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• Elona Hartjes, MEd (Candidate), Ontario Certified Teacher

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Yes, school starts in a little more than two weeks and just like so many other teachers I’m starting to think (reluctantly ) about preparing for the new school year. Usually I go into school the week before school starts and ready the classroom, organize the supplies I’ll need and photocopy the handouts for the first few days. I’m going to do that but this year I’m also making a conscious effort to protect myself from teacher cyberbullying. I’ve seen and heard all kinds of horror stories about teacher cyberbullying. You probably have too.

Teacher cyberbullying is the deliberate use of information and communication technologies by students, parents, teachers, administrators etc. with the intention of insulting a teacher or teachers, harming reputations, spreading hate or discrimination based on race, colour, religion, ethnic origin, sexual orientation, marital status, family status, or disability.

How am I going to protect myself from cyberbullying? I’m going to know the law, the code of professional ethics, my school board’s policies, and I’m going to follow them.

I know that teacher cyberbullying is against the law and can have serious consequences for the bully.

Much of my class takes place in cyberspace. I use information and communication technologies as teaching tools for myself and learning tools for my students. I don’t want my students to misuse these tools and demonstrate a lack of respect for anyone, me included. The new technology is really cool but it is a double edged sword. The cameras in cell phones for example can be  used to complete assignments or it can be used for teacher cyberbullying.

Last semester I overheard students  laughing and reminiscing about how a couple of grades ago they’ve deliberately provoked their teacher Mr. Johnston (not his real name)  and then filmed Mr. Johnstones’ reaction. Students know how to push teachers buttons, and since teachers are only human  just like everyone else, they can  loose it at times.  The students shared the video with other students and poor Mr. Johnston was not even aware of it, but here it is two years later and the students are still laughing about provoking Mr. Johnston and filming his reaction, the reaction they were hoping to get. Sometimes these videos end up on YouTube .  There’s even a term for that kind of bullying: you’ve been YouTubed.

Last year, cell phones were banned in school.  This year,  allowing cell phones in the classroom is at the discretion of the teacher.   I’m of mixed minds.  I’m going to  discuss a cell phone policy in my class with my students .  The discussion will be centred around respect for the learning environment and respect for people in the class, including me. Have you had a discussion like this. I’d love to hear how it wen,t and what the outcome was.

Cameras in cell phones are a concern but so are emails. I correspond with parents and students by email. I don’t want to say something in an email in a mindless moment that could cause me grief down the road. I don’t want to be inappropriate even if it is unintentional. So I intend to always

• maintain exemplary professional standards whenever I send a work related email to anyone,
• use a professional voice when communicating with anyone,
• keep a copy of all my emails,
• use a signature that includes my name, my work assignment, and my school,

I will not

• share any passwords with students or colleagues,
• leave my computer on when I’m not at it,
• use my home computer to send any work related emails to parents or students,
• use any cyberspeak ( lol, u, btw),
• post criticism of students, parents, colleagues, administrators,
• allow pictures to be taken and posted without knowing that appropriate safeguards are in place.

 

I realize despite my best efforts I could still be a victim of teacher cyberbullying.  The thought of it makes me shudder. Sometimes there’s not much I can do about it because teacher cyberbullying has moved out of the classroom and school environment.  Students can use a site called Rate Your Teacher to say vicious things anonymously about teachers.  Teachers don’t even know who is bullying them.  Kids are protected by their anonymity. I’ve talked  with  teachers who were victims of teacher cyberbullying on Rate Your Teacher.  Believe me, they were extremely upset and stressed about the situation because Rate Your Teacher wasn’t willing to remove the comments.  I’m told that sometimes Rate Your Teacher does remove the comments, but I personally don’t know of this happening.

What can I do if I’m a victim of teacher cyberbullying?  I can defend myself  by

• making copies of all messages/web postings or other related data including the URL,
• telling the sender to stop the behaviour and tell the sender such conduct is inappropriate and unacceptable,
• not  discussing the situation beyond tell the sender to stop becasue the conduct is inappropriate and unacceptable,
• seeking  support from my employer and local teachers’ federation,
• advising  My Occupational Health and Safety Committee if my safety is threatened,
• get in touch with my federation if things aren’t resolved effectively or if I need more information

 

It seems that a teacher’s life is getting more and more complicated.  It’s not just about the 3 “R’s” anymore.

