I’m a selfish person. I care about myself a whole lot more than I do others – not the best trait for the teacher one might assume… and I recognize this. I am a very hard on myself and my performance, and I am very meticulous and perfectionistic when it comes to things that I care about. I am my own worst enemy, constantly in league with myself, trying to find the suitable routine, comfort, setting, mindset, and rejuvenation. I know who I am.

However, being a substitute is a lonely profession. You don’t have a space to return to everyday. No set of familiar faces to encounter on a daily basis. Friendships are hard to come by in the professional sense. There is no ownership to the job other than of one’s self – me. Students think little of you and do little for you. And the exhaustion that substituting evokes is something of its own rendering. Behavior management is a fresh task each and every day. The material to be taught is distinctive each and every day. The routine varies based on the grade level, the school, the classroom, the subject, the students, and my own self that wakes up feeling on and off based on the day I had prior. I am lost at times, but this sense of lost-ness has allowed me to better understand myself more so than I have ever undergone.

I need structure. I need my own space. I crave the designing of my own curriculum. I crave a classroom of students who I will come to know, and they will come to know me. I require stability and a place to call home within the educational sphere. I have found my place outside of it, but within it I am still searching. Still growing. Will more time be needed? Possibly.

From this lost-ness, I have gone insane. The only way for the sanity to return is through rejuvenation granted by natural exploration. In other words, the great outdoors. Yes, I like to fly fish. But I also simply just like being outside. Fly fishing is the perfect excuse – much of the time I spend fly fishing is not actually me fishing, but wandering around smelling dirt, looking at plants, scrutinizing bugs, observing clouds, wet wading and shuffling my bare feet in the rocky bottoms, and best of all, laying under trees reading books aloud to myself and the birds. Edward Abbey’s Desert Solitaire has been a huge influence for me this past school year – I’ve read it about three times over. I suggest it if you have not read it – it may just help your well-being.

When it comes to teacher well-being, articles online provide a whole lot of suggestions in terms of how to take care of yourself – at home, through peers, through school-support, through mindset. They discuss the many factors that cause teachers to become burnt-out. They expand on the ways to make the most of your summers and breaks so that you come back refreshed and ready to work. But most of all, they make it clear that teaching is perhaps the most difficult job in existence – especially in terms of mental exhaustion. Psychologically, teaching young, restless, apathetic heathens takes its toll. But it also is self-gratifying. It is rewarding above all else. It is a profession that fills you with purpose, with love, with learning, and best of all, with passion. A desire to better the world, the young, and yourself.

To All Those Team-Players Out There:

I might argue that in some aspects being a substitute requires the team-player element more-so than the teacher. Whether it be multiple districts, schools, or classrooms, I am constantly finding myself to be the “team-player.” I am regularly playing the role of the teacher, in their absence, and I am required to work as a positive and enduring member of the classroom, the school, the district, the educational sphere, the whatever-you-wanna-call-it… Some days I am the pep-rally-er, the fire-drill escort, the field-trip chaperone, the lunchroom usher, the student shepherd, the hallway guide, the student-body guard, the advice giver, the tardy sweeper, the intermediary peacemaker, the breaker-upper of fights, the detention supervisor, the super-attendant of computer labs, the bus duty guru, and the list can go on and on. Other days I am simply Sam, Mr. Sam, or Mr. Travis. Somedays I am "Mr. Spiderman." Most days I am just a substitute. I have worn many hats and I look forward to trying on some more.

This one time, for instance, I unknowingly had to accompany a whole pod of 7th graders on a fieldtrip. I didn’t know there would be a fieldtrip that day, so I was ill-prepared. I didn’t know where we were going and I didn’t know the field-trip protocol. But because I was acting as a member of the pod that day, – a team-player – I picked myself up from the depths of the impromptu anxiety I was having and enjoyed the ride. It was a lovely day after all, and a pleasant experience overall.

Another time, I was a part of a spur-of-the-moment restorative justice circle for a class of which I had subbed for a week prior. I had left some feedback that remarked on how poor the students had acted and that they had shown me little respect. Never had I been a part of the restorative justice ceremonies that often take place in this school, but I made it work. I was given apologetic responses on behalf of certain students’ behavior, and I gave students an understanding of how their past-actions made me feel. In the end, all felt restored and justice had been served in a dining room setting where each member left more full of integrity than when they had come in.

As a final role to end this post on, I once played an unusual version of dodgeball whilst subbing for a gym-teacher-coach-person. I don’t remember ever getting any kids “out”, but I do remember (being the team-player that I am) sacrificing myself constantly to not allow the group of Fortnite-obsessed youngins to be pummeled by the squad of unremitting 6th grade girls. I believe I spent the majority of that game sitting idly after being thumped by every cushioned ball in the game’s circulation.
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If this is not what a team-player is, then I don’t know who I am.

