It's Time For Reflection and Resolution

It's a balmy 1 degree outside and there is lots of snow.  As I sit here with an egg nog drink (perhaps spiced with a bit of Captain), my heart is happy and my brain is light.  I have my health - even recently had an interesting colonoscopy experience along with a wellness check up.  The doc said I could stand to lower my weight and my bad cholesterol, and the colon doc said I have to go back in three years because the two polyps that were found need weren't cancerous but should be monitored.  My knees hurt, but the meloxocam and occasional tylenol so far have kept me from giving up officiating and umpiring, even though my basketball playing days and running ultra distance races are likely behind me.  I'm getting older...it happens...but I've gotten a lot out of this 51 year old body, and there is still a lot of gumption and pride left to push it even further.

I seem to listen and watch for life messages as I get older - movies, songs, experiences, books - so maybe that's another "age thing".  If given the opportunity to reflect my official "status", I truly am very fortunate.  My life has been far from error free, far from heartache and loss free, far from perfect.  I have regrets, maybe even more regrets than other folks. 

What I do have left in the years of my life, as far as I can tell, is an opportunity to help others.  Husband, father, step-father, (soon-to-be step grandfather), son, son-in-low, brother, brother-in-law, uncle, cousin, friend, teacher, coach (for a few more months), official, umpire, neighbor, colleague, parishioner..those roles are filled with opportunities to help others.  I have a lot to offer before my time is up, whenever that is.  And if it's tomorrow, I pass on believing I have helped more than I have hurt.

My resolutions are simple.  Drink more water.  That's doable, and will help my health on a lot of levels.  My other resolution is a bit more complicated to explain...continue to strive to find happiness and joy in the roles of my life (those above and any others that I've failed to list).  Work hard to somehow try to find the "glass half full". 

Now I'm off in a bit to Kourtney and Pat's New Year's Eve party.  Bring on 2018!

So Much To Be Thankful For!

It's the day after Christmas, and there is much more peace in the world - well, at least in my little sliver of it. 

#1 - no publications stress --  I knew life would be simpler without the sleepless nights and battles against students to complete the school newspaper and yearbook, but crawling our from under the load of that burden has just allowed me to be a little happier too.

#2 - volunteer coaching -- The wallet has suffered a lot, but volunteer coaching in football and basketball at Sherrard has been a great learning experience.  I'm on the downhill slide of my coaching career, and this likely could be the "last hurrah", but I'm amazed at how much can be learned from others late into our careers.  The seasons haven't exactly been "story book" journeys, but working under Scott Monson and Brian Hutton has been fun, and seeing Cole develop and grow has been enjoyable.

#3 - white Christmas -- Snow arrived on Christmas Eve this year.  It's currently 0 degrees outside, so our snow will be sticking around for awhile.  Christmas is always just a bit more beautiful with snow.

#4 - end of the semester before holiday break -- WOW....it is nice to have no essays or assignments to grade.  In fact, all my exams have been graded and grades have been finalized.  I have no "school hangover work" to accomplish.  Our break started late; in fact, we had school all the way up until the 22nd, but now it's refreshing to be all done for the semester.

#5 - Christmas is completed -- day before Christmas, Christmas Eve morning, Christmas Eve night, Christmas Day --- all were Christmas celebrations this year.  The logistics of blended families is hectic, but there definitely is a lot of celebrations and traditions to enjoy.  I was especially happy to have all the children and step-children together at our home for our Christmas on Christmas Eve morning.

#6 - Xmas shopping survived -- I'm going to be officiating a lot the next three days, and with the income from those days, I believe I will have endured Xmas shopping 2017.  My budget was very tight this year, so gift giving was minimized but maintained.  Everyone on the list got a "little something" .... I tried to give gift cards or "as needed" gifts, and I think I succeeded.  I find myself getting more and more frustrated with the "commercialism" of Christmas; maybe I'm just getting old.

I could probably add more to this list, but I have run out of time!

The Day Has Arrived! Day 1 of 2017-18

I woke up early this morning...it may have been the dream that I won the Powerball, or maybe it was just overthinking everything that I need to try to accomplish in the first couple of weeks of the school year.

Today and tomorrow, though, are "institute days" - days without students designed to allow teachers and administrators and staff a couple of days to get their engines going.  Having had an awesome summer, and having attended a Google training session at school on Monday, I sort of feel like I have already started the "start-up" process, but today and tomorrow will be busy as well.

Every year is unique, but this one seems to be uniquely unique.  Amber and I will be empty nesters, as my youngest step-daughter is headed off to her first year of college.  This will make the house a bit quieter in the mornings, and will also make the entire house entirely accessible in the mornings.  The result will be my ability to go downstairs and get a workout in while also turning on the television and watching my morning news shows.

The next unique quality of the school year will be the absence of the trials and tribulations of being a yearbook adviser.  I resigned that duty at the end of the school year in May, and it was a difficult decision.  I love yearbook and school newspaper, but I wasn't able to generate a renewed student interest, and I tired of the battle.  I'm at an age now where I don't mind challenges and battles, but I also am quicker to recognize when a battle is too much.  So without the publications course this year, I'm interested to see how that impacts my days.

Finally, I'm also not a salaried coach.  My previous three years, I had coached at least one basketball team.  This year I wanted to make sure I could be available to watch my son in his senior year of his sports and activities at his school, which neighbors the school district I work at.  I am actually volunteering some of my time at his school with his football and basketball teams.  I also helped with football last year, but helping with basketball will be new.  I know the head coaches very well, and I'm looking forward to contributing to their programs and also learning from them.  There is awkwardness in coaching at a neighboring school district, but I fully expect that after this year I will make myself available to coach again at Rockridge where needed and where I can be a comfortable fit and good contribution.

So let's see how this goes!

JBiz

Find Your Faith

It's Sunday morning, and I just got cleaned up here at home for 10:30 church service.  The history of my faith journey is muddled; the future of my faith journey...also muddled.  I grew up attending a Catholic church - Sunday school lessons, communion, etc...  It didn't stick, and I'm not exactly sure why.  I didn't enjoy church; I suppose that's not unlike many other young people growing up.

In college I was enrolled at a Lutheran church; in fact my ex-wife and I were married in the campus chapel.   And soon after we were married, we attempted to visit a few churches to see if a faith journey for both of us at that time would be a good fit.  The effort didn't last very long.  After several years of marriage, my ex-wife began attending a Wesleyan church after several years into our marriage, and the organization and the services really clicked for her.  The became a member and was baptized.  Unfortunately, there wasn't so much of a click for me.  In short, it was just too much for me, I think looking back on it now.  I do have regrets, though, that I wasn't more supportive of her journey.

Amber was a member of a Methodist church in Reynolds when we met, and we were married in the church.  Through our marriage sessions with Pastor Paul (Newhall), I became somewhat interested in exploring the possibilities of a journey, and I really appreciated the down home and genuine personality of Paul.  I eventually became a member of the church, I attend services fairly regularly, and I try to help out when/where I can.

I'm not, though, necessarily "all-in".  I often have conflicts with church services since I frequently umpire or officiate on Sunday mornings.  I'm often asked to contribute to the church in other ways, and teaching and coaching responsibilities often prohibit me from those things.  I do serve as a service liturgist now and then, and I am a member of a committee that meets a few times a year.

I often struggle with many things and am challenged to consider what I believe and don't believe.  I was worried about that.  In fact, it was something that initially kept me from becoming a member.  Paul, though, basically told me to feel comfortable starting a journey with doubts and uncertainties, because it's only through those things that we take the time to explore the world and our place in it.

I enjoy service.  It's a positive place, and I get the opportunity to listen to Paul's sermon which always gets me thinking.  The world slows down for me in our little rural church in Reynolds, which is a good thing.  Have a great Sunday.

JBiz

THE LETTER ARRIVED

I honestly try to avoid thinking too much about back to school until THE LETTER arrives.  It arrived last week.  Our district letter began with, "It is that point of your summer break that you receive the dreaded welcome back letter."

The opening to the letter did admittedly make me smile.  The word "dreaded" is generally associated with the welcome back to school letter, but I think the key to really being ready for back to school is working hard to get the most out of the summer months.  Some teachers spend at least a little time in some type of professional development training, and that's great.  Other teachers take some time to travel, and that's great.  Other teachers work another part-time job to earn some extra money, and that's great too.  And I'm guessing that some teachers also get in a few "projects" around the house like we did this summer.

So while the letter did arrive, most of us are ready to start the new school year.  We are recharged; we are refreshed; perhaps we have retooled with some new teaching strategies or enhanced our content knowledge.  And to be honest, it's still just August 4th.  We report back on the 16th, so we still have a lot of time left before the official work begins.

