Brownout - it's a real thing

This post was originally posted in Literacy 2.0 blog.

This week's #youredustory topic: what's your biggest challenge as an educator? As a person?

I purposely wrote this topic because we often forget one another's struggles. We become observed in our own struggles. We hide our own challenges. We don't post the full picture.

So, this week is a chance to be authentic and to provide support for those in your educator community or greater community.

Last year, I read an article about brownout and I instantly connected with it. It's something many of us have or have experienced it in the past. You may even know someone who's dealt with it.

For me, the realization was embarrassing. And, I felt alone in that feeling.

I was still the same self I knew - I worked hard and I would not settle for failure. Sure, I'd fail. But, I'd never let that be my resting place. When I admitted I was suffering from brownout, I felt like I was quitting; like I wasn't giving my  best effort. And, I was embarrassed by that. I was comparing what was really happening with my views of how I should be behaving. And, that's a hard comparison to hold.

I found myself trying to compete with everyone and everything. It was less about learning and more about competing. And, after a while, that is overwhelming. I came home and continued to work. I never unplugged.

There is no one way to suffer from brownout. For me, I didn't give up my other loves. I felt more compelled than ever to continue them. In fact, I felt stressed to make sure I found time for them. If I didn't have time to paint, I felt stressed. If I didn't have time to visit my family, I felt stressed. If I had to do work when I got home, I felt stressed. I felt I couldn't escape being stressed.

Brownout can be about the job, but it's usually something larger. For me, it was a reminder that I have many ambitions that I want to pursue. And, that is my stress-er. My own drive for success has the potential to drive me to brownout.

And, it did. I can't pinpoint a particular day, but I know the time when I stopped feeling joy from the things that I did to make me happy.

At the time, I felt alone in my struggles. As an active sharer and participant on Google + and Twitter, I was sucked into the "echo chamber." I only saw the great things everyone else was doing or trying to do. I wanted to do it all as well, but yet, struggled to find the joy I found on their social media faces. I found that, while we are great at sharing ideas, we struggle in sharing our struggles.

It wasn't until I read a blog from The Nerdy Teacher, who opened up about his depression, that I realized other successful educators have struggles. It wasn't until I opened up about my own frustrations that I found others - many others - who shared in my journey.

We ask students to reflect on their online self vs. their real self, but, as educators, we do not always do this. I looked at my online self and realized others would never know I struggled with brownout. So, here I am - sharing and hoping others will too.

I also recognize that my personality is prone to brownout. I'm ambitions. I'm competitive. I want to learn more. I want to do more. I want to be more. But, at the end of the day, that can be stressing. It can also be taking work home and letting it consume your time. And, this is the number one factor leading to brownout. For me, I have to continuously check myself. It will never be as simple as "don't do too much." But, it is possible. And I also recognize that many highly successful people have these same qualities. It's what drives you and burns you.

So, I challenge you to take a moment to reflect on your online self. Who are you? Do you represent the real you? Do you find yourself competing with others online? Do you want to try everything?

While these qualities make use better, they also can lead us to brownout.

Think...do you (from "Are You Suffering From Brownout":

• Work long hours, but without any real interest in your job? Is work a dull slog and does it lack intellectual challenge or stimulation.
• Feel as if you never really finish tasks? There’s always more to do.
• No longer know where your career is going?
• Pour cold water on other people’s ideas?
• Use any excuse not to show up? A headache becomes a migraine and a cold is always flu.
• Check emails when you get up in the morning and in bed before you to sleep? Glued to your Smartphone? 
• Feel out of shape, eat junk food, lack sleep?
• Feel you’ve lost your sense of humor and tend towards passive aggressiveness and surliness. 
• Come home late to watch TV and show little interest in your spouse and children? Friendships have withered on the vine and outside interests have been forgotten.
• Feel you're boss is moody and unpredictable (though you don't hate your boss)? You never know whether they’ll like or hate a given piece of work.

When I answered these questions, I found myself answering "yes" to many. I felt like I never finished any tasks. In many ways, I still do. So, this year, I've made a goal to finish what I started - this includes all of the crafts, cleaning, etc. And, you know what? I feel accomplished in that. I finished a quilt I started four years earlier. Not only did I feel accomplished, but I spent time doing an activity I enjoyed. A win-win.

