In less than three minutes, I’ll show you why I became OBSESSED with reading on my Kindle.
Spoiler: it’s all about the storage and curation of HIGHLIGHTS from my reading! Here’s how it works.
In less than three minutes, I’ll show you why I became OBSESSED with reading on my Kindle.
Spoiler: it’s all about the storage and curation of HIGHLIGHTS from my reading! Here’s how it works.
MARISA THOMPSON is a mom, wife, HS English teacher, professional development facilitator, instructor at the University of San Diego, traveler, and a liver of life. When people ask her what she does, she sums up her multiplicity of roles by simply saying “I’m in education,” and she wouldn’t have it any other way, she says.
When asked about a low moment, Marisa recalls her earliest visions of the kind of teacher she wanted to be. “So much of it came from Hollywood,” she says. But a few years in, she realized that she was not the teacher that she thought she wanted to be. By her seventh year, her disillusionment had grown to the point that she decided to leave the classroom entirely.
After a period of reflection and time away from the profession, she came across the idea of flexible seating on Pinterest. She pitched the concept to a principal, and his reaction took her by surprise.
“Great,” he said. “Go do it!” This yes was such an encouragement because it proved that her voice mattered and that her ideas could lead to transformative work. What followed was seven years of further growth and exploration.
On July 10, 2018, Marisa published a blog post titled We’re Killing the Love of Reading, but Here’s an Easy Fix. In the post, she unpacks a method of student engagement with texts called the TQE Method: thoughts, questions and epiphanies.
When you first start trying the TQE Method in your classroom, there will be growing pains for you and the students at first, she warns. But they will go away. The more you use it, the more the practices will start to become comfortable, organic, and powerful. Your students will start to engage in the kind of rich discussions that we all remember having in university or grad school.
It’s about giving students the time, space, language, and culture to safely engage in the sharing of ideas like never before. The TQE Method is now appearing in classrooms at all levels and all subjects, and Marisa couldn’t be happier.
When it comes to feedback for students using the TQE Method, Marisa looks for quantity simply because participation is essential. But her assessment is based primarily on two things: reading comprehension and author’s purpose. Can students analyze a choice that an author made and describe how it helps an author accomplish their objective in a text? Students who can demonstrate these skills with consistency are demonstrating mastery.
Something else that is setting Marisa on fire for education is her students’ recent TED Talks. They focused on communicating effectively with audiences, exploring concepts of happiness and success, and sharing authentically. Marisa watched as her students actually put aside rehearsed notes to speak from the heart, and the results were powerful. It was a first-class example of the link between vulnerability and compelling communication.
One of the things that Marisa is trying to do in her current classroom is to get away from class novels. Literary freedom works, and it’s good for kids, she says. On the other hand, shared conversations and connected experiences with texts are everything, so she’s looking at ways to combine both goals.
In her teacher support role, Marisa is focused on creating a series of 2-minute tutorials to help get teachers started with new initiatives, and at the Jacobs Institute for Innovation in Education at the University of San Diego she is busy designing new courses based on real-world experiences, like Disney World.
Marisa’s ultimate passion away from education is travel. Although she didn’t grow up in a wealthy home, she’s been traveling for as long as she can remember and has now visited at least 20 countries. She’s taken students to a number of those countries and always finds it a valuable learning experience to see other cultures and other places.
If you’re looking to follow someone new on Twitter, Marisa recommends @JuliaFliss. “The work that she does is soulful,” Marisa says. It’s big picture, everything-is-possible, and it’s filled with positivity and optimism. She is all about working with people and changing the world.
No edtech tool has been more helpful to Marisa this year than Pro Keys, a Google Chrome extension that allows you to build and customize your own feedback shortcuts. Marisa has used this tool to go from 160 hours to 4 hours of writing assessment completed at home this year thanks in large part to this tool.
*courtesy of the YouTube Audio Library
*This page contains Amazon affiliate links.
The more reflective you are, the more effective you are. — Pete Hall and Alisa Simeral
Wow. What a powerful and inspiring book.
If you’re passionate about literacy, about promoting the place and pleasure of effective reading and writing in your classroom, I strongly recommend this title.
I said “in your classroom,” but one of the things that comes across so powerfully in Sparks in the Dark is the fact that literacy must be a lifestyle.
To be genuine, to be vibrant, to be contagious — reading and writing must spill out of our personal lives.
And this goes for all teachers — not just those who teach English Language Arts. As educators, as thinkers, as lead learners, we must model a life of constant reading and writing.
If we say that communication, creativity, curiosity, and critical thinking are the core competencies at the foundation of today’s education, we must practice what we preach.
In an age of digital amusement and easy-everywhere distraction, we must show our learners what it looks like to mentally breathe. To stop, be still, and practice the acts of mental inhalation (reading) and exhalation (writing).
One of the most important reasons that we write is to know ourselves. As Don Murray says, “You write to discover what you want to say.”
It sometimes feels like the act and art of self-reflection is a vanishing habit. But we must show our learners that these practices are essential aspects of living a healthy and productive life.
