By Cheryl Poage
As an educator, I have always encouraged my students to go out of their comfort zone and challenge themselves—to reach out and stretch just enough to feel a little discomfort. Over the past 17 years, I became comfortable with my content, my school family and my students—quite honestly, I was perfectly happy in this comfort zone. So when my husband proposed moving back to his home state of Kansas, I heard myself telling my students to “challenge themselves and stretch a little”—and decided it was now my time to stretch!
As I began my job search, one position that stood out to me was a Blended Learning position teaching high school English at Andover eCademy. I had never taught high school English, I had never taught online, and seeing the faces of my students every day was extremely important to me! So why choose this? Because it made me stretch…it was a limb I had never reached out to before. What type of educator would I be if I challenged my students to explore the unknown, but wasn’t willing to do that myself?
I secured a position with eCademy and anxiously awaited my August 2019 start date. I knew there would be a learning curve on my end, but the challenge intrigued me; this opportunity would allow me to look at education through a new lens. I had so many questions about the Blended Learning Model and it seemed my list grow longer each day: How will I build solid relationships with students? How will I develop a learning community that will allow students to engage in discussion and share learning experiences? How will I give proper feedback when each student is working at his/her own pace?
As the year progressed, I was able to eliminate many of the questions I started the year with; however, each brainstorming session with colleagues posed a new challenge—adding to my evolving list. eCademy is fortunate to have an administrator who encourages his staff to be innovative and allots time for collaborative brainstorming sessions. This practice inspired me to refine my craft and become more flexible and open to a new way of teaching and reaching students.
The first day of school is always exciting! It is when I am able to put a face to each name on my roster and begin to build relationships. However, this isn’t necessarily the case when teaching virtually. Not every student begins class on the same day and many do not feel comfortable showing their face, so it is important to become creative with lessons and build trust. One modicication I made in order to “see” students in my reading class was to ask students to submit a “selfie” that incorporated a portion of their face with the cover of a novel they were reading. An adjustment I made in a writing lesson was to have students use audio to give a verbal reflection—allowing me to at least hear my students, if I could not see them. These were very small changes, but it allowed me a quick glimpse—it was a starting place.
As the year continued, relationships grew through daily feedback, emails and phone calls; however, the most significant difference I saw was when CoVid-19 changed our world! I used the time for reflection and self-growth and revised my teaching even further. I took trainings that were offered, solicited the help of colleagues a bit more and found ways to personalize my lessons to allow student’s choice, time to reflect, and share more of themselves with me through “Motivational Monday” lessons. I scheduled individual and group Zoom sessions for students to work on assignments with me or with peers. I held daily Zoom check-ins with students who were struggling with motivation during the Stay At Home order. I began to see more faces and the trust began to build! CoVid-19 may have taken some opportunities away from us, but it allowed me the time to grow as an educator and it brought many of my students out from behind the computer screen and into a Zoom session!
Although the road to building bonds looked different than it did in my previous years of teaching, I do believe the gradual growth was critical to form the foundation needed for solid relationships.
At eCademy homeroom is taken to a new level. Each teacher has his/her own group of approximately 20 students to support. Teachers contact their students on a weekly basis to discuss grades, celebrate successes, and discuss a plan of action for those who may be struggling. In addition to working with our homeroom students one on one, we also have bi-weekly meetings with administration and guidance counselors built into our schedules. During this time we discuss each student’s progress and prepare a personalized plan of action for any student who may be struggling. Our roundtable discussions allow us develop a clear understanding of the overall student. During these meetings, It was inspiring to see how well the teachers, administrators, and counselors knew ALL students—both academically and emotionally. So often, in a Brick and Mortar it is difficult to allot time to engage in these valuable whole group discussions due to scheduling, teaching, non-teaching duties, etc.
As a result of these meetings, we are able to focus on students who have consistent missing assignments and a lower than average GPA and create an engagement plan to help them succeed. Students, parents, and the homeroom teacher work together to develop this plan for success.
I saw the impact of these meetings firsthand as I worked with several students, via Zoom, during second semester. Not only did these students go from failing grades to passing all subjects, but they also developed a more positive mindset and sense of confidence as they watched their GPA and comprehension of each subject improve.
What sets eCademy apart from many other online schools is that we follow a Blended Learning model. This is what truly interested me about eCademy and what, I believe, brings in such interest from families across the state. Blended Learning allows students the opportunity to be a part of a school community, while learning at his/her own pace.
