One Word for 2017

It's good to be back.  I've admittedly been slacking in my posts, and I wish that I had some glorious tale to tell about why I've been delayed.  The truth is...life caught up with me.  In many ways 2016 has been a tremendous year.  I've been able to be a father to the two most amazing young men anyone could ever meet (biased...nah), I've been able to be a husband to the most amazing woman anyone could ever meet, and I've been able to be a teacher to the most amazing kids anyone could ever meet.  I achieved a pinnacle in my professional career, began this blog, and have had the chance to network with some amazing people who have transformed my teaching.  In short, 2016 has been a blessed year.

But, looking back, I can see that it has also been a sloppy year.  I've allowed myself to become pulled in so many different directions that I have let some things that I wouldn't normally allow to fall, slip through the cracks.  I wouldn't say that I have done any one thing poorly; I would simply say that I've done many things in a mediocre fashion.  And that is unacceptable.

As I stare 2017 in the face, I'm faced with certain realities.  Choices really.  Do I continue down this path of mediocrity, or do I do something about it?  That's not really a question now, is it?  So, in the spirit of the new year, I've decided to approach it with goals in mind, resolutions if you will.  But...is that really worth the time?  You see, everyone sets new year's resolutions...and most drop them before the end of January.  I've been guilty of that many times.  Recently I stumbled across the #oneword campaign, drawn from the book One Word That Will Change Your Life, and the idea is simple.  Instead of setting resolutions which are doomed to fail, select one word that will define who one is, and what we desire to become.  Needless to say, I love this idea.  And I thought long and hard about how I could sum up what I want to do, and who I want to be, until it came to me.

My #oneword2017 is "FOCUS".

In 2017 I want to focus.  I want to focus on being a better father, husband, and teacher.  I want to focus on setting priorities.  I want to focus on removing needless drama from my life.  I want to focus on being the best version of myself possible (which is advice I give to my kiddos all the time).  I want to focus on living the advice I give to my students.  I want to focus on being determined.  I want to focus on being positive.

With this clarity and goal in mind, I can look back again on 2016 and realize that much of the stress I've brought on myself is my own anchor dragging me down, and when I look back on it positively, I can see how blessed I am to have these stresses.  And I can focus on meeting challenges head-on, determined to meet them with a positive attitude and deliver on them in the best way which I am capable.  My stress is not one of being over-loaded; it is simply one of being unfocused.  With that in mind, I've decided to focus on these three things.

1. My family- to focus on being the best father, husband, and friend I can be.  To love fiercely. To love with passion.

2. My students- to focus on being the best teacher, but also the best mentor to my kiddos I can be.  To do what is best for them, not for me.  To teach with passion.

3. My partners in the educational community- to become more active in learning and contributing to the educational community that I love.  To help ensure passionate teaching.  To share with passion.

I am truly excited to see this #oneword unfold in my life.  It is an endeavor which I truly believe can impact me in a positive way.  It is something I believe so much that I plan to open the idea to my students.  I don't believe it matters one's age, we can all benefit from a realistic aim and goal.  With that in mind I look forward to implementing a #oneword board in our classroom, and hope that my kiddos will join me in this pursuit.

Will you join me?  What will your #oneword be?

The Election

I've been fortunate over the past several months to have this blog in which to put my thoughts on education, and know that I have grown simply from being able to put my thoughts into writing. When I began writing in this blog I set the rule for myself that I would only focus on thoughts regarding education.  I'm about to break that rule.  Forgive me.

Last night I sat with students in our AP Government class and watched the election returns come in.

I was able to listen to some of the best conversations I've heard in this entire election cycle, and it wasn't lost on me that 1. I teach the best kids and 2. I am so happy that we have a future generation of leaders like these.  As mentioned I teach government, and of course we have spent time discussing the election, examining the polls, predicting the results, etc.  Yesterday I had close to 70 students working the election, experiencing first-hand the process at work.  As I sat with them later that night, and watched the results come in, I couldn't help but look at each of them and think about the questions they might ask today.  All night and all morning I thought about how I might answer some of these questions, and I still don't know.  I've never felt less prepared to face the day than I have today.  And so, here I am, putting my thoughts into my blog.