Yes, the letter arrived.  Yes, the official summer break is winding down.  That's okay, though.  Soon I will be getting the opportunity to meet and experience a brand new set of students that will teach me, will make me smile, will frustrate me, and will enrich my life with their lives.  Sounds like fun.

July 2017 Comes To An End!

After a bit of a break from blogging, I'm back.  I refuse to call summer over, because it's not.  What has concluded is July, and it was a fantastically hectic and enjoyable month featuring three adventures that were funded in part by my working a lot of officiating and umpiring a lot of basketball and softball games in June.

• Snow Valley USA Basketball School - My son, Cole, two of his friends, and I traveled to Waverly, Iowa.  Up by 6:15 a.m. and bed no earlier than 11:00 p.m. meant jam-packed days of basketball - exhausting but fun for us basketball gym rats.  Of course I was one of the camp coaches, and the boys were players and we left with many ideas for skill development.  The camp featured coaches from all over the U.S. and several international coaches as well.  The dorms were functional and the food was great, but all of us were very tired and ready to return home by the end of the camp.  Cole and Dalton both received awards, which was nice.  The team that I coached during the week in the fresh/soph division went 4-1 and were fun to coach.
• Las Vegas - Amber and I traveled with my basketball officiating buddies, Jason (and Laura) and Tad (and Lynn) to the one and only "Sin City".  We flew out of Cedar Rapids, and I hadn't flown since my days in college.  Our trip featured a couple of Vegas shows, an evening on Fremont Street, and lots of walking and touring of The Strip.  We stayed at Bally's and enjoyed the pool and the casino.  Highlight's included seeing Jeff Dunham live with all his crazy characters, riding The High Roller at The Link, and having lunch at Guy Fieri's restaurant.  As the saying goes, "What happens in Vegas, stays in Vegas" - really, though, our trip was tame.  Each night we were in bed by 10 p.m. because we had been walking and touring so much each day.
• Pawhuska, Oklahoma - Amber, Karrigan and I went for a "road trip".  The goal destination was to visit The Mercantile in Pawhuska, a place near and dear to Amber's heart.  She is a huge fan of Ree Drummond's show on the Food Network - The Pioneer Woman.  The show is a cooking show, but Ree also includes a lot of coverage of her family life on their cattle ranch near Pawhuska as well as their restoration of a downtown building that now includes a restaurant, bakery, and gift shop.  On the way out we had lunch at Zombie Burger in downtown DesMoines and stayed our first night in Kansas City.  For supper that night we drove to the Arts District downtown at ate at Grinders - a restaurant featured on Guy Fieri's Food Network Show - Diners, Drive-Ins, and Dives.  The next day we visited Worlds of Fun amusement park and spent a few hours riding their coasters - Karrigan and I were fans of The Mamba, which had a thrilling drop.  We then traveled to Wellington, Kansas and spent two nights at a KOA - Karrigan's first experience with cabin life - my preferred road trip accommodations.  On day one of Kansas stay, we headed further southwest and visited the Great Salt Plains National Refuge near Cherokee, OK - we didn't find an selenite crystals, but it was fun digging for them in the salt flat.  We then visited Wakita, OK to visit the museum of the film "Twister".  This was my one main blunder - the museum was closed on Mondays --- oops.  We did peek in the window and looked around.  On Kansas day 2 we packed up and left our KOA and ventured southeast to the land of the Pioneer Woman.  We drove past the Drummond ranch on Highway 60 and visited The Mercantile in Pawhuska.  We weren't able to take the tour to the ranch lodge were the cooking show is taped because episodes were being filmed, but it was still fun to see the area and The Mercantile that we see so often on the show.  Then we drove straight through home (nine hours in the Equinox) and arrived home yesterday evening.

So July (and one day of August) was full of fun, and today it's time to shape up the yard and start thinking about the upcoming school year.  Actually on the Vegas flight and the drive west, I did catch up on my podcasts (The Google Tribe, 10-Minute Teacher, and Pure Sweat), so I suppose I have been doing a little thinking about school even before August.

The summer is definitely not over, though.  I still have some projects around the house and some anticipated relaxing pool time to enjoy while I'm also contemplating the 17-18 school year.  

Summer Is Here!

It's Monday, July 3rd, and summer vacation has finely arrived!  I know a lot of teachers get to start summer vacation in late May or early June, but this cat hasn't had a summer vacation start that early in a long, long time.

June recently has been a time to finish up the yearbook.  Unfortunately, that project didn't go well, but the publication did meet it's deadline.  Also in June, I try to watch my son Cole play summer basketball.  Finally, in June, I do A LOT of umpiring and officiating.  In fact, in the month of June, I had only two days completely off from working softball or basketball games.  This isn't a call for sympathy, I accepted all of that work, and I knew it was going to be a long month.  But we rural folk understand that you have to "make hay when it's ready", and I needed the extra money to have a little in July and early August.

On top of that, Amber and I have been working on improvements to the house.  We worked hard to get ready for a couple of local contractors to replace a retaining wall and poor a concrete slab in the corner of our pool area with a sidewalk that leads to the basement.  I still need to move some dirt and get some grass growing, but the improvements not only look nice but also free up a little stress about the potential falling of the previous retaining wall.

Finally, the pool itself has been a bit of a pickle.  I had to replace seals with the pool filter motor, and that still needs to be checked over because there is still a leak somewhere.  Also, my father-in-law Jack helped me changed the filter sand and run a new power line to the power box with the filter.

So yesterday, we had our first official "pool day" of this summer!  We had over some family and friends, had a few beverages, grilled some burgers, hot dogs, and brats, and just relaxed a bit.

So I get a few days off for the July 4th holiday, but then it's off to a basketball camp with Cole and a couple of his buddies up in Waverly, Iowa.  Then after returning another few days off and Amber and I are going to fly off to Las Vegas with a couple of my officiating friends and their spouses.  Then a few days off, and Amber and I are going road tripping to see Lee Drummond, the Pioneer Woman, in eastern Oklahoma.

Summer is here!

Letting Your Children Learn Through Experience is HARD!

This past Sunday, I umpired a USA softball tournament in our area.  That's not real notable news because it's pretty common for me to work some type of youth softball on weekends.

What was challenging was that my son, Cole, and two other "rookies" would be embarking on their own umpiring journeys.  The three of them (Cole, Dalton, and Jimmy) were assigned to respective diamonds to work with their own partners, while I was assigned to Diamond 5 to work with my partner, Duane.

While we were on our diamond, I found myself thinking to how "my boys" were doing.  Were they hustling to their positions?  Were they making good calls?  Were they asking questions about how to improve their skills?  THAT'S NOT EASY!  :)

We parents eventually somehow have to let our kids experience "the hard knocks".  Life isn't simple, and it can be downright uncomfortable.  In fact, all three of them were pretty nervous as they dressed in their umpire "blues" and took the fields.  I had done my part, though.  I had gotten them to clinics, helped them to start to understand mechanics and rules, and tried to help them set up a system of organization to keep track of their schedules.  So like a little mama duck I got them all prepped and sent them on their way; they all at least looked the part - nice and professional dressed in their official uniforms...nerves on high!

And all of them survived.

All had reports of miscues and uncertainty, but all made it through the day.  And receiving their checks helped smooth some of the awkwardness too!

We have to allow our children opportunities to be uncomfortable and uncertain while helping give them the tools and confidence to be successful.  I was reminded of this once again last Sunday!

JBiz

SAT RESULTS ARE IN....NOW WHAT?

Yesterday was like Christmas in May!  I received a link from College Board regarding our students' performance on the SAT.  I played around a little and discovered the treasure of all treasures - ITEM ANALYSIS!

Item analysis allows teacher to see the questions and answers to the assessment.  This information is important to determine trends...did our students struggle with evidence questions?...did our students have trouble with pronoun-antecedent agreement?...and other skills.

Here's the problem...IT'S MAY!  The days to the school year are winding down, the energy reserves for students and staff are at their lowest, and we are all just trying to figure out how to end the school year and keep our sanity.  Do we really want to pour over test results and item analysis and identify trends and look at ways to revise curriculum to address weakness areas?

If not now, when?

I know I'm not going to feel like looking at scores in June while I'm in decompression mode.  I know I'm not going to feel like looking at scores in July when I'm coaching at Snow Valley or on my trip with my wife and friends to Vegas.  I know I'm not going to want to look at scores in August because I'm going to want to enjoy my final days before the school year starts.  Crap...I probably should be looking at scores now while the 16-17 year is fresh in my brain.  So for this Friday's TDD (Teacher Development Day), that's my mission.  Dig, learn, and think of possibilities of curriculum revision.

How about your school?  What is the process of learning what to do next from the data?  Is someone working with the data, or do students just get their results and either smile or frown?

Good luck with your data work!