Andover eCademy offers students numerous opportunities to be a part of a learning community at all grade levels. Students participate in Live Lessons with their teachers and classmates, attend field trips, and participate in clubs or in-house days offered at our Andover campus. In-house days may include group activities, team building, study sessions, guest speakers, or collaborative work. This time allows for students to build community and gain a sense of belonging.
High school students have their own special spot nestled inside the eCademy building called the eCafe. The eCafe is situated similar to a coffee shop where students are able to study, collaborate, socialize, and develop friendships. It is monitored by a different high school teacher each hour, allowing students to work personally with the teacher on call. High school students also have the opportunity to plan socials, participate in Science Labs, attend field trips, and a select group also serve as mentors to our middle school students.
In an effort to give out of town students the opportunity to build community, we also offer a Mobile eCafe. Once a week a teacher travels to a different library in the surrounding areas and students are invite to come in for a study session. This allows us to meet students who might not be able to travel to Andover, but would like to build relationships with their teachers and peers.
Giving student feedback is a big portion of each day at eCademy. All lessons are loaded at the beginning of the semester and the courses are self-paced, so we receive various assignments from numerous students in several different classes at any given time. Although the amount of assignments coming in can sometimes seem overwhelming, there are a variety of assignments being turned in which keeps the grading fresh and interesting.
Detailed feedback is critical when teaching in an online environment. Since we do not hold daily face to face lessons, feedback is a dedicated time to give each student the guidance needed to master a concept and communicate clear guidelines for students to reference when revising assignments. We offer feedback in several formats: verbal, written and face to face.
I have found that since students in a Blended Learning environment are self-paced, they do not experience time constraints that are sometimes found in the classroom. This results in resubmissions and revisions that demonstrate improved execution, comprehension and overall grades.
As year two begins, I feel reignited as an educator. The past year allowed me to experience one of the greatest learning adventures of my career. I learned it is okay to start small and grow gradually. I learned that even if a student isn’t right by your side, remarkable relationships can still develop. Most importantly, I learned that education isn’t about being comfortable…it is about change, challenge, and having the confidence to climb out of our comfort zone and STRETCH!
About the Author
Cheryl is beginning her 19th year of teaching. In addition to English, Cheryl has taught AVID and served as an AVID Coordinator for eight years in Florida. She is currently a College and Career Elective teacher at Andover eCademy. Her passion is building relationships with her students and changing “I can’t” mindsets into “I can.”
By Dr. Elizabeth Minerva
My favorite English teacher kept a loaded water gun handy in case a student drifted off during her AP English class. She once removed a spoke-like film reel from its case, tiptoed across the room, and dropped the empty metal canister on the hard floor beside a sleeping student’s desk. We were all delighted, save the startled sleeper. She could be terrifying when she asked a question about one of our assigned books, such as Absalom, Absalom (Faulkner was her favorite). Her bright blue eyes would rove from face to face until she snagged someone. She expected a lot and would push for more if she saw a student verging on a significant realization. In no other class did I think or write as intently as I did during her in-class essays, and this was before I discovered caffeine. Her timed tests were a pure adrenal joy.
Sara Lamar was my favorite high school teacher. She knew so much about the literature we read that she made each book seem essential to understanding humanity: James Joyce’s Portrait of the Artist as a Young Man, Alan Paton’s Cry, the Beloved Country, Joseph Conrad’s Heart of Darkness/Secret Sharer, Mark Twain’s The Mysterious Stranger, William Faulkner’s The Sound and the Fury. Each new book was a revelation. She appreciated students’ ingenious ideas in class, guided us when we went off track, and encouraged our individual interpretations. I didn’t talk in class unless called upon. When she did call on me, it was because I was caught in her tractor beam gaze.
One morning, Ms. Lamar gave the class a brief task and asked me to talk with her in the hallway. She had noticed that I’d seemed upset all week and wanted to know what was wrong. Voice shaking, I told her that my two-year crush had asked one of my best friends to the prom, which I learned when I called to ask if he wanted to go with me. This travesty led -- a few days later-- to the Latin teacher ordering me and the friend into the hall to deal with whatever was causing our furious note-passing. In the cell phone age, we would have spent the class period jamming our thumbs into our screens; then, our friends passed the folded up sheets of notebook paper hand to hand, all of them in on the conflict. This is a story I tell high school students with some self-deprecating humor (so much angsty material!), but at the time that boy mattered more than anything.
