Author Archives: mrsloomisPhD

About mrsloomisPhD

I am an accidental artist. I am an on-purpose teacher. I was terrible at art when I was in school. and I said more times than I can count, "I will NEVER be a teacher." God, in His divine sense of humor, has made sure I am now both artist and teacher. Thirty years after earning my first teaching credential I earned a Ph.D. in teaching and learning, majoring in language and literacy. I still work to creatively merge art as text into my research. I am passionate about my Lord, my family, my dogs, music, and naps. I love photography, digital art, running, and just BEING. God is good, and I am blessed.

“Stop.” A Letter to Our Nation’s Education Leaders and Our Nation’s Teachers

Standard

I did not write this, but Dr. Beers put it so eloquently that I think it is worth reprinting here.

Posted on  by Kylene Beers

To members of the U.S. Department of EducationThe National School Boards AssociationNational Association of Elementary School PrincipalsNational Association of Secondary School Principals (NASSP), and AASA, The School Superintendents Association and our nation’s teachers:As a long-time Texas educator, nationally- and internationally-known and respected educational consultant on matters of literacy, and an award-winning author of educational books, I have one piece of advice – not requested but offered with a genuine heart: stop.

Stop any conversation you hear (or might have considered starting) that “our kids are behind” and “they must catch up.” I respectfully ask, “Behind what?” “Catch up to what?” Our kids are not behind as a result of a pandemic though at some other time I will happily discuss the insidious systemic racial inequalities that have always existed in our schools, inequalities that have kept many with fewer opportunities than others. But our students are not “behind” now because of this pandemic.

What they are is stressed, anxious, lonely, worried, frustrated, and afraid of what happens next. But they are not behind a reading level or a math skill or a science concept. Rarely have I ever encountered any one concept in any classroom that is only taught once. We teach and reteach; we push kids to apply learned skills, strategies, and concepts in increasingly complex ways across the grades. That will continue to happen and anyone who says, “But they should have learned about mixed fractions in third grade and now we’ll have to do it in fourth grade” is too worried about benchmark learning and not focused enough on what learning should actually be about.

In many ways, our students across all grades have learned skills no one would have expected them to learn at their ages.They have been required to sit at a computer screen for 5, 6, 7 hours a day and figure out different learning platforms. They have had to figure out what to do when a school requires they be in their synchronous learning classroom when the sibling or parent is using the one computer in the home. Many have learned to monitor their own learning while watching siblings, preparing meals for siblings, or being scared while they are home alone. Many have finally returned to schools to be told, “Don’t touch,” “Don’t hug,” “Don’t get too close,” “Don’t share,” . . . . In a world where we want them to experience all they can do, they have been put behind see-through plastic screens on desks pushed that have been pushed six feet apart and told all that they can’t do.

In spite of all that, they have learned critical skills. They have learned empathy; they have – whether they realize it or not – become global citizens. They have learned what it means to stay inside; to substitute “I want to” with “I should.” And too many have learned what happens when parents lose jobs; too many have learned, at far too young an age, what grief is. They have learned that fear in the pit of your stomach when you hear someone you love has contracted Covid. They have learned how to cope with difficulties we never dreamed of preparing them to learn.

They have learned that some neighborhoods had more neighbors to contract the disease; they have learned that some hospitals received fewer supplies or received them later than other hospitals; they have seen, now, far more white people receive the vaccine than people of color or people of poverty. And they have questions about that. Questions they have been told “Don’t ask” and teachers have been told “Don’t answer.” They have learned that kindness counts. They have learned what it means to be without and how good it feels to help and to receive help. They have learned that in the worst of moments, they survived.

To dare to say our kids are behind, is to demean all the parents and teachers in this nation who have done their best under circumstances we never dared to imagine but experienced each and every day. These circumstances, for many teachers, were made worse when ridiculous requirements such as how long they must be at their computers, what they must do to show they are indeed teaching, how much they must cover of a curriculum that mattered little this year, how they must buy their own personal protection equipment and use their own dollars to supply classrooms with sanitizers, and teach face-to-face with no vaccines were never ending. This year has caused even our most veteran of teachers to question how they keep going and has reduced our novice teachers to questioning if they will stay in teaching. And now, now they are reminded they must never, ever forget the forthcoming TEST.

