We all have a memory of our favorite teacher, almost always, the one who made us think we could do the impossible. In my case, it was Ms. Sampson. I left third grade and my third-grade teacher Ms. Gordon feeling like I didn’t measure up — and I didn’t. I wasn’t as fast, as clever, or as driven as my classmates. Ms. Gordon actually reprimanded me so roughly in front of the class once that a classmate I barely knew came to my defense, explaining to Ms. Gordon that it wasn’t my fault. Some students learn differently.

My fourth-grade teacher, Ms. Sampson, changed all that. When I entered her class, I did think it was my fault, that I wasn’t smart enough, but she explained without a single word where I was wrong. She didn’t do it by being an easy grader or downsizing my work requirements or even unduly praising me. She didn’t try to be my best friend and she didn’t make excuses for my third-grade failures. Maybe this was because she was new and didn’t know how to profile students who would succeed from those who wouldn’t. In fact, she wasn’t any of the characteristics we often equate to great teachers.

Now, as a teacher myself, I wanted to understand why Ms. Sampson succeeded where Ms. Gordon, a Nationally-recognized Teacher and in the Top Five in my school district, so abysmally failed to spark my love of learning. I started by reviewing knowledgeable websites like Benchmark Education. I read books like James Stronge’s Qualities of Effective Teachers. Then, I queried colleagues, administrators, and parents about why they thought some teachers succeed in preparing students for college and career and others just don’t.

Turns out that effective teachers all have certain characteristics:

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In October 2006, thirteen-year-old Megan Meier hung herself in her bedroom closet after suffering months of cyberbullying. She believed her tormentors’ horrid insults, never thought she could find a way to stop them, and killed herself. She’s not the only one. In fact, according to the anti-bullying website NoBullying.com, 52 percent of young people report being cyberbullied and over half of them don’t report it to their parents.

Everyone knows what bullying is — someone being taunted physically or mentally by others — and there are endless resources devoted to educating both students and teachers on how to combat bullying. But what about cyberbullying? Wikipedia defines “cyberbullying” as:

the use of information technology to repeatedly harm or harass other people in a deliberate manner

Cyberbullying occurs on not just social media like Twitter, Facebook, and topical forums, but multiplayer games and school discussion boards. Examples include mean texts or emails, insulting snapchats, rumors posted on social networking sites, and embarrassing photos or videos.

How serious is it?

The National Youth Violence Prevention Resource Center estimates that nearly 30 percent of American youth are either a bully or a target of bullying. 7% of high school students commit suicide, some because of cyberbullying:

On October 7, 2003, Ryan Halligan committed suicide by hanging himself [after being cyberbullied by high school classmates]. His body was found later by his older sister. (see below for his story)

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Here are the most-read posts for the month of September:

1. The 101 of Research for Kids
2. Differentiating with Personalized Learning
3. Learning Strategies for your Classroom
4. How to Teach Critical Thinking
5. What to Consider When Assigning Homework
6. New Ways to Gamify Learning
7. Print or Digital Textbooks? What’s the Low-down?
8. High School Technology Curriculum Coming!
9. Great Back to School Activities
10. Mouse and Trackpad Websites for your Classroom

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Here’s a preview of what’s coming up on Ask a Tech Teacher in October:

• Resources for Dyslexia Awareness Month
• Resources for Digital Citizenship Week
• Resources for National Bullying Prevention Awareness Month
• Qualities of an effective teacher
• Purpose Driven Learning: Myths, Problems, and Education Applications
• Online Classes
• A list of education advisors you can trust
• Halloween projects, websites, apps, and a costume

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The start of a new school year is always busy. New students, new parents, new rules at school–but there’s one more piece that shakes up my education ecosystem: new webtools. I get so many recommendations from colleagues, trusted forums, and my Twitter feed. I recently previewed one I think you’ll like called Education Galaxy. It’s online assessment, practice, and instruction for K-6 students with a tagline:

Curiously fun, amazingly effective, refreshingly affordable.