Do you have any things to share about teacher cyberbullying?  I’d love to hear how you plan to protect yourself or deal with it if you are a victim.  Have you been a victim of cyberbullying?

 

Resource:

Cybersafety- important information for OSSTF/FEESO members

 

Sometimes we can get the wrong idea about what it takes to successfully teach kids who are academically at-risk.  You don’t have to be a superhero like Erin Gruwell in Freedom Writers. You just have to be “good enough”. I’ll explain what I mean by “good enough” in a minute.

For those of you who have seen the movie Freedom Writers, you’ll know what I mean when I say Erin, the teacher in the movie, is a superhero.   For those of you who haven’t seen the movie, I’ve embedded a trailer here so you can have a better idea of what I’m talking about.

I mean no disrespect to Erin Gruwell, the teacher Freedom Writers is based on. What she did with her students was truly extraordinary. I’m in awe of her. But I think because she’s a superhero, teachers who watch the movie might get the mistaken notion you have to have super-teacher powers to teach students who are academically at-risk. You don’t. You don’t have to be a super-teacher. You only have to be “good enough”.

When I say teachers of students who are academically at-risk don’t have to be superheros they only have to be “good enough”, I don’t mean they can be mediocre. Far from it.  Let me explain what  I  mean by “good enough” teachers.  ”Good enough” teachers

• • have good  emotional intelligence
  • establish inviting student centered classrooms;
  • have excellent listening skills;
  • willingly treat their students with respect and demand the same from their students ;
  • have expertise in the teaching subject;
  • can differentiate teaching, assessment and evaluation strategies to suit students;
  • help students be successful using the students’ strengths;
  • are firm but fair;
  • are creative;
  • are life-long learners;
  • are flexible;
  • are skilled at teaching and assessment;
  • realize and accept they’re not perfect;
  • realize tomorrow is another day and another opportunity to get it right.

 

“Good enough” teachers realize it’s not their job to “fix” students who are academically at-risk; it’s their  job to help students realize better choices will lead to better outcomes and help them develop their critical thinking skills so they can make better choices.

Erin Gruwell did all this and more. She is a superhero who teaches, but we can be just “good enough” and still be successful at teaching students who are academically at-risk. We don’t need to be superheros ; we can just be humans who teach. I want teachers to realize that.

If you’ve been teaching academically at-risk students, what do you think it takes. How would you define “good enough”?

I think I’ve finally figured out why some of my students in my grade nine learning strategies class continually insist on sneaking to other sites like YouTube when they’re supposed to be doing their assignments using sites like Prezi, VoiceThread, Animoto, Voki, Wordle, or Bit Strips.  Not only are these students off task when they go to other sites instead of the one they’re supposed to be on, they crank up the volume so loud other students hear the sound and crowd around the monitor to see what’s so funny and soon no one is on task. I’ve tried blocking sites to keep students on task, but they just find other sites to go to. It’s been driving me crazy. I’ve been wondering why these students choose to be off task and disrupt the class day after day despite our little talks in the hall. I can’t really ban them from computers because I so “cleverly” integrated computers into the course so they need to be online to complete their assignments. I felt really defeated because I want to use computers and online applications in my classroom but using them was causing me such grief. I was beginning to wonder if it was counter productive to have my students use computers and online technology in the classroom. Then suddenly, it dawned on me. Some of my students are behaving the way they are while using computers because they are trying to try to meet their emotional needs in mistaken ways.

Ages ago, I learned about Glasser’s Behaviour Choice theory.  The idea is that students act certain ways to try to meet certain basic needs.  Sometimes these students try to meet their needs by inappropriate behaviour. These needs are are

• Survival- the need for for, shelter, clothing
• Power- the need to feel important
• Love/Belonging- the need to feel accepted and loved by others
• Freedom- the need to choose what we want to do with our lives
• Fun- the need to find enjoyment in life by learning and playing

For example, a child might try to meet his need to feel important by getting undue attention.  When my students are off task and go to other sites online and turn up the volume so that everyone crowds around them, they’re getting undue attention from other students and from me.  They might be thinking they’re only important when they  keeping me busy and keep getting the attention of other students.   That scenario seems to fit a couple of kids in my class.

