Ice breakers and seating arrangements for the first days of school (or whenever!)

Ice breakers and seating arrangements for the first days of school (or whenever!)

Some of these are variations on activities that I have found through googling over the years and have worked well in my classes.  They can certainly be adapted for any subject and can be used at various grade levels. They can be used as a way to group students to go on to a different activity or it could be the activity in itself.  Hope you find some of them useful!

1. Pipe cleaners: Pre-select how many students you want in each group and how many groups total.  Then choose as many color pipe cleaners as there are groups and have one of that color per group. For example, if you have 5 groups of 4, you should have 4 green, 4 yellow, 4 red and 4 blue (or whichever colors you prefer).  Meet your students at the door and ask them to take just one pipe cleaner and have a seat. When all students have a pipe cleaner and are seated, ask them to create groups in which there is only one of each color represented. These are the groups and these students should sit together. Once they have formed their groups, ask them to create something with the pipe cleaners in a certain time frame. Once the time is up, ask them to discuss what they made, how they made it and why. This is good for team building and getting students to work collaboratively.
2. Puzzles:  You can make your own or purchase some very simple puzzles from the dollar store. It is not always important the subject matter of the puzzles unless it is central to your lesson.  Put all the puzzle pieces in a bag and greet your students at the door, having them select a single puzzle piece. Once everyone is seated, ask them to complete their puzzles. Once they have completed their puzzles, they have created their group and are ready to go on to whatever activity you have planned.
3. Birthday order: As the students come in, I ask them to sit wherever they choose but that the seats will not be theirs for long so don’t get too moved in!  I tell them I am going to have them seat in a certain order and when they are seated on their own and are sure of the order, I will take attendance based on this order (requires some prep work on teacher’s part ahead of time).  If everyone is seated in the correct order, the class will get some sort of prize (this could simply be high praise or points on a test or a homework pass - it’s up to you). This activity is great for language classes because students can practice asking for information like “When is your birthday?” or “When were you born?” They are also practicing numbers and months of the year.  Now, they have to seat themselves in birthday order from oldest to youngest or however you choose.
4. Fragmented sentences: Students will each receive a single word from a sentence. They must find other students to make a complete and coherent sentence. This can be somewhat time consuming given that depending on your sentence choices, there might be multiple ways to create a sentence but the caveat is that EVERY group must have a complete and coherent sentence so somewhere, some group will be missing something if it’s not done correctly. This takes teamwork within groups and across groups.
5. Vocabulary cards/Stickers: For this activity, you will need vocabulary cards/stickers  for different topics.  Hand students a card or sticker as they walk in and ask them to form groups.  You can plan out how many you want in each group by making sure they form groups with like items or you can tell them to create their own groups and then justify why the chose their groups. For example, if you use animal cards or stickers, they can be grouped by birds, dogs, cats, turtles, etc. or they could form groups on their own justifying them by saying: “These are all animals that fly” or “These are all animals that live in the ocean” or “These are all animals that are loud/quiet.” The second variation will certainly take longer but it will definitely produce some interesting results and may even surprise you with groupings you couldn’t have anticipated!
6. Preferences: If you have a certain topic you’d like to introduce, you could have students be seated by their preferences and then further by sub preferences. This will not only introduce some good vocabulary but students and teachers will learn about each other in the process. For example, if I want to review/ introduce weather, I might have the students first create two large groups- one on each side of the classroom by them asking and answering a simple question like “Do you prefer the hot or cold weather?” Now, you have two large groups. Then within each of those two groups, they will subdivide by asking and answering yet another question like “Do you prefer the beach or the pool?” or “Do you prefer to be outside or inside when it’s cold?” After that you will have 4 groups. If you want to go further, you can by breaking down those 4 groups into 8 groups with further questions.  Here’s what I might do: If they prefer the beach, break into further groups by asking “Do you prefer to stay on the beach and tan or swim in the ocean like a fish?” If they prefer the pool, ask “Do you prefer to float on a raft in the pool or play volleyball?”  If they prefer to stay outside when it’s cold, ask “Do you prefer to ski or snowboard or have a snowball fight?” If they prefer to stay inside when it’s cold, ask “Do you prefer playing video games or watching tv?¨  This activity can be done for a variety of topics and can be tailored for how many groups you hope to have.

I hope that you have enjoyed some of these ideas and that you might use and/or share them.  Either way, have a great start to a new school year! If you have some of your own to share, please do!

School and learning NOT School vs. Learning

My thoughts on George Couros' School vs. Learning

While I do agree with the differences laid out nicely in George's image below, I do have to say that I am not sure that I would see school as negatively as it can be portrayed.  I think in a perfect, utopian world, school and learning are so intertwined that you cannot pull them apart so easily. Maybe it can get there if more teachers were in it for the passion and not the paycheck. Maybe it would help if more administrators encouraged risk-taking and more teachers availed themselves to a great #PLN that would help them be more innovative.  I am not sure that this can happen in our lifetime but I am optimistic that if we can effect change now, some of our students will someday become the educators that make it happen.  Plant the seeds, give them plenty of nourishment and let's see what we can accomplish. Hopefully, we could see a future when we say school and learning instead of school vs. learning.

What if we rewrote some of this to have school not be against learning but together with education?  In order to not make this post lengthy, I will only look at a few points from the image below and would love to hear comments from readers! What struck you? Do you agree? Disagree?