JBiz

Feeling Proud To Be Giving Back

Last night at RHS, we had our annual Academic Banquet and Awards Ceremony.  It was my first time attending this event since I started at this school three years ago.  I was asked by our English Department to present our outstanding senior English student awards, and I felt like it was my turn to represent our department after other teachers had fulfilled the duty in the past.

We had a banquet beginning at 6 p.m. to start the evening.  The school supplied fried chicken and baked ham, and all the families brought a dish or desert to be included in the meal.  After the meal we went to the auditorium, where there was a lengthy list of award and scholarship winners, as well as the National Honor Society Induction Ceremony.

As a 1984 graduate of RHS, the evening was surreal.  I had connections to many aspects of the evening.  We used to have "potlucks" for awards nights, and some of the scholarships last night were memorials to people I knew.  Jim Gieseman and Tate Vroman were coaching when I was at RHS, and I still consider them important influences in my coaching skills.  Glen Cook coached my summer baseball team.  I was honored to receive the 1984 award as Butch Morford Most Inspirational.  I was a member of NHS.  In short, I had connections to many of the people and honors that are now Rockridge High School.

And eventually it was my turn to present the English Department awards to Audrey Lewis and Ashley Minyard.  That moment was my opportunity.

I'm not ashamed to say I felt great.  I was blessed to receive so many gifts and be taught and coached by so many wonderful people in the early 80's.  After graduating, the older I got, the more I began to fully understand just how blessed I had been and hoped that someday I could try to give just a little back.  And last night was my chance.

I'm forever grateful for being hired at RHS.  I enjoy my teaching job; I enjoy the students; and now I realize better that each day I work is my chance to give a little back - and what a continued blessing that is too.  I didn't realize then in 1984 as I participated as a student on that auditorium stage that 33 years later I would would participate as a teacher.  Time really does fly.

Go Rockets

Coaching Is Coaching (And Teaching Is Teaching)

One podcast that I routinely listen to is Pure Sweat Basketball, and Alan Stein is the host.  His interview on the show today featured an assistant college coach, who said during the interview, "Coaching is coaching."  I've said that myself at times in conversations I've had over my career, but for some particular reason that comment seem to sink in at that particular moment. 

As the 16-17 school year gets closer and closer to its conclusion, it's important for coaches and teachers to remember and CHERISH and BE PROUD of their efforts to try and help their kids get to the next level - whatever level that may be.  Whether a second grade, seventh grade, high school, or post secondary coach or teacher, teachers and coaches sacrifice so much of their hearts, brains, and souls to help their players and coaches.

Coaching is coaching - those moments in that struggle of a junior high basketball season are as valuable as that March Madness Championship by North Carolina.  Teaching is teaching - those moments in that fourth grade classroom in a small rural school district are as valuable as the moments in that Ivy League institution.

You don't have to be "the master teacher" or "the teacher of the year" or someone that keeps a blog or sends out podcasts or speaks at prestigious professional development conferences.  You don't have to be the technology geek, the smartest in your content area, or the teacher with the most excellent ratings.

If you care, and you have once again helped your players or students advance to the next level, you have once again succeeded.  Take pride in what you do because you deserve it.  Finish the year positively with your crew or players or students and plan how you can utilize your break to refresh, recharge, and regenerate your heart, brain, and soul all over again - for there will be a brand new set of players and students needing you in a few months.

JBiz

SAT SCORES ARE IN!

Most students have now received their SAT scores.  Several have not, and my guess is that the delay of their scores involves their essays.  When evaluating the essays, I believe that two independent people evaluate the essays according to the established rubric.  If the two scores have a descrepancy, then the essay is sent to a third evaluator.

Receiving assessment scores like the SAT can be nerve-wracking.  Was my score good?  Did I do as well as my friends?  Is the score good enough to get accepted to a college I just visited and liked?  Will the score earn me a scholarship?  These are all questions running through the mind of students as they view their scores.

An important aspect of the scores is to avoid panic.  This one score is but one snapshot of a student's skills, so temperance is needed.  It's not the end of the world if a student's score came in lower than expected; it's not time to run bragging down the school hallway if a student's score came in higher than expected.

Here are some things to remember...

• Does the score seem to fit with the post-secondary path under consideration?  For example, if the student is considering a community college after high school, how does the score fit?  If the student is enrolling in the military, and apprenticeship, a trade school, etc., an SAT score may not be as significant as other post-secondary paths.
• Students can repeat an SAT or ACT.  Perhaps the student wasn't feeling well, or perhaps this was the first time the student had experienced anything like this.  There are situations where taking the test again can be helpful.
• Is there a particular low area in the scores that could be improved and affect the overall composite score?  Is there a way to use an online resource, a tutor, or some other resource to "beef-up" some skills that appeared to be weak from the results.
• "Readers" have an advantage on these tests.  Students that don't read much on their own for pleasure typically don't score as well as students who are avid readers.  My experience has been that "readers" just perform better because of the large amount of reading involved on the assessment.

Now that students have their scores, it's time to sit down as a family unit and have a discussion about "future".  What does this one snapshot say and not say?  What is the student considering after high school?  What does this score say about potential academic scholarship possibilities, so what might be an anticipated financial aid package?  What does the score say about potential college/university choices?

Let the score be a conversation starter with your student.  Then contact your high school's guidance department with additional questions you may have.

JBiz

If It Was Easy, Everyone Would Do It

Last night I had the privilege of umpiring with Audie, a gentleman who was working his fourth high school game.  After he arrived and we met, I asked him if he wanted to take the plate, and he courteously declined and said he had been preparing himself to work the bases that night.  I told him that was perfectly fine, so I started getting dressed for the plate and we walked through some scenarios he had been thinking over and working on.

His approach to learning about umpiring was spot on.  First, he clearly explained that he was new but eager to learn and work on things.  He explained that he had watched some videos and attended a recent clinic but soon realized that those training resources really didn't prepare him for being actually on the field.  He then asked if he could ask questions during the game and if we could perhaps talk after the game.  PERFECT!

Umpiring or officiating really takes practice, and it takes working with veteran officials and asking questions and picking brains.  And of course, this approach doesn't apply to just working on a ball diamond or in a gym.

While I wouldn't have necessarily asked for a softball game that ended 24-14, the experience definitely gave Audie an opportunity to practice A LOT!  And we did talk between innings, and I did make some suggestions at various times in the game to provide some training.  Not only were there a lot of baserunners and runs, the coach from the visiting team was very challenging.  She confronted Audie on multiple calls he had made (and she confronted me on a few as well), and he handled all of the situations very professionally.

Audie didn't get every call correct.  He didn't get to the right position every time.  And he didn't always use the correct mechanics.  He improved all of those things, though, throughout the game, and he was positive and hustled and accepted my suggestions with courtesy.  He's going to get better; I'm confident of that.

For everyone that's reading this post, understand that we all know and can recognize rookie umpires and officials.  They are uncertain and nervous, but the vast majority want to get better and want to work the best game they possibly can.  AND THEY WILL GET BETTER as they continue to ask questions, work with veteran umpires and experience more and more games.

Umpiring and officiating is not easy.  I sometimes have fantasized that any/all spectators should be required to watch a training video and work a game before ever being allowed admittance to a game.  I GUARANTEE your perspective as a fan changes drastically after experiencing what it is like to manage a contest as an official or umpire.

So when you see an inexperienced gal or guy working to learn "the trade" with a veteran that is genuinely trying to train "on the job", give them a little slack.  In fact, maybe take even a better approach.  As that crew is walking off the court or the track or the ball diamond or the football field, how about some encouraging remarks - maybe even a, "Hey thanks for your work, stripes!" (or blue or whatever)

Remember...if it was easy, everyone would do it.

JBiz

Too Many Coaches Muddling Up The Team

I was umpiring recently, and the head coach of one of the teams stopped by to chat as we were changing for the second game.  We asked how things were going, and he made a statement that really had an impact on me.  He was talking about the struggles the team was experiencing and he commented that it was increasingly difficult to work with athletes in our society today because of two big factors.

First, he expressed that today's athletes and their parents seem to have a heightened sense of entitlement.  The idea of earning a particular contributing role on a team seems very distant.  Instead, players enter a season expecting to be given the role of his/her choice.  Also, the athlete is more inclined to only be interested in his/her desire to play his/her specific role rather than accepting the role that the team needs.

Second, athletes today seem to have multiple coaches.  In terms of softball, they have hitting coaches, pitching coaches, and performance coaches...none of whom ever contact the school team's coach to determine how best they can help their clients fulfill the needed role that the team needs out them.  And these "personal coaches" all make a lot of money and have their own personal agendas regarding their clients.

So now athletes and the parents are paying personal coaches and committing serious time to personal training sessions, which has led to more problems for school coaches.  And what is the athlete suppose to do?  Do I listen to my school coach, do I listen to my parents, or do I listen to my personal coach that I'm paying $50 an hour for personalized instruction?

