Using Mindfulness to Prevent Teacher Burnout
If you are a teacher you know the meaning of burnout. It happens to all of us. For some, stress and anxiety ebb and flow based on the demands of the job at the time. For others, stress becomes a normal part of life. That is what happened to me.
Five years into my teaching career I was confronted with an unexpected health issue. I met with a variety of doctors who all said the same thing: Get your stress under control. Stress was not only impacting my mental health, but was taking a toll on my body as well. One of my doctors suggested that I see an acupuncturist. The acupuncturist always took my heart rate before starting. One day she asked if I had a tough day. I told her that I hadn't, that it was a fairly standard day. She told me she asked because my heart rate was very high. That was eye opening for me. I couldn't even recognize when I was stressed because that's how I felt ALL THE TIME.
I took the advice of my doctors and sought help. I got a stress therapist. The physical health issue was ironed out for the time being, but the stress issue as a whole was not resolved long-term. The efforts that I took to maintain a low-stress lifestyle were not sustainable. I couldn't see a stress therapist forever. I didn't, and still don't, have the tools to manage my stress long term.
A few months ago I connected with the lovely, intelligent, and fiercely passionate, Nikisha Patton Handy through LinkedIn. Her profile struck me because of my own history with stress. She was an educator that was burned out of the industry. She stepped away to take some time to be with her family. She has since discovered mindfulness and has used that discovery to serve other teachers that are having similar experiences. Her story, which she tells here, is powerful because it is so relatable. I wish I had met her 5 years ago. Check out her story below as well as some resources for self-care.
Nikisha Patton Handy began teaching in 2005 as a special education teacher, and continued to work in education until 2016. She earned a Bachelor's degree in Applied Behavior Analysis, a Master's degree in Special Education specializing in Behavioral Interventions, and is currently working to complete a Doctorate degree in Curriculum, Instruction, and Assessment. Nikisha has served in the capacity of educator, tutor, department chair, interventionist, and interventionist coordinator during her career. Nikisha has since become the proud business owner of 2 Inspire Peace, which seeks to inspire peace in those that pour into children. 2 Inspire Peace offers stress relief and healing by way of mindful meditation, offering retreats, professional development opportunities, aromatherapy and de-escalation products, and life changing events for educators, mentors, and caregivers.
Every burned out teacher has their story. Mine is one of passion, hope, overachieving, and high expectations. Let me begin by saying that since 2005, I have been a special education teacher. The first hurdle I encountered was the fact that many of the other teachers, administrators, and staff never quite understood what I did as an educator. There is quite a discrepancy between what special education teachers are responsible for in comparison to general educators. When other teachers and administrators see what you are doing, many either feel sympathy or lack understanding and judge what you do as subpar in comparison to other educators because of a lack of knowledge, empathy, and experience.
The last year that I agreed to be a teacher of record, the year began with me sitting in a before-school professional development session as the principal presented the assessment data from the previous year. This particular year included a monetary incentive if percentages of passing the state exam were achieved.
I found myself staring at a screen with bar graphs illustrating the performance of students that took a modified test. There were several misconceptions built into just showing the chart without explanation. The first misconception was that all students that took these tests were in my class. The second misconception was that these students failed the assessment without making significant growth from the prior year to the year on the graph in front of me. The ultimate misconception was that none of us earned the monetary incentive because of my students.
I knew about all of the struggles, the meetings, the number of students that had shown grade levels of growth in one single year, and even the relationships with families that had been restored during the process. But as this screen was displayed for all of the other teachers to glare at, I felt a sense of apathy, and in that moment, I was determined to do more to prove to my peers and myself that I was an excellent teacher.
This is what many of us do as educators: push ourselves more even though many of us aren't given the support, resources, funding, or time needed to work the miracles expected for the students we serve. From there, for me, as my family grew, as I left special education and switched to becoming an interventionist to prevent future false positives in special education, as I worked harder to make an impact, I was slowly losing myself and had no idea that I was burning out. I had created a new normal of toxicity, of complaining, of saying "yes" and agreeing to do more work than was possible for me to complete, of taking work home and losing more significant time and memories with my family.