Although teachers usually liked me -- quiet, conscientious, a copious taker of notes -- Ms. Lamar was the one who let me know that she saw me. We talked for a few minutes in the hallway. I cried; she listened and offered sympathy. It won’t always be like this, she assured me. When class resumed, I felt better -- not about the boy, but about being heard.
My high school years occurred in a very different time. If a student knocked at the door of the teachers’ lounge, a resentful adult would appear in a slice of doorway, puffs of cigarette smoke wafting into the hall. “What is it?” the teacher would say tersely. On the south side of the school, there was a sloping student parking area where you couldn’t see inside the cars through the interior fog (“Freak Hill,” it was called). Freebird… Black and white students played on teams and served in student government together, but interracial dating was rare. Gay students, what? My American History teacher, a middle-aged woman with a perfect, shoulder-length flip, picked fights with our textbook’s prejudicial treatment of the south. Did she actually use the term “war of northern aggression”? Seniors had to pass a one-semester Americanism v. Communism class to graduate (no Bolsheviks in our bathrooms, thank you). I sat near the same people all four years in college prep track classes because alphabetical order was the obvious choice. Robin Montgomery, who often sat in front of or behind me depending on the class, maintained a 25-inch Levi waist size all four years.
Although most administrators and teachers at Tallahassee’s Leon High School were kind, intelligent, and devoted, trauma-informed teaching would not have taken root in that red clay soil. If the houses on dirt roads that branched off Henderson Road really did not have central air and heating or other utilities, well, that’s just the way it was. Some people are poor. When baccalaureate was canceled my senior year due to complaints about holding a religious ceremony on school property, a civil war of words erupted; the church/state divide might’ve been legal but it wasn’t tradition. The school’s service clubs -- Key, Anchor, etc -- operated like fraternities and sororities with legacy members; many students who went on to public office started off in those exclusive groups. Life isn’t fair, is it? Deal with it, and hold your head high. We were a pride of lions.
My high school was about the size of the one where I now teach in Wichita. My students don’t sit alphabetically in rows of desks, nor do the students in most of the ELA classrooms nearby. While ELA teachers still teach dead white male writers, the offerings are far more diverse these days. In addition, teachers are trained to know what ACES are and how they impact student performance, to recognize suicide warnings, to practice trauma-informed responses to student behavior. Individual relationships with students are essential because, without these connections, we can miss a key aspect of a student’s motivation. If you teach the material but don’t reach the students, what was accomplished? We are in this together and we care about our school community. Pride, Respect, Excellence. We are a sleuth of Grizzlies.
When Ms. Lamar called me into the hallway that day, I already knew that she cared about me as a student. We had talked about my college choices. I’d stayed after class, questioning her about comments on my papers. She had supported me when I dropped typing to take Southern Lit with her senior year (the typing teacher was apoplectic -- a girl should have secretarial skills! What if I had children and my husband died and I had to support my family? I would need that second semester of typing). After my freshman year of college, I went back to see Ms. Lamar and she was eager to hear how I liked college, how my English professor had interpreted Faulkner. She had been sure I would enjoy college more than high school, and she was right.
What I can take from all this as a teacher is obvious. Any teacher reading this knows how much those moments of recognition mean when a teenager just needs someone to look beyond the curriculum and see their face. My appreciation of Ms. Lamar is a call to be compassionate when students are struggling with life circumstances. Many of my students have far more challenging personal issues than a prom date. Students face serious mental health concerns, either their own or within their families. They might work a ridiculous number of hours at a low-paying job, watch younger siblings, bounce between households without a sense of stability, witness or participate in dangerous, risky behaviors. Schoolwork can be a lost concern when basic needs such as shelter and safety take precedence. Too, a boy or a girl who broke your heart is still cause for distress, as is the disappointing grade, the lunch spent alone in the Commons, the new glasses that no one noticed, the crap day that just keeps going. A moment of kind concern isn’t reserved for traumatic instances.
And now, throw in a pandemic.
During the COVID-19 crisis, reaching out to students has lacked the face-to-face barometer, the reward of seeing a teen smile or relax when they realize you just want to know how they are. In a professional learning session, a colleague suggested using Remind for short check-ins with students of concern, and I’ve found that to be a simple way to say “hey, how are you? Heard you’re working a lot of hours these days” or in some way let them know they are on my mind. Even students who do not end up turning in work will respond to a short personal inquiry. This isn’t, after all, about the student’s grade.
