Students presenting their app idea about a lost and found app for animals.
I am no longer the most knowledgeable person in my classroom. I am not sure who owns that title - but more often than not it is not me when it comes to teaching Scratch, App Inventor, and soon Game Design and Computer Science Principles. I feel a bit guilty about it - but it is just not possible anymore.
Should I spend hours researching and testing everything I do before I feel I am ready to present it to the class? Some may say yes but I would like those same people to tell me when I should find the time for that. Or a better question - if I have to work this hard - what are the students doing? Shouldn't they be doing the problem solving? Shouldn't they be part of the research?
I think about how I continue to learn now that I am no longer a student. There is no one telling me what to do, I have to figure it out for myself and that is now the philosophy I bring into the classroom. I am teaching the students to do their own research, crowd sourcing, problem solving and not to fear good old fashion trial and error.
I want my classroom to be as real world as possible. The classroom is not the place where I show off my knowledge. Rather this is where the students learn how to problem solve and find solutions to their questions. The goal for my students is to be successful human beings. The goal is not for them to jump through my hoops. Yes, this means sometimes my timelines get altered as they try to figure things out. I often think that sometimes as teachers we end up giving the answers because we are rushed to get through the material or prove to them we know what we are doing. This may make things go faster but it does not help learning and does not create the experiences and steps the students truly need in order to "learn" something.
I used to feel embarrassed or flustered if I could not answer my students' questions right away. However, now I don't let it bother me. The truth is that the field of technology and computer science is constantly changing as new software and tools are developed. I try to stay connected. I go to conferences. I meet with my advisory board. I read articles and ask questions from my tech geek husband. However, there is no way to be well versed in it all.
My confidence in inquiry grew this past year when I started teaching Exploring Computer Science which stresses inquiry as one of the three major components of teaching the curriculum. It is also stressed when I go to professional developments about developing critical thinking and using project based learning. I have found that now that I don't easily have the answers I am much stronger at asking questions in order to get the students to think and begin to ask more questions on their own.
Now, instead of feeling insecure when I don't know something, I celebrate the thinking and inquiry coming from the students. "Yes, that is a good question," I respond. "How can you find out the answer? Where would you look? What keywords would you use to research it? Have you asked other people in the room if they have found a solution?" Now they are learning to trust themselves to find the answers. They know that questions are great and solutions are there for them to figure out on their own. And that is what I call successful learning.
Instead of spending hours researching and testing every last lesson and skill get the students to research and test with you. There is no one telling adults and workers how to do every last bit of a job, you must learn to figure it out. Get the students to gain confidence and problem solving skills by doing their own research and crowd-sourcing and not to fear good old-fashioned trial and error.
The classroom is not the place to show off your knowledge. Rather it is where the students learn how to problem-solve and find solutions to their questions. The goal is for them to learn to be successful not to jump through hoops. Give them open ended challenges or small challenges and step back and let them figure out using their resources.
Sometimes teachers end up giving students the answers because they are rushed to get through the material or prove to students that they know what they are doing. This may make things go faster but it does not help learning and does not create the experiences the students need in order to truly "learn" something.
Don’t feel embarrassed or flustered if you can’t answer students' questions right away. The truth is that the field of technology and computer science is constantly changing as new software and tools are developed. Try to stay connected and read articles However, there is no way to be well-versed in it all.
Instead celebrate the thinking and inquiry coming from the students. Put the student in the power seat to find the answers. This will encourage students to think and begin to ask more questions on their own.
This way students learn to trust themselves to find the answers. They know that questions are great and the solutions are there for them to figure out on their own. And that is successful learning.
Students meet with mentor to review resumes and prepare for upcoming internship fair.
On the first day of school when I meet my 10th graders I welcome them into my room by looking them in the eye, shaking their hand and introducing myself. They must respond the same; otherwise they must try again… and again. My class starts professionally and we stay that way through the three years we spend together from 10th-12th grade.
I teach a technology program that runs three years and I am passionate about teaching my students how to learn on their own, navigate the professional world through resumes, cover letters, and informational interviews, and to realize that every opportunity is a prospect for networking and applying it to their future.