In Chapter 4 of Boogren’s The Beginning Teachers Field Guide Embarking on Your First Years (2018), the transition from the “rejuvenation phase” of Winter break to the second-half of the school year is discussed. Specifically, Boogren recommends that when re-entering the classroom, one should take it slow and utilize this time to implement a sort-of “play” within the classroom. Such strategies discussed include: “demonstrating intensity and enthusiasm, utilizing physical movement, presenting unusual or intriguing information, and maintaining a lively pace” (71). I may not be a full-time teacher, but as a substitute I, too, have recognized the feeling of exhaustion before break and the rejuvenation that follows. Now that I am back in the classroom, I feel the need to enjoy being in the classroom spaces I often occupy and to “play” or amuse the students I work with.

This first week back I accepted a five-day assignment for 7th grade social studies. The teacher had retired over break and had left plans that consisted primarily of worksheets and readings on the reasons for the collapse of the ancient Roman Empire. In my opinion, the content for the week was dull, tedious, and slightly unintriguing in terms of how the content was to be taught. Reading a short text in order to answer a few questions about it is not the most engaging material. Knowing this, I understood that I had to make everything a little livelier, both for the sake of my students and myself. As Boogren (2018) puts it, “be the teacher your students crave to be around” and make that first week back an enjoyable time so that students are engaged and eager to learn (72).

My next steps, then, were to not only lay out the content, but to do it in a way that the students would find humorous, fun, and silly, while also not leaving out the “serious” aspect of needing to get work done. In other words, I adopted a personality that I did not know was within me… Perhaps this was a result of my break away from work and school. Never did I have an issue with getting the students motivated to do the work (which is usually an issue) and complete it (another issue of its own). I also found myself enthusiastic of my return to work the following day, and excited and full of energy upon that return.
 

Picturing Your Best Possible Future Self

Interestingly, this little writing activity posed at the end of Boorgen’s (2018) Chapter 4, of talking about who you hope to become, was a big aspect of my thinking over the course of Winter break. I had thought a lot about where I want to be in the next few years and did a lot of talking with people about it as well. My conclusions were what follows, showing you who I believe to be my best possible self.

In ten years, I would like to be a full-time educator who has found his way in the unremitting profession that is teaching. This future me will be comfortable and talented within his carefully cultivated setting. When the school day concludes, this future me will return to the property that he owns, ready to quickly tend to his gardens and animals before the sunlight is lost. When the weekend comes, the land will be of chief concern – meaning that the property I own will be tended to thoroughly… A thought that excites and overwhelms me to no end. In the summers, after the long and strenuous school years, I will work as a fly fishing guide, welcoming my clients into the world that I find to be meditative and beautiful. All work and little play it would seem… But all of my work is play in the end, because that is all I have the desire to do. Teaching, gardening, woodworking, landscaping, reading, cooking, fishing, guiding, writing, thinking, singing, dancing, studying, learning, and living; this will become my life and I welcome it with an open heart to the doorstep that I will one day fashion with my own hands.
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To achieve such a life requires careful and thoughtful consideration and planning. I have begun saving money and will continue to do so for the rest of my life – all in order to buy property, build a house, cultivate a farm, and live a quality life. However, in order to make this money, I must work. As the teacher I am on my way to become, and become I will, I must dedicate my next three to five years to serious studying and strenuous labor. My students and classroom will become my world and the rest will remain in the background. This is the plan and I plan to stick to it. This is my dream and I will do whatever it takes to achieve it.
 

Reflections: 

• “How do I show students that I truly love my job? What specific words and actions let students know how much I appreciate being with them? If there’s an aspect of my day that I don’t like, can I fake it until I make it?”

It is as simple as this in my opinion; if you tell people how you feel as honest and clear as you can, they will understand. Trust and respect will come of it as well. I believe that being blunt, straightforward, full of integrity and true to yourself will serve you better than anything else when it comes to showing people who you are and what you think and having their support and attention in return. What else, is that always arriving to school with energy and enthusiasm will share the same sentiment of loving one’s job and those they work around. If there happens to be an aspect of the day that you just can’t get through, I do believe that the ‘fake it till you make it’ approach will carry you through… However, with this approach, you are, in a way, lying to yourself and others… In some instances, it might be best to be truthful and explain that it is not your best day and that may help your listeners to understand how they should act while in your midst.

• How often do students get to move in my classroom? Can I add one brain break tomorrow and consider whether it makes a difference? Do I notice a difference in student behavior on days when they move more?