If you found yourself answering "yes" to any of the questions or if you feel exhausted right now (let's face it - who doesn't?) My advice to you:

1. Be a full person online. You don't have to share every personal struggle. However, you should represent both sides to your story. For instance, if you share that you did an awesome maker unit, share where that unit fits into the larger picture. What challenges did you face along the way? What challenges do you still face? I know I'm guilty of this as well - especially in my personal life. We see the highlights. 
2. Don't compare yourself to others online. Remember - you  see the highlights so don't live the highlight reel. Use what you see and read as inspiration but remember that you are only seeing a slice of their story. Keep yourself grounded in those around you.
3. Remember what you value and don't lose sight of it. At the end of a hard day, it can be exhausting and difficult to be positive to those around you. And, that's okay. But, don't forget what you value. Make time for it. Schedule it if you need to, but don't miss out. And, if finding time for it is stressing you, reevaluate your tasks and priorities. What are you doing that you can drop?
4. Leave your Smartphone and devices behind. This one is very challenging for me. I'm in the edtech industry (or whatever we want to call it now)! But, the phone becomes a clutch. I find myself checking my emails when I first wake up and before I close my eyes at night. I find myself feeling anxiety over notifications. I find myself using it to avoid awkward social situations - to get out of having to have a real conversation. It gets more attention than some I love the most. Don't love your Smartphone. Use it as a tool to spend more time with those you love. It's that distinction that makes all the difference. 
5. Exercise. Those who know me probably think this is easy for me to say because I do workout excessively. I know this. But, I love it. The more difficult the workout, the happier I am. You don't have to be a workout nut like me to exercise. The point is you should make time for it each day. This is not only because it is essential to health, but because it is rejuvenating. I started taking short walks outside periodically throughout the day and, gradually, it made me look forward to each day a little more (especially when I find myself dreading the coming days).

I spend a lot of time teaching digital citizenship to tweens and teens, but not enough to my peers. We need to support one another - especially in the area of showing our authentic selves. 

Be authentic. Be you. Be okay with you. 

Crafting crates: Part 1 - the Doodle Crate

A year ago, my boyfriend showed me this thing called a "loot crate." It was love at first sight. The thought of receiving monthly kits to keep you energized is brilliant. The only thing that can be a catch for some (especially teacher budgets like mine) is the price tag. And, while it is not steep, it does have a cost. So, for that reason, I withheld making any purchases.

However, recently, my boyfriend shared a YouTube series with me called "Smarter Everyday." As an educator, I enjoy the quick segments, humor, and intellectual growth. At the end of the episode, the show's creator featured Kiwi Crate. Immediately, my attention was perked. Another crate? Say what? And, better yet, if you clicked on his link, you would receive a trial month for free (while plus $4.95 shipping & handling). As an aside, when I signed up for a trial, it did get my credit card info, so I will have to remember to cancel if I can't afford or if I don't like. Though I understand the business of it, it is a drawback for some. After the first month, it is $19.95 a month for each crate. Though, if you go to Kiwi Crate, you can get it for $16.95 a month if you pay upfront. In the end, the price is roughly the same.

There are four crates to choose from - koala, kiwi, doodle, and tinker. Koala and kiwi are for younger children, but the doodle and tinker crates are for "children" ages 9 and up. So, I signed us up for one of each - a tinker and a doodle.

(Example crates you can get with a Doodle Crate subscription)

Now, I'm perfectly capable of searching Pinterest and starting these ideas on my own (and as any of my close friends can tell you, I do). However, the simplicity and consistency of the crates have huge appeal. Imagine making your own in your classroom - having a surprise monthly crate to challenge your creativity.

So, I signed up for both the doodle and tinker crates. When you love making as much as I do, it's hard to choose. Then, I began the waiting process. When you first subscribe, the crate ships within approximately 3 business days of your purchase. Afterwards, your crate will arrive mid-month for every following month. Since you are required to create an account, you can login to your account at anytime to view the status of your order. I also discovered it's a way of finding the specific type of crate you'll be receiving. For instance, it shows that I'll be getting the drawbot for my Tinker Crate. And, it was correct!