Melissa R, Class of 2012: Mrs. Aaronson teaches far more than what her curriculum requires; she offers students life lessons that we'd otherwise learn through harsh experiences. I do not only refer to the interviewing, business, and presentation tips that were drilled into minds since we met her but also the introspective lessons of learning who we are. In a particularly stressful time in my life, Mrs. Aaronson noticed my tension and addressed a problematic aspect of my personality. She confronted this instability and taught me that learning how to balance my life will help me live a more successful life. She reminded me of an even more vital sentiment: no matter how stubbornly independent a person is, everyone needs to learn when to ask for help, step away from something admittedly too difficult, and rest when it is necessary. Far beyond the actions of any of my other teachers, Mrs. Aaronson has taken a more personal approach to actually aid me through the obstacles that will constantly appear as time goes on. However, I am no more extraordinary than any of my classmates. Mrs. Aaronson actively seeks out ways to guide every student any way she can.
Demsy L, Class of 2012: In this world of inspiring figures that people look up to, there is Mrs. Aaronson. A force of nature disguised as a teacher emitting inspiration, perseverance, intelligence and just plain awesomeness. As a student, she has inspired me to always put my best foot forward, she has told me that being myself, is the key to my success. While being sincere she has always pointed out what I can improve in my academic life. Always willing to help, she has demonstrated great caring not only for me but for all her students.
The students in my Technology Academy begin creating their digital portfolios in the 10th grade which include their resumes, cover letters, work samples (websites, animations, writing samples, videos, etc), and community service reflections – all of which get reviewed by our business partners and mentors. Every project or challenge they do is meant to connect to the real world.
Recently, the juniors took on a tutorial project. The challenge: Choose a software program you are interested in and find a tutorial and create something new using that program. At first, most of the students just clicked around the computer and looked lost. The freedom to explore on their own was a foreign concept. However, after a few days of more students getting the idea – the room was finally buzzing with students trying to create new things on their own and sharing their accomplishments with each other. The smiles were contagious. The students then had to try to recreate what they learned using a similar software program and write a reflection. One student ended his reflection with this statement: “From this experience, I learned that I can learn anything I want without having my teacher telling me. I now feel confident that I can learn any program out there if I choose.” He asked if I was upset by this statement. I told him I had never felt more successful as a teacher.
My years as a professional outside the classroom play a big role in what I do as a teacher and coordinator of a high school career academy. Prior to teaching, I was a production manager for Nickelodeon’s Blue’s Clues in New York where I had to manage people with a variety of personalities, master the art of multi-tasking, and hire art directors, prop masters and interns. In order to get this job I had to network my way into the television industry and to move quickly up the ladder and gain experience. I became resourceful and as a result became a proactive problem solver.
I loved my years in television production, but I always knew that my destiny was teaching. I am motivated by my mother, Aviva Freeman, a Response to Instruction and Intervention Expert and inspiration for teachers all over District 1 in LAUSD. I like to think that I inherited a bit of her natural ability since I have always gravitated toward teaching roles starting as a young kid where I tutored kindergartners, worked at camps and after college graduation, I was a museum educator and a consultant to assist teachers integrate technology into their classrooms.
When I returned to Los Angeles in order for my husband and me to live closer to our families, I applied for the Los Angeles Teaching Fellows program that trained professionals to be teachers. I was fortunate to do my student teaching at Foshay Learning Center and even luckier to land the position of Technology Teacher of the High School Technology Academy right away. I tell everyone that I have one of the best jobs in LAUSD.
As the lead technology teacher I expose the students to some of the top industry standard software on the market such as Dreamweaver to make websites, Flash for animation, and Photoshop for graphic design. All these projects, plus video production and programming get compiled into the students’ professional digital portfolios. I am able to keep the technology updated due to the California Partnership Academy grant I applied for and receive every year since 2004.
One of my greatest contributions is the production of the digital portfolios that now all students on Foshay’s campus create, starting in the 10th grade. I feel passionately that in order to be skilled at a career, the students need to know how to get a job. I started the online digital portfolio two years ago and after that first summer a handful of students got in touch with me to tell me how far ahead of the other students in their college they were due to the portfolios. Their resumes and proof of experience got them better jobs and scholarships. As a result I spread the word to the other academies on campus and now my students are teaching everyone else how to create these websites.
I take pride in the work that I do and I am always looking to share my ideas in order to get feedback and to assist others in adopting highly engaging and relevant activities in their classroom. I have presented for the past three years at the Educating for Careers Conference in order to share how I build mentoring programs, work with business partners and co-create cross-curricular projects with my team of teachers. In 2010, my Technology Academy was selected as one of the top ten academies in the state and a video was made about us as a sample model academy in order to help educate and inspire others about the academy model.
As the WASC Coordinator, I was able to get the teachers to communicate more with each other and share their best practices. As a result we are more informed of data, more in tune with each other and spread common messages and themes throughout our classrooms including a 10th grade International Baccalaureate Ethics Unit, college research, career shadows and resume writing.