2011 marked a time of upheaval, new possibilities, and transformative change in my personal and professional life. As I begin my third year of teaching,  I believe I’ve finally found my educational niche, my calling. While I still don’t know where my journey is taking me, I know I’m heading in the right direction.

So, what were the events & experiences that defined my year?

As a new teacher, it is so easy to get all-consumed with the teaching.

Yet, it is important to remember that we are teaching students … we are teaching children.

cc licensed ( BY ) flickr photo shared by Pink Sherbet Photography

Some of my students, my “little characters”, are not easy to teach.

Some make me laugh, some make me cry. Yet, I enjoy working with, and teaching every one of them.

I believe in building bridges with my most alienated, challenging students. I invest significant time and effort in building trust and mutual respect. I try to find that connection, that one little thing we have in common … and I’ve learnt “that from little things, big things grow”.

Sometimes, I feel like I’m preoccupied with my own teaching and learning, but today I received a powerful reminder about the foundation of my teaching practice.

A student told me her story.

It wasn’t an easy story to tell, and not an easy story to listen to. Yet, it was a first step, a little breakthrough …  from which, I believe we can move forward.

Every student, every child has a story …

But as teachers, do we take the time to listen?

The third Reform Symposium e-Conference has broadened my horizons and expanded my PLN.

It is hard to describe the Reform Symposium e-Conference, but the words ‘inspiring’, ‘informative’, and ‘insightful’ come to mind.

#RSCON3 was a wonderful opportunity to connect, learn and share with new and experienced teachers around the world; and it will have tangible impacts on my teaching and professional learning practice in the months to come, particularly when we launch the Global Classroom 2011/12 project later this year.

And presenting at #RSCON3 was an important milestone in my teaching career, as it was my first ever professional presentation. I’m proud that I was able to share my experiences, and “make my voice heard” on a global stage; and I suspect there aren’t many 2nd year teachers who can say they’ve presented at an international conference! (Thanks Shelly!)

My Presentation: “What the heck is a PLN?”

I shared my personal ‘PLN story’ at #RSCON3; exploring how my “Personal Learning Network has reawakened my love of teaching, supported me in tough times, and broadened my horizons.”

With the help of my wonderful moderator (and friend) @JoHart, I was able to lead a lively, interactive online session, attended by 33 teachers from around the world (although, sadly few Western Australians). And I was pleasantly surprised at how well it was received.

After exploring the gradual development of my PLN, and discussing some of the online tools / resources I’ve used to build it, I handed over the microphone and whiteboards to my audience, asking them to share how they “connect, learn, share, and collaborate”. They did so with gusto!

Themes and Takeaways

Having a PLN is a rewarding and transformative learning experience, but actually getting “out there”, and building your network isn’t an easy or rapid process. It takes time, patience, and perseverance – but you don’t have to do it alone.

By sharing my story and experiences,  I hoped to demystify the “Personal Learning Network”, and give ‘newbies’ a few ideas about where to start, and who/where to go for help and advice. With the assistance of the my session participants, this message came across ‘loud and clear’.

Thankyou

I hope my “What the heck is a PLN?” presentation will inspire and assist new and experienced teachers to take that critical first step on their own PLN journey. If I can make a difference for just one person, I will have succeeded in this goal.

So, thankyou to everyone who attended my presentation, and all those people who will listen to the recordings. I hope you find it helpful, and I look forward to reading your feedback.

Recording Links

• Elluminate Recording

Presentation Slides

“I get this question a lot, so I’m attending the “What the heck is a PLN?” session with @mgraffin #rscon3” – @teacherjenny6

“Following @mgrafin pressentation #rscon3. My first session. This is amazing!!” – @louvre2012

“Great job presenting at #rscon3. So happy to be a part of your PLN and have you as part of mine” – @ncarroll24

“Quite a warm wonderful mood in the text chat of @mgraffin’s “What the heck is a PLN?” in #rscon3. Could be I’m just a softie though ” – @harmonygritz

“Could confirm in @mgraffin’s workshop the power of Personal / Professional Learning Network! Great workshop Michael!” – @SilvioCamposELT

I’m a young teacher with a passion for ICT and modest technical skills; and I’m starting to question how my ideas are influencing my classroom teaching practice. 

cc licensed ( BY ) flickr photo by austinevan: http://flickr.com/photos/austinevan/2296270551/

I’m a teacher.

