more) like this. And now as my tenure grows as the Journalism Adviser, I start to see more and more students starting to take on more of the responsibility. My yearbook editor is starting to rub off on them. Same goes for the newspaper editor: she's always working on the paper. And even though (both editors) have more than just my classes to work on, and I can see others taking notice.

As I watch, evaluate, and guide my student teacher I ask him, and some of my younger students, to start to take on more responsibilities as the year has gone on (as any good teacher does, right?), and then it dawned on me. While I have done what I have needed to, I could afford to praise a little more. I'm not much of an over-the-top praiser. I really feel that I shouldn't give a gold star for doing the minimum. I have told my kids, "Good enough' is not good enough." But here is why I had the epiphany.

I recently sent an email to my yearbook adviser just to say thanks for clearing-up-something. To my surprise, I received an email from her in regards to me telling her "good job, and keep up the good work" on some specific pages:

"And thank you, it means a lot when you acknowledge it. Thanks for putting up with me :)"

It was a quick, welcome-back-from-winter-break rejuvenation. I decided to send my student-teacher and other editors from broadcasting and newspaper a similar email. I wasn't fishing for a response, but I wanted all of them, that I sometimes forget to praise, to get that positive feedback.

And as a teacher, it's as much about helping kids realize that they are doing things the right way, and they're on the right track, as it is to help those that struggle.

Oh, and it felt good to give positive feedback.

Damn, it feels good to be a teacher.

If you got here "by accident", check out our Journalism Twitter account @TJHSJournalism to see more of the hard work kids are doing.

As mentioned in my previous, brief, post: school has started. I wanted to wait just a little bit so I could get a legitimate feel for what the kids were like before I posted. And I think we're off to a great start. Well, the kids are:

Students during a Google Hangout on the 4th day of school.

I took advantage of my summer just like I should have, but I overestimated my ability to get back into the flow of things as quickly as I should have. I felt, going into my fourth year, that I knew what I was doing... especially since I was teaching all of the same material as last year. Quick story, then I'll come back.

I used to work in life insurance. Not the door-to-door, or even "come into my office and we can talk" type. I was customer service. They called me. I had worked customer service in other types of jobs, and I enjoyed it, but there was something about working for an insurance company that eventually got to me: the monotony.  People called me, had an issue (from a missed payment to making claim on a policy), I helped them to fix it, and we were done. Most of the time.

There were horror stories from this job, but I worked because the money was decent while I did my broadcasting thing on the side. The hours were solid, too. 7:30 - 3:30 and I was done; I could leave everything at the door.  I took advantage of the schedule by getting my teaching certification and calling high school sporting events for a nearby radio station. But the monotony of the job just drained me. Seriously, ask my wife. I was a clock-watcher, and a whiner (I still am a bit), and it was painful. And when I started teaching I knew one thing at the very least: I would never have another monotonous job - the kids would always change! Back to the original focus for the post: apparently in the back of my mind I forgot that I had to prepare for a new year because I thought it would be the same as before.

Add to that: preparing for a 1:1 classroom, a new system for updating Macs, a student-teacher, and the joys of completely new staffs for both newspaper and yearbook (a combined seven students that were in either class for their second year), and I found myself trying to keep my head above water.

But, I now think I'm ready. An observation from @dschoening reminded me that I'm on the right track. And my (internal) whining lessened. Thanks. So far, I've had no real issues with the technology (other than network problems, and they seem to have been smoothed out as of Friday). The kids seem to be used to the expectations for using the computers, and the procedures are becoming the norm. It's getting better.

My philosophy has always been that if you do the little things well, the big things come easy. I'm starting to get the little things done. Unfortunately, maybe a week too late. Lesson learned.

Oh, and I started my next grad class: Intro to Research. This should be thrilling!

I recently got involved with our school’s Model Tech team; something of a technology think-tank, or just a nerdy discussion group (not a bad thing!). At the conclusion of our last meeting, our “fearless” leader (@dschoening) asked us reflect. Considering I have only been apart of the group for three meetings, I don’t know that I’ll have a lot to add - but I am a good B.S.-er.

Reflect on year in the classroom - In one word? Diverse. In more than one word? Oh boy. That being said, I had three classrooms with three different types of computers: iMacs for Journalism, and the one of the two series of Chromebooks that we currently have at TJ for each senior English class.  I am a nomad, which made classroom transitions, including bellwork, difficult (read: non-existent sometimes). But it made me focus more on my class website. Something I could have done better though was getting the students into a routine of pulling up the website sooner when they came in. This would (ideally) eliminate some of my worry about them not doing much for bellwork.

With each of my classrooms, I had different challenges. But in my world, the challenges came and were met. I think I did the best that I could with what I had (in the classroom).

Reflect on your teaching practice - I took on Yearbook this year. Add Eng 12, and getting a Broadcasting class, only two of my five classes were going to be “easy”.  Luckily, I am confident in what I am doing in Beginning Journalism (and now I just tweak my site/syllabus if needed); and Newspaper I am comfortable with. Do you know why I was asked to talk about my teaching practice? It’s practice! You never master it, you just continually learn. And I feel I have done a good job of continuously learning this year. I have taken pieces from PD this year, pieces from this group, and from other teachers in my daily routine, and I have been able to adapt and survi... I mean learn!

Reflect on your use of technology - In having multiple classrooms, I think I had one advantage is that I had the opportunity to use different types of technology (not just one manufacturer or program). After looking at the SAMR Model at our last meeting, I definitely think I did a lot of Enhancement over the course of this year. That’s not a bad thing, but sometimes I know I can do more when I’m given more time (which of course is what everyone has plenty of, right?).

Reflect on the concepts (problem finding, global connectedness, collaboration, curiosity and passion) we discussed here, and how they can be used in your classroom.
Um, we talked about that? I just remember this:

It was such a blur most of the time, but not in a bad way. In a way that I hope I get across to my kids. Our discussions covered a wide range of topics, but it doesn’t feel like we’re “learning”. And that’s when one of the things we discussed hit me: it’s not the tool that’s used, it’s how you use it. Technology is a tool, not a means to an end. If I am just replacing paper, I’m not doing anything productive. But, for me being relatively new to the conversation, I think these concepts are still ideas that I can form and make relevant in my classroom over time.

I do want to end with something I heard in my grad class on Wednesday night. I just like it. Nothing else. My Universityprofessor (Dr. William Austin) said, 

“You’re the rock, the pond is the kid. And when you’re thrown in, the pond will ripple. You matter.”

dougdemercurio.com

~Rob