Original:

"School is scheduled at certain times. Learning can happen any time, all of the time.

What if it read instead: Although your hours in school are set, teachers spark your learning to continue beyond their hours and their classrooms so that you never stop learning.

Original: 

"School is about giving your information. Learning is about you making your own connections."

What if it read instead: School opens the doors to information through all who participate- teachers and students alike- to encourage you to make your own connections, creating a deeper, more relevant understanding.

Original:

"School is about finding information on something prescribed to you. Learning is about exploring your passions and interests."

What if it read instead: School provides information on various topics so as to open the eyes of its learners so that they may delve deeper and explore passions and interests they may not have been exposed to yet."

I think my goal is to make school not the enemy but the spark that ignites the passions and innovation in our students.  Thoughts?

WHAT IF?

The concluding part II of the The Innovator's Mindset  presents the reader with some really thought-provoking What if questions.  One of these that really had me thinking was "What if we hired people who did not look at teaching as a "career" but as a "passion"?  As I read this question, I immediately began to think of what my school could look like if that was one of the top questions on the minds of those involved in the hiring process. I imagine students going from class to class excited, engaged and ready to learn.  When you think of teaching as your "job", it definitely comes across to the students that way.  Teachers who are just going through the motions, teaching on autopilot one ditto at a time are really doing our students a disservice. When you are passionate about what you do, it's easier to inspire others. I think it communicates that you not only are knowledgeable in your subject area and enjoy it, but you also have a need to share it with your students, which in turns sends a message to them that you are invested in them.

A second question that resonated with me was "What if we empowered students to make a difference in the world today and in the future?"  It has become increasingly apparent to me that when you set the tone to ensure a safe classroom environment where students feel comfortable sharing without fear and are treated with mutual respect, it will serve them in all aspects of their lives.  If fostered from the early grades and reinforced throughout their academic career, I believe it creates an atmosphere where real learning can take place.

One last note on this What if concept.  Last year, I read Warren Berger's A More Beautiful Question and this reminded me of how questioning can be one of the most important tools for creating innovators.  In his book, he says that there are three steps in questioning, Why? What if? How? I think these could easily be applied to education and to an innovator's mindset.  

So, I offer this scenario:

Why are our schools failing our students?
What if we could change this?
How could we use our innovator's mindset to do so?

Am I innovative?

I get how innovation is defined as new and better but I am struggling to find a way that I can define what I do as innovative. I always thought that I was pretty innovative because I never conformed to anyone else's curriculum. I have always painstakingly designed my own curriculum because I felt as if simply following someone else's would not be me. I believe that in order for me to be the best teacher for my students, I have to be me.  I cannot be Mr. So-and-so. I always say that we all have different teaching styles and that's ok.  It doesn't make one way better or worse, just different.  I believe that being your true self and sharing your own passions in your teaching will make the connections you make with your students stronger and more authentic.

That said, I am struggling with the idea that although I may be doing things in a new and better way from how I previously did makes them innovative in my field.  Even though I feel like I am always looking for ways to be better and make my mark in my career, I have a hard time believe that I might be the only one to have come up with an idea.  I often feel as if there must  be other educators doing what I'm doing and that I'm not that  special. A good teacher, sure, but cutting edge- debatable.

Here's an idea that I had and really I just adapted from another activity that I found in a book. In learning a new language, communication is king.  To that end, it is important to offer the students opportunities to use their new language in an authentic way.  Meeting new people is inevitable and so often we have our students engage in a dialogue in which they ask each other's names, where they live, how old they are etc.  This is usually boring because in most cases, these kids have been together for years and so they know their names already, everyone is more or less the same age and they all live in the same town. Result = answers are all almost identical. I came across an activity in which students were given a worksheet with different people from different areas and had different ages. They had to pretend to be these people and simply fill in the worksheet.  Ok, so that was better because they had to pay more attention to names, ages and where people lived and it increased their vocabulary but it still seemed a little boring. What I did was tell the students that they were going to be given a new identity and had to meet and greet with everyone in the room. The worksheet didn't have as many different characters as students as I had, so I created additional ones. Each student was given a slip of paper with their new identity and was asked not to share the details until they were asked specific questions. They all had a worksheet with only names and then had to fill in the rest of the details as they "met" each other. This activity was a big hit.  After this informal meet-and-greet, I did the same activity in a formal setting so they would know how to interact in different social settings and I included different nationalities and professions to add to their vocabulary.  Can this be defined as innovative? On a personal level, I would say yes. But I'm not so convinced nobody else ever had this idea so I really don't know if I could take the credit.

Even though I may not feel like I can apply for membership in the Elite Innovator's club, I do feel that I do have many qualities of an Innovator's Mindset.  Some I think I can easily attribute to myself are:

1 - Empathetic - I think that I often put myself into my students' shoes because I always say that I wouldn't ask them to do something I wouldn't do myself.  I often offer examples of what I might be looking for, using previous student work and my own. I tell them to take my work and make it better because I know they can.

2 - Risk Taker -  I have many times thrown out an entire unit plan because something came up a class discussion or in the news that seemed to be more relevant to my students and so I rebuild a unit.  I will try anything at least once if I think my class can benefit from it. If it doesn't work out, it was only one day, my kids won't be ruined and it's not just a learning process for them!

3 - Networked - Although I have had some reservations about technology and social media, one of my classes a few years ago walked me through the whole set up process of Twitter and showed me how it worked and I have them to thank for all the educators I have connected with. It has proven to be an invaluable tool and I don't know what I'd do without it now.