ICT and Web 2.0 are part of what I do

• I see myself as a classroom teacher using ICT to extend my teaching practice beyond my classroom walls.
• I want to teach my students how to share, learn and communicate with a global audience.
• And I’m more than happy to share my ideas and expertise with interested colleagues.
• But, does this make me a ‘techie teacher’?

I’m not a ‘natural’ with ICT

• I enjoy using technology, but I’m not a ‘digital native’ … I’m primarily self-taught.
• I’m a learner too, drawing upon the collective wisdom and experience of the teachers and ‘techies’ in my PLN.
• I’m taking significant professional risks, often stepping out into uncharted territory; and
• I’m learning from my mistakes.

What I do is not “amazing”

• ICT, Web 2.0, and global projects aren’t the exclusive realm of young, tech-savvy teachers.
• Effective ICT integration is something that any teacher can do with the appropriate collegial support, mentoring, and training.
• I’m learning how to encourage and support other teachers’ forays into ICT & global projects, and I believe this can only improve our students’ learning and engagement.  

I’m starting to define myself as a teacher, as a learner, as an inquirer.

And, I’m not alone …

A Relief Teacher’s Journey was established a year ago today.

It grew out of a desire to share my experiences and learning as a new teacher. I wasn’t sure if blogging was for me, but 66 posts, and nearly 4 800 hits (from 108 countries) later, I’ve found my voice … and an audience.

It’s time to celebrate a very special blogging birthday.

Flickr CC Image: Ѕolo http://www.flickr.com/photos/60648084@N00/2234406328

A Relief Teacher’s Journey is a reflection of my skills, interests and growing expertise as a new teacher. It has become an empowering medium for me to reflect on, and share my personal and professional journey with my colleagues and new friends around the world.

I’m not an expert teacher, but I’m proud to say that I’m an teacher blogger. I no longer feel alone as I start out in my chosen profession, for this blog has opened up a whole new world of opportunities, learning, and global friendships.

Blogging has made me a better writer and a better teacher. It has given me a voice … on a global stage.

So now, as I look forward to another blogging year, I wonder where it will take me?

Six months ago, I’d never heard of the Reform Symposium Virtual Conference; the fantastic, FREE, online global education conference presented by teachers for teachers.

That all changed when I attended #RSCON11 in January this year; an event which attracted 4 100 global participants, and marked the birth of my Twitter PLN.

And, now to my amazement, I find myself presenting alongside some world-leading global educators at the next Reform Symposium (#RSCON3) in late July 2011.

So, what’s it all about?

The Reform Symposium e-Conference is about sharing, learning, and connecting with inspiring educators around the world. You don’t need to pack a bag, catch a plane, or pay a cent. You can even attend in your pyjamas! All you need is an Internet connection.

To find out more, visit the Reform Symposium website; where you can:

• Find the official #RSCON3 schedule for your time-zone
• Meet the presenters, and
• Download the flyer to share with your colleagues and staff.

My #RSCON3 Presentation:

“What the heck is a PLN?” – Personal Learning Networks for Educators

• Are you a new teacher, feeling isolated and alone?
• Are you an experienced teacher looking for new ideas and inspiration?
• Are you interested in sharing ideas and collaborating with other teachers on global projects?
• Are you tired of falling asleep in boring professional learning seminars?
• Have you heard about Personal Learning Networks or PLNs? Feeling lost, confused, wondering where to start?

Then please, join me at #RSCON3, as I

• Share my ‘new teacher’ PLN story, and explain “What the heck is a PLN?”
• Explore the technologies which underpin my global connections
• Explore some of the global projects and learning made possible by my PLN; and
• Facilitate a global discussion about how PLNs have influenced teachers’ professional practice around the world.

This is an opportunity for new and experienced teachers alike to learn, share, and connect.

I’d love to see you there!

When?

For Australian teachers, Reform Symposium 3 runs from July 30 – August 1, 2011.

I will be presenting on Day 1 (just before the closing Keynote) at 8.30AM – Saturday, July 30 (GMT/UTC+8). 

This time and date will VARY depending on your time-zone. Please click here to find out what time this is for you.

Where?

I will be presenting virtually in an Elluminate Conference Room. To participate, you’ll need to click on the (soon-to-be-published) “Webinar Links” in the RSCON Schedule.

