A classic combination of questions in action research. I’m going to use them to try to help me reflect on this blog. I got very bogged down in the 31 day Blog Commenting Challenge. It made me really think about what I’m doing with this blog and, well, why I write it at all. I’m going to use a reflection technique to help me sort it out. It’s one that I used a lot when I was at uni and which might just be helpful now.

What?

State the problem -

I’m only a very part time educator these days. When I do work in education it is with adults and it is very limited. Most blogs that I read or comment on are primary school teachers. After 18 months out of school I’ve lost my common ground with them. I thought I’d find adult education bloggers to be my peers and provide a new community. I haven’t. They are either not there or I can’t find them. It’s not like I can just use university bloggers either – their issues are as different to mine as the primary school teachers.

Mostly now what I do is write: blogs; articles; wiki pages. Some about education, some not. I like to write. I enjoy it.I love the whole gamut of writing from simple factual things about dates and times to long, in depth, opinion pieces. Mostly it’s the sort of writing that combines words and images. Heh – I wasn’t going to get less visual was I?

Put simply then, the problem is that what I read (blogs and twitter) and what I write about (and reflect on) here does not improve my practice. My practice has changed.

So What?

Why is this important? Well, it’s important because I still want to take actions and improve. It’s just that what I do has changed. I still want to use a blog to help me do that. I know it’s a useful tool and I want to use it.

Now What?

Now I get to re-invent my RSS reader and this blog. If you come with me on this journey you are very welcome. If this is where we part company, thanks for being around and goodbye.

I’m going to use these insight to plan radical changes to the blog over the next couple of weeks. It might get a bit bumpy along the way. My focus is going to shift to writing and reading in all it’s forms.

So here’s a few questions for anyone who’s still here after this announcement.

Who writes really well?

Who should I be reading?

I’m a little behind with the 31 day challenge so this is my day 7 reflection.

Progress to date:

1. Audited my own commenting behaviour,
2. Commented on a new blog,
3. Installed a blog comment tracking service,
4. Asked a question in a comment,
5. Commented on a post I didn’t agree with
6. Responded to another commenter on a blog post.

Task 7 is to identify 3 things I’ve learned in the challenge so far. I’m to think about what I’ve learned about myself as a commenter, what I’ve learned about the act of commenting, and how I think my recent commenting activities have impacted me as commenter and a blogger. The idea is to quickly identify the significant learning. Familiar and not all together comfortable territory from Ultraversity days First the:

Reflection

I learned that I am a reluctant to post comments part because I worry about what people will think of me. I think I sometimes misjudge the tone of what I write and there can be cultural differences that make global blog commenting more difficult. Yet I have no problem commenting on lots of flickr photos, engaging in conversations about the images and their meanings, implications etc. I am more confident in that environment. I also discovered I’m quite likely to respond to a blog post from a contact on twitter rather than on their blog.

Recurring themes? Feeling safe, comfortable and ownership

About commenting in general I’ve learned that it’s harder than I thought. It’s given me an insight into why people might be reluctant to comment on my blogs. I read so many things and am interested and enjoy them but I still only respond to a small minority. It’s made me more aware of the need to get a response from the blogger, to be made welcome and comfortable even if I’m disagreeing with them. Hard! See the point above. I might just face the fact that avoiding conflict is a deep seated personality trait and stay in my comfort zone.

Recurring themes – difficulties, balance, conflict avoidance

Now for some quantitative data:

There seems to be a 10% responding to 90% reading balance now compared to 2% – 98% before the challenge.

Ok – that’s pleasing This is partly because I culled my feeds and removed a lot of stuff I skimmed and wasn’t relevant to my current needs and interests. Even so I think it’s progress. None of these comments were just “me too” posts and I tried to add something and engage with the poster and other commenters in all of them.

