inspire. Young Education Professionals of the Maine Education Association
A special publication for early career educators.
Find your teacher personality & use it to create a learning environment for student success
Winter 2017 Vol. 2 • Number 1
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YEP-MEA WINTER 2017 ISSUE
Contents
Volume 2 Number 1
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3 Editor’s Note
Get Out of Student Loan Debt!
4 President’s Note
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5 What Can I Find On PBS Learning Media? 6 Get Out of Student Loan Debt Without Paying Another Dime - Loan forgiveness is real and you may qualify! 7 The Maker Movement - The maker movement is as simple as its title—it’s a movement to allow students to make things, play, and tinker to create something of their own. From the Darth Vader model built with a 3-D Printer in Rumford to robots made of Legos, the possibilities are endless.
The Maker Movement
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Find Your Teacher Personality!
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8 Find Your Teacher Personality and Use it to Create a Learning Environment For Student Success 10 The Six PR’s of Teaching 12 Can’t Stop Talking Social Needs of Students in the Middle
Volume 2 Number 1 - Copyright 2017
inspire. Young Education Professionals of the Maine Education Association
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MEA Leadership
President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Amanda Cooper
Editorial Staff
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Winter 2017 Vol. 2 • Number 1
Managing Editor - Robert Walker, Executive Director Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Shawn Berry, Graphic Designer
Board of Directors
Bo Zabierek Suzen Polk-Hoffses Jesse Hargrove Beth French Ken Williams Jill Watson Aaron Greene Jim Thornton Samantha Garnett Sias
Terry Martin Bob McCully Janet Howe Kuech Deborah Butler John Messier Neil Greenberg Thomas Moore III Gerry French
Editor's Note
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Email questions or story ideas to editor@maineea.org
I turned 40 in November. Before you stop reading because you think I’m un-relatable, I urge you to stay with me—there’s a point. When I graduated from college and went on to work as a TV news reporter in Bangor, Maine I knew I had a lot to learn. I’d never actually been on TV before and shared key information with people sitting in their living rooms. For that matter, who was I to tell anyone anything? I was 22-years-old—what the hell did I know? There was no one with loads of experience to help me, just other 20 something’s that were just as clueless as I was at the job. I did a whole lot of “fake it ‘till I make it” reporting. It was stressful. What I would have given to have access to a bunch of experienced reporters who I could look up to and who could help mentor me, who could provide me with the professional development I needed. Short of that, I taped (literally, video tape) the nightly network news and practiced talking into mirrors—it’s as creepy as it sounds. I would have loved to have access to a professional association like the MEA when I was younger.
WVII-TV
That’s where you’re all lucky. Being part of the MEA you have instant access to all of the things you need, and the stuff you don’t know you need yet. Your MEA membership comes with complete access to free professional development in the form of conferences, webinars, local trainings, free lesson plans from master teachers available online—the list goes on and on. You also have this magazine dedicated just to young educators, on top of the member magazine Maine Educator you receive in the mail. Take advantage of what is available to you, and make the most of being an MEA member. In this issue alone check out how to be part of the maker movement or the article about getting out of student loan debt. Also, don’t forget to connect with other young educators to share, commiserate and have fun. The MEA created the group YEP—MEA (Young Education Professionals of the MEA) with you in mind-to give you a place to be with like-minded individuals be sure and take advantage of it so you don’t have to “fake it ‘till you make it.”
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Giovanna Bechard Editor editor@maineea.org 3
LOIS KILBY-CHESLEY PRESIDENT
THE HIGHS AND LOWS OF TEACHING
Right about now you may be wondering just why you entered teaching in the first place. Disillusionment. I am here to tell you that you are not alone. The chart refers to a First-Year Teacher’s progress through the year, but it really represents a common trajectory of educators throughout the first few years of a career – and depending on the year sometimes longer.
Lois Kilby-Chesley MEA President
Cheer up! Let’s look at the full picture of a year. Of course, each summer we go through the anticipation of what it will be like in the upcoming year. Each new year is a blank slate, and enthusiasm and excitement reign supreme. We can’t wait to get started! We start to slip when we realize the class (or classes) are full of kids of all varieties and in all different learning modes. Why is “Johnny” so sullen? and why is “Lucy” constantly talking? Meeting the needs of each individual feels like some days we are drowning, others we are managing to keep our heads above water, and a few when we are staying afloat. We are in survival mode, but the vast majority of us will make it through.