With everyday that went by, I hit snooze more, woke and got out of the bed later, arrived at work later, and promised myself to do less as I was assigned more. How did I get here? I now realize that what I lacked was something I never knew existed, so I didn't know that I needed it. What was that? Mindfulness. Simply being aware of the present moment, having self-awareness and the ability to regulate my emotions and behaviors, or even recognizing that I was leaving the majority of my life either in fear of my future or suffering from the past.
The only times that I truly felt present were the moments that I spent with my students. Once I left the classroom, I didn't have as much access to students. I was working more closely with teachers and staff in a supposed "elevated position". It was at that time that I began to lose my passion for the educational industry as a whole.
There are many teacher training programs for those that aspire to change the world by pouring into our younger generations, but where are the classes within these programs that teach balance, mindfulness, and the skills to live in a way that promotes resilience in such a demanding industry? The new norm is that teachers graduate from their programs, enter the industry, many without a mentor, and simply get better with time. But what happens to these educators as people, as family members, as friends, who who are just trying to balance their lives with their newfound career?
Many unfortunately burn out within 2 to 5 years of entering into the industry. Therefore, our industry is flooded with new educators, many of which go without mentors, support, or any idea of how to sustain themselves without losing their family, their friends, and sometimes awareness of their own mental health.
I chose my family after 12 years of dedication to education, and that's when I found mindfulness. I had a two-year-old at home and a husband that I felt I had emotionally abandoned and needed to take care of. My journey began with long moments of contemplation of how I had arrived to a place where I was consuming medication to control depression amd and anxiety. I needed a deeper connection with myself to truly find my purpose, not necessarily my next career move. I needed to find peace! I was beginning to see the same signs of unhappiness and anxiety in my daughter. A separation had been created between me and my spouse. I immediately recognized the need to simply reset.
Mindfulness for me began with finding what allowed me to feel at peace. Was it the sun beaming on my face? Was it my time using guided meditations to center, balance, and positively affirm myself? I began playing uplifting music, cleaning and decluttering my space, and journaling my feelings and insights. I found that certain scents such as lavender and lemongrass lifted my spirits, and so I took an interest in essential oils and aromatherapy. Moment by moment and day by day with these practices in place, I began to develop a sense of gratitude for having access to all of the things around me that made me feel uplifted. I found that deep breathing had the power to reverse an oncoming anxiety attack. The same breath could calm me even in my most furious moments.
Mindfulness is different for everyone. What may appeal to one may deter another. Whatever you have to do to stay in the moment and keep your thoughts positive is the definition of mindfulness to me. What we consume and accept as our reality flourishes. It can start with you choosing to grow rather than stay stagnant, choosing to be happy rather than feeling fine, choosing to live your best life everyday instead of taking it a day at a time. Mindfulness is a second by second, minute by minute choice that has totally changed and rearranged my existence in a way that I cannot explain. What mindful practice will you commit to in order to adopt a lifestyle that allows you to balance and stabilize, thereby allowing you to offer patience and compassion for yourself and those around you? #positivevibesonly
Written by Nikisha Patton Handy
Attention needs to be paid to the sources of teacher burnout, there's no question. And no one is arguing that here. Continue to use your voice and advocate for systems that prevent stress and burnout. I wasn't burned out of the industry because I had support from my director and coworkers. That is not uniform across the board, however. Teachers battle lack of support in many districts. Until all of the issues with education magically disappear, keeping mindful is a good practice. It's a good practice in life. Educators aren't the only ones that feel stress, pressure, anxiety, depression, etc. It's likely a reality of living in the 21st-century. Being mindful of your emotions and actions is an important skill for everyone to have, including our students. It's important for us to model social/emotional intelligence, and mindfulness can be a really effective tool for that.
Thanks for reading! Nikisha hosts her own Youtube station where you can find quick and simple tips for stress reduction and meditation exercises. You can also peruse her website, 2 Inspire Peace, for more resources.
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education, and check out my TpT store for experiential learning resources.
This post is part of a series on student-directed learning. If you are unsure of what student-directed learning is or what a student-directed learning environment looks like, go back and peruse previous posts. In short, student-directed learning gives students choice throughout the learning experience, and the learning environment should accommodate those choices.