I wonder what is the healthy amount of movement needed? As the educator in the room I am constantly moving around – I mean constantly. The students do not. In my experience subbing I tend to feel concerned when students are out and about and moving… But this movement is usually because of distracting and off-task activity, and not a part of the lesson/class itself… In all honesty, plans left by teachers for me as a sub almost never contain movement. The occasional stretching break comes around from time to time, but that is it. I think that as a teacher, I would like to implement a daily routine for stretching in certain classes… I would also like to have days where I take students on a “school” trip – a mini field trip – where we, as a class, go off to a space that is not within the classroom we normally exist in. I have a little dream of a lesson that requires students to do nothing but walk, think, and write. Specifically, students would walk laps on the track and for every lap completed, they would pause at the bleachers, sit, and write for a few minutes about what they thought about while walking, only to walk another lap again and again to think after each interval of writing. I do believe that movement allows for help in more fluid and aware thinking…

• What shiny objects – unusual or intriguing information – do I present students? Where do I find interesting facts and ideas? Can my students help me find shiny objects that relate to our unit?

Recently I have been studying random things like crazy so that my general knowledge is attended to, and that this question can be answered within my own life. For the past few weeks I have been studying the southwest in order to be able to communicate cool stories, facts, and details to students, friends, and future fly-fishing clients… I think that in order to have “shiny objects,” to which students can communally shout “ohhh” and “ahhh” toward, one must study and research and practice and understand. This is the only way. This can both be a part of the personal life of the teacher as well as an act within the classroom.

• How is my classroom pacing? Do things move along nicely? Are there slow or chaotic times? Have I checked my pacing by timing myself to see how long it takes to accomplish daily tasks? What administrative tasks can I make more efficient so I can slow down while presenting new content?

I have always thought myself to be to quick with my pacing. I rush unconsciously through content when I teach it… I need to start being more aware of this ill-practice and start slowing things down a bit. This would allow more fluidity and clarity to my teaching. What used to be an issue was my scheduling and time management which cause me to become stressed, making me perform poorly in my endeavors. Recently however, I have learned to manage my time better than I ever have. There still is work to be done, but my scheduling of events, work-time, down-time, and other things has allowed me to find an equilibrium between organization, productivity, and rest.

• What felt really good in my classroom? Why did it feel so good? How can I make this happen again?

This past week, while subbing, I really felt good when I managed to get directions across clearly and to the whole class the first time and everyone began getting to work. This happened a few times throughout the week, but most of the time I had to reiterate directions and expectations which ends up taking a toll on the amount of energy you have.

• Do I have a growth or fixed mindset when it comes to my classroom abilities? Can I recognize when I’m making a fixed mindset statement? Have I tried adding yet to the end of such a statement?

I know myself to have a growth mindset in everything I do. I do not believe I will become a master of anything until I am very old, and so I must understand that no matter how good I think I am at something, there is still so much more to be learned. Criticism is my meanest friend, but I love to have them over for dinner for a long and well-received conversation from time to time. 

• After completing the future self-activity, what differences do I notice in my daily life? Can I truly picture myself as an expert teacher? Do I have more confidence and pride after completing that exercise? Am I comfortable sharing ideas with an administrator or my mentor, since he or she might help me reach my goals?

​This entire post has been of extreme value to myself… I love writing and this piece in particular, being so reflective, has made me feel really good about where I am headed and where I have been. I see that I have come a long way, from the young boy who first set foot into ED 222 and was considering the notion of following in my parents footsteps as educators to the seasoned boy who was up too late working on homework for his master’s classes while a hefty drive to his student teaching placement was a few hours away – minimal sleep was granted from decisions like these. To now, where the young and seasoned boy is on the cliff-edge, hanging on with the tips of his fingers, understanding that it is time to let go, and fall into manhood – the destination that will require an organized, and prepared self. I am ready to fall, and in turn, ready to rise up and become my best possible self.

In Jason Perez’s article, “Taking the Doors Off the Classroom Through Collaboration,” he discusses the idea of isolation which is definitely not foreign to me. I have always been one to “hide” in a sense and shut out others who would no doubt be helpful in my self-improvement. This is just how it is being the introverted and kind of hard-headed person I am. However, I know that to be successful as an educator I HAVE to let them in. I want to be the best I can be, so letting down my barriers is a must-do when I become a teacher.

One thing I want to point out is how Perez explains that teachers often come together to vent, and chit-chat about things that are not actually helpful in improving one’s practice. This will never be an issue for me (at least that is what I think) because I tend to not engage in small-talk – I’m not much of a complainer… At least I don’t think I am. So, when Perez says that educators need “Collaboration with a purpose”, I fully understand where he is coming from.

I really like how Perez lays out collaboration as a four-step process: Forming, Storming, Norming, and Performing. That forming portion, of which Perez claims is the easiest stage, I think is actually one of the hardest. When it comes to first developing relationships with others, I struggle. This because I am adamant about sharing things about myself. Getting past the initial meet-and-greets and the getting-to-know each other phases has always been hard for me. But once the relationship is established, I flourish. This is how it has always been and I imagine it will always be this way. It kind of worries me.

The step of Storming comes next, and this one is less of an issue. I never have minded receiving feedback from others. I always am open to new ideas, but am careful to take them on. I’m hard-headed in that regard. However, I am not defensive. I love to receive feedback. Thus, once I develop that relationship with a team of educators, I don’t imagine I will have any issues with the collaboration aspect. This is what Perez means by “Norming” – the improvement of the relationship with your team, and the willingness to let them in at any time in order to improve. 