Do you have a question for Lois? Send it in an e-mail to lkilby-chesley@ maineea.org 4 Maine Educator • April 2017
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Maine Educator • December 2015 February 2017
Why is November a low point? Well, you just finished parent conferences and it is likely that at least one parent questioned your ability to teach his/ her child. That doesn’t mean that you haven’t done a fine job, but only that the parent is unsure what the student has learned. Are the child and parent actually conversing at home to talk about school activities? Parents have busy lives and learning from the teacher, as opposed to knowing, or at least anticipating, how “little Susie” is doing may seem like dereliction on the parent’s part with a strong shot of guilt. Guilt that then transfers into blame toward the teacher. “Why aren’t you doing a better
job with my Susie?” it is probably small solace for me to share with you that parent conferences do not always go as planned. I have plenty of anecdotes I could tell. One thing you may want to consider is having the child in the conference (if you don’t already) as the s/he may be asked to do some explanation of the daily work habits and personal progress. There’s nothing like having to admit to both teacher and parent that attention waivers and work is incomplete. Take heart. Rejuvenation is in your future. It is common that in January – just after holiday break – your return will signal a sense of relief, that you really are teaching the kids the curriculum as you realize you, and they, are accomplishing your plans. As you near the end of the year, you will likely begin to reflect on what worked and what needs to be improved. In fact, you may start to say, “Next year I will…”. Yes, you will be back. Yes, you will make a difference in every student’s life. Yes, you are amazing. And yes, your colleagues and I do want you to stay with us. That, my friends, brings us full circle back to those lovely summer months full of anticipation… But for now let’s make it through December. In Unity,
Lois Kilby-Chesley MEA President
What can I find on PBS LearningMedia? There is a world of resources at your fingertips on www.pbs.org and www.mpbn.net. Tap into some of the offerings, and support MEA members who work at MPBN at the same time.
Grade K-8
s
Design Squad Nation
If it can be built or designed, this resource can help. One great project for students, ages 9-12, is building bristle bots. A bristle bot is a small robot made from the head of a tooth brush that moves due to the vibration caused by the pager motor attached. PBS shows you how to make a bristle bot with a step-by-step guide, including what materials are needed for the electrical process. Learn how to build a bristle bot: http://pbskids.org/designsquad/ build/bristle-bots/ Attention middle school teachers: download a special STEM Guide
POV—Documentaries with a point of view—offers free resources for educators, including more than 200 online films and clips connected to lesson plans. The resource also includes discussion guides, and point-for-point on how the lesson plan aligns to specific Common Core standards. Registered educators can use any of the fulllength films or clips in the classroom for free. Choose a film or film clips based on subject, grade and even theme with an easy online menu. Examples of films and lessons include Koch, a documentary about the former New York City mayor. In the lesson, after showing short clips from the film, students examine the qualities of a politician to determine which characteristics the most effective political leaders possess.
with 11 activities divided into three units—force, electricity, and sound— topics found in nearly every physical science curriculum. Guides range in topics from the Solar System to Adaptive Technologies and even include performance rubrics.
GET MORE ONLINE To download the full teacher’s guide, lesson plans, and other other resources on this page please log on to the Maine Educator Online at www.maineea.org.
Gra d 9-1 es 2
To have access to the documentaries for free, join the lending library. For more information log on to the Maine Educator Online at www.maineea.org Photo source: http://www.pbs.org/pov/
All Grades
Register for PBS Learning Media—a free online resource that allows you to browse by grade and subject different standardsaligned lessons. Once you select a lesson you can use the online lesson builder to share the assignment with your students.