Imagine you walk into a classroom. You look around and see students spread out around the room. Some students are quietly lounging in bean bag chairs, reading or writing. In the center of the room you see a small group of students chatting around a large table. You find students sitting at desks, working away on computers. One of the students is creating an animation and another student is writing an email. You scan the room and see a couple of students watching a live webinar streaming from Facebook.
This is my classroom. This is what my student-directed learning environment looks like for much of the day (not all of it). Our students lead their education through student-directed project-based learning. For details on student-directed PBL, go back to this post. Each student in the example above is working on some component of a student-directed project. One student decides he wants to gather information for his project by reading books on the topic. The small group of students chatting around the table is brainstorming how best to reach their authentic audience. Another student is creating an animation as her final product to demonstrate learning. The student writing emails is connecting with community experts to utilize for his project. The small group of students watching the live webinar is using this modern technology to learn about their project topic.
Each student is learning in their own way, at their own pace. They may be driven by the same general learning objective that you set for them, such as a standard that needs to be met (or not), but they meet those learning objectives by making a series of personal decisions based on their passions and needs.
The question then is where is the teacher in all of this? If the teacher isn't giving information through direct instruction or providing a structured lesson plan or activity, then what is the teacher even doing there? Teachers wear A LOT of hats. ALL educators know this and experience this, regardless of pedagogy or philosophy. Student-directed teachers still manage the classroom, provide resources, scaffold, organize learning activities, provide input, and even teach students how to direct their own learning. What changes in a student-directed learning environment is your role. You are far from obsolete. You are a facilitator of learning. You guide and support, you challenge, you give feedback.
What does the teacher do in student-directed learning environment?
1. Help students learn how to direct their own learning -
A lot of students have spent the bulk of their education being given information through direct instruction. Teachers that want to transition to a more student-directed learning environment are going to have to undo the mindset that student's have developed over the years that they're going to be given the "correct answers." Student-directed learning requires critical thinking, problem-solving, and failing at times! Students may be uncomfortable with that at first. I have many resources in my Experiential Learning Depot store that guide teachers and students through this transition by way of project-based learning, one of which is a PBL bundle and manual.
2. Get to know your students -
In order to serve your students effectively in a student-directed learning environment, you'll need to get to know who they are, what they're interested in, their learning styles, their passions and more. It is very personalized. Knowing your students on this level will be critical to when you're helping them design projects or work through learning activities. The animation example that I used above was an actual project that one of my students did. She turned a subject that she found boring, neurotransmission, and made it more exciting and engaging by creating an animation that demonstrated this concept. I knew she was a creator and helped her design her project around that passion. Relationship building is huge and sometimes you have to work at it.
3. Guide students through the process of developing learning experiences that are challenging, authentic, and innovative -
Just because students make choices in student-directed learning doesn't mean they're always going to be great decisions! They need your guidance, expertise, connections, and advice. If you know your students, you will know if they're not challenging themselves, if their project design doesn't align with their goals, if they could expand their authentic audience, or if their project plan just doesn't match up with their learning objectives.
My students design their projects using a project proposal. I walk the room while they hash out their project plans, check their proposals, offer suggestions, and sign off on them. I have that blank PBL project proposal and other helpful student-directed PBL templates in my store in a bundle called "PBL Toolkit".
The picture above shows one of my students learning about history through photography. Getting to know this student I discovered she was interested in photography. She needed history credit so she decided to stage major events in history, take and edit photos, and write a description of the events. She eventually developed an entire gallery of recreated historical events. She CHOSE her final product, a way of demonstrating learning that was of interest to her. I guided her through this process. I was so impressed by her results that I created a guided PBL project around this idea and it's available in my store - History Through Artistic Expression.
4. Help students create and manage personal learning plans -
A personal learning plan is a great tool for student-directed learning. It is a plan that includes personal goals, interests, learning styles, project ideas, deadlines, etc. It can really include whatever you feel helps guide students. It's helpful to pull that plan out when students are designing projects or learning experiences. My job as facilitator is to help them write this plan and modify it as they learn and grow. My personal learning plan template is also included in my PBL Toolkit.
