Jump ahead to the digital age. Now in the digital age, where schools issue laptops and even paper planners, they OWN the tool, not the students. This dramatic shift has created many jobs for additional IT people, by “keeping” track of everything the student does and every key stroke. The backing up of the data, the monitoring of the data, has created a nightmare and I feel has impeded learning. The focusing on catching students doing something wrong is more important than letting the students create and teach them to be responsible for their learning.

Teachers today want 100% of their students paying attention to them, 100% of the time.  This is completely unrealistic. Look at those same teachers at a teacher’s meeting or conference. They are checking their email, updating homework, and social networking, while the meeting/conference is being held. But, back in the classroom, the moment a student drifts away, draws something, or even has a different assignment up on their device  – ZAP! off the computer! ZAP! computer taken away. The answer is “you can use paper.” I have witnessed this over and over. It is time the students wise up and pony up to purchase their own devices, to own digital notebooks and calendars. It is time for the students take responsibility of their learning.

Of course, you will say “not everyone can afford this.” But with the lines blurring between school and personal use, cost of net books, iPads, and other devices, the cost is coming down. The students would own the data and the devices, it wouldn’t be taken away because they downloaded a program or added a personal item on the school’s device. The schools would get out of the business of purchasing the tools, monitoring the data, and downloading the software.  Yes, IT departments might be gone. The downside would be not all the students would have the same software or hardware. The teachers would focus of the learning, not using a specific program, but end product would be up to the student, using innovation and creativity.

This is a scary thought for administrators and teachers. But think back to the dark ages, teachers didn’t take away those notebooks because a note was written, they were interested in making sure the student had access to their notes and data. They didn’t give them a chalkboard to take home with all the notes on it  or did they?

KIS: Keep it Simple

1. Little-by-little. If you come down with a long list of do’s and don’ts the students simply will not remember. Limit your rules to only ten.
2. Posted rules. This is only for the rules of classroom and specific rules that you need to physically show the students on a daily basis. Post at least six copies of rules around the classroom. so wherever the students look they see the rules.
3. Implied rules. These are underlying rules as you go. In the beginning of the year, have a new rule a day as you interact with the students.
4. Establish a Culture of “Circle of Trust.” This used to be called “tech helpers.” These are the students that are also passionate about your subject and technology. They USE all the equipment and want the equipment when they want it. They are focused on making sure all the equipment is put back and in working order at all times.
5. Check out sheet. Make sure all equipment is checked out. I have a sheet, with name, class, and equipment. It makes everyone accountable.

Let’s Get Started

Classroom Rules

Go over your TOP TEN rules in the classroom. Many teachers have two rooms in one like a  music room and a tech room. The first day of school or class, we practice moving chairs. I do this once, I never have to reteach.Seating chart of Promethean or Smart Board, easier to move students around, plus use a screen shot for substitute teachers.

“Left-brain” day  versus “Right-brain” day

When teaching new technologies or program establish what I call “right-brain” or “left-brain” day. Left-brain day is where students follow along, step-by-step and EVERYONE in the class has to be on the SAME screen. This creates an environment of helping each other. Again, do not move along until everyone is on screen. Do not go around and help, make the students help each other. Have numbers on each station or create stations, so you are not calling out names, just numbers.

The gifted and talented student will totally buy into this, since you tell the class that the goal is the “right brain” day, where students can click where and whenever they want. We all have “swiss cheese,” in regards to any program or technology toy, when the teacher goes step-by-step, everyone is on the same page. The swiss cheese is eliminated. Use “left-brain” day quite sparingly, only ten to thirteen minutes in a class period. Don’t use it everyday, only when you are introducing a new program or project.

Implied Rules

These can be as simple as the bathroom pass to the way ones passes out the iPod Touche devices. Everyday a new implied rule, only one a day.

Simple Tips

1. Purchase equipment that all uses the same batteries or sans disc cards. If you have a classroom with a variety of different batteries and cards it will drive you nuts.
2. Download all files the day they are filmed or shot. If you don’t follow this rule, it also will drive you nuts.
3. Have an external drive of 500GB and at least two jump drives. You will need this in case you have to dump the video for later use or move files from computer to computer.
4. Scout day before using any camera. Have the students “scout” for their pictures or video before you hand them a camera.This will eliminate the students leaving for twenty -five minutes with the one camera everyone is waiting for to use.
5. Tech Day. Have a day where all the files are either dropped or saved to an external hard drive. Test out the files before you show them to the class,this way any tech issues are fixed before the big presentation day.
6. Never have your presentation day be the last class. Here is where time management for the teacher comes to be so important. It also allows those students who need the extra time to work on their project. Try to end the class two days early. The last days of the class will be for evaluations and the google 20% (working on something they have never had the time to work on in class.)