4 - Reflective - This characteristic has served me well. Being able to look back on what worked, what tanked and what was ok but could have been great if I only did x,y, or z has helped me become more organized, more in tune with my students and most of all made me realize that I'm also human.

Can I claim Innovator status yet? Not sure. If we're being honest, the best I could say is maybe but I still have a ways to go.

Sharing vs. Bragging

Sharing v. Bragging

This evening, when I came home from work, my wife and I were having a conversation about successful teachers and the recognition that may accompany this success. We are both teachers, both passionate about our career but both with VERY different personas. I am usually very vocal about just about anything and I love to share while my wife prefers "not to make waves" - whatever that means. She has a much more quiet demeanor and is more reluctant to share with just anybody. 

I believe that you are the maker of your own destiny and if you want something, you must go after it. I'm not just talking about material items. In fact, I think that material things are much lower on my list of wants. One example of something I want is to be the best teacher that I can be for me and for my students.  To that end, I am always looking for great ideas that I can use in my classroom, connecting with other educators who share my mindset and reflecting on my practice. 

This year, my school has begun a new program that has its roots in project based learning. I, being a language teacher, jumped at the chance to be a part of the program. So far, things are going really well and although I was supposed to be using this approach with certain classes, I couldn't help but do it in all of my classes. I am very fortunate to have a very supportive administration - from the very top down. I don't think that happens often.  

It has been extremely beneficial to share with other teachers in the program but also with those who are not. I have been so excited about what I've been doing in the classroom, that I can't wait to share with the other language teachers in my department and with my administration. So far, I don't think that I have given the impression that I am better than others because I think that my enthusiasm and passion conveys that we can do more with our students and I am hoping it will open a dialogue between colleagues so that they can also share with me their successes. In the end, it's about the students and honing our craft- not about who's better, more traditional or too progressive. We all have something to bring to the table but the dialogue has to start somewhere and everyone should know that their ideas are just as welcome. Lead by example, right?

Back to my wife. She had begun watching a series on Netflix called The Kindness Diaries by Leon Logothetis. She tells me that I need to watch. I do, and I'm hooked. I can't help tearing up throughout each episode but can't get enough. If you haven't watched this series yet, put it on your must-see list! It has made me appreciate on an ever deeper level everything I have and the life I live.  I immediately followed Leon on Twitter and let him know how great I thought his idea was. I couldn't help but want to let him know, even if I don't get a retweet or a like- I just think he should get the praise he deserves. So, a few days later, Leon tweets that he'll come to your school or business and I'm thinking "How AMAZING would that be!?" And like that, I tweet at him and before you know it, I've entered a dialogue with him! I hope that we can make this happen.  I tell my wife and she immediately has an awesome idea that we should start a project that is rooted throughout our entire district called Commitment to Kindness. I tell her I hope she's ready for some recognition because my mind is already racing ahead to having a teacher in each of our schools head up the initiative and she has to be the one in her school.  Since she won't "toot her own horn", I'm doing it for her. 

Sometimes we're afraid if we share ideas that they'll come across as bragging or that if we go above and beyond what we're doing that our colleagues will think we're trying to make them look bad.  I've heard of some teachers talking about another saying how she's always requested by parents and it's not right. I know that this particular teacher does what she does because she's passionate about certain things not to show anyone up.  Maybe her way isn't your way. Maybe her passion isn't yours.  If you're jealous, ask yourself why.  We all can be ourselves and be amazing and communicate that with our students. It would be boring if all the teachers were the same anyhow.  

I logged onto the first episode of #IMMOOC tonight and this very topic was brought up by a fellow viewer that it prompted me to write this post.  I feel that I share with good intentions.  I believe that the way you present something with passion and enthusiasm should be inspiring not showing off. If people feel that you're doing it to gain more recognition than them but your intentions are good, it really is on them. We all can share in the spotlight when we have a common goal. If we can share without fear of judgement, imagine all the ideas we could have in our arsenal! 

How do I make something "fit" into my curriculum and effect change?

I have been struggling with something for a while at my school.  First of all, I'd like to say that my school probably has one of the nicest population of students.  Everyday, I see examples of acceptance of others for who they are.  I have witnessed first-hand a so-called "jock" speak with an autistic student asking him how his day was going and then hug him.  For the most part, students can dress as they like and almost no one will give them a second glance.  This is what makes me proud to work in this building.  

However, there have been some tensions with our recent immigrant population.  For some reason, many students are unable to put themselves in the shoes of these recent immigrants and this impending election has not made things any easier.  It has only brought out more hatred.  The overwhelming majority of our immigrants are from Latin America and have been the topic of discussion amongst many of the mainstream population.  I have had to reprimand some students for voicing in class that these "Spanish kids" are trouble, are screwing them out of work or college opportunities or just generally rude.  "They're always talking in Spanish in the hallways" or "They always stay together" are comments often made.  This has not been just since one of our presidential candidates has clearly voiced racist opinions in an effort to make our country great again.  This has been for a while and maybe it's just a little heightened since then.