In the meantime, I urge you to check out the Reform Symposium website, follow the #rscon3 hashtag on Twitter, and share the official Conference flyer with your Principal and colleagues.

Please, spread the word! This is the only serious professional learning which you attend in bed! And it’s worth it!

I’ll be attending #RSCON3. Will you?

On the first day of my school year, I was appointed to my ‘first class’.

Yet, as I explored in A Teacher’s Story, this position was destined to last a mere six days.

In this post, I share my memories of Room 11, and the lessons I learnt in those six hectic, stressful, yet wonderful days.

It is a tribute to my students, and the class that never was.

My apologies – this is a rather long post.

Getting Started

Being appointed on the first day of school is no way to start a class. This was an intensely stressful time, as I worked to translate my ideas about classroom organisation, curriculum planning, and behaviour management into reality. I sincerely hope and pray I’m never called upon a job on an hour’s notice ever again.

Nevertheless, I was able to learn a great deal about establishing a new class.

Determining my Classroom Organisation

My classroom was a small physical teaching space; and unfortunately, this limited the extent to which I could arrange it to my liking.

When arranging my space, I needed to consider the location of my desk, students’ desks, and storage tubs. When I arrived, the desks were positioned in rows facing the front; an arrangement which a) I dislike and b) I found extremely difficult to navigate (walking around the class). 

I wanted to establish a central floor teaching space where students could sit, and rearranged students’ desks accordingly. This arrangement was changed three times in response to classroom dynamics, as I had to separate several conflicting personalities. These photos show my final, workable arrangement.

I was also able to create and laminate a class visual timetable (schedule), as well as my students’ personalised nametags for their desks and supply tubs. Sadly, I never got a chance to use these labels for real – they became my parting gift to my students as we went our different ways.

Lessons Learnt

• Consider student dynamics when creating seating plans – and don’t be afraid to change plans if they aren’t working
• If space permits, I’d use a horseshoe seating arrangement with my next class.
• An empty classroom & bare walls can be quite confronting! It is important to establish student work-displays as soon as possible.
• My laminated visual timetable & student desk labels were an excellent idea. The students loved the personalised nametags, and I think they helped give them some ownership of the classroom space.
• In time, I’d like to bring in cushions or an old couch for silent reading. Realistically, there was no space for these here.
• I also realised the need to develop a recording system to keep track of students’ contributions of classroom consumables – those tissues are worth their weight in gold!
  

Developing our Classroom Rules & Expectations

Faced with a wide range of ability levels, personalities and challenging behaviours; classroom management in Room 11 was always going to be a challenge.

It took me some time to learn how to manage the ‘dominant personalities’; and to conform to school expectations regarding the use of extrinsic rewards (sticker charts and prizes) and classroom management forms.

I’m no fan of extrinsic rewards, as I prefer group reward systems. I had contemplated the idea of establishing a whole-class reward time on Friday afternoons (jokingly called the “Friday Free-for-All”), for students demonstrating good behaviour during the week. I would like to try this with my next class; for based on my relief observations, 30 mins reward time can make a huge difference to class morale and behaviour.

In these early days, I spent a great deal of my time learning about my students; building positive relationships and sharing a little bit of myself (including my horrendous sense of humour). I put a few photos and funny cartoons up alongside my desk (to cheer myself up), and made a point of learning students’ names (no easy feat!). This would later prove “time well spent”.

Lessons learnt

• This experience was a valuable opportunity to implement my management approach, which I have blogged extensively about in the past (see The 3R’s of Effective Learning Environments and My Jigsaw Approach to Classroom Management)
• I realised that I have sound classroom management skills (and an ironic sense of humour) which stood me in good stead as I worked to establish my classroom community.
• This was the first time I’ve ever negotiated classroom rules, taught routines, and established my behavioural expectations – and the process worked well. I was surprised at how quickly students began to settle and bond as a group. 
• I also realised the importance of adhering to whole-school classroom management plans – whether I particularly like them or not!

Looking Back

Teaching Room 11 for those 6 days was a transformative learning experience. It was one I had to undertake, and I know I am now much better equipped to establish a new class in the future.

Yet, so many good things came out of what was, at the time, a deeply traumatic event. So many opportunities to learn, grow, and connect. I have no regrets, no ill-feelings. But I will never forget my Room 11, the “class that never was”.

