"I don't give big tests."

On January 15th, Mark Barnes wrote an article on teachers and "What if" they said NO to testing. Reading this reminded me what I've told our elementary administration a few times this semester.

"I don't give big tests. I only give them after every unit."

the grades I posted include all but the "Final Test"

I still cringe when I remind them and other teachers about this because I would like to move beyond giving paper tests completely. I believe PBL, mobile learning tools, and other strategies of the like would allow my students to go beyond the standardized expectations. Why do I believe this? Because I've seen and read about those who have done it. Unsurprisingly, my students without this knowledge agree. (Side note: I was chosen to read a pre-publication of Barnes' Assessment 3.0, which will come out in February. If you haven't ordered it, you should.)

On our quarterly report cards we have four slots encompassing the ELLs in their Daily Average, Speaking and Listening, Reading and Writing, and lastly...Test Score (see above). An educator from America (as I claim to be though I intend to someday look into my Scottish ancestry), would probably wonder what in the world a school would be wanting parents to do with that. It's not even a unit test score. It's for the Midterm Test and the Final Test. Interestingly enough, our local education bureau said to do away with them as of last year because some parents called and complained about the work load and stress the students were experiencing. Sadly, the tests are back again this year. Sometimes they may just have a different name though it's the same paper test. The students know it too.

In respect to culture, Chinese parents find tests and scores über-important, I understand that. But my fifth graders don't agree. Irony? I think not while I also believe my students are just like some in the US who want to learn what is relevant for their futures and use modern tools to do so. Therefore, I'm not surprised when a student will do something else simultaneously in class while learning. As of reading The Element recently, I've also started encouraging my students to go deeper with their interests.

Now what I've written here should be understood as not grumbling about my school or the Chinese education system. The point is this. I've been told there is Power in One who stands up for what is right. This is usually not the case for teachers at our school, but the test score column is thankfully one area where the administration has not forced me to change. I know I have full support from many while there is a small group of teachers who look down on me. I'm not entirely fond of that, but at least I believe what I am doing is right in guiding my students as they become more #futureready.

4 out of 5 Stars to The Element by Sir Ken Robinson

After watching his 2006 Ted talk on how schools kill creativity, Sir Ken Robinson has had my attention in many ways. 

His processing and combination of data and experiences touched with more than a hint of inspiration will lead one to think there are ways to use our natural gifts in ways we love and want to for the world to be a better place. The downfall of the book comes in its lack of application. With a lack of knowing how to apply what is passed on comes quite an assortment of unanswered questions. And when questions are left unanswered, the search for one's element can be difficult. 

Being a teacher, I also found Robinson's take on education on point. This book has challenged me to let my students learn and create more outside of the Chinese education system box. Why should I take a pencil away from a "fidgety" boy when he could become the greatest artist of his time (and learn EFL at the same time)? 

P.S.- Taking notes while reading a book, even if it's an e-book, is truly one of many awesome hacks for reading.

Proposing a BYOD Club for a Chinese Elementary

The Thursday before Christmas, I handed a proposal to the principal of our private Chinese school. I walked into her office after hours of discussion with her, the Foreign Teacher Head, other colleagues, and (of course!) students. The proposal was for a Bring Your Own Device (BYOD) Club at our elementary.

While hashing out kinks at different levels in the school, I was satisfied at the progress and openness that staff from the top down as well as the students gave me throughout the process. A couple administrators informed me of questions and statements that top leaders would have. My colleagues suggested ideas along with "excuses" our leaders would have for this not to work. Students always give me what I enjoy hearing--a piece of their mind, and I mean that in a good way. The students are the ones who suggested the devices we should use and the grades that should be allowed to apply for the club. They will continue to lead the way. That is...if the top leaders approve the proposal. The elementary principal will present it at an administration meeting sometime this week or next. She sounds very confident and optimistic about it.

http://ow.ly/3vHGTK

The team of staff who know of the plan have all asked me: What do you plan to teach the students?

Technology tools (aka websites and apps, aka #edtech) that teachers and students could utilize to collaborate, learn, and create with in subjects such as Chinese, Math, English, and any others the co-teacher and I consider worthwhile. Administrators would also be guided in methods they could use to brand the school and give it a public presence while telling its own story all at the same time. But before any of that, digital citizenship would be the prime goal for teachers and students alike. The TED talk I watched today (see below) emphasizes the importance of everyone knowing what they are getting into.

What do you think?

For those of you who have a BYOD program or are contemplating creating one, what ideas do you have from personal experience? What is something you would pass on that you didn't know beforehand or are currently learning?

ELLs in China Need #Internet4Schools Too

Two weeks ago, I listened intently to the principal of our K-12 private Chinese school share her vision for the school's future. When she spoke of it, I started to build castles in the air. Maybe this isn't the most professional way to express it, but it's true nonetheless. Where did these thoughts come from? Well, if you didn't know, I've been reading Corwin Press's Connected Educator Series. The authors have been blessing me with current educational issues happening in the US on how to be #futureready, and they have only sparked ideas of what could happen in the near future here. So I set up a meeting with the principal to discuss 21st century educators and how more modern technology would improve our students and staff on personal and professional levels.