Stop relying on that ridiculous state test. It doesn’t measure a critical thing about what was learned this year or what was taught. If universities can set aside the lauded SAT/ACT this year, then what are we saying to our children, parents, and teachers when we say, “Oh, yes, we’ll be giving THE TEST this year”? What are we showing we value? Yes, let’s have a long-overdue conversation about this test. But for now, STOP the demands to “Make sure the kids are ready.”

To the U.S. Department of Education, stop waiting for states to ask for waivers to give THE TEST. Step in and stop the insanity.

To Dr. Jill Biden, thank you for your support of teachers and please see if you can perhaps push a little sanity into decisions being made right now.

And to all teachers: Stop listening to those who say your kids are behind. That’s a statement without merit, offered in unprecedented times, that is uttered by those who value testing, not learning, and statistics, not students. To those who say such things, I say they have not seen you delivering food to homes with little or none, staying online to talk to the kid who is alone, accepting work at any point in the unit, crying when one kid finally shows up because your heart has worried about that child/teen, and laughing with your students when a cat arrives to sit upon your shoulders. They haven’t seen all you have done to explain the unexplainable while you, too, wonder at this nation’s insanity.

Dear teachers, stop saying, “I can’t” because you have. You have shown up. You have done what you did not think you could. You have taught your kids under the worst of situations because it’s what you do. You are tired, stressed, anxious, worried, and feeling alone. I wish I could make those feelings go away. But I can remind you that feelings of inadequacy should be shoved aside. Please don’t think you can’t, because you did. You gave our nation’s students needed normalcy (though a new normalcy) and you showed them grace when few extended the same to you.

Our nation owes you so much and gives you so little. I wish we would all stop any belittling remarks toward teachers and those administrators who do support them. So, to all of the rest of us; stop saying what your child’s teacher did not do and start thanking that teacher for what was done.

Respectfully,

Kylene Beers, Ed.D.

Co-author with Bob Probst of Forged by Reading, Disrupting Thinking, Notice and Note, and Reading Nonfiction

National Leadership Award recipient by the National Council Teachers of English

Teachers Choice Award recipient for Disrupting Thinking

Past President of the National Council of Teachers of English

http://kylenebeers.com/blog/2021/02/22/stop-a-letter-to-our-nations-education-leaders-and-our-nations-teachers/

Petroglyphs

Standard

Some I wrote more than a year ago:


The depth of the petroglyphs lets them endure over years

Petroglyphs (literally rock carvings) remind those who see them that there were people in this part of the desert Southwest long before the Europeans, Russians, and Scandinavians set eyes on the Pacific and Atlantic shores. Even a novice like me can recognize some of the stories told through these images. Sun and moons mark time. Lizards and Great Horned Sheep repeatedly appear, showing how they populated the mountains around the Las Vegas Valley. Other images might be religious or community calendars, while still others are mysteries to the casual observer.

This one is low to the ground and might represent a person? Maybe a child?
This one is a mystery to me
My favorite from this day: a mama big horned sheep and two lambs.

They do tell stories, though. Story is and always has been an essential hallmark of humanity. I may not understand the particulars of these stories, but I do appreciate that people were here. Families lived and worked and ate and dreamed here then the same way they do now. Children ran and played. Women chatted about the antics of the children and the ways the men showed off. Perhaps the women shared recipes for treating sunburns or illnesses or injuries. Did the men look to the east to test the weather for the day? Did they exchange hunting stories and compare conquests? I see these traces of human stories and my imagination fills in the empty places. I see women huddled around cooking fires while children chase lambs up and down the rugged hills. Men stand away from the women and children, planning the next hunt or the next trip over the mountain to trade with their cousin Paiutes. One nods to another, indicating a need to repair one of the community lodges. Perhaps one makes a joke and they all laugh. The artist among them, inspired by the children chasing the lambs, carves an image of a mother sheep with her kids running from the children, not in fear, but in playfulness.