Finally, we can have all those toys and tools, but classroom management really plays an important role in how these toys and tools can be controlled and implemented within the classroom environment. These have seemed to work well, I am interested in any other ideas teachers have, please contact me.

I start the year with going over the rules (an earlier blogpost) Brenda and I just recently had one of our podcasts concerning how important “respect” is within the classroom. Once you have established a strong presence in the classroom, here are some tips I use that helps me get the most out of all my students in class.

1. Know Your Standard, Keep it Personal and Individual

Have a standard of what you expect before the lesson begins. The moment ANY student crosses the line, they are the ONE that is disciplined. I never discipline an entire class, only individuals. If you have the entire class stay after, it sets up the one or two students that really got the class in trouble, you will pay for this for many months down the line.

2. See Me After School for ONE Minute

Upon “getting in trouble,” I have the student stay after school for ONE minute. Yes. one minute. I want the behavior to change and it gives me an opportunity to talk to the student privately.

3. Ten minutes, Just Owe Me Before the END of the Quarter

If the behavior has continued and more action needs to be taken, the student owes me ten minutes, but due before the end of the quarter or I put a hold on the report card. Many of my students have after school activities or commitments. Additionally, there are days I cannot stay after as well. Plus, making the student stay after without contacting parents can be problematic. It empowers the student to make a choice of when to make up the time.

4. Tell Me What You Did Wrong, then CHANGE

Many times the students really doesn’t know what they did wrong. I want the words to come from them, not a lecture from me, so I ask directly what they did wrong. Then my next comment is “Can you put this in your brain and change?” Yes, they can! is us usual response.

5. Get Out of Jail FREE!

Ok, so you have a student that has to see you after class, then all of sudden, they help out a student or they offer an amazing idea. I immediately praise the student and the “after school” talking is erased!

6. NO ONE Stays After School for Gum

I do not keep anyone after school for gum. I just ask the student to spit out the gum, if I see the gum again – they owe me time for LYING.

7. Humor

I keep the humor going and use it a lot within the class. Doing the opposite of what the student expects and making jokes helps the overall climate in the classroom.

8. Keep is Private

I pride myself in saying that the music classroom is the most “emotionally” friendly room in the school. If there is a behavior issue I ALWAYS talk individually to the student never embarrassing them in front of the class. The simple whisper in the ear or a quiet talk in the hall goes a very long way.

In Conclusion

The common thread is how individual and personal behavior issues are. Some students need that simple “hello” as they enter the class. Knowing what they are interested in and being interested in their lives is their personality and makes them the person they are. Of course, I do let them in on my world of Ohio State Football

making sure the Michigan School song is NEVER sung in my class. That’s one of my standards and yes, you CAN stay after school for that!

During the work time, go from computer to computer and develop a personal relationship with the students. The same questions may arise, do not stop the class, even if the same question comes up again and again. Put in on a stickie (either computer or real) and talk about it at the end or beginning of the class time. The only time you should stop the class from working if there is a computer glitch and you need to teach a “tech tip,” immediately. I stop the class and everyone rushes over to see the mistake or problem, and within a minute they are back to their station working.

Also, during work time, allow for the student to go between various aspects of the project and multi-task. They can work, watch other people projects, or simply look over their project. Allow for students to work on a lot of different programs at the same time. There might even be a day off time. Students that work extremely hard everyday need a refueling time to look over their project and process what they have completed.

Creativity does not just happen. Allow for processing and creativity to work. Many of the final projects that “blew me away” had a very rough start. Students may start one project, jump to another, and then redo the entire project again, before zeroing in on the final presentation. One type project comes to mind. The seventh graders were completing a final “spectacular” project for the class. A seventh grader, Willie, had decided to do an iMovie and videotaped his friends for the elective class. The story line was weak and with no real purpose. Mid-quarter came and went. He was still videotaping the same endless “no story” iMovie. Finally one day, when there was nine days left, he had an old file he did in sixth grade. He had the boys listen to the podcast and they thought it was terrific. Well, eight podcasts later, complete with pictures, a full website was dedicated. All completed in eight days. The final project was amazing. The students came in early and worked “focused” for the rest of the time.

You can view student podcasts, movies, and websites at www.carolbroos.com