​Performing is the last stage, and Perez leaves it a little unclear as to what he means is supposed to take place in this stage. Perhaps I missed it? From my understanding, I believe he is saying that it is simply the final stage when everyone is entirely comfortable with the collaboration process between members of a team. I really do look forward to having a quality team of which we can all share ideas, concerns, criticisms, etc. in an open and very accepting environment. I hope that this is how it is in my first years of teaching… Lord knows I would have a very difficult time if this were to fail. Let’s not let that happen.

For this final evaluation of a technological software that can be integrated into the curriculum to substitute, augment, modify or redefine (SAMR) a teacher’s instructional approach, I will be examining the diagram creation tool known as SmartDraw. However, this time around, I will be examining this software through the lens of the Facilitator – an educator standard presented by the International Society for Technology in Education (ISTE). Below are the educator standards for the Facilitator:

​The goal for this post is to show how SmartDraw can possibly align with these ISTE standards, and how the SAMR Model might be used with the program. What will also be shown is the variety of ways the program can be used, and an in-depth look at how I used the program for my own purposes. 

SmartDraw is extremely interactive and fairly easy program to use. The opportunity for creation is seemingly endless. SmartDraw allows its users to create a variety of diagrams that might include, but are not limited to: flowcharts, organization charts, web/mind maps, business visuals, CAD and drafting documents, blueprints, flyers, landscape designs, infographics, geographical maps, and timelines.
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In terms of the ISTE’s Facilitator standards, SmartDraw could easily allow for students to take ownership of their learning. The program offers users a variety of different schema, designs and products to fit anyone’s style. The program is virtually hands-on in its entirety, allowing for a sort-of field experience when it comes to designing professional documents. In Section 2: Teaching with Technology, the Office of Educational Technology explains that “to create an engaging and relevant lesson that requires students to use content knowledge and critical thinking skills, an educator might ask students to solve a community problem by using technology.” Through SmartDraw students might create a public service announcement for a problem within their school, their community, or even a larger sphere. The learning opportunities that the educator provides should obviously be challenging for students in order for them to be innovative in their designing and problem solving.  
 
The SAMR Model is also something to take note of when thinking about implementing a form of technology within the curriculum (See the image below for a better understanding of the SAMR Model). As Kelly Walsh explains it, “The SAMR model provides a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and move away from simply using ‘tech for tech’s sake.’” In this sense, SmartDraw might be used as a substitute for any form of hand-crafted designs. If students were thinking about recreating a space found in a Shakespeare play, instead of drawing it, it might be more challenging for them to craft a blueprint instead. Or if students are reading Huckleberry Finn by Mark Twain, the teacher might present the history on a PowerPoint. However, SmartDraw may be a quality option of augmenting the need-to-know background information by allowing students to play with an interactive timeline that the teacher created in the program themselves. Similarly, the students might craft the timeline on their own after having learned the history through a PowerPoint. This would be an example of using SmartDraw to modify the lesson and achieve new goals. The opportunities for using SmartDraw as a means of adapting lessons are endless.

​Since I am aiming to become an English teacher, SmartDraw could allow me to help students make connections across subject areas that would otherwise be over my head. Though, this is what technology should always do within the classroom: 

I have been using SmartDraw as an aid for artifact design in my CAPSTONE project. I wouldn’t have known where to begin in creating accurate depictions of the classrooms I substitute in. For the rest of the post, I am going to explain in depth my experience using this program and my overall thoughts about it. And for reference, take a peak at the screenshots below. I will be using them as visual aids. 

Initially, I was unsure about the program. I mean, I’m not much when it comes to using technology, so I’m unsure of every tech tool when I first experiment with it. However, SmartDraw did end up growing on me. The program is free for only for a period of 7 days. Thus, if students were to use it they would either need to complete their projects within that time frame, or a full-version would be required. Its free to sign-up though. And all features are accessible in the trial period. 

In Image #1 (displayed directly above), you can see my starting point in crafting a blueprint of a classroom. On the left-hand side is a variety of symbols that you can use. In Image #2, there is a better image of symbols showing what types of appliances, objects, furniture, etc. you might want to add to your blueprint. In Images #3 and #4 I am carefully designing a classroom using symbols of desks and chairs from a bird’s-eye-view perspective. The variety of symbols was astounding to me. You can even choose from hundreds of other symbols/categories by searching and downloading them within the program (as seen in Image #5).

Go ahead and save your work. Start a new document/project. And return back to old projects at any time. In Image #6 you can see that I have multiple projects saved, and I also backed them up to my Google Drive account for reassurance. When I was done with a blueprint, I would export it as a PDF, but many other options are available.