5. Assist students with finding resources -
I think my biggest job as a facilitator is to help students find accurate and relevant information, connect with community experts, gather materials, and recognize learning opportunities. Student-directed learning really teaches kids how to be resourceful, especially if you do project-based learning. If you don't know what I mean by that, go back to my previous post on the principles of pbl. I taught a biotechnology seminar a while ago. One of my students was really interested in algae as a biofuel. I connected him with the researchers at the algae lab of the U of M, and my student took it from there. I modeled how to find an authentic learning experience relevant to his interests and learning objectives, he learned from that, and eventually was able to find these opportunities for himself.
At the time when the Syrian refugee crisis reached its peak, a group of my students chose to raise money by having a holiday pie fundraiser. This was their plan for their student-directed community action project that I assigned. Also in my store. I helped them locate resources, in this case, ingredients for pies, by connecting with and arranging deals with local orchards.
6. Provide input and feedback -
Giving students consistent feedback is not only critical for growth and improvement, but students need it, desire it, and ask for it. Because they're not getting immediate and concrete feedback, such as a red check mark over an incorrect answer to a worksheet, they can feel a little lost at times. It is your job as the facilitator to observe their learning process, give them pointers, ask that they go back to the drawing board, etc. I have my students complete self-assessments periodically throughout the learning experience. In most cases with my students it's a rubric for project-based learning. I then go over the assessment with the student one-on-one. Formative assessments or quick end of the day reflections are great also, and are a little more efficient. Find a system that works for you.
7. Organize events that showcase student work to the community-
There are so many interesting and creative ways to present final products to an authentic audience. One great default presentation option for students is to put final products on display at an organized event such as an exhibition night. I have a project in my store that is all about heritage. Every year my students complete this project and then we host a multicultural night for friends, family, and community members. Part of my job as a facilitator in a student-directed learning environment is to plan these events. I do, and I love it!
8. Organize learning activities and sparks -
Not all time in my school learning environment is spent working independently on projects. We have group discussions, we do group projects, we go on field trips, do service learning, travel, watch the news together, invite speakers, host events, and do team building activities. I even do direct-instruction at times. I'm not above that. I just limit it as much as possible. Many of these learning activities are connected to student-projects in some way, but some of them aren't. Some of them are simply done to inform students, start dialog about an important issue or concept, or ignite a spark in a student or two. A huge part of my job is to find, plan, and coordinate these learning opportunities for students.
The photo all the way to the left is a speaker, Dr. Fisch, a Holocaust survivor and artist. A coworker of mine arranged for him to come in to speak to the school. The photo in the middle is a field trip to the Wildlife Science Center. I brought students there to spark interest and gather information for their endangered species projects (look for this free resource in my store). The photo on the far right is of a student at a class team building event that I arranged.
9. Provide students with the tools to be successful student-directed learners -
Student-directed learning does not have to be chaotic. You can and should give structure. It is your job as their instructor to provide the tools they need to direct their own learning. Project-proposals, parameters and deadlines, guidelines for project reflections, graphic organizers, formative assessments, etc. are all great examples of devices that will help your students transition to great student-directed learners. They will need a system, at least right away. In time the hope is that they can become less dependent on you, as throughout the year they will be developing the skills to work more independently.
10. Everything else that comes with territory of being a teacher -
You wear a lot of hats regardless of teaching style. The same goes for teachers in student-directed learning environments. You will always have a student or two that are distracting other students. You will have students that walk in the door with baggage or trauma. You need to manage tardies and absences, and grade and evaluate student work. The list goes on. With student-directed learning, however, some behavioral issues are reduced because students have choice and autonomy. Their learning experiences are based on interest and real-life.
That was long! Thanks for hearing me out. Student-directed learning is powerful and it's worth considering if you don't already use this approach. If you do student-directed learning in your classroom or learning environment, please share about your experience!
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education, and check out my TpT store for experiential learning resources.
Student Climate Strike
Students from around the world skipped class today to raise awareness and push legislators to make moves on climate change. I was able to pop over to the Minnesota State Capitol Building and watch the students in action. I was drawn by two issues that are important to me; climate change and education. The energy exuded by students and bystanders was contagious. I was both inspired and in awe by this student-led movement.