_________________

Approximately one week after I signed up for my creates, they arrived on my front porch!

When I first had the revelation to blog about my crates, I didn't account for the time to create. Foolish me! So, this is part one of two on the kits. The focus: the Doodle Crate.

Since the Doodle Crate arrived two days before my Tinker Crate, it was a natural choice to start work on the Doodle Crate.

I opened my box and discovered a pamphlet on what I would be making and how I could make it. I also found carefully packaged items to use in my creation process. And, I discovered the box itself works as an awesome canvas for creating.

This month's focus is on crafting your own pencils and pencil holders. It came fully stocked with paint, two types of paint brushes, two packages of paper clay, gloss finish, glue, paper for pencils, and colored led. Oh, and a tutorial book!

Another look at all of the goodies!

Next up - creating. I decided to make the pencils first since I knew I'd get messy with the clay. The creating of the pencils was rather simple. However, the creation process was great for stimulating ideas.

To begin, lay out piece of paper and fold it one inch from the bottom.

Then, put a line of glue along that line (unfold first).

And, place the led on top of the line of glue.

Roll the paper over the led and crease a hard line around the led.

Finally, repeat gluing and rolling the paper until you reach the end and place a final line of glue.

Allow to dry - about an hour - and then, you can sharpen the pencils in the accompanying sharpener. This is where I was unable to follow. I found the sharpener did not sharpen the pencils the way the pamphlet showed. So, I'm going to go back to this and try again, as all makers do.

I also decided to dip my pencil ends in colors to correspond with the led, per the pamphlet's suggestion.

Next up  - the clay sculpting process. Though I create all the time, it had been a while since I used paper clay. I discovered I used too much water. I also morphed my creatures into fantasy characters since they did not appear the same as their lovely drawings. This, too, is part of the maker process - remember the process and not just the product.

I failed to document the creation process since my hands were fully covered in clay. However, remember to keep a tower and cup of water nearby. The pamphlet covers this as well.

After you finish creating your two figurines (or, you could do one large one - I wish I had) and punching in holes to use as a pencil holder, you have to let your clay dry overnight. Mine was so wet, I let it dry two days.

Then, you can paint. The paint dried in under 30 minutes. Finally, coat your figurines in the supplied gloss for a clean finish.

With all things maker, it's important to document your creative process. It's never just about the product. The product is a fun gift at the end, but it is not the most important thing. Challenge your students to document their work!

Since I have not tried my Tinker Crate yet, I don't have a preference. I do believe they target different skills. This targets the creative process. While, Tinker Crate is more problem-solving. If you can, I'd suggest doing both!  You can also go onto the Kiwi Crate Website for suggestions on ideas to try and ways to do these on your own.

Enjoy!

Pursuing Positivity

Don't sext. Don't put revealing photos of yourself online. Don't friend those you don't know. Don't post anything you wouldn't want your grandma to see.

The list goes on. We're full of the "don'ts," but we should be promoting the "dos." We should pursue positivity. We should challenge students to do positive work online. 

The truth is we all do the "don'ts" online. I still keep my phone on and next to me while I sleep - a major "don't." At times, I feel anxious if I haven't checked my phone for notifications. And, I know not to do this. 

It isn't that we want to do the "don'ts." We know it's not right, yet, we still do it because it's easy and we aren't faced with alternatives. We are not educated on the positive uses of the online world. These are the alternatives.

So, let's educate. Let's pursue positivity. Let's create. And, let's share.

Step 1: Start with a simple brainstorm. 

Recently, I met with seventh and eighth grade students to brainstorm a positive online presence. We used Google Docs so students could type simultaneously and all ideas could be present whether or not they are verbalized. 

I challenge you to challenge your students or children to discuss orally and in writing.

Ask them:

1. What makes a positive online presence (POP)?

2. What are examples of positive online presences at [your school]? 

3. What are examples of positive online presences outside of [your school]? (Start a list for students so they can visualize what POPs look like. This is the list I started for students.)