I honestly love this program. I feel like you could create anything and with so much detail. The interface is fairly easy to use, but it does take some getting used to. I would recommend educators to take advantage of the free-trial version of this program – all it takes is a quick sign-up. I am also considering paying for the full version in order to continue crafting more blueprints of classrooms for my CAPSTONE. If you would like to explore my blueprints as well as read my observations thus far, the project-page can be found here: Classroom Blueprints & Observations.

A few weeks ago, I attempted to teach an assigned ED 603 lesson that I designed to teen members at Durango’s Boys & Girls Club. It honestly went horribly. I mean I have had worse teaching experiences… And for a program at the BGC it was alright… In my mind though, I believe that it was well below the level of quality I know am capable of. And even though the learning experience that was offered by me to the members was poor in execution and quality, the retrospective learning experience for myself has been of significant scope. For this post, I will be reflecting on this poorly implemented and received lesson, thinking about how I might better prepare myself for lessons in this setting for the future.

First off, environment is a big deal. The Boys & Girl Club is not “school after school.” Kids do not go there to be tutored or to learn more. They go there because their parents are still at work and they need to be supervised until their parents get off. I hate how the higher-ups at the BGC try so hard to make it a school-like setting. That is ridiculous. I mean, yeah there is learning that needs to take place and that is taking place, but that is all through peer-interaction. So when I try to come in and teach a lesson for my courses at the Fort, it is understandable that it is not only difficult to do, but that it is very poorly received. Members are not their to do more “work”. They are there to have fun.   

Having said this, I realize now that I need to be aware that whatever I try to have them do, it should not be characterized as a lesson or something to be taught/learned. Instead, I need to commercialize it as something that will be fun: a game, an activity, an adventure of the mind, etc. Fun is the top priority, so if I label it as such, I need to make it that as well.

With this, it is important to talk about the strategy I tried to use within this lesson, and perhaps how I should have used it differently for it to have been more effective. Cooperative Learning is a research-based educational approach that emphasizes small groups and accountability, where each group member has a job and must rely on one another to collectively complete a task. I understood going into this that I needed to make this lesson fun, but I had no idea how I should do that, so I just took out all the elements of work (note-taking, summarizing, writing, etc). Looking back at this decision, I know now that this was not all I should have done. More was needed.

The lesson was on digital citizenship and what that means. You can download the plans here.  There were portions that were quite engaging such as the step-in and step-out prompts. However, the portion where members were supposed to discuss scenarios did not go over well. I should have had them design posters collaboratively or something but gaining access to resources is extremely difficult. I supplied all materials for the lesson out of my own pocket, which isn’t an issue for me, but for making the lesson more interesting and fun, better materials could have made a significant difference. On another note, I did use incentivization – candy. I rewarded participants with candy at the end of the lesson, and explained to them at the beginning that they would be rewarded with such if they were to cooperate throughout. In retrospect, this was a poor decision and shall not be done again.

Anyways, the strategy of cooperative learning was tied in with that final “activity” using the scenarios, where I organized members into groups of three and they needed to analyze the scenarios together so that they could answer the questions that were connected to the scenario. Read and answer. That is the gist of it. No accountability was enforced, hence the strategy was poorly executed.

Prior to the lesson, I did incorporate a sort of warm-up/anticipatory set where members were to stand in a circle and “step-in” or “step-out” based on their answers to the questions I asked. This is perhaps the only portion of the lesson that went over well. Why? Because movement was involved and it was unique.
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There is much more that can be elaborated upon, more that could be revised or modified, more that could be corrected. For the future, I will remember that fun is the prime motivator in terms of engagement. Boredom gets us nowhere, and this is for all settings. Not just within the building of Durango’s Boys & Girls Club.

In today’s post I will be reflecting on my apathy towards homework, negative thought loops, and Vicki Davis’s recommendations for surviving the tough life of an educator.

I figure reflecting on yesterday as well as the continuous habits of the past few weeks will allow me to think about my options for improvement. On Tuesday (10/30/18) I simply had a day in which I was angry at the world. I woke up late. I tried to get homework done by sitting in Fort Lewis's library for 5+ hours; little progress was made. I worked at the Boys & Girls Club that afternoon. The kids were ruthless. I returned to the library afterwards. No progress was made. I swam at 8:00 - the best part of my day. I went home, ate dinner, and went to bed. 

I have been struggling to find the motivation to do my homework. Why? I don’t know. I’m tired of writing I think. I miss the days of tests, readings, and other assignments that aren’t writing assignments. If I were to guess, I would speculate that I have written over 1500 pages in my career as both an undergrad and master’s student. Not kidding. All I have done since I started in the higher-educational sphere is WRITE. I think my pen has finally run out of ink… Or at least it’s coming close to it.

If I am supposed to write about a bad day with substituting, I cannot. I haven’t had one yet. I enjoy the work of the substitute. I enjoy being around students I do not know. I enjoy being in environments that are foreign to me. I enjoy every second of the whole ordeal (Except for the aspect of how lonely it is).

