Yesterday, I was very angry about discovering that I’ve been shedding books from my class library. I spend my own (extremely) hard-earned money to buy hardcover award-winning books for my students. I stamp my name on the edge of the pages and inside the cover. I give them about a minute after reading to use their voices as they put away the books back on the shelves. This gives them a chance to share anything interesting they found in their reading with someone nearby. Additionally, I really do get the impression — this year more than ever — that my students respect and like (or are at least neutral towards) me.

I was angry, and I didn’t know what to do about it. I really didn’t know who’s fault it was that my books were missing. I was tempted to take my books home and replace reading with a grammar activity each day instead — but that would punish every student, not just the one(s) responsible. Also, I notice my students usually voice their desire to use violence to express their anger. So I decided to write out a notecard of my thoughts to share with the class.

I started by complimenting them on how well they’ve been working at the current unit. I then let them know I apologized ahead of time that my anger had nothing to with maybe even everyone in any given class. I then told them I was angry. I asked them how they would feel if someone stole $100 from them. They make punching into their palm motions. I said, “That’s how angry I am.” I pointed out that I didn’t, I hope, look or sound angry. I pointed out that my goal was to get my books back and to show a proper way to express anger. I pointed out that the notecard would help keep me on track and keep me from using language that wasn’t appropriate.

I really don’t know if I got to the students I needed to in order to get my property back, but I do know my students believed I was angry, and I hope it makes an impact on them. I would hope my “think aloud” lesson leads at least one student to make a better choice in responding to emotions. I believe it is critical to teach this lesson to students, though I understand that the “think alouds” I did in reading lessons will probably stick with them longer than this moment in class.

How can we teach more things that are critical in our classrooms? I’m not sure it will ever come from the public, the government, parents, or administrators, so it’s — once again — up to teachers.

Teachers begin using cell phones for class lessons — AP: Yahoo! Tech

The students in the article are like mine — they love their phones. My students think they would love to use them at school. They don’t realize that they’d have to learn to use them in a way that helps them learn. Adults have had to learn (or still have to learn) how to use the technology in a way that doesn’t cause problems. It was interesting to watch this learning happen as I went through college and grad school.

Eventually, students won’t crave the use of their phones in class, but I am excited about the thought of the first time I’m allowed by my district to start including such common technology in the classroom.

Update 24 June 2010: My district has added portable electronics to the list of things I can “request approval” of for a lesson. I just have to design a lesson and fill out the form, and then the Director of Instruction for my building signs off on it. Now I have two choices: quickly include it in a lesson as a gimmick, or spend some real time thinking about the most authentic and effective use of personal tech to enhance lessons I teach.