• Born this Way Foundation
• Fenne Snapshot Diaries (My gratitude blog) 
• Student Activists with walls & videos
• ReThink App invented by student

4. What types of positive online presences would you like to see at [your school]? 

5. What platforms work best for positive online presences at [your school]? (Provide students with a few examples to help them get started. Then, ask them to think deeper.)

• Examples: app creation, Instagram/Facebook/Twitter/SnapChat, blog, Website…

6. What are the obstacles/negative sides of those positive online presences? (Challenge students to consider all populations and their obstacles. For instance, will males feel as open to be express positive images on Instagram as females?)

• Consider all students - what will we use and what helps us?

7. What will we create today? (Challenge students to work together to create one for the school and then, if they'd also like to create one on their own, they can.)

• You can create individually as well, but today we will create one for the school

8. How will we continue this and ensure it stays positive? (This is the most important question - how will you ensure longevity and monitor negative infringement?)

9. Other thoughts? 

Allow for all opinions. Redirect those who fall off-task. Check out our first brainstorming session. 

Step 2: Small group discussion

Quickly break into groups of 2-3 students. Challenge them to brainstorm positive online presences they would like to create. Ask them to think of:

• a name for the online presence (some said "Meet the Spar-dashians" since we are the Spartans)
• who is the audience
• what is the purpose
• what is the content
• how can we be sure it stays positive
• how can we ensure all are represented 

Due to time limitations, students received only 20 minutes for this process. However, this can be stretched longer. We resorted to traditional pencil and paper to reiterate positive behavior in all media. 

Some examples:

Step 3: Draw it out

Due to time restraints, I was not able to include this important step in all classes. After students map out the outline of their "POPs," ask them to draw a sample of the product. If it is an app, what will the home screen look like? If it's a Website, what will it look like. 

This does not need to be a full storyboard. Rather, the intent is to get students to refine their ideas.

Next, we will begin the creation, sharing, and maintenance of the "POPs." We must decide how to fit in the creation. When will we find time in the schedule? Who will be part of this - will we include all students are just some? 

Step 5: Creation is equally as important as brainstorming. 

Step 6: Sharing.  Sharing instills intrinsic motivation. We like to see our work get attention. Share the "POPs" in a way students receive some attention and others see positive work showcased. We need to bring attention to positive behavior. 

Step 7: Maintenance. Maintain the positive presence. Will this product stay with students, the school? 

Stay tuned for follow-up on the final three steps when we meet again. 

EdTech - is it a "thing"?

Last night, I had the privilege of being a panelist for the General Assembly and Teach For America event (EdTech - Taking Stock and Forging Ahead) at Austin's WeWork Co-working Space.

Prior to attending, we were asked to rate our opinion on five different questions. During the event, the audience was polled on those same questions and we were asked to explain our opinions.

Each time I present or engage in conversation with other educators, I am filled with new questions and arguments. Last night was no exception.

The premise was on EdTech. As the conversation moved forward, it was clear we all have different views of what EdTech is. Is it a business? Is it a way of thinking? Is it a subject? Is it a set of tools? Frankly, I don't know. And, that's why I don't think it should be a "thing."

In every area, there is the mainstream and there are the innovators. Within education, EdTech were the innovators to me. However, the idea of EdTech is no longer new. It should not be considered another pathway. Rather, it is mainstream, regardless of whether or not it is fully integrated. Though we don't all have SmartPhones, it would be unusual to say that SmartPhones were not mainstream. EdTech as a pathway is education.

As a business, edtech has been around for a while and will probably continue to be a "thing" for a while. We use technology for our infrastructure and what better name for it than - educational technology.

We do need to get away from the idea that EdTech is tools. Or, maybe it is...If it is, then we need to get away from EdTech. I'll admit that I've been that company girl. I jumped into various company-given certifications immediately, partly because I love a challenge, but also because I was excited about a product. That was five years ago, though. Now, I'm excited about ideas. I believe in ideas, thinking processes, and pedagogy as the means for change. The technology will fit into those thinking processes. Unfortunately, when I attend conferences and when I listen to others, I hear tools mentioned. I don't see as much on thinking processes. I see limited information on how to change the way we ask students to think. We forget that technology is already there. It continues to change. As it changes, the way we interact with it changes. The way we need to think about it changes. Yet, we continue to teach the same thought processes. This is what we need to focus on.