Speaking especially to educators, Crowder and Nesloney write “We prioritize what we value, and when we do not value reading or learning, it shows. Our instruction is a mixture of what we have read, and when our reading lives are shallow, so is our teaching. It isn’t an insult; it’s the truth.”
We cannot be effective educators if we are not regularly reading and reflectively writing.
To those who feel defeated by identity before they even start (“I’m not a writer”), James Clear describes his own evolution as a writer in his recent book, Atomic Habits.
“For most of my early life, I didn’t consider myself a writer. If you were to ask any of my high school teachers or college professors, they would tell you I was an average writer at best: certainly not a standout. When I began my writing career, I published a new article every Monday and Thursday for the first few years. As the evidence grew, so did my identity as a writer. I didn’t start out as a writer. I became one through my habits.”
You may not be a reader or writer today. But you can and will become one — one paragraph, one page, one article at a time.
So pick up a book. Grab a pen or sit down at the keyboard. Score some small wins, and begin the gradual process of redefining yourself.
Because the more reflective you are, the more effective you are.
DEANNA LOUGH is an eighth grade English teacher at Sussex Academy of the Arts and Sciences in Georgetown, located in the southern part of Delaware. She’s an aspiring leader, kid Mom, puppy Mom, Mrs., music fan, and a lover of all things inspiring and positive.
A few years ago Deanna reached a point where she felt like she was killing herself with work. Her lack of energy and margin was preventing her from connecting with her students the way she wanted to, which led her to start asking how she could make her classroom a better space for her students.
That question has since evolved into a focus on equity, a pursuit that has really driven growth and evolution in her practice. Thanks to the changes she’s made in her thinking and work, she enjoys teaching a whole lot more today and has rekindled the passion that led her to enter the profession in the first place.
At the time that Deanna really started rethinking her practice and her learning space, she asked her students to describe their ideal classroom.
Their responses steered her first toward flexible seating and then to her own embedded biases and the obstacles faced by students from cultural and sexual minorities. She also started asking tough questions about her instruction and assessment.
As she asked these questions, she realized that a lot of the traditional and adversarial grading policies that she had complied with for so long were causing her the most stress and stealing her joy. Although her school still requires her to submit grades, she’s begun the slow work of changing her assessment practices and allowing her students to demonstrate their learning in new ways.
In addition to her changes in assessment, Deanna is keen on supporting her LGBTQ students and students of color in more effective ways. She’s become aware of so many situations that don’t do a good enough job of supporting these learners, and she’s also started to think about how some of the same systemic barriers affect minority educators, too.
The work of educators such as Dr. Sheldon Eakins (@SheldonEakins) and Dr. Mechele Newell (@mechelenewell) has also been deeply influential in her journey. One of her biggest realizations is that she does have a voice in these issues and that she needs to use it — to advocate not just for her minority students but for all of her learners and for the state of humanity.
Deanna is thrilled to teach in a professional environment that allows educators to set their own professional goals. Her focus for this year relates to thoughtful uses of technology in her classroom. Her school is 1:1, meaning all of her learners have Chromebooks, so she wants to not only improve learning experiences for students but also increase her own expertise in the Google environment. She makes the point that as we grow, learn, and gain competence as educators, we bring more joy to the job, and students notice that. Lately, she’s also enjoyed watching her students support the digital expertise of others.
Deanna is a huge music enthusiast, and even though she’s never been trained to play an instrument she’s taken up the challenge of writing about it. This commitment has pushed her to listen to music podcasts to learn more, and shows like Sound Opinions and Rolling Stones Music Now have helped and inspired her to keep going. Right now, her goal is to write one formal music review per month, and she’s shared this journey with her students as well.
One set of strategies that Deanna has found valuable is Angela Watson’s 40-hour Teacher Week Club, and one her biggest takeaways has been the prioritized task list. Whenever she has a lot going on, she takes a few minutes to sit down and arrange to-do items by priority.
Another helpful takeaway has been Google Keep, a simple but effective list keeper that syncs across all devices. “Nothing will kill your joy faster than when you try to be overly ambitious and get more things done in a day than are humanly possible,” she points out.
Over on Twitter, Deanna recommends following Dr. Sheldon Eakins @sheldoneakins. As mentioned earlier in our conversation, he’s doing great work in the area of equity and Deanna has learned a lot from his online course. Make sure to visit his site and tune into his podcast as well.
Deanna’s edtech tool pick is Screencastify, a leading screencast application that works well in the Chromebook environment with a handy Google Chrome extension. She’s also been extremely impressed by their customer support.
A must-read book title in the equity space is We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be by Cornelius Minor. Deanna can’t say enough about how open Cornelius is about his own journey even as he helps other educators rethink the accessibility in their learning spaces.
A few education podcasts that Deanna appreciates include Dear Teacher, Don’t Give Up by Jeffery Frieden, EduMatch Tweet & Talk by Dr. Sarah Thomas, and The Dr. Will Show by Dr. Will Deyamport III. All three hosts are former guests of the Teachers on Fire podcast!
We sign off on this great conversation, and Deanna gives us the best ways to connect with her online. See below for details!