I wrote a blog post on student activism a while back called "Four Ways Students Can Take Action." The gist of the post is that students can have a voice. Students can make massive waves of change. The four ways that students can take action mentioned in the blog post includes: 1) raising awareness, 2) advocating for legislation, 3) raising money, and 4) giving time. The climate strike is a small piece of a much greater movement, but the strike alone has been wildly successful in raising awareness.
This current climate change movement, initiated and led by students, is gaining global attention. Why? In my opinion, it is because young people are the ones making the demands. And they have that right. Students at the capitol building today spanned every race, socioeconomic class, gender, religion, sexual orientation, and background. They came from all walks of life, yet were brought together today to work toward a shared goal; to secure their future and the future of those that will come after them. I don't know if the message would be as strong if a bunch of middle-aged folks like myself stomped up the steps of the capitol building waving around posters. Young people not only have the passion and the energy, they also have the tools and skills to spread the word to mass audiences at a rapid rate simply because they are growing up in the 21st-century.
Rondo: Beyond the Pavement
I recently had the opportunity to go back to my school, Jennings, to view a one-time screening of a documentary created by a group of High School for Recording Arts students. The project was entirely student-directed. The film, called Rondo: Beyond the Pavement, is about the Rondo community in St.Paul that was leveled and fragmented to make room for highway 94 decades ago. The hours and hours of research conducted by the students, rifling through thousands of documents, revealed that there were other route options that would have kept the neighborhood of Rondo in tact. They discovered in their research that the displacement of marginalized communities for the sake of development has happened to 1200 neighborhoods across America, leaving community level trauma in their wake.
What these students did was take an issue close to home, close to their community, relevant to the future, and they spread the word. Their film will be shown at six film festivals across the nation this year, possibly more. Their message is to learn from history, from people's stories, and not to sit back while others determine their fate. This student project is another great example of students taking action by raising awareness.
I have a resource in my TpT store called "Community Action Projects", which is a student-led PBL project where students take action on something important to them in the community. It doesn't have to be creating a global movement. It could be as simple as getting a crosswalk put into an area with a lot of pedestrians. The idea is to get kids involved and invested in their communities. To be responsible and educated citizens. It doesn't have to be political and it should not be teacher led. It has to be personal to the student and relevant to their lives.
I used to teach a climate change seminar before I decided to stay home with my own children. I have a lot of climate change resources to put in my store, but need to get them organized. That will take some time. I will probably have to take the summer to get it all on there, but keep an eye out for single resources here and there. It will likely be a mix of inquiry labs, project-based learning, and problem-based learning, and will be scientific in nature.
Thanks for stopping by! Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education. Check out student-directed curriculum in my TpT store, Experiential Learning Depot.
How to Use Google Maps in Project-Based Learning
I am never the most tech savvy person in the room. There is so much out there and it's always evolving. It's tough to know where to start and just when I feel I've gotten it, everything changes. Technology can be intimidating and time-consuming to learn. Time isn't something teachers have sitting around in abundance.
One tech tool that I have been using with my students for years is Google Maps. I used to only touch the surface of this program; to get from point A to Point B. I slowly started discovering that there is a lot more to it. I have really stuck by this program as an educational tool because it is user-friendly. That is a win for those of us that feel a little overwhelmed with technology at times. It's a fantastic learning tool and a great way to showcase student work.
I have used Google Maps as an end product option for many of my class PBL projects. Google Maps can be used for obvious projects such as trip planning, but it can be used in some unexpected ways as well such as storytelling, scrapbooking, and data collection for science experiments.
Benefits of Using Google Maps as a Learning Tool:
1) It's an innovative final product - A lot of projects end with poster boards. One problem with poster boards is that they tend to be cut and paste. There's little engagement depending on ho they're used. Putting information into Google Maps requires a certain degree of inquiry and problem-solving.
2) The final product is shareable - one of the important principles of project-based learning is sharing the information with an authentic audience: relevant and public. You can easily share your Google Map by sharing the link via social media, embedding it in a website or blog, and personally inviting specific people by email to view it.
3) Encourages community collaboration - Another important principle of project-based learning is getting the community involved by utilizing experts in the field and creating a usable final product that is of benefit to the community. Creating a usable map for others to use is ideal. Let's say a student creates a tour on Google Maps. Once the map is published, anyone looking to take a tour in that specific area could use the map as a guide.