I can’t say for sure what their lives were like, but I do know that they were forever changed with the Westward trek of European (and eventually American) seekers of silver and gold. There is so much to be learned from the way in which the West was settled. Misunderstanding of culture and language is no excuse for uprooting and frankly stealing from entire populations. The human propensity to enslave what it conquers and to dehumanize those it does not understand is as old as the petroglyphs on these hills. There truly is nothing new under the sun.

Digital Literacy in Teacher Education

Standard

I had grand dreams about adding voiceover to this, and I still might. For now, a simple upload will do.

It never ceases to amaze me that the most intelligent and creative teachers (and pre-service teachers) freeze when I tell them they have complete freedom in a project. It testifies to the habit of grades and rubrics. Research is clear that inquiry and choice lead to better learning, but we still want a standard as a form of measurement.

The slideshow here is mostly work done by students in my ELA methods course. It took a fair amount of convincing for them to trust that I REALLY didn’t have an agenda or a rubric. Once they relaxed into the play of remix, they enjoyed the process. The first slide of the remixes (slide 3) is my example and the questions I asked when the project was complete. The remainder of the slides are student remixes and student reflections.

Teachers in my class enjoyed the freedom to create, and several planned to include a similar assignment in their own classes. This is the kind of creative project that is easy to do during remote instruction. Students shared their images on a discussion board and responded to them. In class we talked about how they felt about the project and how the minimal direction made it harder to do than an assignment with a concrete rubric and a template. It made them rethink how they might introduce creative projects by allowing students to play and explore with no expectations except to do something. The only grade is complete/incomplete, so if the few parameters were met, students earned full credit. It’s a nice way to break up required test paragraph practice and can certainly be a check for mastery. It also gives students an opportunity for self-expression and making connections between canonical literature and pop culture.

Mobile Phones, Arts Integration, and English Language Arts

Standard

Stephanie Loomis (University of Nevada, Las Vegas, USA)Source Title: Affordances and Constraints of Mobile Phone Use in English Language Arts Classrooms

I did a thing. My first book chapter was released today and I’m excited to share it. EEK! I’ll add a picture to this post when my hard copy arrives, but in the meantime, take a look!

ABSTRACT

This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students’ full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students’ smartphone compositions that teachers may consider.

Copyright: © 2021 |Pages: 20ISBN13: 9781799858058|ISBN10: 1799858057|ISBN13 Softcover: 9781799866688|EISBN13: 9781799858065 DOI: 10.4018/978-1-7998-5805-8.ch007

Why I write 2020

Standard

Has it really been a full year since the last National Day on Writing? October 20, every year.

I still write for all the same reasons as last year: to think, to process, to learn, to explore, to encourage, to teach, to implore, and to celebrate.

But the more I ponder, the more I wonder whether there is more to it. Maybe I write because the sky is azure with a hint of cerulean where it touches the trees. Maybe I write because sunflowers have faces that turn toward the sun, just like mine does. Maybe I write because fall smells of umami, earthy and rich. The sweet florals have passed, and the sharp bitterness of winter has yet to arrive. Fall feels safe, even in its decaying leaves and molding stalks. Maybe I write because leaves crackle and crunch under my running shoes or because my granddaughter’s laugh comes from deep in her belly and echoes across her yard and into my heart and mind. Maybe I write because I know it is possible to create a perfect German Chocolate cake without gluten and without dairy. When the baker, eyes sparkling as she presents it to her daddy, knows that love is in more than the decadent coconut-pecan frosting, although it is there, too.

Maybe I write because Pantone chose 19-4052 TCX, Classic Blue as its color for 2020 because “brings a sense of peace and tranquility to the human spirit, offering refuge.” Did the colorists know something about 2020 when they announced that choice last November? Was there prophecy in the picking? By accident or design, this world certainly needs a dose of Classic Blue for 2020.