I'm an Italian teacher, not a Spanish teacher. However, I have respect for and love language- even the crazy English language with all it's exceptions to the rules and silent letters or mutating sounds.  I was searching for a way to make relations between our mainstream population and our immigrant population better. I have tried in my class when some of those statements were made to point out some things that seem obvious to me but less than to these students.  For one, I tried to have them imagine that they were put into a high school in a foreign country, with no prior knowledge of the language.  There would, of course, be classes in that language for them and other Americans.  I asked them, "Who would you hang out with?" and "What language would you speak in the hallways?" Listen, high school is difficult enough.  Add being an immigrant, often out of your control, to that and I think you've got yourself a pretty stressful time in an adolescent's life.  

Beyond lecturing and trying to point out what was obvious to me, I didn't have a clue as to how to make a difference and include my students.  I thought to myself, "This would be so much easier if I was a Spanish teacher."  I thought maybe do a social experiment outside of the classroom with some of my students as volunteers.  

Then, I picked up a book by chance, A More Beautiful Question by Warren Berger.  I was researching project-based learning because I am always trying to make my teaching more effective and relevant. His book talks about how great ideas for medicine or inventions or teaching have come from a question.  There might not be a Netflix, Amazon or Polaroid if the creators didn't ask themselves a question.  I struggled a little to see how this could work for me in my classroom where my students had limited proficiency in the language. And then, like had happened for many others outlined in the book, I had an a-ha moment.

I was working on my family ancestry this summer.  It was something that I had been interested in for a while.  I knew a lot about some parts of my family but hardly anything about others.  I started to build my tree and contact cousins and ask questions. I was sitting at a Starbucks, waiting for my kids' soccer camp to end, scrolling through hundreds of online birth certificates, death certificates and marriage certificates, that I was frankly surprised were available online from a small town in Southern Italy, when it hit me. Sometimes, you need a distraction to bring your mind back to the right place.  

I usually have my college-level students read an introduction to a book about Italian immigration. It was mostly because I felt it was really well-written and it's an important part of history for Italians and Americans.  The piece details the immigration time period from the late 1880s until the early 1950s.  I thought I would add after the reading, a personal experience.  I would tell them that my grandfather had come from Poland when he was just 18 years old.  I would recount the story of my grandmother and her immigration experience.  She came from Italy in 1951, leaving behind my mother and grandfather, to start a better life for her family.  Her story could be a novel in it's own right.  I would tell my class how this impacted my life and how I wouldn't have what I have if my family hadn't been brave enough to come here from Europe and start new lives. I owe my freedoms and education to them.  Then, my students would complete their own ancestry project and they would tell the story of their family.  Finally, I would arrange for my students to meet and interview some of the immigrant students.  The hope is to help them have empathy and maybe change the culture of my school.

How can I help change the culture of my school? How can I get students to have empathy for recent immigrants in our community? What if I used a reading on early immigration and an ancestry project to help change the minds of my students regarding the immigrant population of our school?  These were my questions.

So far, we have read the early immigration piece and I think students were a little upset to hear how the Italians were treated when they came here.  I asked them to think about that and think about how it is different for the immigrants in our school. What is the same? What is different? The scary thing is that it's 2016 and a lot isn't different.  When you think of the word Italian, you probably think of fashion, Ferrari or pizza. All great things but not so long ago, Italians, like many groups before them, were looked down on and mistreated. It took a few generations before Italian became synonymous with all things good and then Italian-Americans could be proud. Could this happen with our new immigrant populations?  Just for good measure, my students will be visiting the NYC Tenement Museum this week to see exactly how immigrants lived in the early 1900s. 

My students agreed to interview the immigrant students and last week brainstormed questions we could ask them.  This Thursday, we will be interviewing them and I am nervous and excited.  I think that this could be the change. I was recently watching a video in which teenagers who admitted to texting and driving met face-to-face with a girl who lost both of her parents and was seriously injured herself because another motorist was texting. Sitting face-to-face, many of these teenagers broke down.  It is hard to deny things or not have compassion when you have direct contact.  It is my hope that these interviews will provoke similar reactions. Maybe when we hear their stories first-hand, we will have more of an appreciation and maybe we can help bring them in instead of push them out.  

A student of mine asked me if these students would interview them and I hadn't thought of it but in that moment, I was like, "Gina, that's genius!" After our interviews, the immigrant students will do the same.  They will brainstorm questions to ask my students and we will conduct a second round of interviews.  I am looking forward to this! I am so glad that I found a way for this to "fit" into my curriculum.  

New Year, new teaching

New Year, new teaching...

One of my New Year's resolutions was to improve my teaching.  Even though I have been teaching 16 years, I am always looking to improve upon what I've done in the past.  Friends of mine have said, "after all these years, you should just be able to teach auto-pilot" or similar statements.  I have re-used projects or even some lessons but I every weekend, without fail, I sit down and plan for the week.  I want to stay current, fresh, relevant and I don't want to be bored.

Something new that I've tried this year was a QR Code Scavenger Hunt.  I don't remember to whom I owe the credit for this.  I think that it was the result of networking on Twitter or from someone's blog. I wish I could thank the person who created it because my students are having such a great time with it! Basically, what I have done was to create an initial QR code which has clues to where they can find the other QR codes throughout the school.  The clues are all in the target language.  In teams, the students run (some, literally) through the school to find the other codes.  Each code they scan has information they must find or a task like taking a selfie of the whole group with a certain administrator or food. I have used the QR Reader app on my phone to create the codes as well as ClassTools.net's QR Code Treasure Hunt.  Here are some pics from a recent scavenger hunt. You can even scan my code to see what I used!

