Social media is more than posting pictures of your dog or finding new recipes. It’s one of the most powerful ways to refine your craft as an educator. For teachers, social media is a valuable resource for collecting new ideas, activities, and methods to bring into their classrooms.
In this video, Tch LaureateKristin Gray talks about the impact of social media on her practice as a math specialist.
Social media, Twitter specifically, is a high impact form of professional development. In my time as a connected educator, I’ve gained more from my conversations on Twitter than any professional workshop, conference, or summit. This includes collaborating with teachers and administrators from around the globe, connecting with authors of popular books and subsequently Skyping with them during my classes, participating in Twitter chats, building relationships with nearby teachers and attending conferences together, and more. With today’s ever-changing world, teachers can’t afford to be disconnected from this platform. We owe it to ourselves and our students.
Whether you’re a new teacher and thinking about how you can join in the magic, or an experienced teacher looking for a way to grow your practice, follow these tips to help you get started.
A recent study involving rural farmers and urban activists in North Dakota asked each group to “select three terms that describe what ‘social justice’ means to you,” and then “select three terms describing what ‘autonomy’ means to you.” The results, represented in word clouds, point to our own political divide and the challenges we face when trying to identify what we mean by civic skills.
If one group values individualism and the other interdependence, clearly their ideas on essential civic skills and habits might differ. So how do we plan for democratic classrooms when it seems at times our own values conflict? Read more
Can your students contend with the disinformation, misinformation, and propaganda that floods their phones, tablets, and laptops?
Since the 2016 presidential election, there’s been intense concern about whether people can make sense of digital information. Our work at the Stanford History Education Group may have contributed to the unease. Over the past several years, we have designed short assessments of civic online reasoning — the ability to effectively search for and evaluate social and political information online — and in November 2016 we released a research report that indicated that students from middle school to college struggle to evaluate online content. Our assessments revealed that students had difficulty distinguishing ads from the news, imposters from verified social media accounts, and lobbyists from independent researchers.
So what can teachers do to tackle this problem?
One place to start is with our short assessments. Below, we detail four ways to integrate one of our assessments into instruction.
As a new teacher, the demands of the career can be overwhelming at times. During my first year of teaching, I felt alone and I was unsure about whether I was doing a good job. So I turned to the internet, and I was both surprised and delighted to find that there was a bustling teacher community around every corner.
Building community is essential for teachers to feel connected, supported, and to share their ideas with peers. And when teachers feel heard and supported, they’ll be more satisfied with their career and more likely to stay in the classroom with the kids who need them. If you’re a teacher with a strong support system, online communities and social networks can be a welcome addition. But if you feel a little more like you’ve been making a go of it alone, these spaces can be a much-needed lifeline.
Teacher blogs, Facebook groups, and Twitter are three online resources that have helped me to stay connected, engaged, inspired, and to continue learning with a community of like-minded educators.
To Dan Ryder and Amy Burval, critical creativity is “students using creative expression to demonstrate deeper thinking and the nuances of understanding content.” It’s a portmanteau of sorts, which has the potential to turn ideas into action and push your students toward deeper learning and meaningful understanding.
Dan and Amy believe that, “When students make connections, transform knowledge, and articulate the reasons behind their creative choices, learning becomes more sticky, meaningful, and authentic.” Articulation of creative reasoning is key, because as students learn the power of explanation, rationale, and intentionality, they shift from passive pupils along for the ride to active drivers of their own learning. And the best part of this shift is that it occurs in the midst of purposeful play.
It’s easy to have an opinion these days. But getting someone to see the world from your point of view — that takes a little more skill.
Enter the first-person commentary.
From newspaper op-eds to radio perspectives, there’s a growing market for content grounded in one person’s individual lived experience. Done well, commentaries can inform, persuade, and build empathy — making them powerful tools for civic engagement and fostering deeper community conversation.
This lesson on commentary writing comes to you from Youth Radio, an award-winning national network of next-generation storytellers.
TchLaureate Geneviève Debose Akinnagbe teaches ELA at Bronx Studio School for Writers and Artists (BSSWA) in New York City, a secondary school where teachers refer to their students as “Scholar-Activists.” She’s developed a unit on Scholar Activism for her middle school students so they have a better idea of what that title means and the honor it carries.
So far, we’ve explored the following questions:
What, exactly, is “scholar activism,” and why is it important to teach our students about scholar activism in the classroom?
In this post, Geneviève shares what she calls one of the coolest projects she’s ever done with students, when they engaged with a community organization called Citizens Committee for New York City to actively improve their school community in the Bronx.
Let’s learn a little more about the Beauty of the Bronx:
It’s that most wonderful time of the year. Well, sort of.
Teaching in December can be tricky and sometimes downright difficult. You may find yourself digging deeper and deeper into your bag of tricks. You may need something fresh to keep you and your students on track. You may simply need a break.
You can survive and even thrive in December! Here are four tips to get you through the holiday season.
October and November are often characterized by teachers as a period of survival mode or a time when feelings of disillusionment come to the forefront — the work is hard, the hours are long, and no one has had a break in quite a while. Come on, Thanksgiving break!
Now seems like a great time to talk about teacher wellness and retention. Specifically, about how teachers, new and veteran alike, can take care of themselves in order to remain the fabulous teachers they are for years to come.
As teachers, we’ve all dealt with days that are particularly tough in the classroom. Unfortunately, we seem to be increasingly faced with teaching in the days and weeks that follow a local or a collective tragedy. For nearly two weeks, Northern California has been ravaged by devastating wildfires — the deadliest in California history. For many at Teaching Channel, the Bay Area is home, and we’ve been thinking a lot about how we can help our friends and neighbors. From making a donation to volunteering your time, if you’re looking for a way to help, you can find a number of great ideas here and here.
Whether local, national, or international in scope, times of crisis can have a significant impact on our students and our classrooms. While the impact is more obvious when students are in direct proximity to the event or personally involved, large-scale national crises, often accompanied by heavy media coverage, can be equally difficult to navigate. The resulting stress and anxiety students — and teachers — bring into the classroom in response to a crisis can affect teaching and learning.