Quite frankly, I've been appalled at this election.  From the local to state to national races, I have been ashamed that these students would vote for the first time in this political climate.  I'm 35, and while that may be young, I've been around politics long enough to know both that an election like this has been coming for a while, and that we are better than what we've seen in this cycle.  I believe passionately, to my core, in the true and overarching singular value on which this country was founded:  freedom.  This country was not founded on the belief that we were, or would ever be, the perfect country, but in a belief in the greatness of our potential.  That each American had the freedom to realize a dream in their own life.  But I understand that the realization of this dream comes with a sense of responsibility, that we are responsible to participate in the government that guarantees us this freedom.  This government relies, at it's foundation, on voting.  But it is sustained through the acceptance of these votes, regardless of how hard that acceptance may be.

I may not be happy with the results of the election, but I will accept them, and I will move forward with hope.  I place my hope in President-Elect Trump to realize the historic progress we have made as a nation, and that he will continue our march towards the true recognition of civil rights and liberties, of freedom, to all Americans.  I place my hope in Speaker Ryan and Congress to recognize the key role that a strong system of checks and balances plays in the effective implementation of our system. I place my hope in the leadership of both major parties to realize the need for a more transparent method of choosing our candidates, that the parties will see the desperate need to encourage strong candidates to run for public office, and that these parties will realize that the current climate serves to discourage such candidates from running.  The negativity that dominated this election has undoubtedly turned many away from the idea of public service.  These parties must realize that the negativity, the atmosphere of partisanship and polarization, is one that they have largely produced, and can be equally responsible for its change.  It seems true now more than ever, after such an election, that our progress forward as a nation stands in direct parallel with our ability to understand the partnership that belies our pursuit of freedom.  We must either come together as a country, or we must face the realization that we have failed in the pursuit of our great potential.

Coming together does not mean sacrificing our ideals.  Standing up for truth and freedom, standing up for what you believe in is never a waste of time.  But we are a system built on the reality of compromise, on working together, giving a little each way, to accomplish something better.  We've lost that.  We've lost the art of conversation, the ability to engage in civil discourse with another who may see things different than we do, and emerge respectfully.  In many ways it is this loss that has brought us to the caliber of candidates from which we chose.  We have lost our great common interest- the preservation of our potential as a country.  But I believe we can bring that back.  A dream is only truly dead if we stop believing in it.  But we must realize that our national recovery is not in the hands of any one politician, but in each of us entire.  We can use this election as a transformative moment, as the moment that we took stock of our shortfalls and refused to descend further into polarization. 

If my students are any indication of the caliber of leadership in upcoming generations, I am truly excited in what they can achieve.  These kids are open-minded, deeply caring, and far more motivated than older generations give credit.  I love my students, and see in them a tremendous generation of leaders.  But we must realize the responsibility that we have to these kids, especially as teachers.  We are responsible for igniting and encouraging active citizenship.  This does not involve impressing our beliefs, values, ideals, etc. on them.  In a country and world polarized like never before our effort is not in molding their minds into our own personal definitions of a “good citizen”, but in equipping each student with the necessary tools to become their own definition of a good citizen.  

I may be deeply troubled with this election, but those concerns do nothing to dim my belief in what this country can be.  This is our moment to fix our climate, to refuse to give into cynical beliefs that the system is forever and fatally corrupt, and make the changes that need to be made to ensure the opportunity for our students to lead us in the continued and renewed pursuit of American potential.

Underestimating Your Students- Don't Be Surprised When They Blow Your Mind!

It's been far too long since I've had the chance to write, and I can't begin to tell how much I've missed it.  Blogging has become a tremendous outlet for me, and has increased my connection to some of the fantastic teachers around this country!  Honestly the past few weeks have been a whirlwind for me as I've spend time with the amazing Gilder-Lehrman Institute of American History as their honoree as National History Teacher of the Year, and while that has been a life and career changing experience, I'm so glad to be back to talking about the purpose behind my passion- my students!