However – I still commented on 3 times as many flickr photos as blogs! These comments were almost never of the ‘lovely photo’ variety

Themes – progress, engagement, visual stimuli

Significant Learning

I avoid even minor conflict – even on blogs,
Visual stimulus is important to me
I can change my commenting habits with a small amount of effort

Music seems to be a bit of a theme on the blog at the moment. An old friend from Ultraversity days, Sarah Hackett, got in touch recently to tell me about her new venture. Sarah did some fine research (First Class in fact!) for her final year project on using Moodle and video coaching to work with groups learning folk fiddle. If you are going to TeachMeet08 North East London edition you might be lucky enough to hear her talk about it.

Her new venture takes that work and extends it out to a wider audience:

Folk Fiddle lessons online

Learn OnLine 4 life and Laugh Out Loud 4 Life
Learn Folk Fiddle tunes by ear and and improve your aural skills, memory, musicianship, awareness of harmony, violin technique, appreciation of musical form and structure, and enjoy practical application making sense of music theory in a logical way. Most importantly though – have a great deal of fun and get involved in a really sociable activity!

Sarah’s work is always innovative and interesting. She provides a flavour of what people can expect:

A free course of online lessons

I have posted videos for the tune Trip To Matlock that you can access without charge so that you will be able to get an idea of what to expect.

Please would you give a donation to one of the charities suggested in the Trip to Matlock News Forum for the use of these videos. There is no need to sign in – just click on the blue i button to find out how to access.

The site is great for individuals or could be used by schools groups. Sarah’s charges are very reasonable and you’d certainly be getting expert coaching.

I love global collaboration projects. They are such powerful stimuli for children’s learning. I’ve been keen on them ever since I first found Flat Stanley and I even initiated a small scale one as part of my degree.

You don’t have to be the class teacher to initiate this sort of thing. If a TA or a Learning Mentor is prepared to see it though the teacher is often delighted to let them. It would make a lovely action research project. Note the exchange is of “stories, photographs or podcasts” so not too tricky, even better if your class is doing something like “The Travels of Barnaby Bear”.
There’s a flyer to download and print on Sylia’s blog and more details on the Teddy Bears Around the World Blog

POP Quiz-Text Version
POP Quiz 1
Do you know the true art of questioning? (If Students Wrote the Quiz)

Can you answer “NO” to all 5 questions?

* Do you put our names at the BEGINNING of directed questions? If you put names at the beginning of a question, the rest of us will tend to ignore your question, since you have already chosen who will do the answering for you! Wouldn’t you, too?

I can mostly answer No to this one, but it’s good to be reminded

* Do you ask “whole group” questions like, “Does everyone understand the difference between…?” Hope not, because it is simply an invitation for a chorus of “yes” responses and the 2 or 3 of us who do not understand probably would not let you know because, “everyone must have understood it but us!” Instead, ask, “Who would like for me to repeat those directions?”

Oh – yeah, I knew that but I’ve still caught myself doing it a couple of times

* Do you repeat student answers? If you do, then you’re teaching us not to listen to each other, because we know the answer will be repeated by you! Instead, try other responses such as “Tell us more,” or “Someone else?”

Ouch! Guilty as charged Need to watch this one!

* Are you always the “answer-giver” in class? If you turn our questions back to us, you will encourage us to do our own thinking and learn to answer our own questions. For example ask, “That is a good question. What do you think?” After giving us a chance to state an opinion, the question can then be directed to the class for discussion. At that point you can add your comments to ours.

Ok I get an A+ for this one, I’m smiling again:-)

* Do you practice less “wait time” for the slower students than you do for the smarter ones? Researchers have clearly demonstrated that teachers typically wait less than one second after asking a question before calling on a student, answer the question themselves, or make an additional comment! Increasing wait time results in dramatic improvements in the overall quality of class discussions.

I’ve been working on this one, counting up to twenty elephants in my head. Adults need thinking time too especially when English is their second language.

There’s lots more good stuff on this site.

What aids do you use to reflect on your teaching?