In recent times; however, I have come to the gradual (and extremely reluctant) realisation that I need to find a balance in my online interactions.

Attribution: Image from the Daring Librarian.
Image: ‘PLN_DimSum‘: http://www.flickr.com/photos/43666171@N07/4806404770

This post was written in response to Josh Stumpenhorst’s (@stumpteacher) reflections in “Why I’m Not Following You”.

Too much time online

Twitter & blogs are valuable learning tools, but they can become extremely addictive. I don’t like to admit it, but I’ve been spending way too much time online, and spending too little time having a life.

And I’m not alone. I’m trying to find a balance; trying to put my ‘offline life’ (family, hobbies, and fitness) first. It is just not possible for me to follow 25+ blogs in my Google Reader, and spend 2-3 hours a night online – 7 days a week. 

I already do more professional learning online in a week than most teachers do in a year, but there’s no point wearing myself out. I’m better off curling up with a book, or taking my new camera out for a spin.

So, I may not follow you on Twitter. and I may not read your blog.

Please, don’t be offended or put-off. It’s nothing personal. I’m human.

I can’t read, process, or bookmark EVERY interesting website, blog post, tweet that comes up on my screen, although that hasn’t stopped me trying in my early days.

Finding a balance

I may not be online as often as I used to, but I’ll still be around. I will continue to learn, share and connect – just at a more reasonable, steady pace.

I want to invest my time online talking and collaborating with the real people in my PLN. I don’t want to spend countless hours bookmarking interesting websites and reading too many blog posts. I’ve found friends all over the world, and I’ve been able to tweet-up with a few over lunch.

It is these quality relationships and conversations which underpin the power of my PLN, not its size and scope. It means I don’t have to follow everyone – I follow experts who can put me in touch with other experts – when I need help. This is what it means to be connected.

So, please, if you feel like a chat, give us a shout on Twitter (@mgraffin) or on Skype (mgraffin). I’m a real person too.

A few weeks ago, I was invited by Edna Sackson (@whatedsaid) to share my story about why I became (and remain) a teacher. Overcoming my reservations, and with Edna’s support, I wrote A Teacher’s Story, which was guest posted on the ‘What Ed Said’ blog on May 28, 2011.

If you haven’t seen it, you can find it here. (It was also picked up on the ‘Success in the Classroom’ blog here).

An unexpected response

To be honest, I was taken aback by the level of interest in my story. I received some heartfelt comments and supportive feedback from around the world, which I have permission to share here.

Thankyou

If there is one message that I’d like my readers to take away from A Teacher’s Story, it is this: If new teachers are to remain in the profession, they need to feel supported and fairly treated by their colleagues and employers. Too many new teachers feel isolated, stressed, and alone, and before I discovered my PLN, I was once one of them.

We live, we learn, we grow. Why should we leave?

Thankyou for your feedback and ongoing support.

I’ve spent the last four weeks teaching a Year 6 class at my old school. I’m a relief teacher, but I’m part of the furniture. In these few weeks, I’ve helped run a global project, and learnt a lot about myself and my students. I’ve loved the opportunity to treat a class as my own, even for such a short time.

Now, I have several students, mostly Indigenous, for whom school attendance is a significant issue. One charming young lady usually turns up about 1-2 hours late every day, … let’s call her Ann.

Yesterday, I made a bet.

Ann was literally jumping ‘up and down’ wanting to be the official ‘school bell ringer’ for the day, a responsibility recently delegated to our class. I had to point out that turning up each day between 9.30AM-10.30AM wasn’t a good start.

So I made a bet that if Ann “could actually, just possibly, turn up to school before 8.40AM” [i.e. on time], she would be our bell ringer. If she didn’t turn up, I’d give the job to someone else.

I lost.

I walked into school at 8.15AM, a little bit wet and keen to see the outcome of my little wager … and who was the first person I saw as I entered our undercover area?

A triumphant, wet and beaming student, beside herself with anticipation.

I fell over. Not literally, but close enough. This was quite an achievement.

While I made a big deal of “moaning” about losing my bet, I will never forget this moment. I’ll never forget that triumphant smile .. my little victory.

I’ve had some sad, stressful times as a teacher. But these are the little  moments which make my job special.

These “little victories” are what teaching is all about.