I love the quote above, and believe it sums up how teachers should approach their students.  In 12 years of teaching I have never regretted pushing my students, and have yet to see a student truly push back.  We need to realize that our students not only need the encouragement to step beyond pre-conceived limits, it is the only way any of them will grow.  And I am constantly impressed with my students when I give them that kind of challenge.

This was never more evident than in the last week of an immersion project in our Dual Credit/AP US Government class.  The students who take this class are seniors with one foot in the school, and one out the door into the "real world."  They are, essentially, adults, and I have always tried to treat them as such.  The class is built on the notion of the "real world", meaning lots of research-based discussion, lots of unanswered questions (which are not a bad thing; they provide impetus for further research), and experiences which are designed to immerse them, as much as possible, in the real workings of American government.  One such endeavor, which has become a yearly tradition, is the campaign.

         (Campaign Speeches)

This project is a mock election, but is not connected to any actual campaigns (otherwise we would only be doing some every four years).  Instead the students are separated into groups which would be visible during an actual national campaign.  Leading up to the project start date, time is spent in class speaking with legislators and political party heads, studying and discussing elements of campaigns, and considering how elements such as campaign finance can help/hinder the process.  Once the project starts, groups are working towards "electing" one of their own as the faux President of the Independent Sovereignty of Frankton!

The groups often differ, but this year we had enough students to feature two major political parties, a third/minor party, and a SuperPAC.  Each of the major parties were given a financial head start, but had to join the other two groups in fundraising.  Several teachers acted as "donors", given money to dole out to the groups in any way they saw fit.  I give the donors zero rules, and I love it when the students come back to me and vent about a certain teacher who promised them money, and didn't deliver, or who is being stingy.  The major parties are required to conduct polls, from which platforms are created.  The third party and SuperPAC were allowed to coalition around a singular issue, as many real versions do, and then given the option to merge with one of the major parties if they saw fit.  The SuperPAC, of course, was not allowed to have any contact with the candidate they supported. The students were required to give speeches in a convention type atmosphere to their electorate, and on campaign day aired televised ads in an attempt to sway voters.  Needless to say, by the end of the week, students were tired, stressed, irritated, angry...and I was ok with all of that.  I know that sounds mean; feel free to berate me for it.  But if the students were to know even a microcosm of what a real campaign feels like, there was no other way.

(Polling Booth and Campaigning Outside Polling Place)

I threw a lot at these kids, and guess what, they survived.  Not only that, they thrived!  These kids worked so incredibly hard that I couldn't help but watch with pride.  Every year I worry that I've put too much on the kids, I worry that I've pushed too hard.  And every year these kids make me feel foolish for underestimating them.  How many of us are guilty of this?  How many of us treat our kids as though they are these fragile things that will break at the first sight of struggle?  How many of us underestimate what these kids can do?  It is clear that teachers must be there to support, but we teach remarkable people.  Push them!  You won't regret it!

Taking the Conversation To the Students

As a government and US History teacher, I predominantly work with students who are among the next generation of voters, a generation often maligned because of their lack of participation in the civic process.  To be fair, it's hard to ignore decades of statistics on voting turnout which show that the young voter tends to be the least likely to vote.  But instead of lamenting on our youth, calling them lazy, or just hoping that they will vote more when they "grow up", we have a responsibility as teachers to, at least, make the attempt to inspire citizenship in the students.  I assure you:  the issue is not that these students don't want to care, it's just that they need to know why they should.

Teaching in an election year is always fun, and this election cycle is no different.  Okay, maybe it is radically different, but at least it has been a little easier to cultivate interest.  I've been pushing my students to keep up with the candidates, largely through current event portfolios and in-class discussions.  In-class discussion is great, and easy to accomplish, assuming that one is prepared to handle it appropriately.  When talking about our responsibility to try and inspire "good" citizenship, we have to remember that it is NOT  our job to mold these kids into what WE think they should be, or how they should think.  Our responsibility is to equip each student with the ability to think for themselves, to make their own decisions on issues; we show them doors, not force them to open one over the others.  To that end, while I tell my students that I have very passionate views on most issues, I am going to largely keep those to myself so that I can assume a position as unbiased mediator, and argue the silent point if needed.