Lessons, with supporting pictures/graphics range in topics from Energy in a Roller Coaster Ride to Mission U.S.: For Crown or Colony? An interactive way to learn U.S. History. FMI log on to: http://mpbn.pbslearningmedia.org/
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Get Out of Student Loan Debt Without Paying Another Dime Loan Forgiveness is Real and You May Qualify
Students in Maine have the 7th highest student loan debt in the nation. That’s according to the latest research from the Project on Student Debt which also shows, on average, students graduating in 2012, from both 4-year public and private institutions walk away owing almost $29,500. The figures are perhaps more daunting when you consider that 67% of those same students carry student loan debt, whether they’ve graduated or not. Those figures do not include those already working who will carry that student loan debt well into their careers. Nationally, Americans owe $1.2 trillion in student loans; figures for Maine are not tracked. The news seems depressing—but there is now a way for public sector employees, like educators, to walk away from student loan debt without making another payment through a federal loan forgiveness program. Here’s what you need to know:
What is Public Service Loan Forgiveness (PSLF)?
The purpose of this federal program is to support people in public service jobs, like teaching. Under this program, qualified employees with student loan debt may be eligible for loan forgiveness on the remaining balance of their Direct Loans after making 120 on-time, full, scheduled monthly payments.
What are on-time, full scheduled monthly payments?
On-time payments are received no later than 15 days after the scheduled payment due date. Full payments meet or exceed the amount you’re required to pay each month under your agreed upon repayment schedule. Scheduled payments are those made under a qualifying repayment plan after the servicer of your federal loan has billed you for the month’s payment. They do not include payments made while your loans are in deferment or forbearance.
THE FACTS 40,000,000 Americans have student debt
33 MILLION
people qualify for federal loan forgiveness
What loans are eligible for forgiveness?
Only loans received under the William D. Ford Federal Direct Loan Program are eligible for PSLF. Loans received under the Federal Perkins Loan Program and the Federal Family Education Loan (FFEL) do not qualify. If you have a Perkins Loan or a loan under FFEL you may consolidate them into a Direct Consolidation Loan to take advantage of the forgiveness. However, only payments made on the new consolidated loan will count toward the required 120 qualified payments.
6.8 MILLION who qualify are educators
What kinds employment qualify and how is full-time defined?
Anyone who is employed with a federal, state, or local government agency, entity, or organization or a tax exempt not-for-profit organization qualifies. Educators fall into this category and do qualify. You must, however, be a full-time employee which for the purposes of the program is defined as working at least an annual average of 30 hours per week. If you are an educator under contract for at least 8 out of 12 months you meet the full time standard if you work an average of at least 30 hours per week during the contractual period.
I think I qualify. How can I sign up?
Head to www.maineea.org/studentloan to learn more about the program and how to sign up. Want to take action? Sign the NEA Degrees Not Debt Pledge at nea.org/degreesnotdebt and add your voice for more college affordability.
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1,000,000
have applied— Won’t You?
The Maker Movement The Maker Movement is as simple as its title—it’s a movement to allow students to make things, play, and tinker to create something of their own. From the Darth Vader model, as built with a 3-D Printer in a classroom in Rumford (see page14) to robots made of Legos, the possibilities are endless. You can easily create a “makerspace” for students to learn through experimentation and play in your school. Here are a few ideas to help you get started.
Sketch Up This software allows students to draw in 3D, and is being used in Maine schools. The software allows students to first draw lines and shapes and then gives them the opportunity to push and pull surfaces to turn them into 3D forms. Students can stretch, copy, rotate and paint to make anything they can think of, they are only limited by their own imagination. Learn more at sketchup.com. The pro version of the software is free for any MLTI participating school.
The State House modeled in Sketch Up.
makey makey This invention kit turns everyday objects into touchpads and combines them with the internet. Students have done everything from create game consoles out of playdough to turn stairs into a piano keyboard. The kit connects the object to a computer program using a circuit board, alligator clips and a USB cable. Learn more and see video of how it works at www.makeymakey.com. Each kit costs $50.
Cardboard, Duct Tape and Popsicle Sticks Don’t have the budget for a 3-D printer? Don’t underestimate the power of good old-fashioned duct tape. Create an innovation station in your class where kids have space to tinker with these easy to access tools and build using their imagination. The innovation station will encourage critical thinking, creative problem solving and deeper learning. A willingness to allow students to explore is key, the expensive tools are nice, but not necessary.