LISA JOHNSON is an educator by day, blogger by night, and the author of Creatively Productive: Essential Skills for Tackling Time Wasters, Clearing the Clutter, and Succeeding in School—and Life.
She loves everything in Austin, Texas – except the heat! You’ll find her at Westlake High School, which serves almost 3,000 students with 220 teachers on staff. Her role has evolved from an educational technologist to a merged position that now includes curriculum specialist. Today, she works with a partner to support English and science instruction, and she also offers a range of services and seminars to students and parents related to all things digital.
Earlier in her career, Lisa was working for a different district and wanted to have a way to share and archive her thoughts, ideas, and lessons that she was developing for other educators. She was also concerned that if she ever left the district, everything she was creating and sharing would not only be gone for her but for everyone else that had enjoyed her resources outside of the school.
She eventually started her own blog, TechChef4U, and launched a podcast to support commuting teachers. In addition, she began to seriously build her professional learning network by connecting with like-minded educators on Twitter and on other platforms.
Eventually, Lisa was called in to visit the district office and was questioned about her blog and her loyalty to the district. She remembers being taken aback by the questions because all she wanted to do was support innovation and push boundaries in education.
Unfortunately, her blog activities didn’t sit well with this district, and she started looking for another job that summer. It wasn’t her intention to leave the district and uproot her family, but at some point, she says, you have to find your tribe – educators who share your goals, values, and vision for learning.
When she found her current district, she found people like her – people that wanted to innovate, push boundaries, ask questions and thrive. She’s thankful for an amazing team at her high school and an awesome principal that really values the work she does and lets teachers have the autonomy they need to lead and help others grow.
Lisa’s heart and mission has always been to create thoughtful and practical content for teachers that they can use immediately with their students. She loves working with secondary students and staff, and believes it is really important to focus on college and career readiness skills. Lisa has also been a keen observer of secondary school life has noticed some trends and needs over the past 7-8 years. Many of these trends and needs are addressed in this book.
Lisa is often asked to create, share, and teach content that relates to self-management and executive functioning skills, including note-taking, digital organization, goal-setting, habit tracking, and time management – twenty-first century skills that students need to thrive in high school and throughout their lives. She has also been working with librarians and the campuses across her school to do lunch-and-learns for students in order to support them regarding these topics and tools.
Instead of hoarding resources, Lisa has always wanted to curate and share with the greater edusphere. Rather than dump a bunch of one-size-fits-all formulas, her goal for Creatively Productive was to put together a selection of recipes that might inspire learners and educators from all contexts to adopt and adjust for their own purposes. This book represents more than just “Lisa’s thoughts on productivity” – it’s a practical playbook of suggested solutions and resources that come from the practical challenges and experiences that she has encountered in contexts of learning.
When her head isn’t in spaces of creativity, productivity, and time management, Lisa is thinking about digital literacy. Lately, she’s been reminded of the importance of thoughtful sharing and posting.
As educators, we’ve been saying it for what seems like forever, but our students need frequent reminders that the internet never forgets. We do our learners a huge service when we impress on them the need for awareness and sensitivity to the perceptions of others. The goal here is not to hide core identities and values as much as it is to consider the long-term implications of our content. How could this post affect my options in the future?
Lisa loves her reader’s notebook and credits it with helping her grow as a professional. She finds it cathartic to reflect on what she’s been reading and feels like she retains more ideas and information by adding to it frequently. Most importantly, her reader’s notebook also enables her to apply resonating content directly into her practice. She used to just shelve books without sharing what she was reading, but the reader’s notebook has forced her to slow down, process, apply, and share with others.
Her reader’s notebook routine includes trying to reproduce a version of the cover of the book she’s reading, collecting ephemera related to the book, writing a lexicon library of words and phrases, highlighting great quotes, and collecting points to consider or investigate further.
“If I didn’t have my passion planner, I might as well not get out of bed,” Lisa laughs. Her Passion Planner is home to all her lists, priorities, ideas, and creative thinking throughout the day. She recently shared a video walkthrough of her Passion Planner that highlighted the tools she uses, including macro and micro lists (check it out on Instagram). She also loves her Polaroid Zip printer which prints photos on sticky backs, allowing her to savor the highlights from each week in scrapbook fashion.
Over on Twitter, Lisa recommends following Julie Smith @JGTechieTeacher, a reliable source of great edtech ideas and solutions for the classroom.
One handy edtech tool that supports student voice in the classroom is an iOS app called Equity Maps. The app helps teachers track who speaks in a discussion, for how long, who doesn’t speak, who interrupts, and so on. Follow the app’s maker, Dave Nelson, on Twitter @EquityMaps.
Lisa is all about mixing in some juicy fiction with her education and technology reading, and she’s got a couple of strong recommendations to share here. The first is Verity, written by Colleen Hoover, and the second is After: The After Series, Book 1 by Anna Todd. Both writers have shot into stardom fairly quickly, and Lisa was privileged to meet both of them in person at a recent Book Bonanza event in Dallas.
Sticking with the Passion Planner theme, when Lisa is on YouTube she is checking in with the Passion Planner channel.
We sign off on this fun conversation, and Lisa gives us the best ways to reach out to her. See below for details!