Doing my homework however, I do not enjoy.

This repetitive mindset has been plaguing me for the majority of this semester. I continuously dread the time I have to dedicate to writing. In Vicki Davis’s article on “10 Stress-Building Secrets of Great Teachers”, the second secret is exactly what I need. It could not be more perfect: “Interrupt Negative Thought Loops and Replace Them with Positive Ones”. I have been super negative recently on the fact that I have homework to do, put it off, then stress myself out further and form more negative thought patterns… And then the cycle restarts and continues.

ALSO: Sometimes I wonder if this habit of turning in late work will transition into my grading and planning processes and routines when I am a teacher. That would be the end of me if it were the case.

Anyways, I really need to start recognizing these negative thoughts. Jumping on them, pushing them under the soil, and sprouting out the positive. I don’t just have this recurring thought pattern with homework either. I have been fairly negative in all aspects of life… In all honesty, it would seem that the life of a substitute is very lonely. I’m constantly moving around from place to place and rarely do I get to develop relationships or have thoughtful communication/interaction with other teachers, students, other students at the Fort, people of Durango… I think I might be losing it. Ha!

What Vicki Davis also recommends is the drinking of more water. This is something I have struggled with my whole life. In the past, I have been hospitalized from dehydration and urinary tract infections. And after all that, I still don’t manage to drink enough water. I remember in a past assignment, we were to write a little action plan for ourselves to be better; drinking more water was one of my suggestions for myself.

I would argue that the rest of Vicki Davis’s list is already a part of my daily routine.

(I kind of did enjoy writing this post however… It was sort of relieving of the built-up hatred I have for writing assignments right now… However, they will continue, and my negativity must subside. This was only a rant. I feel better.)

Referenced Website:
http://www.coolcatteacher.com/manage-teaching-stress

​In an increasingly technological world, the importance of designing curriculum with the component of technology included could not be more necessary or vital to the student-learning experience. In incorporating technology, it is important to first and foremost consult the International Society for Technology in Education (ISTE) standards for both the Student as well as the Educator. These sets of standards provide the educator with the proper framework for decisive and thoughtful implementation of technology into the curriculum.
 
Today’s post is on the role of Designer and how one can effectively adapt the lesson to fit the needs and learning styles of all students within the learning environment. This post will attempt to thoroughly examine this role and provide an exemplified program [Quizlet’s Diagram Creator] to show this role in effect. Below are the standards for the educator taking on the role of the designer:

​​What does it mean to create “authentic, learner-driven activities and environments that recognize and accommodate learner variability”? Allowing for the element of technology to not only enhance the learning material and better engage students, but to also provide a way for the accommodation of learner differences and needs is basically the gist of this role for the educator. The goal is to be able to provide students with a tool (or variety of tools) that can be used in a variety of ways so that they can best fit it to the way they work and learn best.
 
What follows then, are the standards to take into account for the student:

​As is pointed out, students should have access to and should be shown a variety of tools to use as an aid in generating ideas, testing theories, creating artifacts, and solving problems. Allowing students multiple modes to attain or achieve the learning goal is what the teacher, as the effective designer, must provide. Without the element of technology, or even the element of choice or creation, the students will lose interest, fail to push their intellect, or refrain from engagement altogether. However, one must remember that with the implementation of technology in the curriculum/classroom comes a great responsibility: Authority and Supervision.
 
In an article on the Washington Post, Kentaro Toyama explains how,

Technology isn’t something you simply implement, let manifest, and the job will get done for you. No, the role of the teacher is not simply to teach, but to guide, influence and oversee. This does not mean that you should take the wheel entirely. Letting the students operate the vehicle while you are in the passenger seat (or as the so-called “backseat driver”) is more or less the point. Give students the charge, but make sure they don’t steer too far off course.

Allowing for the combination of learning, having fun and creating are what is needed when it comes to using technology as an aid in the classroom. Without the element of fun, students will lose interest in the task at hand, and distract themselves. Adding fun into the mix will keep them engaged, but not necessarily on task: “If you provide an all-purpose technology that can be used for learning and entertainment, children choose entertainment. Technology by itself doesn’t undo that inclination – it amplifies it” (Toyama). Therefore it is important to never lose sight of the role of guide in yourself. Allow for the element of fun, but creativity and creation must also be added-on and well-planned-out elements that we cannot do without.

In a study conducted by Andersen & Sorensen (2017) on using technology as an aid, not only for students with various learning styles, but also students diagnosed with ADHD, ADD or ASD, the element of creation (the role of designer) with the use of technology and within the classroom is explored in depth. The types of technologies examined in the study fall into these seven categories:

1. Digital Textbooks
2. Digital Course Portals
3. Video Content
4. Digital Training Resources
5. Learning Games
6. Reading and Writing Technologies
7. Individual or Shared Summary Tools

 
The findings of the study conclude that the technological tools examined provided learners with an increased feeling of flow and self-efficacy. In other words, the technologies implemented into the classroom allowed students to more easily participate, understand and contribute to the learning processes, and also allowed for them to work more independently and autonomously. The elements of creation and design were not discussed, however, the technologies were expressed as having allowed learners to effectively combat their specific challenges and cater toward their specific skills (Andersen & Sorensen, 171).
 