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Find your Teacher Personality And use it to create a learning environment for student success By: Hilary Richardson Don’t smile until Christmas. Never ignore rule breakers. We’ve all heard the classroom management advice. But, what really works?
and can also be made into groups of four if that is best for the lesson. Play with it to find the setup that works for you.
Toss out the advice that doesn’t allow you to adapt as needed. Every teacher has to find their “teacher personality” – that is, who you are in the classroom and what level of chaos (because, let’s face it, learning involves chaos) you are able to tolerate. From there, you can work to determine the routines and rules that will work best for you and your students.
When thinking of physical space, don’t stop with desks. I have a space where students turn in work. This space is near my classroom door so my students can easily turn work in on their way in or out. Papers with no name have their own space, away from the door, where students can check for missing assignments they are certain they completed. I have another space where students can pick up absent work.
Think about the teachers that influenced you and you’ll realize that each had something unique about them. Maybe they were really into a particular sports team or were a total geek. Whatever it was, this made it easier for students to connect with them. Do this for your students. Go a little over the top with something you like, or a personality trait, and connect it to your classroom. Make it connect to the amount of commotion you are comfortable with in the room as well, then work within this framework to design your classroom and rules. Once you have your teacher personality, use it to organize your room in a way that compliments you. Do you want desks in rows, pairs, or groups? Create the physical space to work with your teaching style. Over the years I have tried many different formations, and I have found that pairs of desks, in rows, work best for me. It’s easy for students to work in pairs, but easy to separate when needed,
This physical space helps to create routines for students, which help get them on task immediately. Again, these will vary based on your personality, but I like to start with a bell ringer or goal that students need to write down immediately upon entering the classroom. This gets them on task and focused while I can take care of attendance and other needs. Another teacher I know greets the class every day with “Good morning class.” To which they respond, “Good Morning, how are you today?” He responds and class begins. I feel cheesy doing this, but it works for him. Overall, the rules and routines you set need to be consistently enforced all year. Don’t start with 30 rules. Pick 3 that you must have and stick to them. It’s easier for you, easier for students, and it will work.
Article Credit: NEA.org
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For example, if you like Star Wars you can play this up with room dĂŠcor and clothing. Talk about it with your students. Use Darth Vader as the enforcer. Make the students Jedi. If you want orderly rows, use Storm Trooper formations. Embrace your love and share it; the students will love it!
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s ’ R P x i S e h T g n i h c a e T of When it comes to teaching there are a few key things that will help you in your work—in this case there are six that all happen to start with the letters P and R. Take a quick read to learn more about how to do things like better relate to parents, your peers and the public. PR # 1: Principal Relations
• Develop a positive, professional relationship with your principal. Invite her/him to visit your room classroom. • Forewarn her/him of issues or concerns. • Provide updates on your students, parents, etc. • Discuss evaluation – by whom, when, how? • Read and keep on file the school’s policies, rules, and procedures. • Listen thoroughly and respond to suggestions or concerns in an open manner. • When in doubt, ask!
PR #2: Pupil Relations
• Remember you are the adult. Don’t become involved in illegal or unethical activities with students. • Get to know students as individuals – their needs, health conditions and special interests. • Establish clear expectations and rules. Make sure your administrator(s), students, and parents/caregivers know
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• • • •
the rules as well as the consequences. ENFORCE them! Look for ways to boost self-esteem and provide recognition. Keep student records and information confidential – this is critical! Review health records and follow the district’s policies regarding administering medication and reporting accidents and illnesses. Adhere to the Mandatory Reporting Act for Minors – it’s the law!
PR #3: Parent Relations
• Communicate clearly and thoroughly with parents and guardians. • Be prepared for conferences and conversations. Know what you need to say and how best to say it. Avoid education jargon. Do not talk down to parents/caregivers! • LISTEN to parents, their concerns and their suggestions. • Create a partnership – a spirit of working together. • Understand and plan early and thoroughly for report cards and parent conferences. • Invite parents to visit (open house, classes, events). • Be aware of diverse family situations – know parents’ names and who to contact. • Communicate via phone calls, notes, newsletters or e-mail.
• Let parent/caregivers know about positive performance and behavior as well as areas needing improvement.
be too hard on yourself. Develop and maintain a healthy lifestyle, including healthy eating, exercise and sleep habits.