4) A tool for developing 21st-century skills - Technology is around. It's a part of life now. For students to be successful in the 21st-century workplace, I personally believe that we need to embrace technology and help our students learn how to navigate it. Google Maps is a great way to effectively utilize technology in the classroom as well as pose the opportunity to practice problem-solving, critical thinking, flexibility, collaboration, communication and so on.
Google Maps Features:
The following features are utilized regularly by my students for PBL projects. There are many more features to Google Maps, but I'm going to stick to the basics right now. Students will learn more elaborate features as they spend time getting to know the program.
1) Create routes and alter them - Students could design a tour for example, and map out their route for the day. If there is an alternative route that they want to take, students can simply move the line that Google Maps created between two destinations to fit their needs.
2) Plan routes by bike, car, and foot - Students can choose their mode of transportation and Google Maps will automatically find the best route. For example, Minneapolis has an elaborate trail system throughout the city. If you choose "bike" as your mode of transportation, Google Maps will lay out the safest and most efficient bike route using the trails whenever possible.
3) Add pins with photos and descriptions - Let's say a student is planning a trip. They can throw down markers/pins to places they want to visit on their trip, and add details to those pins by creating a photo card. Descriptions and photos can be added to every pin.
4) Add layers - Students can add layers to their maps. One reason to use the layers feature would be to add itineraries for multiple days.
5) Measure distance - There is a ruler tool to measure distance between two points. This is helpful for gauging how much time to set aside for commuting, among other things.
6) Add directions - You can choose to add directions between pins if you wish. The directions will show up as a blue line between pins. Viewers can also get step-by-step written directions.
7) Share your final product - Because your map is online, it receives its own unique link once you have published it. That link can be shared on any digital platform. You can also embed a code to your map into any website or blog. Finally, you can invite specific people to view your map and collaborate if you wish. This last part would be helpful for feedback from a teacher, peer, or community expert (an important element of PBL.)
PBL Project Ideas that Utilize Google Maps:
1) Plan a trip around the world - This is a project that my students do every year. They love it. Creating a Google Map is one final product option for their trip plan. This resource is available on my TpT site - "Project-Based Learning: Plan a Trip Around the World".
2) Plan a trip itinerary - Students could create a Google Map outlining their itinerary for a trip. My school is travel-based, so my students have created Google Maps of actual trips that they've taken with the school. You could also assign this project to students as a theoretical trip or even as a family trip, especially if you're homeschooling. Check out these free resources for student-planned trips - Trip Project Proposal and Trip Planning Guide. Refer back to an old blog post on student-led travel for guidance.
3) City scavenger hunt - Students can create a scavenger hunt around the town or city using a Google Map as their guide. Our school is located right in front of the light rail, which connects Mpls and St. Paul. A coworker of mine created a scavenger hunt for students to get better acquainted with public transportation. That is one example and something a student could do.
4) Storytelling or content sharing - A Google Map could be created to demonstrate learning of content knowledge in place of a more standard end product such as a poster board or Powerpoint. For example, if a student is doing a project on art history, they might create a Google Map with the locations of some of the most famous art pieces around the world - Louvre for the Mona Lisa or the Galleria dell' Accademia for the Statue of David, and so on. They would add descriptions or content info that they have gathered through research to their Google Maps photo cards.
5) Map out a story that has already been written - A few of my students did this for the Serial Podcast. The first season is about a murder in a suburb of Baltimore. The setting is critical to the storyline. Several of my students created their own Google Maps of the crime scene and other relevant locations to the case to demonstrate comprehension as well as analyze evidence from the case.
6) Map out your own story - My advisory students tell their own story through Google Maps as a beginning of the year "get-to-know-you" activity. They map out their past such as where they have lived and specific places that have played an important role in their lives. They include in their map where they are today and where they hope to be in the future.
7) Creating a scrapbook of a vacation - I have mentioned creating a Google Map of a trip plan, but a Google Map could also be created as a reflection to a trip already taken. Students can drop pins at the places they visited and add photos and captions describing the experience they had, much like a scrapbook.
