Building relationships with
students is important to me. This is evident in my drive to stay connected with
so many agents. I decided to teach students how to email and embed some
critical thinking skills into their work. Students were tasked with the following
assignment:
Dear students,
Over the next few nights this
week there will be no regular ELA homework. Rather there is a series of prompts
for you to answer via an email to me. I cannot wait have some different kinds
of conversations with you. KEEP THIS PAPER SAFE!
Monday Night: Email me about
an activity you enjoy. Tell me why you enjoy it. Why does it mean something to
you?
Tuesday Night: Email me about
your thoughts on social media. Should students younger than 13 be legally
allowed to use it? Why do you think that way?
Wednesday Night: Do you know
what FOMO is? If not Google it. Tell me what causes you FOMO? Send me an email.
Thursday night: This year I
started using hyperdocs in reading. What did you think about them? Do you think
students would like to use these next year rather than meet in our small groups
and read the Reading Street story? How did they help you learn? If you did not
like them tell me why you did not. Email me your thinking!
Love,
Ms. Freedman
I reflected each night on the
conversations I had with students. Every night I got 24 emails for a week from
students. I learned we have many children who love being on a field, playing,
and joining a team. Students need time to destress, get frustrations out, and
relax. We have creative children who like to draw, dance, and sing. They each
have dreams and understand with hard work anything is possible. We also have
inquisitive students who ask great questions and use YouTube to answer them.
Students have varying
opinions on social media, and most thought it should be legal for students as
young as nine to use BUT with restrictions. Some students suggested not to show
faces when posting. Others were aware that when a photo is posted the whole
world might be able to see it depending on where it is posted. Some discussed
the idea that even if a post is deleted it is still on a server. This could
affect employment later on in life. Students felt accounts should be private
and parents should monitor them. They also should ask parents before signing
up. Other students felt there are
harmful, dangerous, and inappropriate things students should not witness on
social media. One student and I had a whole conversation about how people have
to lie about their age to even sign up for the apps. Many mentioned how
students like to brag about their apps and how many likes they get. One student
shared that kids will always want these apps, and that they are not bad when
used for the right reasons. One student shared it has more to do with responsibility
and maturity than age. This led to a conversation about policy the apps have.
Another student and I discussed location services, as he had no idea the apps
know where you are unless this feature is turned off. I had rich conversations
with students, and realized social media is a part of their world whether we
adults are ready for it or not.
Most students were completely
unaware of what FOMO was, but all admitted to having it once they Googled it.
FOMO at their age is caused by
·
friends talking
in whispered hushes and wanting to know what is being said
·
Seeing pictures
of a party and not be invited
·
Siblings playing
with them
·
The “Oh Nothing”
response to a question
FOMO can cause students an
anxiety, as they begin to think the person leaving them out does not like them.
This is something that even happens to adults! Talking to students about FOMO
and how to deal with the situation is a great starting point to decrease
anxiety and teach students calming strategies. Through emails I was able to
work with students on different responses to situations.
I was so glad I asked
students about their opinions of hyperdocs. I got 100% positive feedback from
our class. As a teacher when you switch pedagogical strategies to enhance and
engage students in their learning, you hope students respond positively to the
activities. My first hyperdoc was an epic fail, but I have grown to create
learning experiences that are used all over the country. Students shared that
hyperdocs during our reading block caused them to go deeper into the story.
Words like engaging, fun, and creative were used to describe the work
being done. Students reported they learned way more than just the story and
were really made to think. Several mentioned they liked working at their own
pace. Asking for feedback from students is a great way to build connections and
creates another experience where students feel like they are part of the
process.
I truly enjoyed these online conversations
with students where they all had a voice!