PR #4: Peer Relations • • • •
Don’t isolate yourself – get to know your colleagues. Seek their advice. Share and plan collaboratively with your colleagues. Be cautious when you are angry. It’s difficult to rebuild relationships once angry words have been spoken. • Say thanks to those who help and support you. • Get to know all of the school team, including secretaries, assistants, bus drivers, cooks, custodians. Thank them and partner with them for the optimum learning environment!
PR # 5: Public Relations
• Get involved, but not over-involved, in the community – church, scouts, community organizations, food shelves, Toys for Tots, recycling and many more. • Publicize special news from your classroom. • Project a professional image in the community.
PR # 6: Personal Relations
• Contact your local teacher union for assistance with professional, employment or contractual questions or concerns. • Keep a journal of funny, rewarding moments as well as a box of special mementos. • Be cautious with your “self-talk”. You’re human. Don’t
Time-management tips:
• Establish a reasonable schedule including time for leisure. • Use your time effectively. • Schedule time for yourself and your interests outside of work. • Know your internal clock – when you’re most effective and when you’ve reached your limits. • Know your goals and priorities – invest time and energy achieving them.
Stress management tips:
• Keep a healthy perspective – separate fact from fiction. • Strive for clear and constructive communication. • Reward yourself for your successes – big and small! 11
Can't Stop Talking Social Needs of Students in the Middle By Peter Lorain Edited by Giovanna Bechard
Middle school students like to socialize and talk a lot. They chatter about boyfriends and girlfriends. Parents. Their teachers. Movies. The Internet. Shopping. Music. Sex. They talk about everything. Did you know that talking and socializing are not only normal, but also healthy? Through talking and socializing, young adolescents project the social and developmental issues they are experiencing. When teachers, parents, and other adults in the lives of young adolescents begin to think of this social behavior as a normal part of human development and not an aberration, they can enjoy and accommodate behavior changes along the developmental continuum. There are innumerable ways to do this. Here 12
Here are some ways educators can accommodate the needs of their middle school students:
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Provide lots of opportunity for students to move around, work in groups, and work in a variety of groups.
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Allow for some individual expression. Young adolescents occasionally reject directions, create their own rules (usually within the formed rules), speak out in surprising ways (sometimes intending to shock), and dress in ways that exhibit their individuality. This is part of their attempt to develop their uniqueness. Teachers should refrain from judging or condemning their behavior. Trying to change it will only reinforce their determination to continue.
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Allow students to be like the others in their group. Following the dress and behavior of the group is normal and should not be reason for ridicule or attempts to change. Students select their groups and sometimes change groups. Adults who try to force students to change groups or change their appearance or behavior from that of the group norm could create a situation of perceived or real rejection, which could have serious repercussions. Rejection is a serious issue at this age.
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Ensure that each student has the support of one significant adult, an advocate who knows the child's learning style, personality, achievement levels, and any other information that could help the adult promote the success of that child. This is especially important at a time when these students are beginning to look for adults with whom they can safely confide, be listened to, and be supported by. Any number of programs or structures in the school can provide this "one significant adult."
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Promote projects involving social awareness and investigation. Middle school students are concerned about values, right and wrong, and the behavior and unfair treatment of others. Classroom and school activities should promote this emerging social awareness and concern.
Children in middle school experience many changes—physical, emotional, and social. Gone is the egocentric child that parents and elementary school teachers know, love, and expect. In his place is a young adolescent with new feelings and a strong interest in others. As with their physical development, the social development of a young adolescent results in behaviors that are typical of the age group. Middle school teachers who understand these developmental issues and behavior changes can have fun and exciting teaching experiences as they plan for and enjoy the emerging adult. Article Credit: NEA Member Benefits REFERENCE MacWilliams, Carol. “Why Middle School? Supporting the Young Adolescent.� Materials presented at the annual meeting of the Middle Years Association of British Columbia. April 2000. About the Author Pete Lorain, author of articles on middle schooling and other education issues, currently works under private contract. Prior to retirement, he served as a high school teacher, counselor, and administrator; middle school principal and director at the district level; director of human resources; and president of National Middle School Associa-
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