8) Use "time travel" to analyze how neighborhoods have evolved - There is a feature of Google Maps called "time travel" that came out in 2014. This feature allows you to look at how things have changed at any given location. Students could analyze neighborhoods to see how they've evolved over time.
9) Use Google Maps to record data - You can drop a pin and add descriptions anywhere on a map. Therefore, students that are conducting experiments outdoors could drop pins and add observations to Google Maps similar to what one would do in a field notebook. For example, I did biodiversity surveys with my bio students in Minnesota and then again when we traveled to Costa Rica. We could drop pins at every location that we surveyed and add our biodiversity count to each pin under the description. Another example is collecting water samples from various wetlands throughout the state. You drop a pin where you are collecting samples and add the results to the description.
10) Be a citizen scientist! There is something called "treks" on Google Maps where you can "off-road". You can see places that you can't see from a typical snapshot such as Angkor Wat or the canals of Venice. Google needs people to get these off road views by taking photos and submitting them to the database. You need to apply to be one of these people. If travel is part of your curriculum, you might want to look into this. This would be a great ongoing project for worldschoolers.
11) Plan a hometown tour - This is my favorite project for using Google Maps because it really excites and engages my students. It is relevant to their lives, it is personal, and they take pride in their final product. The project is for students to create a tour of their own hometown. They create a 2-day itinerary and map it out on Google Maps. The include stops on their tour that are meaningful to them, not the masses. They can then share their map with the public. Click here to get to this resource from my TpT store.
I created my own hometown tour of MPLS using Google Maps. My tour is very personal to me, as it would be for each of your students. It's a great way to provide tours for those that are looking to skip the super touristy stuff and see the town from the perspective of a local. Check out my tour below as an example of a final product using Google Maps. You can move the map around and click on the pins to see my photo cards with descriptions and photos. To go directly to the tour, click here.
Minneapolis Bike Tour Project Example
Check out this tutorial on how to create a tour on Google Maps. Your Students can easily access this "how to" on Youtube. Click here to be redirected to Youtube.
I would LOVE to add student projects to my blog. If any of you use either one of my TpT products mentioned above, OR if you have your own projects for students that use Google Maps, I would love to showcase student work right here. If you use Google Maps in your curriculum in a way that wasn't mentioned in this post, please share in comments. I'd love to hear more ideas!
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education. Check out student-directed curriculum in my TpT store, Experiential Learning Depot.
Teachers and parents of the 21st-century have a challenge to face and the responsibility to confront that challenge. Technology is a prominent and permanent part of modern society. It is a blessing and a curse, particularly when it comes to social media and children.
We have all been faced with the need to make important decisions for our children when it comes to technology; at what age to allow them to have their first cell phone, whether to let them use social media as a research or presentation tool in class for school projects, how much time to allow them on social media each day if at all, whether to install child monitoring software to home or school computers.
These are all legitimate decisions to make as parents and educators. We want children to be able to utilize all of the amazing learning tools that technology has to offer, but also want them to be safe. Technology is evolving rapidly. Generation Z is all over it. They know the latest trends the moment they start trending. My four-year-old knows how to use a photo editing app on my phone better than I do.
It is illogical to think that I will always know what my children and students are doing on social media at any given time. Therefore, rather than obsessing over how to control it, Cory A. Jones, author of "Followed", contends that we should embrace it and help students learn how to navigate it. He does so through realistic storytelling. Cory wrote "Followed" as a teaching tool for young people, parents and educators to help navigate the social media scene responsibly and safely.
Cory Alexander is an educator, author, serial dreamer, and entrepreneur. He holds a Bachelor Degree in Deviant Behavior & Social Control from John Jay College of Criminal Justice and a Masters Degree in Education: School Counseling from Liberty University. Now, Cory is a high school guidance counselor as well as the founder of Harlem Press, LLC. and Rise Career Academy, an on-demand career mentoring program. He is also the author of Followed: Who's Following YOU? A compelling story of a group of typical, modern-day teens navigating their way through social channels and personal emotions.