Once again, if prepared, in-class discussion is great.  But what about the teachable moments that happen outside of class?  What about moments like last night's debate?  Without a doubt there was a time when the only choice a teacher had was to hope that students would watch, maybe give an assignment to force them, and then hope to be able to discuss it the next day.  That time has come and it has gone.  Like many schools we are 1:1, and so I know my students have access to a computer.  And if they have access to a computer, then we can talk in real-time.  I set up a chat forum through Today's Meet (https://todaysmeet.com), emailed the link to the students in our government class, and we met online and stayed in the room through the duration of the debate.  And it was great.  The students made insights that I missed, and it was great to see the reactions in real-time.  The students were able to ask questions regarding points made, and I could answer them (or most of them) in the moment.  Without a doubt these kids care; we just have to be willing to take the conversation to them.

 

"But Mr. Cline, what about those of us who aren't 1:1, or who are but are concerned about wi-fi?" Why, Mr. Invisible Question Asker, you pose a great query!  There are always the "Debate Bingo" cards, and activities like it, that are great resources to encourage the kids to watch.  I was also enthused to see so many colleagues post on Twitter pics from their "Debate Watch" Parties; great stuff!

In the end, we have to realize that our responsibility to our students reaches well beyond content, and into actually getting them ready for the "real world." We are sending our students into an environment which is severely lacking in an ability to have a legitimate conversation, unable to compromise for the common good.  What can we do to help our students emerge ready to be part of the solution, and not part of the problem?

Do We Give Our Students Enough Credit?

Ask my kiddos, and I think they will tell you that Mr. Cline loves music.  Unless we are talking, music is playing.  It plays when the students enter the room and leave the room.  I even have a record player, and spin vinyl, both for me and so the kids can hear the sound of music played in a true form. On our board I post a "lyric of the day" each morning, usually tied to a message I want to send to the kids, and every Friday is a student suggested lyric.  It's safe to say, music is a big part of our classroom.

Earlier this week I happened to catch the Jonny Lang song "Thankful", and it struck a nerve.  I had just received some exciting news, honestly the most exciting news I had ever gotten in my professional career, and while I was trying to process this news, this song played.  My eyes got a little misty as I was reminded, as I am almost every single day, that as exciting as my news was, it had only been made possible by the kids that I get to teach.

I'd like to think that good things happen in our classroom.  I'd like to think that we have some great discussions, and that lives have been impacted in there.  I'd like to think that my classroom has been a safe haven for kids, a place where they have always felt they could be themselves, vent if needed, but most of all feel loved.  I'd like to think all these things, I hope all these things.  But there is one thing I know, above all else.  There is not a single good thing that has ever happened in our classroom that isn't because of the kids I teach...because of the kids who teach me.  Discussions rage constantly around the question, "Do teachers get enough credit?" I would ask, "Are we giving our students enough credit?" Are we taking the time to realize the impact that they play on us? Are we taking the time to say thank you, I appreciate you, you have made an impact on me?

To my own kiddos, if any read this blog, here is my message to each of you, today and every day:

THANK YOU

YOU ARE THE HEART OF OUR CLASSROOM

YOU MEAN SO MUCH TO ME

I LOVE EACH OF YOU

THANK YOU!

And here is my lyric of the day, a shout-out to all of my students:

Our Twitter Challenge- Pursuing 21st Century Professional Development (Part 1)

The pursuit of professional development is something which is increasingly more difficult now than ever for educators, but hasn't lost any of its significance in our growth.  Due to financial constraints and mixed support from schools, educators may find achieving quality growth opportunities.  But, this doesn't mean that we shouldn't try.