 




I am so grateful to my students from a few years ago who set me up on Twitter. Before Twitter, I would do what I was used to doing in order to prepare for my classes--scour the internet for research, articles and ideas.  That was time consuming (even if it was worth it).  Enter my period 5 class insisting that I make a Twitter account.  I've been hooked ever since.  Now, I follow some great educators and take part in some awesome chats like #reflectiveteacher and #langchat.  It has never been easier to network ideas (if there is a better way- let me know!)

I'm excited to start using some of the new ideas that have been shared. I'm looking forward to implementing some tools like ClassTools.net's Random Name Picker and using Twitter to have students chat.  My love of music helped me to learn language more than many other activities and I try to bring music into my classroom any chance I get.  I have done the standard cloze-type activities where student fill in missing words they hear.  I have analyzed songs with students, translated parts of a song or had students make music videos.  I even use music videos as #twextracredit.  (#twextracredit is my way of giving my students extra credit through Twitter.) This year, I have tried to be more creative having students go on a scavenger hunt within a song.  I give them lyrics to a song, play the song continuously and ask them to find certain items like verbs, tenses, synonyms/antonyms, certain vocabulary terms and so on.  Basically whatever I can pull out that ranges in difficulty level.  I have had students work together and separately and usually reward the first to find all items.  It's a fun way to have students look closer at language, hear authentic language and for me to share my favorite artists with them.  I use songs in my Kahoots that usually give a clue if they're paying attention closely.  I'm always looking for ideas and would like to thank @SraSpanglish for her blog posts, especially the one on Pop Song Practice. Nice to have some new fresh ideas.

One idea I'm especially excited about didn't require me to go far or even sign in to Twitter. An advantage of being married to another teacher is that you get to bounce ideas off one another all the time.  My wife is an elementary school special ed teacher and recently we were talking about ideas to improve our teaching and she was saying that she wanted to give her students the opportunity to teach their classmates about things they enjoyed.  What an awesome idea! Even though my students might be a bit beyond show-and-tell, the idea is great.  I'm hoping to implement a version of this where my students will submit to me a topic they would like to teach the class about- sports, music, dance, whatever- and will prepare a mini lesson in the target language. I will work with them separately (in and out of the class) to prepare and each student will have their time at least once during the year. 

Another idea I'd like to "steal" is that my wife's students have written their own "books" and she keeps them in her library.  When students have free reading time, they love to read their classmates' books. How cool is this! Now my wheels are turning...  

I'm already feeling motivated to get going on improving my teaching. That's one resolution being worked on and this post is another-dedicate more time to my blog. Feeling accomplished! 

New Year's Resolutions...

New Year's Resolutions...

I'm not sure that I really believe in making resolutions or not. I know that they are intended for making me a better me and there is certainly nothing wrong with wanting to be a better version of yourself but will they end up making me feel bad about myself if I don't attain them? I did a small activity with my students before the Winter Break where we watched two videos of Italian teenagers talking about their resolutions.  I did it as part of a listening comprehension activity followed by a brief writing activity.  I think they enjoyed the videos. I know they could relate to some of the ideas like trying to use your cell phone less.  The video really captured the attachment many of my students (and probably many adults) have to their phones.  Check out the video here.  After they watched the videos, I told them to write a short list of 4-5 buoni propositi per l'anno nuovo, New  Year's resolutions.  Before writing, I told them that they didn't have to necessarily be  "resolutions" but maybe goals, instead.  I also asked them to jot down a few things maybe they thought should be goals of mine as their teacher.  We reiterated some of the ideas from the two videos and I told them my own, which were as follows:

1.  Migliorare il mio insegnamento, Improve my teaching.   This one fits into the category of goals as opposed to resolution.  I am always striving to be the best teacher I can be. I am always open to new ideas and always searching for the best way to get my students engaged. At the start of this school year, I was not using as much technology as I could've been using but I have since implemented many aspects of technology, like Google Classroom and EdPuzzle.  I'm excited that Duolingo and Quizlet now let you set up classrooms for your students so you can monitor their progress and post assignments directly from their site onto your Google Classroom! My students have enjoyed Kahoot! immensely and I have definitely noticed a difference.  But there is always more that can be done, even without technology and it is my goal to search out whatever that more is and bring it into the classroom. 

2.  Fare un gesto di gentilezza ogni mese (anche di più),  Do an act of kindness every month (or more often).  I do believe in "paying it forward" and I do believe in karma. If you want good things to come to you, you know what you need to do. This may seem a little trite but I do think that it's a good goal.  Sometimes, it's too easy to get caught up in negativity.  

3.  Fare più esercizio fisico, Exercise more. Ugh, this one. This is usually a list-topper for many.  It's not a bad idea but so easy to not follow through with.  Food is too good for me to really be on a diet. A life of eating grilled chicken and salad might be ok for others but it's just not a lifestyle I could embrace. It screams of boredom and depravity. So, the only logical alternative is to get moving. I think that this goal might be attainable because the emphasis is on the idea of more as opposed to something so specific like: lose 20 lbs, go to the gym everyday or run 5 miles a day.  Life happens and sometimes, you just can't go to the gym everyday (I'm sure there are plenty of people who will say you need to make the time and it's true but everyday is not feasible for many so I prefer a goal I can meet- just do more than I already do).

