Want to do a WoW-Based Project in Your School? Here’s Everything You Need… - edurealms.com

Want to do a WoW-Based Project in Your School? Here’s Everything You Need… - edurealms.com

AR Final Presentation Video

Virtual Learning Worlds » Gamification of Khan Academy

Virtual Learning Worlds » Gamification of Khan Academy

Call for help from blog followers and friends

I have really been thinking lately as our EMDT program draws to an end this month that I would like to teach online.  Currently I have my Bachelor's in Early Childhood Education (P-4).  I am not quite sure how you would even go about getting a position at an online school, so that is where my call for help comes in.  Do any of my followers or friends know where or how you would begin to search for a position as an online instructor?  

I am not even sure what type of credentials or experience is needed to do such a thing.  I know that there was a position listed recently at Full Sail for an ACD in the LMO course that I would love to do, but I don't have the 4 years of required experience for the position.  I am hoping that maybe one or more of you are online instructors and could possibly help me with my query. Thanks in advance for any help or suggestions in my quest for a teaching position out there in the virtual world.

Wk4 comment #2 - Susan Calland

Susan,

Great story on teaching your students the moon phases! I love it...Mr. Miagi is very pro at his wax on and wax off. =) Thanks for sharing it with all of us. It is always a compliment when you have a student you once taught recall some piece of information that you taught them and they have always kept it with them. That is one of the signs of a really great teacher. I agree that students do have a tendency at times to only seem to take notice when we do act a little "nuttier" than usual to really get a point across to them, but if that is what it takes to get them to sit up and pay attention then sign me up. I think you have a great insight into that fact that your willingness to take a risk with them helps them feel comfortable enough to take a risk as well. 

Susan's original blog post:

Don’t hold back & participate wholly!

The chapter that definitely meant the most to me was chapter 9.  I have noticed many times that the students in my 7^th & 8^th grade classes who are totally uninterested in school and completely uninspired, will give me full effort when I am my nuttiest!  They may look at me and roll their eyes, but every time I am passionate about what I do and really into it, they are definitely paying more attention than when I am just giving notes or lecturing.  It is so awesome to see that student that really doesn’t give a hoot about being in my class, study for a quiz or look at me and say, “Hey I get it!”  The crazier I am, the more I can generate a spark from them.  To get my students to remember waxing and waning moon phases, I do my Karate Kid, Mr. Miagi, stance with my karate move.  I may look like a goof, but they remember the moon phases!  I was at an awards assembly at the high school and a former student caught my eye when the speaker talked about “wax on, wax off”.  Across the gym she mouthed to me, “was on, wane off” with a big smile on her face.  She was in my class three years ago.  Those are the time that I know that if I don’t hold back, they understand and remember so much more.   They are also more willing to take a risk since I do. 

Wk4 comment #1 - Janene Neal

Image courtesy of Clker.com

Janene,

I love that you motivated two of your more troublesome students by having them create the content skill rap song.  What a great idea and it does sound like it was quite the experience for all of you.  Kudos on that!  I have heard that as a teacher it is sometimes wise to change at least grade levels every few years in order to not get burnt out.  I hope that you find your inner light again and continue to create opportunities for your students similar to the one you shared to ignite that same spark in them.

Janene's original blog post:

When I started teaching over ten years ago, I believe my whole body was filled with lighting ready to transfer to others. I wanted to relight a spark in my students, so they would be ready to take on the world.

Recently, I think my inner light has fizzled, and I see a dying light in my students.

Maybe it is the end of the year. Maybe I feel a little burned out. But when I read these last few chapters, I realized, I need to make a change in my thinking. I can still make a difference in my students’ lives. I can still light that spark.

How do I rekindle that feeling of making a difference? I know myself. I need to make a change with my professional life about every three to four years. Do something different like changing schools, positions, or curriculum. This really helps me with keeping my ideas fresh and new.

However, what about the students that have that darkness inside, but don’t want to let in the possibility of light? Every year, I try to motivate a student that just doesn’t want to work with me. Usually it’s a student that just wants to goof off, play around, distract others, and try to be the “cool/bad” kid. You all know them…we all have at least one in our class. This year, I just so happen to have two of them in one class. This is how I overcame this type of behavior. I gave both students a lot of leeway.

I let them work on a multimedia project together that consisted of a rap creation they created in Garageband Loops. I saw the spark...they showed the light.

Instead of me running around yelling at them to get to work, saying, “stop this”, or “stop that”, I provided my students with endless possibilities. My students found new technology knowledge, created a content skill rap song, minimized distractions, and had fun. I was able to do my job…which is mold young minds. WE all learned from this experience.

Wk 4 Reading: Art of Possibility Chapters 9-12

I loved Zander's words in Chapter 9 about us having the "infinite capacity to light a spark of possibility" right at our fingertips and that "passion, rather than fear, is the igniting force."  Oh how true those words ring.  That not only should we ignite a spark in others, but be willing to catch any sparks they may throw at us as well.  I must say that reading Chapter 11: Creating Frameworks for Possibility was right up my creative alley so to speak.  I know that I am the happiest whenever I am creating new things or even watching that creative spark in both of my daughters.  My 15 year old is able to do things with video that I only wish I had been able to do at her age or to have even had the opportunity to learn with the tools and technology she has available to her.  

I loved the story of the teacher who shaved her head because of the student who underwent chemotherapy and the other students were making fun of her baldness.  What a great way to take charge of a situation instead of letting it get out of hand and head into that downward spiral Zander speaks of.  I have a dream to teach and believe that dream is well within my "arena of possibility."  Zander made a really good point about how a vision does not require one to win, but merely to play into the possibility.  His words on how a personal crisis can lead to the creation of a vision that turns a life of possibility sang out to me about the past year or so of my life and how I have taken the my job loss and divorce not as a sign of failure, but rather as a sign to have a new beginning full of possibilities and dreams.  This book has helped me to realize that all the negativity about not having a job and never even being called for a job interview to teach does not define who I am.  My thinking either positive or negative is what defines me and my actions allowing me to choose to explore my own world of possibilities in order to move forward in my life and ignite that spark in others around me.