Companies like Google have created services on some of these thought processes. In fact, Google offers a computational thinking course that is completely free. There are Maker Faires across the globe. There are even maker schools - or design-based schools. These thought processes do exist in schools, but they are limited. Rather than focusing on these processes, we look for tools to fix them.

There is a huge push for computer science in schools. And, I am one of the ones trying to making computer science and STEAM programs available to more students. However, last night, my boyfriend who has a computer science degree and is a Web Developer for a living, told the panel audience that he is not a supporter of making computer science mandatory for all students. Several gasped at the "absurdity" of his statement. His point - not everyone loves it. You could argue that not everyone loves science or English, but they are required to take it. But, instead of making it a separate course - another thing to find time for - integrate the principals of computer science, the thought processes behind it, into other classes. Use computational thinking methods in English; in history. What are the reasons making it mandatory? Can they be solved by integrating it into the curriculum, by changing the way we think?

There is no tool that will solve it all. There, I said it. There is no magic tool. Last night, I brought up my belief that it is the pedagogy that surrounds education that glues it together. So, an audience member asked if there was a tool I'd recommend for easing the demand of teachers in pedagogy. My answer - no. We need to stop looking for tools to fix education. We need to look at educators, parents, students. We need to ask who is making the tools? Are we adopting tools that have been created for us and then, figuring out how to use them in the classroom? Or, are we making solutions for our needs?

This is a hazy area. I'm a Google Ninja (or Google Nerd - probably the latter), but I admit that they are a company. They created a product and I found a way to use it in the classroom. They need educators to survive (GAFE does, at least). Yes, they are responsive to teacher requests, but they are the ones who developed it. Educators fit it into the curriculum. We need to provide more support to grassroots change. The more we ask educators to take a product and fit it into their curriculum, the more we make this about tools and not about people.

My former girls coding club decided they were not satisfied with the girls coding programs around the globe. So, they made their own non-profit and are now providing training to area elementary schools. This is a needs-based edtech company. They have a need and they are providing support for it. One trend is classroom teachers moving out of the classroom to train for edtech companies or start their own. And, while this is needed for the best training, they can also lose relevancy. So, who do we look to - we look to our students. What are the needs they have? Let's support those needs.

Another audience member brought up a point I've noticed after switching to a private school this year. At first, I was shocked by the lack of technology at my private school. I thought they would be in abundance. But, they were not. The focus is different than that of the previous schools I worked at. Disparity in income - disparity in how tech is used. His point - lower-income schools throw a lot more technology at students in a consumption-manner than higher-income students. At first, I disagreed because my private school is lacking in technology. But, after thinking - I believe the difference is not in the tools; it's in the community. At my current school, many students come from households where the parents are heavily involved in their education. The parents understand the technology and the material their children bring home. In lower-income schools, this is not always the case. Parents may be working more, which makes them less involved. They may also not know how to use technology in creative ways. Most students have access to a SmartPhone at home - regardless of income - but in lower-income homes, the devices are used in a consumption manner far more frequently. Therefore, when those students enter school, they are lacking the creative thinking that goes with those devices. This is the backbone of the disparity. We need to find more ways to support communities.

So, is EdTech a "thing"? What is it? Our communities have advanced enough to where EdTech is just education. We are not all there yet, for sure. However, that doesn't mean that it is not education. Even though we have not all caught up, there is no denying that it is not a necessary part of the education umbrella. So, rather than treating it as separate, let's accept it. Let's change our way of thinking. Let's work on the pedagogy and focus on humans.

Jazzing up your makerspace with light sabers!

This year is our first year of having makerspaces on campus, so it's a year of recruitment and a year to get others interested. With that in mind, I spent the first few months of the year securing spaces and resources. By December, I was ready to bring in students so I started with a maker party - code your own ugly sweater or upcycle an old book into a purse, tool box, or other accessory.