4.  Dedicarmi di più al mio blog, Spend more time working on my blog.  Again, here the operative word is more.  If I say, write a post every day, week or even month, I could soon feel like I've failed at my goal.  However, I do enjoy this blog. I don't know how many readers I really have but this experience has been really helpful. I have been able to connect with other teachers and bloggers and it has helped me gain some focus.  Focus on what I do and focus on what I want to do.  If it inspires other readers, that's great too!

5.  Spendere meno, Spend less. This is a tough one but I have to try.  I have always been of the mindset that if I work hard, I deserve to have some of life's rewards.  Don't get me wrong, i am certainly not extravagant and do not need to have expensive things but if I don't want to cook one day (or maybe two), I'll eat out.  If I go into a bookstore to buy a gift for someone, there is almost no way I'm coming out of there without at least one book for me.  Simple, little things.  But these simple, little things all add up and I have to keep my eye on the prize.  If I spend less, I will be able to have the big things, too.  My wife and I dream of having a property in South Carolina and a property in Italy. And we will have them. I just have to spend less to have more. I just read Frances Mayes' book Every Day in Tuscany: Seasons of an Italian Life and in one chapter, Frances begins a paragraph with: "ITALY IS ENDLESS." This is so true. I have traveled extensively in Italy and I know I have just grazed the surface.  I want to have my own place in Italy so I can spend the rest of my life exploring endless Italy. 

View of Vico del Gargano in Puglia
Off the beaten path and a great discovery on our family trip in 2014

Well now I am on the road to incorporating these goals into my 2016. This is my first post in the new year. I wish everyone a great year and hope you can reach your goals as well. Now, I'm off to better my teaching - lesson planning awaits. I have so many ideas for the rest of this school year I can't wait to try out. 

Classroom Setup

Here we are again.  A new school year.  You would think that by now (I'm beginning my 16th year), that I would be used to this. I have had fifteen previous first days; I should be somewhat of a pro but on some level, each new first day seems like the first ever.  I already know some of my students but there are many I don't.  How will they be? Will they be eager to learn Italian? Will we be able to establish a quick rapport like I've done with so many students before? How long before the newness wears off and we're all in a place we feel at home, where we belong?

Unlike previous years, my restless sleep wasn't entirely due to my impending return to school.  This year, my wife is joining me in my school district as a teacher in the elementary school.  Now, she's been teaching for longer than I have been but never in the same school district.  Because everything happened so quickly-- her interview and getting the job all in the week before school started- we were scrambling a little to get her classroom set up. As I drove to just about every Wal-Mart, Target, Dollar Tree and teacher store on Long Island, I realized just how important the setup of an elementary classroom is.  On the secondary level, I had always done a pretty decent job and had even tried to make my room look inviting.  It made me feel like I was welcoming the students as best I could even though many of these teenagers rarely took notice of the room.  The elementary classroom is a whole different ball game.  Not only should it be inviting and welcoming but it has to have purpose.  It has to be put together well in a way that will help facilitate learning. It has to attract the right attention at the right time.

Here's my best attempt at classroom decoration:

My wife has been using Pinterest for some time now, pinning away happily.  I have been trying so hard to become proficient at using Twitter for the past year or so and starting my blog that to even attempt to look at Pinterest could send me over the edge.  As it is, I am usually on information overload.  In these past few weeks, I have taken a peek at Pinterest and what it has to offer.  I am nowhere near proficient.  To say the least, I am overwhelmed just looking at it but... there are some really great ideas out there.  There aren't too many for a high school Italian teacher but maybe I'll just have to squirrel away a few minutes a day to add some of my own materials when I'm ready.  I wasn't really looking for myself so much anyhow. I really wanted to help my wife out because I am somewhat responsible for this very swift change in jobs.

Holy cow is there a lot of information out there. Some of these classroom designs need a whole team of architects, carpenters and possibly some elves to make it happen. Coming from the high school, I have to admit it was a little much. But, all the teachers seem to be doing it; turning their ordinary four walls into an oasis of learning just oozing with cuteness and happiness. As I tried to sleep the nights before school began, my brain started racing and I could see tons of Pinterest boards appearing before me with ideas of what to do the first days of school and how to decorate your room. I couldn't sleep. I started counting backwards from a hundred and inevitably something else would pop in and I'd lose my count.

I don't think I'm ready to really get into Pinterest and I'm almost afraid to. Seeing all of those ideas really gave me a new-found appreciation for the elementary teachers.  Kudos to you for posting some amazing ideas and also for having the patience to scour the Pinterest boards in search of setting up the perfect classroom.

Letting go

Being that we are now facing the Blizzard of 2015, I thought it would be a good time to get back to Te@chThought's January Blogging Challenge.  I was going to go to the gym but I don't think anyone's going anywhere. (Good excuse, right?)

Anyhow, the prompt for today was to share a lesson that you have learned from a student.  Almost everyday, I learn something from my students.  Most of the time, it has to do with student culture, often student lingo, which is great for someone who loves language as much as I do.  Sometimes, I will use the new words in an exaggerated way to get their attention, or to make them laugh at this old guy using teenage slang or just to show that I pay attention to them (hopefully they're paying as much attention to me!).  

There are always little moments of learning each day for me but I would say that the biggest lesson I ever learned took me almost four years to learn.  I can remember it vividly.  One of my students, Nicholas, said to me, ¨It really upsets me that you don't trust me to make the right decisions.¨ Now, youŕe probably thinking, how could something that sounds so negative be such a profound learning experience?  Well, we'll need to backtrack a couple of years to Nicholas' freshman year.  