One of my goals each summer is to find some way in which to achieve this growth.  I try to find a great conference, or read a great book, but the goal is simple:  come back to school invigorated by having been challenged through some kind of professional development.  Without a doubt this summer was the biggest for me in terms of growth as an educator, and I have one medium to thank for it:  Twitter.

We're back in school now, and I am still brimming with the excitement that comes from professional growth, I want to get as many teachers within my building as I can on Twitter; they need the resource, and we need to grow together as a team.  To that point I've begun what I am calling the #GetConnected Challenge, a "Twitter in 5" challenge designed to encourage online discussion and afford a great way for the teachers in our building to pursue 21st Century professional development.  The challenge will take place over the course of 5 weeks, with each week putting a new challenge in front of the teacher.  The weeks lay out as follows:

Week 1- Make a professional Twitter. Put your picture up, fill in a bio, and send a Tweet.  Familiarize yourself with the basic vocabulary and uses of Twitter:

• Favorite
• Retweet
• Hashtag- tagging and chats
• Direct messaging
• Notifications 

If you have questions or need help, just ask!

Week 2- Brainstorm at least three ways Twitter could be used to advance your teaching, and Tweet the ideas with the hashtag #fhsconnect; this way we can all learn from your ideas.  Remember that Twitter use in a classroom or for a teacher is not a “one size fits all” deal; it may work differently for you than others.  Consider classroom posts, class hashtags, a connect to your blog, a connect to other blogs which inspire you, participating in a Twitter chat, etc.

Week 3- Follow at least 10 other users.  Consider going to other teachers, even in the building, and seeing who they follow.  Remember: the more people you follow, the more you’ll get out of Twitter!  Building your PLN is key to getting the most out of Twitter!

Week 4- Post at least 3 Tweets that details something going on in your classes.  It could be a text Tweet, picture of your class at work, etc. If you’re comfortable, post even more!

Week 5- Participate in a Twitter chat.  These are usually titled with hashtags, and some of my favorites are #edchat, #sunchat, #saskedchat, #leadupchat, and #kidsdeserveit.  Below, however, you will find a table with some other awesome options.  By searching these hashtags, you can access prior discussions and/or posts.  There are many that are content-area specific (mine is #sschat); look for those.  If you find great chats that inspire you, please share with us!

chat	who	when
#sunchat	Sunday Chat	Most Sundays, 9:00 am EST
#satchat	Saturday Chat	Saturdays, 7:30 am
#bfc530	Teacher inspiration chat	Every week day, 5:30 am, all time zones
#nt2t	Teachers new to Twitter	Saturdays, 8 am EST
#edchat	Education Chat	Tuesdays at 12 pm
#urbanedchat	Urban Ed Chat	First Sundays of the month, 9 pm EST
#engchat	English Chat	Mondays at 7 pm
#mathchat	Math Chat	Times vary
#sschat	Social Studies Chat	Mondays at 4 p.m. PT/7 p.m. ET
#ntchat	New Teacher chat	Wednesdays at 5 p.m. PT/8 p.m. ET

Week 6 and Beyond- Hopefully this has gotten you started down a road to growth.  For some of you, perhaps this isn’t going to work.  But I hope most of you see the value in this kind of 21st Century PD!  My goal with Twitter is to try an commit at least 20 minutes a day.  Some days I don’t, some days I go well beyond.  But I know that I have honestly come treasure the relationships I have built, and continue to build, with my PLN, and I hope you find the same!

Without a doubt I'm excited about where this could take us as a school, and each teacher as individual educators.  I've labeled this post as "Part 1" because I hope to reflect on the challenge at its conclusion, with (hopefully) great stories to share.  Before I conclude I have to give credit where it's due.  I am certainly not the first to encourage something like this in a school.  I give big thanks to the advice and support of some EduRockStars:  Abbey Dick (@abbeydick), Todd Nesloney (@techninjatodd) and Adam Welcome (@awelcome).

Let's see how this goes, and let's grow together!