Sunflower in a field backed by an azure sky

There are pictures that speak a thousand words, but there are also words that speak of pictures. Words that become images that lead to memories that recall feelings that carry us away from the conflict of daily living. Words allow us to escape into the deep recesses of imagination and wander there, undisturbed until we find other words to return us to the surface.

I write to find those words. The ones that make magic of the mundane. The crafted compositions of creative curations cry out to become content in a context of something other than the chaos.

I write because, at the end of the day, I am a writer.

New Publication: “The Classroom Is a Mirror: Learning Spaces as a Reflection of Instructional Design”

Standard

I have been an admirer and friend of Buffy Hamilton since we met in 2014. She is one of the most creative teachers I have ever met, and her commitment to her students in unparalleled. I have wanted to write with her for years, and finally the perfect call came from the NCTE journal Voices from the Middle. It was a short notice collaboration, but since I had studied Buffy’s practices for so long, I was able to take her ideas and teaching practices and compose an article that was published September 2020.

This article is about how classroom design that reflects student needs can help students feel good about their learning. The space put them in a mindset where they weren’t “doing school” as much as they were learning by choice.

I am excited about the article, written before the pandemic, and hope to write a follow-up with how Buffy has maintained her creative voice during the pandemic.

The article is available to NCTE members (https://library.ncte.org/journals/VM/issues/v28-1/30916), through university libraries and Galileo.

David Bowie, “on the cusp of something exhilarating and terrifying”

Standard

In 1999, David Bowie predicted that the internet would change the ways in which people communicate, create, and consume content. Twenty years later, we are living in the world he imagined.

Bowie said, “the actual context and the state of content is going to be so different to anything we can really envisage at the moment.” He went on to describe a collaboration between creator and audience that would lead to unimaginable genres of art and thought. And, here we are, or could be.

And then, pandemic

Before anyone had heard of COVID-19, academics, educators, and researchers were clamoring for new ways to assess student learning; the overwhelming evidence of standardized testing’s failure meant seeking out better ways for students to demonstrate learning. Publishers, often heavy-handedly, presented slick brochures of the next perfect solution or program or curricula. Teachers, who often have multiple college degrees and who know the student in their classrooms better than anyone were so often reduced to curriculum proctors and data providers that the profession suffered. New teachers quit. Veteran teachers passed the days to retirement without passion or even interest. Young adults eschewed the idea of becoming teachers altogether. When state mandates replaced teacher agency, the profession became largely unappealing.

When schools closed in March of 2020, suddenly teachers were heroes again. They got creative. They found ways to harness the power of the internet and used it to drive student educational experiences. Standardized tests were canceled, and teachers were able to focus, not on mandates, but on students. It was both terrifying and exhilarating, but the most imaginative teachers made it work the best they could with the resources they had. It was hard. It was also often satisfying for many teachers.

From hero to zero in 120 days.

Fast forward to summer of 2020. The uncertainty of the early Spring gave way to fear of what Fall might bring. Districts and states debated: face-to-face classes in spite of the physical health risks or remote education in spite of the emotional and psychological risks. Teachers’ voices were generally ignored as parents and officials demanded both/and instead of either/or. So teachers, who were hailed as heroes in April, were reduced to pawns in a political game of my-way-or-the-highway. Testing may be stalled another year, but publishers, quick to see an opportunity, started promoting even more prepackaged (and often expensive) programs to schools, districts, and parents. Like in the time before the pandemic, teachers were told, “you must” instead of asked, “what do you think?”

What about Bowie’s vision?

The internet still waits for education structures ot catch up with the possibilities. Many, even most, teens access the internet every day, playing games, mashing up songs, perfecting Instagram posts, and becoming Youtube stars. They are learning. They are curating and creating content unlike anyone could have imagined in 1999 (except, perhaps, David Bowie.) Teachers are taking advantage of a marketplace for their ideas, selling products to supplement a salary that does not represent their expertise or experience in any meaningful way, for the most part. Education is happening on the internet. Audiences and creators are collaborating on remixes, fan fiction, and software designs (or hacks). Teens are specializing in things that interest them – and traditional school is not an area of interest for most.