The italicized portion of the list above is the category where the tool that I examine falls. Individual or Shared Summary Tools “give learners a place for reflection, reification, and evaluation of what they have done and learned” (Andersen & Sorensen, 168). In other words, tools that fall into this category might be considered “Comprehension Tools”, meaning that they demonstrate learner understanding in a space that is either individual or shared.
 
The tool I have chosen to examine is a part of the popular Quizlet enterprise called Quizlet Diagram Maker, of which I found on the Professional Learning Network (PLN) called “Educational Technology & Mobile Learning”. This tool serves as the perfect space for providing learners with an individual or shared space for summarizing what is learned or how concepts and topics could be understood. Learners use this technology to create or design. Such examples of creation might include concept-mind-maps or visual and interactive study aids.
 
And such examples of creation that already exist:

Both teachers and students can join and create. As the teacher, one can design a variety of ways for students to study, test on, and turn in materials. As a student, one can design tools to study or show competency, and can even explore the tools that already exist. Whatever it is, it can probably be created in here. The platform is fairly simple and straightforward:

​With a program like this, learners can return to it at any time for repetition and memory support. Quizlet Diagram Maker is free, however, there is an upgraded “Teacher Version” that looks quite fascinating and worthy of trying out – it allows you to create visual diagrams that your students can interact with, use as a study aid, test on, or even collaborate and work with one another. Either way, this tool allows for students to learn in multiple ways, whether that is visually, auditorily, or through repetition and interaction. Users have the option to access the tool from the web as well as on mobile. The tool accounts for fun, creativity and learning, making it perfect for the role of the Designer for students and teachers alike. Check it out!

• Andersen, H. V. voldborg@learning. aau. d., & Sorensen, E. K. elsebeth@learning. aau. d. (2017). Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through Ict-Based Interventions. European Journal of Open, Distance & E-Learning, 20(1), 154–175. ​
• Toyama, Kentaro. “Technology Won't Fix America's Neediest Schools. It Makes Bad Education Worse.” The Washington Post, WP Company, 4 June 2015, <www.washingtonpost.com/posteverything/wp/2015/06/04/technology-wont-fix-americas-neediest-schools-it-makes-bad-education-worse/?utm_term=.91ec6f62c934.>
• PLN - https://www.educatorstechnology.com/2017/11/here-is-new-educational-tool-for.html
• Quizlet - https://quizlet.com/features/diagrams

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In this lengthy, yet short, self-reflection, after some months-long engagement in the dreadful yet fascinating endeavor called graduate research, I discuss a few topics that need discussing. I reflect on my challenges, perspectives, frustrations, wonderings and understandings. Please enjoy the following chautauquas (inquiries). 

​Where do I begin? There is a lot of humor in that question. It seems that I ask myself that question with everything I tend to take on. In this particular instance, the CAPSTONE project that we have been creating has a lot of those where do I begins… However, it all really starts with that essential question (a.k.a. the inquiry question or the research question); the question that sparks thought, forms more questions, and in turn, is answered. The essential question can only arise with the many focus questions that come before it and can only be answered with the many other questions that come after it.

My essential question as of now is, in my upcoming experience as a substitute teacher, how is the design and layout of classrooms in secondary schools affecting classroom management and student behavior? And with that, how might I one day use that information in designing my own classroom? Some of my focus questions for this essential question include: How does it affect behavior? How does it modify the brain? How does it influence the learning environment? How does it impact school/classroom culture? How does it change students’ perceptions of you (the teacher)? How does it affect curriculum? How does it manipulate student engagement? And there are many more questions to come before I feel confident in attempting to answer the overarching question. Who knows though… My big question still has room to change… and it probably will, but only slightly. However, the topic will stick. The research seems endless and it may throw me unwillingly in a quick and unexpected manner towards a reframing of my question. As for now though, my essential question is going to remain unchanged for the purposes of simply having one. Where do I begin in answering the essential question? Well, that would be through research and the construction of the literature review.

Something so confusing for me, yet it is so simple; the literature review is an examination of the research already provided on the many elements of a topic. Thorough examination on my part must be made. In a way, the literature review sounds quite absurd. You are rewriting what others have said in your own words to prove that you know what you are talking about… I mean, it makes sense. We need to convince our audiences that we are credible and that we didn’t just come up with a bunch of baloney. We want the world to listen to us.

Another reason to write a literature review is to make sure that you are using the same vocabulary as others who have researched similar topics. You don’t want to be coining your own words. Again, we want the world to understand us. We don’t want to create a muddled, befuddled audience, but instead contribute to the educational field by being a productive and well-informed researcher.

