Using Google Slides On Your Phone Is Easier Than You Think!

Have you ever given a presentation to a group of adults or students and thought... "It would be awesome if I could upload these pictures I'm taking right into the Google Slide Presentation without having to email the picture to myself?" There is a super easy answer, and best of all it is FREE! 

If you don't use Google Apps For Education (GAFE), I have to ask... why not? They are so simple that even my second graders could create there own slideshows and collaborate together on a project all at the same time.  I could provide instant feedback to students when they wrote which was a huge bonus and time saver. Over the next few blog posts, I will be sharing some tips and tricks that I have learned and used to help streamline the GAFE tools, but for today, I will just walk you through using Google Slides. I have an iPhone, but it should look similar on any device you use.

First step is to go to to your App Store and search for Google Slides. Download the application. 

Next, Open the Google Slides app. 

If you already have used Google Slides, you can open up any of your presentations at this point. If you haven't you can create a new presentation by clicking on the plus sign. 

This is where it gets fun! You can add a slide anywhere in your presentation. This works well when you want to share student or adult work at the end of the lesson or PD session. To add a new slide and pictures follow these steps. 

1. Click on that picture in the bottom right and choose your format. 

2. Click the plus sign on the top right.

3. Click on image.

4. Choose from photos if you have a photo saved or choose from camera if you want to take a photo right then to insert.

Your photos will then be added to the slide! You can change their size, rearrange them, or make a collage. I listed all of the steps for the beginner, but it only takes a few minutes. 

Here are some other benefits of having Google Slides on your phone as an application:

• You can read and see all Google Slides that are shared with you as long as you have your phone with you!
• Students can share Google Slides with you and you can provide feedback using your phone or device. 
• You can work from anywhere without having to have your laptop!
• Teachers or students can see what other groups did either during your presentation or after if it has been shared with them. 
• You can save these or use them as evidence for your evaluation. 
• It is super easy!

If you have any questions, please don't hesitate to ask or comment below!

R.I.P Clip Charts- The Evolution of Whole Class Behavior Plans And Why I Stopped Using Them

Pocket Chart Behavior Plan Example

You were told in college to use them. The teachers you were placed with for student teaching and observation hours used them. You were even asked in your interview what your whole class behavior plan would look like. You worked for hours planning out what it would look like, how it would look, and how it would be explained to students. It was your guide to an orderly classroom environment. Or was it?

There is no denying that our educational practices of discipline have changed over the years. When I was young and in elementary school I don't ever remember seeing a clip chart. If you didn't listen, then you stayed after school for a detention. If you were really misbehaving, you went and saw the principal who had a giant paddle hanging on his wall. Luckily, I never had to see the paddle, I just heard about it!

When I graduated from college we had learned all about positive reinforcement and how much praise students needed. I loved the idea of recognizing students for great behavior but didn't like the idea of the stop light or the clip chart. I had read or heard about a positive plan called "Behavior Baseball".

This is borrowed from a Google Search- not my actual chart!

I felt like this was the best thing ever for my first grade students. They all started on a home run daily. If they made a bad choice and couldn't change their behaviors they moved back to third base after a reminder was given. If they continued they would go back to second, and then first. Of course I spoke with them and we came up with a plan for improving their behaviors, but the damage had already been done. They were embarrassed for being different from the other kids.  To top it all off, I introduced money to my first graders by giving them a penny for each day they stayed on the home run spot or third base. I spent at least 5 minutes every day handing out pennies and making sure students colored the correct color on their chart that went home. (home run- green, third base- yellow, second base- orange, and first base- red). But, something still never felt right. My students who always behaved always had more money for our monthly store time and my students who struggled with behaviors always felt ashamed when moving their baseball back a base.  At store time they would cry when they had only a few cents to spend and the other kids had a penny for each day. This plan was only working for the kids who didn't even need it. So, I took it down and threw it away. R.I.P Behavior Baseball.

In the middle of my career, I stayed home with my son and homeschooled him for first and second grade while he received behavioral therapy. One of the main reasons I decided to pull him from school after kindergarten was because he would cry to me at night saying, "I won't ever make my goal! I am always on red! I can't control myself mommy!" It was devastating to see my son feeling so negative about school at such a young age. He was also having sever behavioral issues a home and I knew early intervention was the key to a successful future for him. One thing I was sure of was that when I returned to the classroom, I would do things differently.

So, when I returned, I was so excited to have a different plan! I still wanted to recognize the positives I was seeing, and wanted students to know that if they made a mistake they could come back from that mistake and still end up on green at the end of the day. YES.. this would be the plan that would work and would still meet the expectations parents and administrators had for behavior plans in the classroom. I would combine this plan with DOJO points and students could keep track of how many times they clipped up or down. This had to be the answer.... or so I thought.

Since you've seen the name of this post, it obviously wasn't the answer. Students still had to go over and move their clip. When they moved up they were super happy and excited. They could even FLY OFF the chart and onto my shirt for everyone to see how GREAT they were doing. This worked out great for the kids who were always behaving and those that needed that extra praise and encouragement. But, once again, when a student was making a bad choice and had to clip down, it just felt plain wrong. They would have to walk over and clip their name down for everyone to see. Sometimes I would do it without saying anything, and everyone still would look directly at that student knowing it was him or her. It felt so guilty and wrong, and honestly, all of the time I spent trying to "catch" students being good and making sure at least someone different clipped up daily was exhausting! To top it all off, students would say to me, "I just helped Mikey pick up his school box, can I clip up my name?" Students were behaving only for extrinsic motivation and had no intrinsic motivation to just behave because it was the right thing to do. Again, this chart was not working. It had to be taken down. R.I.P Clip Chart.