I give new webtools about two minutes. By then, I’m ready to read on or move on. Stipulating that I haven’t yet used this one, here’s what teachers say about Education Galaxy that kept me reading:

“…95% of my students passed the state test and I feel I owe it to Education Galaxy.”

“One of my teachers just mentioned how well she feels Education Galaxy prepared her students for K-PREP. We are very happy that we found Education Galaxy!”

Do you see what I mean? Thankfully, Jeremy Verret, the founder of Education Galaxy, provided me with more information:

What is Education Galaxy?

Education Galaxy provides online assessment, practice, and instruction in a highly engaging environment for students. Education Galaxy supports math, reading, language arts, and science at the elementary level (K-6).

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Personalized learning is the latest buzzword in an education environment bursting with new ideas but this one is impressive. In a sentence, personalized learning:

“tailors instruction, expression of learning, and assessment to each student’s unique needs and preferences.” — ISTE

If you think it sounds like differentiated instruction, it does with this caveat: Personalized learning is student-directed, student-paced, and designed for each learner.

Why switch to personalized learning?

There are many reasons to take a deep dive into personalized learning. Some schools realize students aren’t learning to their full potential. They see this not just in test results but in student response to the grade-level curricula. They feel it is unrelated to what happens to them outside of school. We as teachers know that math and science can easily be taught using real-life experiences in lieu of a textbook. The problem in the past has been convincing our learning partners of that truth. Now, anecdotal evidence shows that well-delivered personalized learning encourages excitement about learning, improves test scores, and leaves students wanting to learn even complicated math and science topics.

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This is not part of the 169 tech tips for your class book but it will be when I update the ebook:

Tech Tip #171: Ctrl+0 returns your screen to normal

Often, readers or friends push their computers in my face, frantic because they can’t see all of the screen. It bleeds off the edges.

“I use Ctrl- to zoom out–like you said–but I can’t get it back to where it used to be, the way I like reading it!”

I can solve that.

Ctrl- (pushing Ctrl and – together) zooms out of a screen be it on the internet, Word, or many other programs. Ctrl+ zooms in. But sometimes, your screen is so off-kilter that you can’t tell where “normal” used to be. For that, hold down Ctrl and push 0 (the number zero):

Ctrl 0

That puts your screen back to the standard setting before you zoomed in or out.

I’m surprised how often I and friends use this.

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There’s a reason why the brain uses 25% of the calories you eat: Thinking is hard work. Subjects like math and science — the ones only “smart” kids do well in — demand that you find patterns, unravel clues, connect one dot to another, and scaffold knowledge learned in prior lessons. Worse, you’re either right or wrong with no gray areas.

Wait. Where have we heard those characteristics before? In games! Do these descriptions sound familiar (or ask your game-playing students)?

Take the helm of your own country and work together with others to solve international problems!

Manage your city so it’s energy efficient and sustainable. 

Solve a mysterious outbreak in a distant tropical jungle and save the scientists. 

All torn straight from the taglines of popular games. Kids love playing games, leveling up, and finding the keys required to win. They choose the deep concentration and trial-and-error of gameplay over many other activities because figuring out how to win is exciting. So why the disconnect among teachers and parents when applying gameplay to learning?

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Homework has come under fire the last few years as data surfaced that seemed to support the conclusion that homework is a waste of time. The traditional goals — that homework reinforces school work, provides additional practice on difficult topics, and involves the family — seemed to fall away under the onslaught of naysayers and their numbers.

To many, the shortfalls mean homework should be excised from the education experience. To me, it simply means we teachers must update it — not eliminate it.

If you are committed to the value of homework, here are six suggestions for how to make it more aligned with student education goals:

Make homework relevant

Duke University Professor Harris M. Cooper, says (paraphrased in parts):

Really good homework assignments in subjects such as math and science … highlight skills children use in other areas of their life — sports, games, and everyday tasks like grocery shopping with their parents. A really good teacher is one that takes the skills that [their students] are learning … and uses homework to show them these are the skills they need to enjoy things they do even more

As a teacher, own that. Make homework tie into other parts of a student’s life. After all, isn’t that exactly what education is supposed to do — prepare students for life?

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