What I didn't know is that 10 minutes beforehand, I would invite two key 6th grade students, who have used their voices and led their classes to change in positive directions, to attend. Because of their bravery, knowledge, and of course, English levels that let them use their voices, I asked they be present. Before the meeting, I informed the duo of topics we would discuss, how it might go, and lastly and most importantly, be brave and speak what you think. Why did I say this to them? The girl was shaking a little, and it's understandable. Students meeting with the principal is a big deal, much bigger than it is in an American education setting.

After starting off with a short keynote (linked above) and a video of students mentioning reasons why we need wifi at school (see below), the principal spoke. She had questions. I had answers. She noticed that I obviously had been pondering the big picture. I had for the past months and still am up to the point of writing this blog. She suggested that an after-school club would be a great start. Then, she said something I'll never forget. "Daniel, I trust you so you and the elementary principal can coordinate this. And remember to keep the students involved in the process." Like whoa! A possible club and have #studentvoice to help run the show. Right on!

Soon thereafter, I met with the elementary principal and she told me that I have to write a club proposal by Christmas so she can present it to the other school administrators. Of course!

A few people have told or asked me to give up on this. I ask them: Why? Why give up on what I believe is best for the students, our staff, our admin, our community? The possible effects are unbelievable at this point. I hope that even if this plan doesn't follow through, many students who have been involved will have seen and take to heart the tenacity I have and will continue to put forth.

5 out of 5 Stars for Teaching the iStudent

If you've been following my story at all while working at a private Chinese school, you know we're doing what we can to educate students in EFL. A key component missing though is the technology that society, including particularly our students, have moved forward with.

The iStudents need to be guided by iTeachers.

Thus, what Mark Barnes touches on in Teaching the iStudent includes particular websites/apps to use and how, ways the relationships with his students were transformed powerfully, and what to do when you feel like you're the lone wolf. In implementing mobile devices and social media in the classroom, one can feel remote. But when it's for the students, it is worth it! Barnes sets one's spark to flame with his passion for moving forward and changing the ways traditions have beset the education system.

This book led me to follow him on Twitter (@markbarnes19) and watch a TED talk given by him about Teachers Throwing Out Grades (#TTOG). Intriguing the say the least, as now I have another modern issue to ponder.

If you or someone you know is passionate about education or teaching, suggest Teaching the iStudent and tell them they are on the path to being different.

5 out of 5 Stars for The Relevant Educator

A few of the biggest ways a university could prepare a teacher is in keeping them updated on technology, pedagogy, and how to be relevant. What some schools lack could easily be found in The Relevant Educator by Steven Anderson & Tom Whitby. It is insightful for any 21st century educator wanting to be a game changer.

Being an ELT in China, I found this book to be filled with vital information related to the tech plan (possibly BYOD) that I'm starting up at our private Chinese school.  Though the Great Firewall has blocked Google, Twitter, YouTube, and Facebook, this book pushes me to find other methods of communication and teaching that Chinese and foreigner teachers alike can use (when we FTs are not on our VPNs, of course). 

With no Google, we have Bing and Baidu. No Twitter means using China's copycat Weibo. YouTube can be replaced with YouKu, Tudou, and a few other sites. Social media here also has WeChat and QQ while 人人 could possibly find its place in the circle. Whatever platform it takes for our admin, teachers, students, and stakeholders to embrace, Anderson and Whitby have guided me in a better direction in how to lead our community with relevance.

What about you? If you've read this book, what did you think? If not, have you read any of the Corwin CE Series?

(Since our school's head principal told me today she trusts me to begin an after-school technology club next semester, the next Corwin CE book I am devouring is Mark Barnes' Teaching the iStudent. More to come soon about this!)

I am thankful for #TeachersRock

Last week was one of those opportunities where we as foreign teachers in China are able to share more about our culture within lessons centered around a holiday. To be honest, I didn't do anything with my 2nd graders because another FT covered the basics for them. When it came to the 5th graders, I had them complete their presentations on endangered animals done "Steve Jobs" style. With the remaining time, I went into the reasons behind a TeachingChannel Thanksgiving blog called I Am Thankful For... 

I quickly explained a few points:
A) Blog is 博客 (bókè) in Chinese. This was followed by several students in every class who said, "Awww, ok."
B) This is a neat way for people to show what they are thankful for whether it be a teacher, friend, etc.
C) I would place some of the students' thoughts on my blog by taking their pictures.
D) Why? Because I really want everybody in the world to know who and what students in China are thankful for. (It's kind of a dream for me)

I made this task optional, but still nearly 100% of my 70 fifth graders filled out to their hearts' desires.  How is that possible? 

I have a couple potential explanations:
1) The students want to share their heart because so many teachers want to only grade their work, specifically their homework.
2) The students want their voices to be heard. They want a more global audience than the 20+ faces inside their classrooms. They're screaming to get outside the walls and have authentic audiences collaborate with them in ways they don't even know yet how. This comes off the lesson today where I asked a class for ideas on how to use a blog. I should have given a little more support since I don't think any of them have had one before except for the short blurbs they post on QQ.

All that to say, we as teachers can always learn from our students. This is why last weekend I took time to be thankful for them and how they have helped shape me into the person and teacher I should be. They, along with my phenomenal PLNs, challenge me to better the education and future of every student at our school.

Lastly, thank you(!) to the TeachingChannel and Sarah Wessling. My students wouldn't have ever had this experience if it weren't for you.

(Posted below are some of the students' writings. The original pictures have been cropped and will be until the students and their parents sign the media permission form.)