Here's the deal....the school coach is THE coach.  And all other "personal coaches" should in fact be working with THE coach in order to be helpful.  Why would I want to spend $50 an hour on personalized training that is different than the methods/instruction provided by the THE coach?  Now I'm actually spending money to screw up my athlete's chances of providing a meaningful role to his/her team and having a positive experience.

Ugh...may the force be with you school coaches, because it appears that more and more forces are working against you.

Let's today try to do one thing to simplify the lives of our children.

JBiz

Socratic Seminar RULES!

Many students have difficulty expressing themselves.  I have an activity I call a Socratic Seminar, and I'm sure I stole it from someone, so please understand that I don't take any credit.  On the other hand, maybe I have tweaked it from its original format, so maybe I can take a little credit.

I've included the list of rules in the link below.  Basically, students must generate a group discussion that they lead and they are responsible for.  There are three components - courteous listener, productive contributor, and the length of the seminar.  There are times that I have required total participation from everyone, which could add another dimension to the activity.

The hard part of the exercise is for the teacher to stay out, and this is very difficult for me.  I'm not really a control freak, but I struggle to avoid joining in to just pick their brains and see where something may take the discussion.  So if you are going to try this, TRY VERY HARD to be an observer only.

The toughest part of the activity is for students to remember the 3-before-me-rule.  On the other hand, this is the best means to make sure that the discussion doesn't digress into an argument.  Arguments are okay, but the focus of this activity is for students to find a way to contribute to an academic discussion.

Have fun!

https://docs.google.com/document/d/1_lR2m3bPkPpQxPV5pRs3eQhHt23G3lcc6_AtNXWk9BY/edit

Emotional Fatigue?

On my treadmill walk today, Vicki Davis interviewed a guest that discussed emotional fatigue - at least I think that was the terminology.  It's early May...here at RHS we have 17 days of school remaining, and while outwardly students, staff, administrators, and teachers are excited that we are nearing the end to another school year, our internal energy packs are definitely low.  Our crazy Midwest weather has helped a bit, since we have been experiencing cold and rain for the last several days, but it's still May.

The guest presented an interesting remedy...be selfish.  Initially that seems backwards, but her point was for us to take stock in the good things around outs and make ourselves the center of our universe.  That perspective gives us a chance to view the benefits and advantages and blessings we truly have in our lives but somehow go unnoticed when our "life battery cells" are running low.

I know I'm at a point where I naturally have a little lighter spirits because my coaching seasons are completed.  I'm busy umpiring and accomplishing projects around the home, but it's not the same as the winter months when basketball is in season.  So even though, this time of the year is traditionally the "lighter side" of the school year, it's still likely a good strategy for me to take a look around and add up the blessings that exist.

What about you?  Why don't we all take that advice today - even if it's just for a few minutes?  Put ourselves in the center of our universe and take stock of all of the joyful blessings we have.  This simple strategy may just recharge our batteries enough to get us through to the end of the year.

Have a great day!

JBiz

TDD Days From Worst To Best

TDD Days are Teacher Development Days, and the range of emotions that are stirred in teachers upon these days vary.  For me, I'm not a big fan regarding most TDD Days.  This opinion is not based on my current teaching position; instead it's based on the variety of teaching positions and schools I've worked with throughout my career in education.  Here's my ranking from worst to best.

WORST - By far, the worst development days are when some consultant or educational expert is hired to present information to the staff.  Teachers are just like their students when it comes to large group situations like this.  They grade papers, check their cell phones, work on lesson plans, etc...

SOMEWHERE IN THE MIDDLE - Teacher selected development opportunities fall between worst and best.  Giving a teacher or a department of teachers flexibility to determine what he/she/they are most interested in exploring, most generally are productive with that time.  Teachers do generally appreciate common planning time to bounce ideas off of each other, determine pacing, or research student data.

SOMEWHERE IN THE MIDDLE - Off-site presentations can be very rewarding.  I've been fortunate enough to attend the Illinois Technology Conference a couple of times, and I always leave that conference inspired to try some different things in my classroom.  At these type of large "conference gatherings" there are many topics to choose from, which gives someone a great chance to see a variety of topics in a short amount of time.  Other off-site presentations may include development opportunities on a smaller scale, perhaps only on one topic.  Our Regional Office of Education hosts smaller, single-topic opportunities that have sometimes been beneficial and other times not very worthwhile depending upon the presenter and the topic.

SOMEWHERE IN THE MIDDLE - Teacher led development opportunities are better received that "consultant led".  Teachers are much more likely to participate and engage when a colleague or building staff member or administrator is leading a presentation.  And this type of teacher development is a lot cheaper than hiring a consultant.

BEST - In rare situations, teachers get the opportunity to go watch other teachers in the content area.  In my view, the best way to gain professional development is to view a really good teacher, pick his or her brain for ideas, and then steal the ideas that seem to work the best.

Give Them The Room To Explore And They Will Take Over

So this is the time of year that gets fun and rewarding.  I've worked all year to establish relationships with students and establish a classroom climate that all students realize is welcoming and accepting.  I've taken times to force students to participate; I've even bribed them with extra credit at times (which I'm perfectly okay with).

We are about a week into our novel reads, and I will be working harder and harder at doing less and less when it comes to class discussions.  I'm asking them to contribute to a "novel blog" I'm using through Google Classroom.  I'm backing off in my involvement in class discussions and letting the students dictate what they want to discuss.

AND IT'S JUST ABOUT THE END OF THE SCHOOL YEAR!

It's part of the job, though.  My job, as I see it, is to get these students ready for college level dual credit ENG 101 and 102. When they leave, I want them more mature and more comfortable participants, so they can then feel comfortable in college coursework.

As crazy as it sounds, this time of the year is where I find out to what extent I've done a good job.  And I get to work with the student like this for about a month, then it's summer, and then next school year starts in August with a brand new group of immature squirrels to work with.

It's rewarding to watch them pick each other's brains and be accepting of each other's viewpoints even if there are differences.  They have learned to be patient and attentive listeners and not to be afraid of sharing an alternative or minority viewpoint.

The older I get, the more I try to appear that I'm not doing anything at all.  The students are working, I'm just monitoring and evaluating.  It's fun.

It's 3:20 a.m

So it's 3:20 a.m., and I can't fall back to sleep because my mind is occupied with tasks that still need to be completed with the yearbook.  Are all the ads placed, and have they been approved by the customers? Have all the photos been tagged, or better yet do we have all the students in the portrait sections to even be able to tag all the photos?  Are the "rescued spreads" progressing?

If there has been one constant "pain", it's been the yearbook.  I just haven't been able to create the culture that should exist.  I haven't been able to inspire the students to see the fun and creativity and joy in sharing the story of the school year.  Instead, the priority has been about getting A's for the course.  Instead, the priority has been with just getting it done because no one looks at anything but the pictures anyway.  Instead, the priority has been to do the least amount of work possible.

To be honest, that's not the case with each student.  There are bright spots, but they are the minority.  I wish I could package them up and somehow clone them and have a 15-20 motivated, excited, creative "worker bees" having a ball sharing the story of the school year.  We'd be as admired as the 3-Peat Music Department; be as respected as our dominant boys basketball, football, and softball programs; be as big as our FFA.  Heck, we might even be as fun and meaningful as FCA or NHS or Student Council.

It's now 3:31 a.m.

Next year there will be a new adviser.  Another faculty member reluctantly accepted the position, but now another faculty change may create an additional move.  Where will I be relocated so the new adviser can use Room NE10 and Lab NE10 A for a staff room?  Now that I think about it, there's going to have to be a new name for this blog! (perhaps a topic for the next 3:30 a.m. blogpost)

The change won't be easy.  The new adviser has no clue on the variety of skills needed to pull off the monster that is a yearbook and no clue on the amount of money involved.  I've tried to extend thoughts and ideas and information, but everyone is focused on finishing up their end of year stuff this year.

It will be over for me at the end of the school year, but yearbook won't stop.  Parents will already start filling out order forms for the 17-18 book over the summer.  Mrs. Workman will start loading a big manila envelop with order forms and checks.  The shipment of 16-17 books will arrive sometime in late July or early August, and the new adviser will have to be available to receive the shipment and check for damage and verify that the shipment is correct.  Then Mrs. Hasson will have to send out a message to students about pick up dates for the books.  Somewhere during the summer there might be an opportunity to attend a training session in Kansas City or perhaps closer to get the updates on the publishing program that is utilize or the latest trends in graphic design.

The books will be distributed soon after, and the handful of angry emails or phone calls will arrive with complaints about who didn't get in the book or the spreads that featured mistakes or misspelled names or words.  And the 17-18 book will begin with a discussion about strengths and weaknesses of the previous year's book and then work will start into the new theme.