I’m not sure why I have struggled with this literature review… Perhaps it is because I’m still unsure of my topic. Not the topic itself I guess, but more or less the purpose that exploring this topic serves; it is still a little unclear to me as to what I am researching. Or maybe it is the overwhelming amount of reading I have been doing and still need to do (read, reread, and re-reread) and the reiteration/reinterpretation that follows. Not only that, but half of the readings that you think you will use, tend to get thrown aside because of a change in mind. I understand the literature review… I think. I consider it highly valuable. Nevertheless, a review of literature is a bunch of writing that I will always think of as a pain.

​I have been writing my literature review on three themes. The first will be on the definition of classroom design. This encompasses not only what classroom design is, but what aspects of classroom design have been found to be important. Following this, I will have a section/subtheme on classroom design and how it has been found to affect student engagement and behavior. Similarly, I plan to have the next subtheme examine how classroom design has been seen to affect teacher performance. These three themes are necessary in that they provide me with an understanding as to why certain ways of designing a classroom are more productive, beneficial, and fluid, as opposed to others. After this, I will point out how the research is limited in terms of substitute performance in relation to classroom design. Then my personal analysis will commence, where I will carefully reflect on the study I conduct.

The IRB is scary. I am truly afraid of it. The process seems lengthy and I have learned that I don’t deal with anxiety well. Even thinking about it makes me anxious. Hopefully I can carefully consider the parameters of my project so that I can refrain from doing the IRB (avoid it at all costs). But alas, this will probably not be the case.

The IRB (Institutional Review Board) is a group of people who deem whether or not you are allowed to do the study you have planned based on how well you meet the many requirements. These requirements seek to protect the participants of the study the researcher(s) is conducting. When planning one’s study, one needs to consider things concerning the rights of humans, their well-being, the fairness of the study, the dangers, etc. Really, it is just an entity within a college that exists with the sole purpose of protecting the college from the students who are conducting studies for research.

I only intend to be gathering data from surveys/questionnaires, self-writings/reflections, and possibly interviews with teachers or other substitutes through email. I also intend for the data to not allow for the identification of the human subjects that take part in my research/project/study. In other words, anonymity will be in full effect. The questions for my participants (most likely teachers or substitutes) will not have to do with anything sensitive or uncomfortable either. The only thing that really matters in terms of the IRB if the research uses persons under the age of 18 years. I have designed my study to not deal with students at all, but rather the spaces they occupy during the school day. In other words, I don’t believe I will be using any of them as subjects... So, the IRB might be still be required, but I am unsure… I will need clarification on this. It would seem to me that I can get away without having one if I refrain from using human subjects altogether. Either way, I will have to collect data for this project, and that data will have to be analyzed.

Speaking of analyzing data, there are two types of research approaches that data can be obtained: the quantitative and the qualitative. I imagine I will be experimenting with both approaches, – a hybrid of the two – but I am unsure still. The quantitative approach likes numbers, (quantity) and seeks to prove something (closed-ended questioning) using highly structured methods. I don’t know how I will be using this type of approach, but I imagine that will come later.

I do know that I will be using the latter called the qualitative approach. This approach is much more lenient in its questioning (open-ended) and it doesn’t seek to solve or confirm anything. It only looks to explore and give an understanding towards. This is why I like it. I only have a desire to better understand the world. I’ve never been too good at arguing a point or trying to solve an either-or question. My mind doesn’t work well between the black and white; it’s a multi-valued orienteer. This form of research, the qualitative, is also more flexible in its methodology. Because I plan to self-reflect on my time as a substitute, this approach to research will be more favorable for myself.

Perhaps the most important thing I took from our summer class are the words from Kris Greer concerning what action research entails: “Nothing is a fact. You’re not proving something. You’re only trying to learn something and trying to change your thinking.” I won’t forget these words; not because I wrote them down in my notebook, but because it makes it much more comforting to know that I am only trying to learn something and not trying to show the educational sphere that I am a masterful researcher. I don’t plan on being that.

I do know that I will effectively create something of value. I remember that we discussed how we are to evaluate the rigor of our own research. We start with credibility. What this means is that we need to consider who our audience is. Who is reading and approving it? I have every bit of faith that the Ed Department at Fort Lewis College is credible in their assessing of graduate writing. They will definitely tell me whether my project is a complete disaster or not.

The next thing that we discussed was that of transferability. In other words, is the project transferable (useful) in other settings? Or is it only of use to myself. This will be something that I must think about. At times, I feel unsure as to whether or not my project will benefit the educational field (other educators). I hope it will. I think that I could definitely include a section in my project on advice or steps to effectively combat the varying design of classrooms for substitutes. That might be cool... Or at least something similar to that.

The last thing is dependability. Does it answer the essential question? Does the data and the analyzation of the data properly answer the posed question? Well, I hope it will. That is the goal of the research… is it not?