Wow - an extra entry this week!  Whenever I find something new or something neat, I just have to share it!


The YouTube teacher site has now been opened.  You can access it here.  I watched a couple of science videos about chemical reactions and balancing chemical equations and loved them.  Here are some ideas of how the YouTube teacher channel can be used as suggested by the site:


1.  Engage students by showing a video relevant to their lives.  Video clips can bring in different perspectives or force students to consider a new viewpoint, helping to spark a discussion.
2.  Playlists are a way of allowing you to organize videos on the site: a playlist is a series of videos you put together.  They don't have to be videos you upload yourself and you get to choose the order.  When one video ends, the playlist plays the next video without offering 'related videos', thus creating a curated environment for your students.  You can select which YouTube videos you want your students to view by creating a playlist.
3.  Capture and save projects and discussions so you can refer back to them year after year.  This will also help you save time as you can assign old videos to your new students. 
4.  Give students the option to dig deeper into a subject by creating a playlist of videos related to that concept.  By creating a playlist of relevant videos you allow students to pursue their interests without wasting time searching (and finding potentially objectionable content).
5.  Videos can supplement in-class teaching for struggling students.  Students can review your playlists at home.  You can even align the videos to state standards so students who need to review a particular standard can get the help they need.
6.  Turn test review and flashcards into easy-to-watch videos.  This way students can hear explanations as they study.  You can create a 'test review' video students can access at home to study the night before a big test.
7.  When working in stations or centers, have students use your YouTube channel to complete an assignment, freeing you to work with other small groups of students. 
8.  Create a quiz students complete after watching a video.  You can use such a quiz to get instant feedback on what they are learning.  Consider embedding your quiz on a class blog or site so students can watch the video and complete the quiz at the same time or immediately after.
9.  Use YouTube annotations to create 'Choose your own adventure' style video quests.  You can also create a video guide.
10.  If your students watch a video of basic concepts at home, then  you can focus in class on applying the concepts, working collaboratively with their classmates rather than simply listening to a lecture.


All of these ideas have accompanying video examples and that's how I found the science ones to view.  This site is definitely something you will want to check out!

This week I am still relying on the New Teacher Advocate published by Kappa Delta Pi to give you some information about "Computeritis", an article written by Anne L. Becker.

According to Becker, a couple of years ago the average student spent one to two hours using computers in the classroom.  Today, students spend all day at school using technology and then go home to more!  As a result, "computeritis" is seen in middle school and high school students and Becker predicts we will see the same in elementary students soon.  "Computeritis" is a name for symptoms resulting from extended computer usage or improper ergonomics while sitting at a computer.  Symptoms range from eye strain and headaches to neck or back pain.  Also, "mouse elbow" and "gaming wrist" are common complaints.

Students are captivated by technology.  As more devices are invented and made available, students spend more time with technology.  If you walk by a typical computer lab in a school,  you are likely to see students hunched over glowing rectangles with plugs in their ears.  In contrast to a normal classroom, this silence may be eerie!

Studies are showing students are developing vision problems and stress-related tension issues and complaints about aches and pains and discomfort are increasing.  Another issue is computers are used daily by multiple users, so a computer lab harbors an environment prone to all types of problems.

Since computers are here to stay, students need to learn healthy habits and ergonomic practices.  Here are some things you can do to help:

1) Make sure the classroom has some ambient light.  A few hanging or portable lamps around the room can provide subdued light which will relieve stress and eye strain.

2) Establish ergonomic work stations.  Chairs and desks need to be at an appropriate height which allows students to see and work comfortably.  Proper placement puts the physical distance between the students' hands and the mouse or keyboard at any easy right angle to their torso.

3) Keep disinfectant wipes available for students to clean their computer area and equipment.  Provide computer monitor wipes to clean iPads, too.

4) Provide individual headphones for students.  Headphones should not be shared.  Inexpensive headphones can be purchased and stored individually in sealed plastic bags, or students could bring in their own headphones.

5) Interject movement throughout the day to break up computer time.  This gives eyes and hands a rest and will allow muscles to relax periodically.

These routines should be started early in the school year to establish the proper habits.  Also, don't forget to share information with parents and guardians so they can encourage healthy computer usage at home.  Becker says awareness of habits and symptoms is key to combating "computeritis" and preventing long-term effects.

So what about instant communications and how they should be handled in schools?  Instant access to others via technology, such as e-mail, can be both an asset and a hindrance, according to Madeline Kovarik.  Parents and guardians who previously had to think about contacting a teacher can simply pick up a cell phone and send a text or e-mail.  This immediate access has created a need in most districts to create guidelines.

1) Clearly state times your e-mail or text messages are checked.  Determine whether it will be before school, after school, during planning, during lunch, etc.  Relay this information to parents, gently reminding them your responsibility is to teach the students and keep them safe.

2) Designate a time-frame for responses.  Keep in mind some parents will expect an immediate reply, even if they contact you at night or on the weekend.  Again, clearly stating your policy will help eliminate these issues.

3) Ask parents to provide their e-mail address or cell phone number to you.  Teachers need to be able to confirm the individual corresponding via e-mail or by text is the actual parent or guardian.  It's all about student safety and privacy laws.

4) Request an identity in the subject line of an e-mail.  Ask parents to identify themselves and their students' first name in the subject line.  This will help you distinguish quickly which messages are important.

5) Provide your school e-mail address to parents/guardians.  Do not provide your home or personal address.  If a parent requests a second contact, simply state your work communication is limited to the state provided e-mail address.

6) Delineate e-mail purposes.  Be sure parents realize e-mail is not a substitute for face-to-face  conferences.  Explain concerns of an emotional or highly confidential nature are better addressed in person.  A suggested reply to an e-mail or text would be "Thank you for your e-mail (text).  Because of the sensitive (confidential) nature of this concern, it needs to be discussed in person.  I am available . . . what would be a convenient date / time for you?"

Communication with parents and guardians is critical, but must be manageable.  Stating your position and expectations regarding communication will eliminate conflicts and disappointments.

Thanks  again to Anne L. Becker and Madeline Kovarik for their informative articles in the Fall 2011 edition of the KDPi New Teacher Advocate.