I had been teaching only two years at that point and was barely wet behind the ears.  Nicholas' class was a very special class for me. As any teacher can attest, I am sure, the first years can be dreadful and intimidating and exciting all at the same time.  Students who knew I was new tried to push every button they could. They stretched me to my limits and beyond.  It was hard not to give up some days.  Enter the graduating class of 2005.  They had put aside any prejudices they might have had in my regard.  Whatever had trickled down to the middle school was forgotten and they had formed their own opinions over time of me.  This was to be one of the first classes I would would follow for four years - from the beginning of their high school career to their end.  We would even have our last class of their last year together.  

This class and I just seemed to click so well. They were into what I was teaching.  They were respectful and they wanted to please me.  I was able to try out so many lessons with them and I learned a lot about teaching from them.  As a result of our time together, I had a very strong rapport with them.  Many of them even came on my very first overseas trip to Italy.  To say that I was close with many of them was an understatement.  We would spend a lot of time together over the years and not just in class, but also during our X-time (an extra period at the end of the day for extra help) mostly chatting about their lives.  I became more than a teacher. I was a counselor, a second parent, a friend.  

Eighth period, the last day of the school year 2005 was a very difficult one for me.  I remember this vividly as well.  I remember Matt writing on my board over and over that he would never leave. I remember writing in Kristin's yearbook and not wanting to stop because I knew it meant it would all be over.  The day. The year. My time with this class. I looked up to see Kristin in my doorway, crying.  I never imagined being so moved by students to the point of tears. Graduation day was even harder.  I just remember being so proud of this class and wanting them to go out there into the world and do great things but at the same time never leave.  

Back to that statement by Nicholas.  I knew when he said that to me, not too long before the end of the year, that I had to find a way to create a healthy distance between myself and my students and not because this was a bad experience but because I had to find a way to still care about my students, help them in any way I could, be there for them but be able to let them go when it was time.  This was difficult for me and took some time but I can say now, some ten years later, that I have been better for that experience and have been able to watch my kids graduate with joy (ok- even a stray tear at times) and let them go.

Changes?

I'm still behind in the January Reflective Teacher Blogging Challenge but I have decided that given my crazy schedule of teaching, tutoring and parenting, I will answer the prompts that pique my interest and do as many as time will allow. 

The prompt is: What changes do you envision in the next ten years?

The only major changes (other than some political ones) I see coming down the pike will be with regards to technology.  Technology is coming at us at lightning speed.  Some of these advances are very exciting but some overwhelming.  I have mentioned in other blog posts that I, myself feel at times very overwhelmed and wonder where I will find the time to maintain all this technology and integrate it into my daily teaching.  I have embraced some technology and have shied away from other aspects.  Some questions I keep asking myself are: 
1.  When will I have a good enough balance between technology and so-called traditional methods? 
2.  How many times will I become accustomed to something and then have to scrap it for the latest advancement?
3.  Is technology hurting us in some ways?
4.  Am I too old to move this fast and if I am, will I become ineffective at my job?

While I recognize that I have to be updated and tech-aware, I can't help but come back to the idea that some things about what I do everyday cannot be done by a computer, tablet or smartphone.  For one, the human interaction cannot be replicated.  I don't really know anyone who has a real relationship with Siri. But I do like to think that I have established good relations with my students and this is what I think is key in having them enjoy my class- or at least what keeps them from cutting my class.  Sure, everyone loves the excitement that technology can add to a classroom but can it replace human interaction? 

So, in answer to this particular prompt, I say that in ten years, I envision that I will have found a balance between technology and traditional methods. I will have learned to embrace and maintain what is necessary and discard the rest so that I don't feel overwhelmed.  I will not be ¨run over¨ by lightning fast technology.  I will be creating a love for my subject material by being me, by creating and fostering excellent rapports with my students. I will be sitting in my classroom after school, enjoying visits from former students and building relations with my current ones.  

So you want to be a teacher?

Te@chThought's prompt for today is:

If a young person told you they wanted to become a teacher, what would you tell him/her?

Honestly, I'd tell them to go for it! I know the climate now with Common Core, APPR and tax caps don't really make it seem appealing anymore.  To some degree, I even think that teachers have lost their perceived importance in society but every job has its pros and cons but I truly believe that the pros outweigh the cons.  It's really funny because my younger son used to say that he wanted to be a science teacher.  Then, one day a few months ago, he says, "I don't want to be a teacher anymore." When asked why, he replied, ¨You (my wife and I) are always working! I don't want to work that much.¨  It's true. We are always working on something related to our career.  However, when he's a bit older, I would tell him (and any current student) that teaching is not the career to go into if you are looking to be listed as one Forbes' millionaires.  It is not the career to go into if you don't want to work long hours.  It is not the profession for you if you want to become famous.

At this point, you might be thinking, wow, then why would I become a teacher.  I get to share my love for my subject material (Italian) everyday with a mostly captive audience. It's true that I will never be among the richest in the world but you cannot put a price on knowing that you have made a difference in so many lives.  Each and every year, many of my students come back and share stories about Italian and their lives in general.  Some even write letters telling you what an impact you've had on them. I have even been invited to college graduations of former students. Knowing that you had such an important role in their lives is worth more than any salary.  It almost makes you feel like you are famous, if even in a smaller world, but famous nonetheless.