Students could try to meet their need for power by going off task repeatedly and promising me when I try to redirect them that they will stop going off task and stay focussed but don’t, and I have to continually refocus them.  They may think that they only belongs if  they can be boss and prove I can’t make them do anything. I see that explaining some of the behaviour I see in my class.

Some of my students have profound learning disabilities that makes school difficult for them, and they don’t do as well as some of the other students.  They often feel stupid even though they have average or above intelligence. Since they have difficulty learning or demonstrating their learning,  learning isn’t much fun and they meet their need for fun by amusing  themselves by going to other sites like YouTube which they find entertaining.  When I ask my students why they go to other sites, they  tell me the other sites are fun. I can see why they think that  that because these fun alternative sites don’t expect anything from them like the sites I assign that support the curriculum. For at least one student,  learning how to take tests or write a strong paragraph can’t compete with  the fun of listening to various body sounds (farting sounds)  on www.soundboard.com. No, I’m not kidding.  A student, a grade 9 student, went  to that site and played back farting sounds to amuse himself while while other kids worked quietly on task- quietly, that is, until they heard the farting sounds.

Students could meet their need to chose what they want to do with their lives by refusing to do the assignments in class because they don’t want to be in a special education class. They want the freedom to choose what to do, and they don’t have it. They don’t want to be in my class so they choose not to do the work.  I’ve  heard students tell their friends my class is another English class even though it isn’t.  Students will even ask to keep the door shut because they don’t want their friends to see them in the learning strategies class because it’s a special education class.

When I think about some of the behaviour  goíng on in my class ín light of  Glasser’s theory, the behaviour makes sense to me. I now understand why some of my students act the way they do when they are completing assignments online.

Since I use computers  in my class, students are not sitting in the usual classroom configurations of rows or  tables.  They’re  sitting at computers facing the outside walls of the classroom. They don’t have the opportunity to  interact with me or their classmates in the same way as before I had computers in the classroom, so they have to figure out how to meet their emotional needs in the new context of a classroom with computers.  Students are trying to meet their needs in this new context  in inappropriate ways and this leads to a less than a positive learning environment.  The challenge for me is to help students  meet their needs in positive ways using appropriate behaviour in this new context. .

Any ideas?

 

photo thanks to sanjoselibrary

It’s getting near the end of the semester, and I feel as if I’m being buried in paper work. There seems to be an endless flow of emails to read and answer, forms to fill out, and reports to be written. I find it very stressful trying to keep on top of all the administrivia when I’m trying to cover course content before the end of the year and trying to prepare my students for exams.

You know how sometimes you can forget to do things that can be really helpful. Well, I forgot about the one minute rule.   The one minute rule is  an excellent strategy to help reduce the stress of dealing with much of the paper work I have to do that is trivial but deemed essential.  Of course, I have to remember to use the one minute rule.

What is the one minute rule?  It’s a strategy that encourages me to complete any administrative task that I can complete in a minute. Often, a minute is all  it takes to read an email and send a reply or complete a form and return it to administration or guidance.  The one minute rule  helps prevent small tasks from piling up and becoming  giant chores. I have to thank Gretchen Ruben for making me aware of the one minute rule.

The one minute rule is an antidote to stress and resentment. It helps me change the way I look at the demands on my time and energy. When faced with yet another administrative  task <sigh>, I tell  myself  it’ll only take a minute to complete the task  and  because a minute  isn’t a very big commitment  it’s no big deal.  I can relax. I don’t dwell on the fact that those minutes can add up.  That would be counter productive. Positive self talk is  important in helping reduce stress.

I think I’ll put a post-it note on my desk tomorrow  to remind me about the one minute rule.

 

photo thanks to  Morton Fox

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• Dislcaimer

  These are my personal views and not those of my employer.