Student choice and the power of 20% time, Passion Projects, & Genius Hour

Over the past 2 years I have been doing what I call 20% time. I got the idea from Googles 20% time initiative. This is where google would give employees the opportunity to work on projects they were interested in while at work. Out of this time came things like gmail, adsense, etc. is not out of vogue at Google according to recent news reports. However, education is now giving it life in various forms such as 20time projects, Passion projects, and Genius hour.

No matter what you call this time you give students it will be the best time spent in class by you and your students. I am following along, albeit loosely, the setup of Kevin Brookhouser and his 20time projects (see website link above). In my class students get every Monday to work on learning a skill of their choice. Skills students choose to work on range from learning 3d design, to programming, to baking, football skills, soccer skills, etc. Nothing is off the table unless parents say so or it is too outlandish that it can't be done at school (I haven't run into this yet). The impact on learning and ancillary skills I can teach during 20% time is huge.

The impact that my 20% time project has on learning is greater than anything else I have done instructionally in my 19 years of teaching. On Monday's I have lower discipline numbers and less redirects to get on task. Students are more engaged with what they are doing which is a huge help in keeping discipline down. However that being said I am also able to teach skills such as project management, communication, research, and time management in real life contexts that have a lasting impact over time. Students use a modified Gantt chart

http://air.imag.fr/images/thumb/1/14/Gantt0309_iaas.png/1000px-Gantt0309_iaas.png

to track and report their progress on their skill. At the end of the project students will present what they learned in a TED talk like format. This gives them speaking skills in front of a small audience that they know and trust to an extent. As I continue on I hope to expand this project down the road.

Student feedback and engagement is high as well. I see more students working on their projects and skills both in and out side of class. This is significant as when I give homework or ask kids to work on work outside of class I get a poor turn in or completion rate. One might say that it could be because they don't have time or resources outside of class or school. Which might be true however I find that kids will find a way if they feel the work is relevant to them and/or their lives which my 20% time project usually are.

One big question I am asked is how do I assess the projects or skills that they learn. I try very hard not to assess the skill they are learning but more give them feedback and guidance as they move along. I assess them on their time management with a check-in that I do every couple of weeks or so. These consist of me looking at their Gantt charts and talking with them about their project and how it is going. It also involves me asking what they need from me in the way of instruction or resources. If they are asking for help and resources they are learning. I also grade them on a TED style talk presentation at the end of the semester. I have them talk to 3 points
1. What is your skill and the artifact you created with your skill
2. How did you go about learning your skill
3. What are your future plans to continue learning
I have found that if students can answer there three questions in their 5 minute talk they worked on the project they set out to do. I got the idea from one of my ELA teachers and love it.

I welcome your thoughts and ideas on this idea I have started and as always:
"Go Forth & Do Great Things!"

Classroom management in this new era: PBIS, Restorative justice, & discipline

In this post I am looking to my readers for advice and info on PBIS and Restorative Justice. I ask this because I am hearing pings in the hallways of our school that suspensions will be a thing of the past except for bringing weapons to school. This is a move by the state to curb absences due to discipline. As I hear this my gut reaction is one of anger and frustration and thoughts of wanting to get out of the profession because I am concerned that students see there are little to no consequences. However, taking some time to process I want to know more about the two initiatives our district is undertaking to help show students how to be positive members of our society and also see the consequences of their actions on others.

I will admit I am an old school teacher when it comes to classroom management. I have high expectations in my class when it comes to behavior and respect. I expect that you come into my class to meet the following expectations:

1. Have fun
2. Make someone's day
3. Come on time and prepared
4. Choose a positive attitude

These are borrowed and adapted from the Fish! Philosophy out of the fish market as Pike Place Market. In a nutshell to help with workplace management the pike place fish mongers came up with a philosophy I really like. When you come to work you should be focused having fun (first and foremost), to help with that you need to choose a positive attitude, You also need to make someone's day, Along with these three you need to be there for people (what I call on-time and prepared). Following these 4 simple practices help make the day go by faster and more enjoyably and also cuts down on issues and negative behavior.  

I believe strongly in respect and building respect with students and parents. I prefer when students and I have an issue with behavior we talk and work it out together as there is usually an underlying reason for why they are not meeting the above expectations. That is the respectful thing to do. I tell my students that they are with me 5 days a week not their parents so we need to work it out but that I will involve their parents if I need to. This works pretty well on most things. I tell students that the best way to build respect with me is to take responsibility for your actions. For example if you break a tool or Lego piece tell me, if you do something wrong and get caught tell me why so we can work it out. I do the same with my students. If I do something wrong or make a mistake and apologize and offer to make it right. A lot of times students just brush this off but sometimes they are amazed that a teacher does this. Don't get me wrong it is hard for me to do but I am seeing the benefits the more i do. Another thing I do to build respect is if I am going to call home I try to have a conversation with the student before I do so they know what I am going to say. This is hard for some but I think they appreciate it so that when they get home they know how to frame the conversation. I also am trying harder to call home with good news on kids. I have found this shocks most parents but helps when one needs to have harder conversations later on. Before I do call home with good news I ask for permission from my students. This takes them aback at first but more often than not they appreciate it.

I have also found over the years that humor/sarcasm (contrary to my management classes and books) helps to disrupt behavior and give students an out. For example instead of yelling at the kids for talking while I am talking I simply wait for them to talk and then ask if I can continue or kicking backpacks out of class for not meeting the expectations, or judging the pencil for not being out for the student to take notes. I also find that sometimes students need an out/break when it comes to their behavior, such as a moment out of the classroom or a moment to run some stairs. With the later 2 though I am finding I am at odds with the state on this. According to what I have been told if I ask a kid to leave the room I need to notify parents that I made that decision and why. In some cases I agree I need to let parents know but if I sense the kids needs a break or needs to run off some nervous energy I don't think parents need to know. Maybe I am wrong what are your thoughts?

I am wondering your thoughts on my management strategies and how they fit in with PBIS and Restorative Justice. We are learning about PBIS this year in small chunks but I would like to know more. I would also like to know more about how to practice more Restorative Justice in my classes as I feel it might be a better fit with my teaching style. 

As always I welcome and encourage your thoughts and ideas.

Go Forth and Do Great Things!