I may be up at 3:43 a.m. again next year with a different set of thoughts upsetting my brain.  It won't be yearbook stuff, though.

I'm heading back to bed - hopefully a little less filled with worries.

Another Great Application of Google Classroom

I have a dentist appointment today, so I have a substitute teacher in my classroom.  Mrs. Clarke is fully capable as a sub, and she enjoys the kids and relates well.  The days of lesson plans for subs, though, changed radically with Google Classroom.

Now I can simply schedule an assignment in Google Classroom to magically appear on the students' stream when the class period begins.  And if I really wanted to, I could post a screencastify file into the assignment and present the lesson plan to the students myself.

The only issue is internet problems, which unfortunately have been an issue lately with our school's internet service provider.  To help deal with this potential problem, I did make paper copies of the assignment as a precaution.

Today, Mrs. Clarke will be able to use my sub folder for the class rosters and seating charts and take attendance.  Then it's pretty simple.  She'll instruct the students to log in to a Chromebook and complete today's assignments.  Plus, she will then be free to circulate the room to help students respond to the questions on the assignment or to just help keep students on task.

Thanks Mrs. Clarke and Google Classroom!

Tis The Season For Students Missing 7th Period!

From mid-April to the end of the school year, an event occurs as natural as the green grass and flowers and rain - excused absences.

Especially for students that participate in a variety of extra curricular clubs and sports, excused absences can accumulate up to 2-3 times per week, and 7th period is especially prone to absences.  In addition to those activities, there are also field trips and other classroom type things that students attend.  In other words, 7th period can be a mess!

One reason I wait until the end of the school year for our novel read is this onslaught of school activity excused absences.  Honestly, it can be frustrating, but it's also wonderful that our students get an opportunity to experience and participate in all of these events.  Google Classroom and email and shared Google Docs has been an AMAZING help to this issue.

One way I try to deal with all the absences is simply sharing my daily lesson agenda with students.  In this way, they can immediately access what was accomplished in class.  Also, assigning reading sections and analysis questions through Google Classroom allows students to complete assignments wherever they have access to a device and internet.  Finally, students can send off emails with questions and comments.

With a little bit of strategic planning of curriculum units and the use of modern technology, students can enjoy all of their experiences that take them out of the building and still keep up with their schoolwork as much as possible.

Have a great day!

JBiz

Novel Reads Offer Opportunities For Growth And Other Unfortunate Things

This week the English III students began Fahrenheit 451, while the Advanced English III students began The Ox-Bow Incident.  While social media and the internet has offered many technological advancements as resources for educators, included in that mix are "cheats" for students.  A quick search on the internet reveals an abundance of summaries, research papers, and analyses that offer students shortcuts to actually reading the novel.  "So Mr. Bizarri wants me to read this 200+ page novel for English class," a student might ask himself or herself.  "Ya right."

So as high school English teachers, how can we motivate students to avoid "the cheats"?  I know from my own personal survey of students, after we completed a novel read two years ago, less than 50% of the students reported that they actually had read all of the novel, and that number included advanced level students.  And in many cases, students have overloaded their academic, extra-curricular, and part-time work experiences so far that they honestly have very little time outside of class to dig in to a novel.

Here are some strategies I use that hopefully increases the number of students that read the entire book.

1) Divide the exploration of the book into manageable segments.  For example, for the advanced students, the assigned reading is going to be about 20-25 pages per set of comprehension and analysis questions.  I find this segmented reading is doable for even the busiest student, or the reluctant reader.

2) Create unique questions.  While it takes more of my time, I create the questions - some comprehension and some inference questions.  In this way, I hope questions are more appealing to students, and I also avoid the temptation of students discovering the internet source I used to find questions.

3) Include video clips.  Today's students are much more visual.  One student stated yesterday, "Mr. Bizarri, there are no pictures in this book."  And the student was correct, but if I can interject video clips of something related to the author or the book or the setting or something else, the students can have visual additions to the literature.

4) Give them the option of cheating.  I know this sounds crazy, but offer students the chance to use an internet resource.  I actually copy several copies of _____notes and make them available.  I tell the students, if they are going to avoid reading, then I might as well know what they are going to use.  I also inform students that I'm aware of film version(s) are available, but my questions always are derived from the text.

5) Give them more control.  Find ways to allow students the opportunity to lead discussions and analysis.  It's tempting as a teacher to try to steer students, but the experience is more genuine and enjoyable for students if they are allowed some freedom.

6) Vary the style of responses to allow for different expression styles.  Some students are very comfortable in large group discussions; others prefer small group discussions; still others are terrified of uttering one word out loud in class.  Find ways that all comfort levels can contribute at some point during the novel experience.

7) Enjoy the experience with them.  Kids are smart and fun if we let them.  They don't have to obtain every scholarly nugget of knowledge in order to improve their reading and analytical skills.  And if we will allow it, they give us teachers a chance to see perspectives and viewpoints that we didn't previously consider.

8) See if you can get others involved.  Can you get parents involved? How about other students in your school or in another school?  I really would like to use Google Hangouts to try some interactive experiences, but our school isn't ready for such technology just yet.  What could you do to make the experience even more authentic with an outside audience?

There you have it....even in the year 2017, we can attempt to have novel reads in English classes.  We just have to try some different things.  I hope one or more of these things might be helpful to you.

JBiz

There Is Room For All Of Us and Our Perspectives

Happy Good Friday to Christians.  I must admit that I'm not knowledgeable enough to share any wisdom on what this day means to differing religions, if anything at all.  But for Christians, the day is a is mixed with awful and "good".  The Bible explains that it was on this day of the year that Jesus Christ was crucified and killed, but that his death was for his followers.

I attend and am a member of a nearby Methodist church.  I appreciate being reminded of the important life lessons that are contained in the Bible including the lessons explained about the teachings and actions of Jesus Christ.  On the other hand, there are some things about the Bible that I question and from time-to-time find difficulty even comprehending.

I truly believe, though, in the concept of grace, while I also admit that I don't fully understand the power of grace.  It seems to be a concept that I am constantly searching out and attempting to wrap my brain around.  I suppose I can also admit that the idea of grace is why I attend church.

What I truly find wonderful and hopeful is that grace exists in all religions - at least most that I have received little tidbits of information about from time to time.  And I then truly believe that there is room for all of us to live side-by-side and co-exist peacefully, regardless of the differences that may appear in our level and characteristics of our faiths.

We are currently in the midst of very troubling times when news headlines include words such as Tomahawk Cruise Missiles, nuclear tests, and bombs nicknamed "Mother of All Bombs" that are dropped from cargo planes.  I hope that this Good Friday is not remembered for such weaponry designed to destroy one another; rather, I hope this Good Friday is remembered for the grace that we can offer one another.

Have a day full of grace that you receive and offer to others.

JBiz

Let's Turn The Diner (Or Mr. Dexter's Health Classroom) Into An Internet Cafe

I'm getting some upholstery work to the ole Dodge this morning, so with this nice beautiful day here in Rock Island, I walked from breakfast at the Coffee and Pancake House down a few blocks to Theo's Java Club.  After a bit of internet technology difficulties, we are now up and running.  And as I sit here there is a steady flow of customers getting their morning coffee and maybe a pastry or a breakfast item.  A group of four older folks are sitting at the middle table, a couple of girls at a side booth, and two gentlemen my age across from me in comfy chairs.  Its nice!

How about a spot like this in Edgington?  I like the idea.

There is just a general feeling that exists here of friendliness and conversation.  I purchased the unlimited refill coffee for $3.00, and I'm on my second cup.  I need this coffee to keep me awake after that chicken fried steak skillet (with toast and pancakes) that I thoroughly enjoyed for breakfast.

Having a "neighborhood" cafe is something that every community should have.  In Edgington, there is the RocketStop, which is similar in nature is some ways.  There are a few boots and tables where the locals can enjoy a cup of coffee or some cheese sticks.  The RocketStop, though, is more of a convenient store, which just has a different feel to it.

Here at Theo's, you can't purchase gas or a loaf of bread or even a gallon of milk.  On the other hand you can get a bagel, a Theo Latte, and even a lunch bit of a tuna melt for lunch.  (I won't be here long enough to try lunch; besides, the chicken fried steak skillet may last me all day.)  On the other hand, you can relax and write a blog post, listen to a podcast, or read the newspaper or a good book.  I don't see many bloggers or book readers at The RocketStop, but newspapers often are observed.

What about a place like this at RHS.  Instead of making Mr. Dexter's old health classroom a conference room, how about making it a coffee house.  The location is good - right next to the cafeteria.  We can have students be responsible for the whole business, and I will insist that the only energy drinks offered are coffee based!