There are other benefits of teaching.  If you plan on having a family, teaching does give you an opportunity to spend more time with them.  We do have a good amount of time off, although for me the only time that I really feel like I'm off is during the summer because on all my other vacations, I'm either leading a tour to Europe or catching up on grading or lesson planning. But that's me. This was my choice. I got lucky. It turned out to be one of the best decisions I have ever made.

Improving my teaching through digital learning

Today's prompt from Te@achThought is:

What is one area of digital learning that you want to improve on in 2015? How are you going to do this?

I think that this post will go hand-in-hand with yesterday's post.  In my previous post, How do you do it?!, I have expressed my concerns about staying relevant and staying up-to-date professionally. My goal for 2015 is to get a handle on how I can maintain various formats (blog, Twitter, Google Classroom, etc) and come to some resolution as to which are the most important/effective.  The best way I can think to improve in this area is to do what I did in the previous post--ask for help! I have asked for comments/ideas from fellow teachers and I am enlisting the help of a student for my Google Classroom. It's liberating to admit that I need help and that I am not an expert.  Often, I think that teachers are expected to have all the answers and not just by our students.  It is something we place upon ourselves.  I'm learning every day from my students and from my colleagues. When and if I am able to achieve this goal, I promise to share! 

How do you do it?!

How do you do it?!

So,  I just learned that there was another blog challenge from my friends over at Te@chThought.  I'm a little behind so I've decided to choose the prompts from the first two weeks that inspired me the most and hopefully, I'll catch up!  Before I get into my first post of the January Blog Challenge, I'd just like to say that I am a firm believer that the universe really answers you.  I was just saying the other day that I needed to get back to my blog and was thinking how great it was that Te@chThought gave me so many great prompts through their past challenges, I didn't know how I'd get back to blogging.  Lo and behold, as I scrolled through my Twitter feed the other day, I saw that there was a January Challenge and I thought to myself, ¨How perfect!¨ And here I am...

The first prompt that caught my attention was: 

How am I going to update myself professionally?

This morning, while photocopying from my newest materials acquired through the grant I had mentioned in a previous post, (but definitely worth saying thanks again to IACE (The Italian American Committee on Education) -  GRAZIE MILLE!! ), I asked one of my students to help me with my Google Classroom.  David is pretty much a genius at these things.  He set up our Italian Honor Society webpage, our Twitter account and has been lending a hand to teachers with their sites.  As I was asking him for the help, I realized how overwhelmed I am feeling--and we've only just come back from a nice two-week break. 

I would like to appeal to all those teachers out there who might be able to help me with tips, ideas, or even just moral support.  I am new to blogging, Twitter, Google sites and Google Classroom.  The possibilities seem endless but inevitable if I am to be updated professionally.  I made a web page through Google sites -https://sites.google.com/a/comsewogue.k12.ny.us/sigdrucker/ and I'm pretty proud of it. I did it with some help through a training class.  My next focus was to try and get my Google Classroom set up and streamlined.  Well, the set up part sort of happened.  Then all the new materials arrived and I was so excited that Google Classroom fell to the wayside. The excitement of new materials made Google Classroom I would just get around to - eventually. Now I really want to because I have been using Google Docs and having my students share work with me and it occurs to me that things would just be easier to find, stored in neat folders if I had not been sidetracked and just set up my Google Classroom. Sigh.

So my questions are the following: How does one maintain a website, a Google Classroom, a Twitter account, teach, grade, plan, blog and have a family all at the same time and be good at all of it? Is it possible? What things should I choose that will help me the most professionally?  I want to be the best teacher I can be. I want to be relevant and updated but at what cost? What will suffer for it (if anything)? 

Too much stuff?

It's been a while since I last wrote in my blog. Holidays and everyday life are two reasons for my absence. Another very good reason is that I have too much stuff. And by stuff, I mean, assorted materials and books that I consult in order to plan my lessons. My stuff is in almost every room of the house. It's in my bathroom,

There's plenty on my nightstand,

and here's my pile on the kitchen table. We won't even go into the living room or the office. 

       Part of the reason for these piles)some more neatly put away) is that in the fifteen years that I have been teaching, I have made plenty of purchases because I'm always looking for new ideas to keeps teaching fresh and exciting (sometimes more exciting for me than my students but these days, it takes a lot to impress them). I'll admit I have a little bit of a problem- and no it's not hoarding- I just need to be in the know. I need to be current. I need to find ways to reinvent the wheel. I need to be a better teacher. And how can I do all this?Stuff. Books. DVDs. Study guides. Stickers. Games. You know-- stuff.

    Recently, I was fortunate enough to receive a grant from IACE (The Italian 

American Committee on Education).i filled out the necessary information and placed an order with a favorite vendor of mine and voilà! Three large boxes filled with books, DVDs, games, etc. arrived at school. $5000 worth of stuff. I opened the boxes like I'd just won the lottery. 

   And then I brought some stuff home because now I have to review, read, and plan. My piles have grown like Big Anthony's magic pasta pot in Strega Nona. I'm finding myself overwhelmed. Is it possible to have too much stuff? When should I stop amassing materials? I still have at least another fifteen years to go. 

  I'm curious to know what my fellow teachers do. How do you regulate your stuff? When is enough enough? How do you find time to evaluate all your materials? I do a lot in the summer but I also do a little here and there (as you can tell from my photos) but I'm still overwhelmed. Ideas? Strategies? Aiuto! Help!