Education is missing a tremendous opportunity to reinvent itself during this pandemic. Rather than push to return to normal, educators ought to be seeking out new ways for meaningful learning. We have the technology, but seem to lack the vision. We need to look forward, not backward. There are challenges of access and equity that should be addressed, but a school or district that seeks the next-best-program can shift those funds from publisher pockets to resources for the people in their communities. (It’s not like packaged programs meet all the issues of access and equity anyway.)

A 20/20 wake up call

Hindsight is said to be 20/20, but the actions of the current education powers-that-be (from the President of the US to the local school board) seem to have clouded the realities of the recent past. Educators, teachers, and parents need to insist that student needs must be the focus. Student interest can drive learning. Student creativity can show mastery. Clear away what doesn’t work. Step into what 21st century education can be.

UNLV-my academic home sweet home

Standard

COVID19 has done a lot of damage. It has devastated the economy, wreaked havoc on schools, and caused unparalleled harm to people around the world. COVID19 quarantines meant the spring semester finished online, and I felt cheated out of my one-year adventure in Las Vegas.

My contract was only for a year, and I knew that I couldn’t stay even if I was offered a second year because my family was still in Georgia. I loved Nevada. I never thought I would, but I did. My colleagues at UNLV were welcoming and made me feel immediately at home. I was part of the Teaching and Learning community from the first day. It was special. I loved the student body, with all its true diversity. I learned about more cultures than I imagined possible in such a short time and small space. My classes were places of discovery and dialogue, connection and community. Of course, there were a few people who didn’t love me or my teaching style, but for the most part, student comments were positive and their critiques genuinely useful for my growth as an educator. I was truly sad that I would only have a year there–and then that year was truncated by a pandemic.

A hiring freeze further killed any hopes of continuing my career at UNLV. I applied for several jobs, and interviewed for one not far from me, but was passed over for other applicants whose skills better served the needs of those universities. I started to think about alternatives to the academy. I wasn’t entirely sure what those looked like, but I was open to pretty much anything.

And then I started to hear questions from my colleagues. Would I be interested in remote work? Would I be available for online classes? Would I be willing to host live Zoom sessions of evening classes on Pacific time? That last one gave me pause, I’ll admit. 7-9:45 classes are hard enough, but when the actual time for me is 10p- 12:45a? I’m a night owl, but…

Finally last month I had conversations with the department chair about a one year visiting assistant professor position that would be fully remote. It would require a pay cut, but since I wouldn’t have to maintain a separate home, that was not an issue. The offer came, I accepted, and I’m pretty sure people in Las Vegas heard my shouts of joy. No one saw my happy dance, but it was exuberant.

So, my new home office (perks of being an empty-nester) is buzzing with new ideas, preparations for classes, both new and familiar, and plans to make the best of a new school year filled with challenges and possibilities.

Thinking, pondering, reflecting

Standard

While I wait to learn where and what I’ll be teaching in the Fall, I do know that a good portion (if not all) will be online. So, to prepare, I am teaching myself how to create good videos. I can lecture, but I prefer interaction; I think it goes back to my acting/directing days when I much preferred a live audience to anything else. However, with the constraints of bandwidth, access, and Zoom fatigue, I need to keep my synchronous sessions focused and interactive and use asynchronous communication to do the heavy lifting.

It’s always a challenge to balance learning preferences and making sure the content is mastered. Adding distance further complicated matters. But this is the current reality. Some students will thrive, some will be frustrated. I know how to put together a solid online course, so I will work to my strengths. Video editing will add a level of watchability that I didn’t need to think much about five or six years ago. I want my students to feel connected; I think good video helps with that. How many of them feel like they know Instagram influencers even though they will never meet them? The connectivity of students has changed, so my teaching methods must adapt.

Hmmm…Instagram. As a teaching method? Insta-stories with polls as lectures? I may have to figure that out- or mimic it somehow.

So much to learn.