Primary Sources: The Lifeblood of the SS Classroom

If I had a nickel for every time I've heard a student describe history as "boring", I'd have long since retired from teaching.  And if I had a dime for every time I'd responded to that reaction with an emphatic eye roll, I'd be a millionaire.  But the truth is, the study of history can be boring...that is if only a textbook version of it is presented.  Making a textbook the center of a social studies course is like basing your idea of romance around something seen in a Lifetime movie:  it is dangerously misleading and fills your head with woefully insignificant knowledge.  When the social studies classroom is not powered by the lifeblood that are primary sources, "boring" is likely a fair description.

Primary sources, of course, are sources which are from the time period being studied.  The sources can be anything from the time period, including journal entries, maps, photographs, speeches, music, etc.  The key is the timeliness of its creation.  They are the evidence of events long since passed, the means by which we base our knowledge of history.  Like most practicing social studies teachers, I was drilled with the importance of these sources as I proceeded through my methods courses.  And this was one lesson which most definitely stuck.

If SS teachers are committed to their students learning beyond what the textbook offers, primary sources have to be at the center of the curriculum.  Imagine trying to help students understand the changes of 1960s America without asking them to listen to Dylan, or asking them to explain the toll of the Civil War on the soldiers who fought without reading a journal entry written on the battlefield. In our classroom, at least, some of the best moments and lessons have come when the students had the chance to sit back and listen to some music, as they did when I spun my vinyl Helen Reddy album when discussing women's rights, or when they were given photographs, letters, and other sources on the Civil Rights Movement, and asked to work together to put them together in a timeline.

I fear that some teachers may shy away from primary source use because of the effort involved in finding such sources.  I assure you, it is no effort at all.  If you know what you are looking for, never underestimate the value of a well-worded search on Google or Youtube.  But if you're not sure, and simply think that primary source use is something needed in a lesson, here is a small sampling of some of my favorite places to go:

Gilder-Lehrman
As a US History and Government teacher, this site is phenomenal, not only for the resources it provides, but the multitudes of other great elements as well.  The website is well-organized and very user-friendly, providing search options for narrowing down the effort in finding the source you want. Each source is accompanied with commentary for context, and also feature built-in discussion questions, which make the teacher's job even easier.  Sources range the gamet from image to sound. Beyond the tremendous sources Gilder-Lehrman provides, I highly recommend that teachers sign up through their website.  This will gain you access to their "History Shop", which is a great place to find hi-res posters, reading guides, books, etc. on the cheap.  In addition, our school is an "affiliate school" with GL, opening us up to additional benefits and freebies that are often offered through the Institute.  Awesome resource!

Library of Congress/ Center for Representative Government (formerly Center on Congress)
The Library of Congress, specifically its "Teaching with Primary Sources" program, is another phenomenal resource.  As one might expect, the Library has access to hundreds of thousands of primary sources, and makes most of them free and accessible to teachers.  An additional benefit of the LOC is that they offer incredible professional development opportunities.  As a teacher in Indiana, I often work with the Center on Representative Government at IU-Bloomington, which is affiliated with the Library of Congress.  I have hosted multiple primary source trainings at our school, which have been extremely well-received by all who have attended.  My favorite option with the LOC is the option for them to prepare documents for you, upon your request, that can be printed in high-quality and sent to you, free of charge!  I was recently able to obtain a series of photographs and letters pertaining to the Civil Rights Movement that we use to timeline the event. And as a shameless plug for the awesome Freedom Summer app which I helped to write...it's awesome!  How much does it change the game for students when they can hold the photograph in their hand?

Stanford's "Reading Like a Historian"
This is a great resource for teachers of US and World History!  Extremely well-organized, Stanford groups their documents into lessons, which are centered around big questions, with the idea being that the students use the documents to fuel class discussion.  In a recent lesson detailing the Puritans I used the tremendous resources of Stanford to ask the kids to read excerpts from John Winthrop's "City on the Hill" speech and John Cotton's "Divine Reason to Conquer Land" speech to analyze the motives of the Puritan settlement.

Primary sources are the "story" of history, and are a SS teacher's best tool in bringing the story to life for the students.  Get on it!