Learning to network

Networking is not my forte. AT. ALL. I go to professional development sessions or conferences on the district and national level and I get so wrapped up in my own head, thinking about how I will take this back to my students or school and I forget to talk to the people around me.

And in this way, teaching can be lonely.

But! I’ve recently gotten more involved in Twitter, especially after all of the time I freed up by giving up Facebook. This was my level of social networking proficiency, a few weeks ago:

And through Twitter I’m moving past this and instead learning to network productively and share thoughts about instructional practices or texts on a daily basis, instead of at the infrequent PD or conference. And tonight I engaged in my first #NCTEchat, about the Teacher as Writer, which was really my first Twitter chat … ever! It was exciting! (Here’s the archive, in case you missed it.) I honestly could have sat all night, communicating with educators across the world (including Mexico!), but my dogs were restless and needed a run to the dog park and the Hubbs needs help drafting a music review for his music appreciation class. Talk about writing! I love writing with my husband for his various classes. This is my favorite way to learn more about the way he thinks and to practice my questioning methods with my student writers (instead of just telling them how I would phrase things).

Before I had to tear myself away from the chat, I scribbled some highlights in my blog journal, that I mentioned here:

And here’s what that journal looks like, along with my messy work desk:


And now I’ll make sense of those highlights:

  1. Writing with students: Writing with students is essential. Sadly, I did not do enough of this last year. I debriefed a lot about their writing, and they wrote together, but only a few times did I engage in writing with my students. This, I will change. There were some great suggestions as to how to do this: revising some of my written work on the overhead with them, using Google Docs to model writing as they write, using Google Docs to write and edit with them, or using Edmodo as a tool for writing collaboration with and among students. I vow to use a little bit of all of these ideas!
  2. Mentor texts: Using mentor texts to teach writing. At one point, I asked about using graphic organizers to teach writing. The resounding response seemed to be that graphic organizers should only be used early in the writing process/learning to write a new genre. I definitely don’t sit down and use graphic organizers when I sit down to write a blog or an article for publication. But how do we find these mentor texts? I say, in EVERYTHING! In grad school, one of my favorite professors brought to class Twyla Tharp’s book The Creative Habit. In is, she describes her methods for collecting inspiration for dance. I don’t use this book as a mentor text in my classroom but instead as a framework for collecting my own inspiration.
  3. Sharing resources: Several teachers shared blogs but from clicking through several of them, I already have one favorite (which I already follow) Two Writing Teachers. I love, love, love Two Writing Teachers. I love the look/feel of their blog (which Catherine and I are trying to manage on our shared blog Not So Common) and their content. The topics are so diverse! And again, I found this resource weeks ago through Twitter and it has inspired many changes to my AP Literature curriculum. MANY CHANGES.

I feel invigorated, inspired and most of all, a part of community among English teachers. Now … how can we organize (or I can find an already existing) chat about Dual Language at the secondary level. What would the hashtag be? #DLHSchat (Dual Language High School chat)? But that looks like Schat. Which, when pronounced phonetically is slightly inappropriate!

In what ways do you network with other educators? Or what are your favorite Twitter chats?

Why I gave up Facebook

One day, it all became too much.

I think on the continuum of Facebook users, I’m closer to the “I-only-look-at-Facebook-when-I-need-toilet-reading,” instead of the “This-is-what-I-ate-for-breakfast” user.

But one day, even my infrequent Facebook use became too much.

All I saw on my news feed were stories about how the state of education is irreparable, infighting among educators who are split along party lines, and all-around complaining. I’m sure I contributed my fair share to these negative voices.

In fact, only months earlier I spoke to my educator-mentor, a former professor, who asked me if I even liked teaching, after she saw my posts for the past year or so. I was absolutely floored. I defended myself by explaining that I loved my students but I hated the system. But then I realized that maybe those two things became inextricable, as I sometimes struggled to maintain a positive attitude in my classroom because of my involvement and worry over issues in the system.

But after a colleague from a different content area posted an article which ridiculed the work high school English teachers do, which was written by a young college professor, I decided enough was enough. My feelings were hurt and I already struggle with confidence in my teaching (and in all things, really). And I decided enough is enough. I knew that if I didn’t quit Facebook, at least for the summer, that I may not make it back to school in May. I knew that I needed a way to energize myself, instead of weighing myself down.

So on June 20th, I quit Facebook. Which, of course, I announced on Facebook. And then after a couple weeks hiatus, I checked to see what people had to say about my announcement. But I’ve only been on a total of three times since then. And my life is all the better for it. I deleted the app from my phone and now I find myself using my phone much less.

I’m now engaged in much more productive and inspiring networking with teachers around the world, on Twitter.  I find myself cataloging new things to try in my class next year and asking more questions.

Twitter is inspiring me to get back to what I love most about teaching, asking questions. And maybe that’s why I felt so burdened by the system. I felt like my questions about teaching and student growth no longer mattered, in a system that prizes one-dimensional test data. And now that I’ve chosen to silence voices via Facebook, those things don’t matter as much anymore. And I feel myself getting excited about returning to school again.

But as a leader in my school, I feel as if I am walking a fine line. I still need to be informed about these issues, in order to properly educate the teachers in my department, but I don’t want to become entrenched in the negativity anymore.

How can we, as teacher-leaders, walk this line without falling?