Maybe this blog is the beginning of a movement?  Or maybe it's just me enjoying a little time in downtown Rock Island on a sunny, pretty April morning.

Enjoy your day today.

Sprinkle Bad With Good

Okay, my guess is I'm not alone when I didn't jump out of bed and shout to the world, "Yes, I get to go to the dentist today!"

In fact of all the things I would rather do today, going to the dentist is well down near the end.  And that's nothing against Riverside Dentistry and the staff there.  I fully know they are well caring and meaningful people and great professionals at their jobs.  But it's the dentist.

For me, for some reason, getting my teeth worked on - even just cleaned - is an effort of concentrated relaxation.  I could try to blame it on some negative experience with an evil dentist when I was a child.  I could try to blame it on the braces that my parents shelled out thousands of dollars for when I was in junior high - ugh the wires, the spacers, the regainers, the headgear!  While I could try to blame those things, I honestly just think that getting my teeth scraped, poked, polished, and drilled on just isn't my thing.

I've put off cleanings, and I know that I have probably at least two cavities that have to be filled because my hot morning coffee is touching sensitive nerves.  I know they wonderful staff is going to tell me what I should be doing differently with my teeth - last time they even attempted to show me how to more effectively brush my teeth and use floss.

So this is going to be a "you get what you pay for" experience.  So I will start up the Dodge upon completion of this here blog entry, and make the journey into Moline and get it over with.  After all, it is Spring Break!

I have decided, though, to make the trip more bearable by sprinkling in some good.  I need to pick up some things like socks, v-neck t-shirts, and I may look for a new pair of shoes.  I think I might even make a quick stop at the casino and see what $20.00 on the video poker machine might get me.  Then, I think I will pick up something good to cook on the grill today, since it's going to be a nice day.  And all of that hopefully is what I'll be concentrating while in the dentist chair!

So if you have to complete something that won't be pleasant today, sprinkle over the bad with something good.  The good stuff will be the stuff you can concentrate on while the bad is getting done!

Life Isn't About Stuff; It's About People

This morning Bruce White is going to install a portable generator for our home - a generator that my parents Jim and Cathy Bizarri helped provide for our family.  Sometime mid-morning, I'm going to go speak with Marcie Fuller, who helps staff our church during the day.  Later on my step-daughter Kenzie Harrison is going to cut my hair at the new salon she's working at in Aledo.  After that, I'm going to umpire a softball game at Sherrard that Jim Kalina assigned me.  I'll be working with Bob Glidden, and I'm not sure whether I'll umpire behind the plate or on the bases.

And that's just the current plan.  It's only 7:24 a.m., and who knows how many other people are going impact my day today.

My point with today's post is that our lives are about people.  Yes, we have amazing phones, televisions, automobiles, and lots of other "stuff" - wonderful technology and equipment that make life more comfortable and enjoyable.  The people in our lives, though, are what matter most.  And not because the help us, but because we all help each other.

For example, I'm going to help my parents Jim and Cathy with some little projects around their farm tomorrow.  I help Jim Kalina by helping him working softball games he assigns, and I'm going to help Bob be the best umpiring team we can be for the fresh/soph softball game, and hopefully together will help manage a safe, competitive game between Sherrard and Bureau Valley.

I'm pretty sure I won't be helping Bruce or Marcie or Kenzie today, but who knows about tomorrow or next week or sometime next month or next year?  We are in this together right?

And it's not about whether we are old or young; rich or poor; male or female; gay or straight; black, brown, or white; rural, suburban, or urban; Muslim or Christian; or whatever differences may exist between us.  We are people.

Aren't we here on earth for just a very short time?  Don't we have such an awesome opportunity to positively impact our lives together while we exist?

Have a great day with the people that will impact your day and the impact you will make on others today!

 

SPRING BREAK Has Arrived!

So of course the night before the first day of spring break I couldn't sleep.  Instead of fading off restfully into sleepyville, I was awake thinking of all the things I want to accomplish.  Eventually heading back out to the couch and watching reruns of Big Bang Theory did the trick, but it had to have been around 1:00 a.m. before I finally fell asleep.

But now it's spring break!  For me, it's not a warm tropical vacation spot.  For me it's around home completing some projects, at my folks completing projects, and probably some umpiring.  I did recently start using Google Keep, and I think my goal is likely to check a few things off of my Keep list each day of spring break.

While it may sound childish, I'm not afraid to admit that getting a few days off from the routine of the school year is a treat.  When we get back to school, it will be mid-April, and the dash will be on to complete the school year....sports, field trips, prom, graduation...the pace of the school year seems to multiply rapidly the closer the final day arrives.  So while I need to get things done this week, the pacing will be relaxed and flexible.

And one part of this week is walking the dogs each day.  So I'm cutting this entry short to take Kya and Sophie on a morning walk, then I'll check out that Google Keep list.

HAVE A GREAT DAY!

Teaching To The Test - To Be or Not To Be....That Is The Question!

Probably since the beginning of standardized assessments like the ACT and SAT, a debate has existed about "TEACHING TO THE TEST".  I'd like to explore this a bit with this blog....

Admission of Guilt

I must first admit that I work to "teach to the test".  Since I teach mostly juniors in English III and Advanced English III, I incorporate specific activities and practice events to introduce students to the testing they are going to experience during their 11th grade year.  Those assessments include 

• PSAT in October (preliminary SAT that is a "practice assessment" that is also an opportunity for the Merit Scholarship)
• ACCUPLACER in January (used by Black Hawk College as an entrance exam to enroll in English 101 & 102 and other dual credit courses offered at our school).
• SAT in April (a required assessment in Illinois for all 11th grade students that serves as a college and career readiness tool used by many post-secondary training path avenues for admission acceptance and scholarship opportunities.
• next year I'm also considering a brief tutorial experience for students be prepared for the ASVAB

To Be or Not To Be teaching to the test...the question at hand...

I've been accused of doing too much with test preparation.  I've also been told that performance on these tests don't matter to all students, so my work during my courses is going overboard.  And finally, I've been told that these tests really don't accurately measure student skills, so why bother?  It's one test on one day, and the results are not an accurate reflection of what all students can really do.

Those talking points have merit, right?

Here's What I Know 

• I know various post-secondary training paths (colleges, university, military, apprenticeships, technical schools) use standardized test scores as a guideline for acceptance into their programs.

• I know the colleges and universities offer scholarship opportunities for students who perform well on the SAT.  A higher score then, may mean money for the students and their families to be applied toward the students' post secondary path goals.

• I know that students will not be allowed to enroll in dual credit courses at Rockridge unless their performances meet the required cut scores.  Successful dual credit coursework means a jump start for students who will go on to pursue a two-year or four-year college/university training path.

• Research demonstrates that students that exhibit "readiness" by achieving college readiness benchmarks have  "75% likelihood of achieving at least a C in first semester of their introductory credit-bearing college courses."

• Research demonstrates a positive correlation between successful SAT performance and possessing the knowledge, skills, and abilities required to be placed in and succeed in post-secondary technical or career training programs.

SO.....

The information above, IN MY OPINION, trumps the talking points about teaching to the test that I sometimes hear from other educators.  The bottom line for me is that I do teach to the tests and I try to prepare my students for the tests because the results of those tests potentially have real value to my students and their families.

ONE STEP FURTHER...which may not be a popular step...

I truly believe that many teachers who criticize me for teaching to the test simply don't want to give the effort required to 

1) be an informed teacher about the assessments - they don't want to take the time and commit the effort to understanding the tests

2) revise their instructional practices and course content - they just want to keep doing what they have been doing in the past

3) don't feel that their course content area can have an impact - because they aren't teaching math or English, they can't contribute

MY HOPE

I think if teachers are just willing to take very small steps to be more informed and revise their instructional practices and course content, they soon realize that there really isn't much additional work.  And they will start to get excited about helping their students be better prepared.  And their students will appreciate their teachers' efforts - adding even more positive energy and culture to the classrooms and building.  And then more and more teachers will get on board and have an interest in contributing.

Here's a link that may be of interest.  Feel free to use it if you would like.

Link to a Presentation for RHS Teachers in Fall of 2016

Because We Want To Help Players That Want To Get Better

Meet Jessica Stice

Jessica is a sophomore at Rockridge and member of our Corn Belt Cagers club basketball team.  She wasn't on our initial list of potential players.  I had asked the varsity boys coaches of Rockridge and Sherrard to give me a list of players that might be interested in playing some basketball if they weren't participating in a spring sport.  (We really do encourage students to be multi-sport athletes, and we don't want to distract from school sport opportunities.)

So we started out our spring club season without Jessica.

Then she asked.  She asked if she could join the Cagers workouts.  I informed her that if she wanted to join us, she needed to know she wasn't going to get any special treatment from the coaches or the players.  She needed to know that we would coach her just like anyone else.