So, I don’t wield a water gun or teach Faulkner, but I do still rely on the example Ms. Sara Lamar set. I see you. You matter to me. Are you okay?
About the Author
Lizanne Minerva is an ELA teacher at Northwest High School in Wichita, KS. A native of North Florida, she is a Florida State University graduate.
By April Pameticky
I am a poet and a writer. It’s taken me years to take ownership of those words, in large part because I so often considered those activities somehow frivolous, self-indulgent, or superfluous. I saw them as ‘extra’ to my other roles: teacher, wife, mother.
But I find there is nothing ‘extra’ about engaging the world as a poet first; that it’s the lens by which I measure and experience everything. It’s how I reconcile injustice and how I make sense of the senseless. Poetry is how I find my way home, both spiritually and metaphorically. And it’s often how I reflect on my every day, ordinary life.
While I loosely studied poetry in college, my primary focus had always been fiction. It was only about ten years ago that I started exploring and studying poetry on my own. The irony, of course, is that as an English teacher, didn’t I always love poetry? The answer is No. More often than not, I believed that Poetry [capital P on purpose] was actually somehow lofty and above me. Poetry was for the ascetics and more ‘literary,’ not for me, who read trashy urban fantasy novels all summer long.
But while pregnant with my oldest daughter, I found myself nesting in unexpected ways, drawn to more creative expression, and reading in ways I had never bothered to before. It helped that some friends put more contemporary poetry in my hands.
Today, I take comfort and solace in poems:
Yea, though I walk through the valley of the shadow of death,
I will fear no evil: for thou art with me.
Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.
Do not go gentle into that good night –Dylan Thomas
Poetry reminds us of perspective, like in the lines from Rae Armantrout’s “Thing:”
We love our cat
for her self
regard is assiduous
for she sits in the small
patch of sun on our rug
and licks her claws
from all angles
and it is far
to "balanced reporting"
though, of course,
it is also
the very same thing.
Poets respond to the world with humanity, giving word to our fear and unrest. Rattle maintains the series Poets Respond, and poet Francesca Bell touches on our collective anxiety in her poem “Love in the Time of Covid-19.” She writes
I held my hands steady
in the water’s reassuring scald,
trying and trying
to save you.
As teachers and educators, we have the opportunity to either spoil poetry for our students, or introduce them to something that will be their companion through life. My concern is that we often want to ‘unlock’ a poem, somehow divine its key, and then we expect our students to do the very same thing. We approach a poem as a Biology I student might a formaldehyde frog. I love how Elizabeth Alexander defines poetry with such concrete detail in “Ars Poetica #100: I Believe:”
Poetry is what you find
in the dirt in the corner,
overhear on the bus.
While poetry is both a craft and an artform, and there are certainly ‘rules’ and ‘conventions’ that apply (as anyone who has ever had to coach students through their own poetry revision process can attest), poems are also this wonderful opportunity to live with ambiguity. To grieve that we are no longer in our classrooms, but to celebrate that we are still teachers, that we can provide comfort and care to our students. So as we enter April and National Poetry Month, I want to encourage my fellow educators to give your students an opportunity to really engage with poems.
The internet can be an amazing resource, even if an educator feels they don’t quite ‘get’ poetry. Take some direction from Dante di Stefano’s award-winning poem “Prompts (for High School Teachers Who Write Poetry” when he says
Write the uncounted hours you spent
fretting about the ones who cursed you out
for keeping order.
For those teaching remotely, the Dear Poet Project 2020 [Poetry.org] is an awesome opportunity to engage directly with poets. Students are encouraged to write letters after viewing the poets’ videos—two of my favorites are participating this year: Joy Harjo and Kwame Dawes. Poets read and discuss their works, and students can then respond.
For educators wanting to embrace their inner poet, here are a couple of prompts to consider, but don’t feel you must limit yourself! We at KATE would love to read what you come up with. I want to encourage you to embrace your inner poet and to not strive so much for perfection or that ‘A’ poem. Instead, respond to where you are each day. There are some prompts provided below, as well as some further resources for inspiration.
Message from the Editor
Hello! My name is Michaela Liebst, and I am the editor of the KATE Blog. I am very excited to see the connection and inspiration that take place here. If you are interested in being published on our blog, or have any comments or questions for me, please email me at firstname.lastname@example.org