Though only a few students attended our December maker party, they started to make use of the space in their own ways. They asked if they could return to finish. They asked if they could create more. They asked when there would be more. They wanted to keep using the space. In my idealistic vision, I imagined the space as a revolving door - a place for students and faculty to come in and innovate - with hours similar to that of a library.

As more students and faculty use the space, I'll have to solidify a few basic rules and offer some training courses on the tools. But, for now - for this first year - it's about engagement and recruitment.

So, I decided to finish off 2016 with monthly maker parties open to all students and staff during open lunches (a time when students are not required to eat in the dining hall and teachers do not have duties). For January, I hosted a Makey Makey challenge and a light saber creation event. I split up middle school and high school students for more personalized events and better crowd control.

Today, the middle school students entered - 15 of them (we only have 200 middle school students) ready and armed to make. I assumed all were in for the light saber creation, but was pleasantly surprised when several girls asked to explore the Makey Makeys. Some even asked if they could complete some of the projects from last month.

This is the completed version

We began with an introduction of the space and how to use it most effectively. This was an important step in this makerspace since the space is rather small and has not been fully defined for maker.

After a brief introduction to the space, we were ready to create. I found this great Instructables tutorial previously (which I still recommend consulting), which I used to guide the maker event. Before sharing this with students, though, I made one myself. ALWAYS make one yourself first.

First, gather the supplies. I sectioned mine off into various corners of the makerspace for better traffic flow.

Supplies:

• Clear tube guards for fluorescent bulbs (here are the ones he used). Get the T8 size. These make the blade portion of the lightsabers.
• Small 9-LED flashlight from Walmart. The kind needed are typically found on aisle-end displays and cost $1. Here's a link.
• A cardboard tube that fits both the flashlight and the plastic tube guard.We used wrapping paper tubes
• Duct tape (Any color)
• Electrical tape
• Peel-and-stick craft foam
• Cutting mat
• Hobby knife or scissors - we used scissors

Organization:

• Place items around the makerspace by step. For instance, the tube cards and the wrapping paper rolls were on the same table. 
• Determine what is best for your office.

Tube guards and wrapping paper rolls went on same table

Example in center. Idea (plastic) mats in center with each step at a different corner of table in counter clockwise order

Next, it's time to get to work! To make best use of the tubes, we cut ours in half. However, in the original example, he only cut off about 12 inches. It's up to you.

We used scissors to cut the rolls and the students (12-14 year olds) did great

Then, cut the wrapping paper rolls. We measured from the base of our hand/top of wrist to the tip of our middle finger and cut. This will be the shaft. 

Now, it's time to insert the flashlight into the wrapping paper shaft. Most wrapping paper rolls are too wide for the flashlight so we placed duct tape around the flashlight (leaving the battery end & seal open) until the flashlight could be inserted, but would not fall out if we held up the wrapping paper roll.

Duct tape of any color to top of flashlight

After, students inserted the clear tube into the wrapping paper shaft (with flashlight). Again, the wrapping paper rolls are typically to wide so we added duct tape to the base of the clear tube until it would insert into the wrapping paper shaft without sliding out easily.

Then, we removed the black plastic covering at the end of the tube. In it's place, we placed a piece of duct tape (sticky side up) on top of the hole (leave a little on the sides so that it hangs out - you'll clean this up later). Then, we put the plastic covering back on, securing the duct tape. To make sure the light does not escape, you may need to wrap electrical tape around the top and sides of the plastic covering. I had to do this for mine and so did the students.

Now begins the aesthetic stage. I put duct tape over my wrapping paper shaft for cosmetic effect. It was not necessary. I also put electrical tape at the end and top of the shaft to secure it and make it look more polished. In this step, you can cut out the peel and stick foam to add grips to your shaft. Be creative and have fun.

In the final step, we colored the tubes with permanent marker. And, then, we used a low grade sand paper to sand down and diffuse the color. This helped diffuse the light.

Now, your students are ready to wage light saber war. And...hopefully, this will help jump start your makerspace. The key is finding topics that catch your students' attention. Here is a list of our maker parties for reference.

Happy making!