I didn't ask her why she asked.  I didn't ask her if she knew what she was getting herself into.  I didn't ask her if she thought she could handle it.  In my eyes, and in the eyes of our other coaches and our players, she meets all the criteria we are looking for - she's a basketball player that loves the game, wants to work hard, will attend our workouts and game days, and wants to improve her skills and her confidence.

So this isn't a human interest story.  You can make your own conclusions about Jessica.  For me it's just a blog post about a basketball player on our team.  If you'd like learn more about this player or other players in our group, check out our website.

2017 Corn Belt Cagers

My Path To Teaching

Recently I was asked by a student, "Mr. Bizarri, do you have any regrets becoming a teacher?"  I thought that was an awesome question, and I did pause to think for a bit.

I did answer the student truthfully and told him that from time-to-time I wonder how my life would be different had I chosen a different path.  On the other hand, I don't regret my eventual decision to become an English teacher.  My career goals didn't start that way though....

While in high school, I was really interested in Journalism.  I was on the school newspaper, part of the school yearbook staff, and I also worked for a weekly newspaper nearby - The Milan Mirror.  I enjoyed the thrill of being "Johnny On The Spot" and getting pictures and telling a story.  My boss Mr. Maynard was AWESOME.  He helped me and encouraged me and on deadline nights he would take me out for a milkshake to celebrate.  Eventually, I even had my own weekly column called Seen by Seventeen.  And that's how it started out in college too...I attended Augustana, and got a college work study job working for David Wrath in the Sports Information Office.  I helped with press releases and catalogs and programs and all the other materials that are produced.  In addition, I got a job working for the Quad City Times as a sports correspondent.  I was living the dream going to high school contests and being sent to complete other feature stories.  I also worked in the sports department on evenings taking in scores and information that would eventually be in the paper the next day.

My involvement in basketball at Augie got me interested in Athletic Training.  I had always loved sports and was intrigued and impressed by the role of athletic trainers.  Like many college students I my career goals seemed to switch before my eyes from sportswriter to athletic training.  That switch was short lived.  My Human Anatomy course with Dr. Tallitsch kicked my butt, and scurried out of the health sciences department with my "D" grade and never returned.

At the same time I was in college, I somehow got involved in coaching a youth basketball team.  I had a team of 5th-6th grade students from Rockridge, and a couple times a week I would practice with them and then we would play in the district league on the weekends.  That was the bug that led me down the path to a career in teaching.  I became obsessed with coaching.  I really enjoyed teaching skills and helping the young players improve and be successful.  At the time in the late 80's the only way to coach high school basketball was to be a teacher.  Coaches had to be certified teachers.

So while it was not exactly the correct way to make a decision, I embraced a role as a teacher because I wanted to coach.  My early interest in journalism and writing and communicating helped me to eventually select secondary English education as my major, and my career took flight.  After a little bump past Augie (Thank you Dr. Senne and Coach Jim Leix for those life lessons.), I finished up by Bachelor of Arts at Marycrest College.

Because I graduated in December, after graduation I completed one day of substitute teaching at Sherrard high school as a P.E.teacher.  Soon I was hired as a one-on-one special education aide at Andalusia Elementary.  Later that May I interviewed and was hired at Westmer Secondary School to teach junior high language arts and coach basketball and football.  Since then with only a brief hiatus away from education in the private sector on one occasion, I have been in education.

So now I'm back in RoomNE10 at Rockridge.  It's still okay to wonder what life would have been like as a sportswriter or athletic trainer, but I really enjoy my job as an English teacher.

Use Screencastify To Inform Parents and Have a Different Presentation Format

Screencastify is a simple Chromebook extension that basically records what the user is doing on his/her Chromebook.  I've included an example at the bottom, and in this example a student is using Screencastify to digitally present a slideshow (Google Slides).  In this specific example, students were assigned the task of sharing worst fit, best fit, and specific fit for the path they are considering after high school.

This technology is not difficult.  If I can do it in my classroom, anyone can do it.  It took me part of a class period to show students how to acquire the extension through the Chromestore, then I showed them a rough example clip of a screencastify file I had created, and then I turned them loose.

While I do think public speaking to a live audience is an awesome skill, I think this technology allows students to learn how to make presentations and tutorials that can then be digitally saved and used for later use.

I've actually used this technology with basketball video game files as well.  In this example, I played the video file of a scrimmage and then used Screencastify to express my thoughts as the scrimmage played.  In this way I could provide feedback on the players' performance that the players could view during their free time.

I also used this technology to send an informational message to parents.  While I could have just sent an email, I decided to speak directly to the parents through Screencastify and show them the assignment that students were working on.

I'm sure there are many other uses for this technology that can be used in the classroom, in business, and for personal uses.


Student Example of Using Screencastify to Present

Assignment Information for Students

Decision Making Chart

Assignment Information for Guest Presenters

Journal Writing May Not Always Be Academic, But It Is Healthy

I'm positive other teachers use journal writing in many different ways.  I suppose I use journal writing less for academic purposes and more for "soft skill" purposes.

When we journal write in RoomNE10, we have a few rules.

1) You must write for the entire 7-minute period.  Yes, even the teacher writes.  If you run out of things to say about a particular topic, you must quickly switch topics.  One of the objectives of the exercise is to keep the pen or pencil to the paper.  In the even of "mental constipation", you just write something like "I'm stuck and am not sure what to write."  Keep writing that until something new pops into your brain.

2) For the seven minutes, you must write coherent words, sentences, paragraphs, etc...  Doodling or random letters or repeating numbers doesn't count.

3) You may select the topic the teacher suggests, or you may write about anything else is on your mind.

4) You may use any language you like, but if you choose to share out loud for extra credit, you are prohibited from using profanity and must be in English language the rest of us can recognize.

5) Try to write in standard English usage, but no one will be graded on spelling, grammar, or word usages errors.

6) You may not write about any other student in class, but if you are upset with the teacher, tactful criticism is always allowed.

7) You may share for extra credit, but you must read ALL and ONLY what you write for extra credit.

8) As a mandatory reporter, I will be responsible if anything in a journal entry may be harmful to a student.


So our process (with those rules) is pretty simple.  I put seven minutes on the online countdown up on the white screen.  I then present students with two or three topics that are current event type things - usually controversial.  Sometimes I'll have a video or audio clip that might generate some thoughts.  I then have students place the date where they are about to begin and say, "Start".  After the timer ends, I tell students to finish up their thought, I share my entry, and then I ask students if they would like to share.  If they choose to share, I write their name in my journal and periodically award extra credit in their Lumen gradebook program - 10 points of homework points.

MORE THAN EDUCATIONAL

I find that students need an avenue of outward expression.  Seven minutes of writing and the chance to publicly air their thoughts or listen to someone else air their thoughts is very therapeutic.  Yes, the extra credit is a bribe.  I acknowledge that I'm trying to bribe the students to let their voice be heard by their peers, but this is something very scary for many students, so I am perfectly content throwing some extra credit their way.

At the end of the school year, students can keep their journals for memories or pitch them.  I keep their journals (notebooks) in the classroom in a filing cabinet, and no one else is allowed to have access to them.

As far as grades, students grade themselves according to a "rubric".  I tell them to grade their effort.  The link is what I use for students.

https://docs.google.com/document/d/1gJ4TDOCU5DDYqm1_2nuefBKRIjs81UPeIE2pLcE-sYc/edit

So the SAT is ONLY 2 Days Away

In RoomNE10, we have literally been preparing for this since Septemember, so I'm excited for the students.  Not all of them share this excitement, so here are some considerations.

• Now is NOT the time to panic.  Whether you have been preparing steadily for months or not, the SAT will arrive on April 5.  In order to perform your best, a positive, calm perspective is needed.  Say to yourself, "Jay, I know it's arriving, every other junior in Illinois is completing the SAT, and I will do my best."
• Make Wednesday, routine.  Avoid some really cool idea that some other student has found on the XYZ site on the internet.  No, drinking three energy drinks a day starting today will not boost your brain functioning.  No, sleeping with a dictionary under your pillow will not make a difference.  Today is Monday...do what you normally do on Monday.  Tomorrow is Tuesday...do what you normally do on Tuesday.  Wednesday is Wednesday...do what you normally do on Wednesday.
• UNLESS...normally on Wednesday you get up five minutes before you drive to school, eat nothing, and run to your first class in order to avoid being tardy.
• In that case....get up 30 minutes earlier, eat a light breakfast with a class of milk and perhaps a cup of coffee, and walk comfortably to your testing classroom.
• Double check to make sure you have everything you need - pencils, calculator, maybe a wrist watch to help keep time. 
• Get to your testing 10 minutes early.  Look around and feel comfortable in your surroundings.
• Accept the "butterflies" in your gut.  It's perfectly natural to be nervous.  Yes this is important, but this one test is not going to define you or your future.  It's going to define how you performed on this one day on a college entrance exam given the education and preparation that you have completed to this point of your life.  You are going to gain valuable information on your strengths and your weaknesses that will allow you to determine future academic goals that may be needed.
• Take a deep breath, listen and read all directions, manage your time effectively, feel confident in all the preparation you have completed individually as well as how your teachers and school have prepared you, and SMILE!  (It takes less energy to smile than to frown.)