Using Storytelling to Talk to Kids About Safe and Responsible Social Media Use: Start the Conversation
1. You’ve written a book called “Followed”. What is the premise of the book?
The book's objectives are three-fold: 1) To encourage young people to think before they post, take a moment of pause, and proceed through a set of standards. Post with a purpose. 2) Be aware that their social media expressionism creates a digital footprint, a resume, and paints a picture about them whether they like it or not. 3) Be wary of strangers. Things aren’t always what they seem. There is a staggering amount of fake accounts and people with bad intentions trying to connect for the sole purpose of taking advantage of you.
2. What inspired the book?
Being a guidance counselor I wanted to really help young ladies. Overall, I have a sense of fairness and I don’t like people being bullied and taken advantage of. I’ve experienced girls finding themselves in compromising positions due to poor judgment in sending a nude pic or saying things online that cause massive disagreements, which lead to physical fights and ruined relationships. I also notice the self-esteem issues. I know it’s difficult growing up, finding your way, and trying to navigate friendships and family obligations. Social media adds a level of complexity to an overall complex time in their lives. Those middle and high years are rough on many levels. Helping young people and sharing a story that they can relate to with the hope of encouraging them to pick us some tips from the story is what inspired me to write Followed.
3. As a school counselor, you have likely seen social media risks at play. What can you say about those experiences? Was your plot line or were your characters based on true events?
As a school counselor, my heart has broken more than a few times. I’ve witnessed shame and stress caused by sexting and arguments escalate to physical altercations because of social media comments and post. Embarrassingly, fights are first videoed before anyone considers breaking them up. Still an act that I just can’t get used to. The characters in the book without question share traits with many of my students. The plot, not so much. Some of the behavior in the plot is general to any high school in the world. That’s why the book works. It’s real life and extremely relatable.
4. Your solution has been to teach kids about responsible use of social media through realistic storytelling. What inspired this avenue for educating students?
I’m such a respecter of persons regardless of age. I grew up in a single family household and I had to independently make decisions on my own so often. Because of this, I don’t look down on younger people like their trials and stresses are less than. With that, I wanted to “share” a story on what could happen to them or loved ones if they're not careful on social media, I want to do more than just state facts that they may or may not remember. I’m of the opinion that we learn in story form. Books, movies, and music are very good storytelling vehicles. I’ve read things that have stuck with me because of how it was presented. I’ve learned from movies because of how it was presented and I’ve gotten some of my best advice from observing what happened to someone else.
5. Does the book include resources for teachers and parents such as curriculum or discussion guides?
I so much believe that the advance in society as a collective starts when we dialog amongst each other, so I created end-of-chapter questions that a teacher or parent can use to help kids share what they’ve experienced online. This is best in group settings so that we can share and learn that we’re not alone in dealing with social media anxieties and an unhealthy attachment to tech in general. I recently did a group talk with my students titled, “Social Media & Cell Phone Over-Usage”. It was great how students shared what hurt about social media, what they would like to see changed, and what part they want to play in that change.
6. If you could give parents a tip to help them navigate the world of teens and social media, what would it be?
If I had just one tip I would say talk. Share stories you’ve heard, both good (i.e. someone raised money using social media), and bad (i.e. someone got hurt because…) Create an environment where you share what you’ve learned and ask them about the trends they're noticing. Interestingly enough, when you get kids talking, they really share (probably more than they planned).
7. If you could give teachers one tip to help them navigate social media when it comes to their students, what would it be?
One tip for teachers/educators is to get involved. No longer can we be passive on social media. We need to talk about it, help them navigate their way on it. It’s not going away. We have to embrace it. Our parents had to embrace the change in language and sexuality on T.V. and cable. Their parents had to embrace the change in music, etc. Every generation has challenges and new norms. By embracing social media, we can make effective change and common sense behavior for our students.
For resources and more information on Followed, visit Followedthebook.com
Check out these free chapters: Chapter 7 and Chapter 8
Take a look at these supplemental worksheets.
The book can be found for purchase on Amazon.
If you have read the book "Followed" and want to support the author, vote his book for a 2019 Author Academy Award! Click the link and find the YA category. Good luck, Cory!
What have been your experiences with teens and social media? What works in the classroom? What doesn't? Parents, what works for you and your children? Any resources, tips, suggestions are welcome!
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To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.