My View from the Cloud

The world of education has vastly changed over the past five years, and it has been refreshing to see the new possibilities for instruction and learning. As an English teacher, I know firsthand that in order to be a successful teacher, it is essential to be organized and diligent about student work submissions and feedback. Grading essays and other written assignments is one of the most time consuming parts of the job, and in order to stay sane, it is essential that teachers develop a system in which to collect, grade, and allow reflection on written assignments. This system may change from year to year, but without organization and management, it is quite easy for teachers to drown in the paper load and waste valuable class time collecting, organizing, and redistributing student work.

Frustrated with the process and time spent collecting completed assignments, grading student work, and passing back this work, I have been open to different options in order to make this process more efficient and beneficial to the students. This year, I was introduced to the wonderful world of Google and the endless opportunities it presents teachers and students. As I absorbed more and more about the Google Drive and its numerous applications, I developed an interest in studying how the features of Google can promote productivity, collaboration, and reflection in a classroom. This interest turned into an application of Google in my classroom, and I have been more than satisfied with the results.

Day after day, I bring home essays and other examples of student work in order to grade and provide meaningful feedback. While this is part of my job, it becomes tedious, and at times, there are road bumps along the way. Over the past five years, I have heard every excuse in the book regarding why an assignment is not completed on time or in my students’ hands at the beginning of the period. In addition, it is obvious that students need well-defined expectations for assignments; the clearer and more consistent the expectations, the better quality work a teacher will receive from his or her students. Another important factor that needs to be assessed when it comes to student work is the process the students take in order to complete the work. If a teacher can help students during the process, it will benefit the students and hopefully provide them with a chance to actually learn how to improve their work instead of just being told what was wrong with it after they have finished. Our job is to promote student growth within our classrooms, and if students are not given the opportunity to learn how to improve during the process, we are not truly helping them mature as learners and individuals.

I started using the Google Drive when our district gave all teachers an account and drive to use for our schoolwork. While I did not initially consider the benefits of using it in the classroom, I learned it was a great tool for collaboration with my co-workers. I believe that individuals learn best when working with others, and Google made this a reality. From here, I decided to implement Google in one of English classes.

In addition to all teachers receiving a Google account, all students in our district received a Gmail account and access to their own Google Drive. As I contemplated and researched how to use this effectively for student submission of written work and online writing folders, I quickly became energized by the plan implemented for my English class to go “off the grid.” No more printing, saving, written feedback, or shuffling of papers; this class’s work was submitted online, graded online, and viewed online. It is my belief that if all writing assignments for students are in one place, all on the same program, it will make submission, grading, and feedback consistent and less time consuming.  While I was apprehensive to move from traditional hard copies, handwritten comments and feedback, and manilla writing folders,  I decided to take the leap into the cloud, and I have been extremely satisfied with the results.

In addition, my students piloting the Google Drive for work submission have raved about the features of Google in the classroom:

• No need to save the documents due to the automatic saving feature
• All previous work can be accessed with Revision History
• Accessible on any computer, tablet, or smartphone with an internet connection
• No need to print out essays as they can be automatically shared with the teacher
• No more stress with word processor compatibility
• No more deciphering a teacher’s handwriting – all comments are typed onto the document and viewed directly in the students Drive.
• Valuable teacher feedback during the writing process
• No more wasted time in class collecting and redistributing papers

My students were excited to try something different, and like me, they were impressed with the endless possibilities that Google provides. In addition, improvements in student writing increased because Google allowed me to be an active member of their writing process. As they worked on a writing assignment in their drive, I was able to view their work, provide feedback, and help them improve DURING the writing process. While they were doing the work, I was coaching them along the way. The enthusiasm of my students and the success of going “off the grid” have made this process, and the features of Google, important to my classroom environment and teaching style.

After a few months of using the Google Drive with one of my three sophomore classes, it is clear that the Google Drive promotes productivity and student development in a classroom. No more wasted time collecting, organizing, and redistributing student work; instead, valuable class time can be spent inspiring students and teaching them how to learn.

My next task….moving all of my students into the cloud.

Shifting to Inspire

Finding motivation to make it through the school day can be difficult for most students. In high school, I was no exception. Different teachers, assignments, and activities inspired me at times, but they were few and far between. While I went through the motions and maintained good grades, I never truly felt inspired to put forth the extra effort to improve my skills or take ownership of my learning. I typically sat in the back of a classroom, constantly listening to my teachers lecture about various topics, and then completed the mandatory worksheets, assessments, or activities. I struggled to find a passion or interest in what was being taught due the fact that my job was to listen, not to get involved.

I did, however, have a passion for athletics. As a student athlete, I was exposed to a way of life that taught me how to be committed, responsible, a leader, and a team player. Instead of standing on the sidelines like I did in the classroom, I worked tirelessly to improve and develop the skills needed to gain success. Luckily, my coaches always inspired me to be a better person and player.  I always wanted to be successful, and when I wasn’t, they motivated me through instruction, drills, and pep talks to work harder and put forth extra effort in order to gain that success.  I was in control. While it wasn’t easy, I never gave up because I was inspired to be the best I could be. I was an active member of the team, and the coaches put responsibility and the development of the team in our hands. Instead of constantly lecturing the team about how to compete, the coaches gave us instruction and then pushed us to work individually and with our teammates to find passion and meaning behind our actions.  This was the inspiration I needed as a student in order to do more than just go through the motions. I desperately needed that same spark in the classroom to be a better student and motivated learner.

Inspiration. What truly inspires me? What truly inspires our students? What shifts must be made by teachers in a world full of unmotivated learners?

I need someone continuously motivating me to get better. Motivating me to improve my skills. Motivating me to take risks. Inspiring me to always work toward success. Inspiring me to discover where I belong.  Allowing me to take ownership of my abilities. Allowing me to get actively involved. In the classroom, I didn’t only need a teacher; I needed a coach.

Coaches inspire athletes to enhance their skills and to want more for themselves. How can this inspiration and drive for success carry over into the classroom? A shift is needed.

As a high school teacher, I remember the inspiration I craved as a student and the inspiration I received as an athlete. It is not only my job to “teach” students how to read, write, think, and dream, but it is also my job to “coach” them along the way.  Teachers cannot only relay information and hope their students want to hear it; instead, we must teach students how to learn and act as a coach for their learning. There are numerous opportunities for teachers to take the lead as a coach in their classrooms. It is common knowledge that today’s students need to be highly engaged, and typically, this level engagement is produced during hands-on activities. With  advancements in technology, teachers can use a variety of resources in order to promote higher level thinking and engagement within the walls of a classroom. Instead of constantly standing in front of the room and presenting information to a group of students, teachers can now let their students get involved and take responsibility for their own learning. A shift in teaching methods and delivery must occur in order to properly educate our students for the future. Isn’t that what coaches do? Coaches get their teams ready; they motivate, improve skills, evoke passion, allow active involvement, and provide mental preparation  for upcoming events. During these events, coaches then take a step back and let the team take control over their success. Similarly to athletes, students need to be ready for their next big event – the real world.

Teachers are coaches, and the more we inspire our students, work to meet their needs, and allow them to take ownership of their learning, the more motivated students will be to take what they learn to the next level.