AVOID

• Avoid staying up late cramming an SAT practice test into your evening.\
• Avoid getting up two hours early and consuming the meatlover's breakfast a the local cafe.
• Avoid rolling out of bed and taking the exam in your pajamas because you think you want to be comfortable.  I suggest actually "dressing up" a little like it's a "game day" for you sports folks; otherwise at least dress business casual to help yourself set your brain to be effective.
• Avoid going to bed three hours early in order to be "rested up".  This is just going to throw your mind and body into weirdness; you'll probably wake up around 3 a.m. and not be able to get back to sleep.
• Avoid giving up.  No matter how weary or uncertain or you may feel, do your best all the way through.  YOUR BEST IS ALWAYS GOOD ENOUGH.

Good luck students,

You are going to be relaxed, perform your best, and be great!

Mr. Bizarri

Varsity Coaching (And Teaching) Is a HUGE Commitment

A couple of items came together in my brain over the last 24 hours...one was a conversation I had with a parent from Sherrard High School, and the other was a portion of a 10-Minute Teacher podcast I was listening to this morning.  The similarity in both items was a discussion regarding the commitment requirement of a dedicated coach/teacher.

And what was interesting about both conversations was an admission that if a person is going to do either job "RIGHT", the foundation of that effort is going to be a commitment by not only the individual but also the individual's family.  This was something early on in my career as a coach and a teacher, but it was really something that was modeled for me when I was growing up as a student and athlete at Rockridge.  My two primary role models in high school were Jim Gieseman and Frank Dexter.  They were intense individuals and very competitive, but they were completely dedicated to coaching and teaching.  The were willing to spend time with me before and after and everything in between.

This week, Sherrard is interviewing candidates for their varsity boys basketball position, so my discussion with the parent entailed the qualifications of the best candidate.  My input was that the best candidate will be the one that not only cares about the number of wins and success with his varsity team, but also with the level of success at the fresh/soph, junior high, and youth levels.  In addition, the best candidate will be someone who cares about fostering development in the off-season through spring and fall workouts for those athletes not involved in another school sport.  The summer months are also vital through high school summer league play, shootouts, and the school's summer camp for all levels.  Finally, there is a personal commitment to the athletes - helping them find their path after high school and helping them with personal and academic difficulties.

This kind of year-round success is also a commitment by the candidate's family.  Family events, vacations, celebrations all are planned around the program's schedule.  The coach is going to miss evenings and afternoons and is going to often have 12-hour days.  This is a commitment that many families aren't ready to embrace.

A good teacher also is committed in a similar fashion.  The good teacher is concerned about the middle school and youth levels.  The good teacher is concerned about her/his students' futures.  The good teacher attends professional development year-round and works to attend other events in the school.  Teaching too, then, involves a family commitment - also including 12-hour plus days.  There is sacrifice of time and energy that her/his family must embrace.

If you want to find a good candidate, find the candidate that understand the size of the commitment and has demonstrated previously experience and dedication towards that commitment.

School Newspaper Could Be So Cool

A couple of weeks ago, I wrote about our school yearbook, which is on life support.  And in that blog, I admitted defeat.  More honesty...more defeat...our school newspaper, The Rocketeer, is in even worse shape.

When I took the job at Rockridge and become the school newspaper adviser (along with the yearbook adviser), I didn't know how bad things had gotten.  The journalism class was a shell of it's former self back in the mid-80's when I was young strapping and aspiring journalist.  I was informed by our administration, in fact, that the journalism course was going to be removed from the course schedule.  The solution at that time was to try to keep the newspaper alive somehow as an extra-curricular activity.  The plan was to meet at least once during activity period (an extra period built into the schedule once a week for groups to meet), and I was pumped the first meeting when over twenty students showed up.

Here's the deal...in order to have a school newspaper, the paper needs students who want to make contributions.  And I was just a simple naive adult.  The students were mostly interested in just getting out of their 1st, 2nd, 3rd, or 4th period class.  We didn't have enough money to actually have a newspaper printed, so I worked hard to learn about Google Sites and crafted a basic website to start an online newspaper publication.  And my naive weakness struck again...students now-a-days aren't as excited about ONLINE stuff - they see and use it every day.

While admittedly naive, my persistence was strong, so I basically forced the yearbook class to make contributions to the online newspaper.  My logic was solid...while staffers were covering their beats for their yearbook spreads, they could make a 200-word contribution on the newspaper site.  In fact the newspaper site could be like a file cabinet of information to eventually utilize while writing the copy for yearbook spreads.

Little did I know since my 1984 graduation year was that writing a contribution about anything, was similar to asking students to run a 10K.  I faced it then, and I must admit that I'm still constantly shocked at how students view writing as such a labor intensive task.  Needless to say the addition of the Rocketeer contributions by the yearbook staff wasn't met with much love.

In year two, I proposed to change the name and structure of yearbook class to Publications - tah dah!  We would continue both publications, and students would surely understand my creative ideas of the connection of the two publications together and be equally excited....ya, not really.  Time and time again, keeping The Rocketeer was a battle.  According to the students, it was just too much work.

In year three, another big change.  A bigger staff would surely do the trick.  I would convince the administration to allow seniors to take the course for an English credit.  Sure, there would be some additional units needed to include some literature analysis, but this idea DEFINITELY would propel both publications to launch themselves into a really cool thing - students would want to join Publications instead of the state recognized music department or popular FFA or perhaps even more than sports!

NOPE, NADA, NEGATIVE, NO WAY....the students basically hate the class...hate me...often times grumble at each other.  Writing an interesting and captivating 200-word story in journalistic style is just too hard.  (Insert deflated heavy, heavy sigh.)

WHERE DID I GO WRONG?  How and when and why did school journalism become so uncool, when it could be so cool?

I've raised the white flag it despicable surrender; I've resigned.  My hope is that sometime, somewhere, somehow, someone will have a different approach and be able to show students the fun in journalism.  And when that happens, I hope I somehow can be a contributing part.

If you have ideas...please share them.  I'd enjoy hearing from you.

JBiz

Google Classroom Is AWESOME

Prior to arriving at Rockridge, I had dabbled in Google just a tiny bit.  I started working with Google Docs, and I learned about sharing and a few other things.

When I arrived at RHS, I was encouraged by the building principal to join a cohort program within the school district that was planning to learn more about Chromebooks and Google.  Little did I know at that cohort would propel me into GOOGLE WORLD.

Please understand that I am no expert.  In fact, I really would like to explore the possibility of completing Google Certification for Educators, but I haven't crossed that threshold just yet.  On the other hand, I have embraced the uncertainty and awkwardness that accompanies technology.  I hear about something, learn a little bit to be dangerous, give it a whirl, and then decide whether or not it's something of value.

One recent experiment actually didn't go very well.  Trying to cast in my classroom from our Chromebooks just didn't go very smoothly.  It's a great concept, but as Jon Lehtola, our IT guy says, it was "too bulky".  And that's one thing that I need out of technology...if I'm going to utilize something, it needs to work smoothly most of the time.  (Let's face it, sometimes a semi trailer rips down our internet access wiring at the pole outside the building and the internet just doesn't work on those days.)

Google Classroom, on the other hand, has been fun and has really helped me be more efficient.  Here are a couple of examples.

1) Right now, there are training path presenters visiting our classroom, so I always videotape the first presentation of the day using my $200 little Canon mini-video recorder.  I then load the video files of the presentation into Google Drive, as well as the presenter's presentation slides.  It does take a few hours for the video files to load and be available, but by the next school day, I have the video files and the presentation notes posted as an announcement through Google Classroom.  Students who were absent can view the notes and the video files and complete the assignment for the day.

2) I also can post my daily agenda as an announcement into Google Classroom, so instead of me sharing the doc or an absent student having to email me a request for the day's work, I can simply have it loaded each day as an announcement.

What I like most about Google Classroom is the idea of preparing our students for their futures.  Their post-secondary path is going to involve electronic assignments, quizzes, notices, etc.  While their future may use some other type of digital classroom platform, this experience in high school with Google Classroom will help them feel more comfortable with whatever platform they may experience next.

I admit it...I'm a Googler...and it's exciting and fun to always be ready for the next bit of technology to try out.

Have a wonderful Wednesday!