So last year, I decided to try a whole new method. I was going to focus on making better connections with my students. I would focus on our visible learning in the classroom and ONLY on learning behaviors. I really wanted students to learn that intrinsic motivation was so much more important. So with the help of some teachers and a very creative friend Sandy Fiorini, a group of us began using a new plan in our rooms. It was based on our schools Visible Learning Characteristics but could be adjusted to any learning trait.

These were the desk plates that each student had on their desks. I also had a chart hung in the room.

 

Students also set a goal for each week on Monday and reflected on Friday's using these sheets. 

The most surprising part of this program was how students were asking where the clip chart was at the start of the year. When I explained we didn't have one and I trusted we would all become a community of learners who work together they were in shock! I felt like I was finally moving in the right direction. Students were being recognized when I saw which skill they were working on. Other students could move a students name to a Visible Learning quality if they noticed them doing it. Students were more aware of how and when they were being a Visible Learner. My kids begged for Class Dojo points so I tied the points to when the clipped over to a Visible Learning quality. They didn't lose points, an only received points. When students misbehaved we had a private chat about it. For extreme cases when a conversation wasn't enough and misbehavior was a common thing, we set up a private behavior plan where the student and I tracked areas on which they needed reminders. The parents, that student, and I worked together to praise and encourage hard work and effort on areas of struggle. I saw happier students and I felt better about the behaviors being addressed on a one to one basis in a private way. Something still wasn't right though. I still felt the need for kids to have clips! Part way through the year, I dropped the whole class Visible Learning Clip Chart and only used the desk plates for self reflection. Upon reflection, I was still wasting time by having certain kids go and clip their name to the trait they were exhibiting. Kids who were more risk takers moved their clips more often than those who were not doing these things. I kept the chart up, but the clips went home. In retrospect, I wish I had dropped the points as well. I only kept them because students got to choose items I was giving away at the end of the year by the number of points they received during the year. The more points you had, you got to be the first person to choose an item. EVERY student got several items, but again those with less points knew who they were and so did everyone else. This is a huge regret I have, and I wish I could go back and change things. 

So, with no chart, no points, and no visible behavior plan how would my students know what was expected? The same way they would in any other class I have had. We set expectations together as a group. We developed our classroom rules and norms together and practiced and modeled expectations and routines. We discussed issues at a class meeting when they arose. We continued working on  creating a safe and happy classroom community where all students can count on one another and are responsible for our learning every day. We ALL recognized others when they were being kind, caring, safe, and persevering in their learning. When a student misbehaved, I addressed it privately with that student. When behaviors escalated, students were given a calming down place to collect themselves so we could talk and brainstorm solutions. I used Go Noodle's calming tools when I saw my whole class needed a break and then used those same strategies one on one with a student in crisis. All of these things happened in my classroom with behavior clip charts, but now there was no humiliation and embarrassment attached to a misbehavior when a child couldn't control himself or herself. I felt better and so did my students. 

Recently I have begun learning about the Zones of Regulation. This is definitely the next step for me in my evolution of helping students to be self aware of their emotions and feelings. I will write a post about this later as I learn and research more!

Zones of Regulation

How has your discipline system changed over the years? Maybe you are new to teaching and don't know how to get started. I'd love to hear your thoughts in the comments below!

It Is Just One More Thing

It Is Just One More Thing

Dear Teachers, 

we need one more thing from you. 

It really isn't much to ask. 

When we look at everything else you do, this doesn't seem like a big deal. 

It's just "one more thing."

We heard how you smile and greet students each morning. 

We heard about the way you stopped that little girl, with her shoulders drooping, to see what was wrong, and to give her encouragement in her day. 

We heard how you checked in on her throughout the day, even though she isn't even in your classroom. 

We heard how by the end of the day, she was smiling, and ran to you to give you a big hug. 

We know that this is something you do each day, although each day it's a different student and a different child. 

We promise it is just "one more thing."

We heard how you were the first one in the parking lot this morning and the last to leave at the end of the day, spending your time planning and preparing for the perfect lessons. 

We heard how you had well thought out lesson plans that were differentiated to meet the needs of ALL of your students. 

We heard about your Teachers Pay Teachers Account and the hundreds of dollars you have spent just trying to get the perfect resources and tools for your students. 

We heard about your blisters from your hot glue gun as a result of spending your whole Sunday putting together those inch worms for your measurement lesson. 

Really, it is just "one more thing."

We heard how you comforted and cared for that boy when he fell on the playground. 

You cleaned up his knee, put a band aide on it, kissed your hand and touched it as he smiled with crocodile tears up at you. 

We heard how you gave that little girl a snack in the morning because she hadn't eaten breakfast. 

We heard how you paid for lunch for that boy because his parents haven't sent his money in yet, and he was crying because he would have gotten a plain sun butter sandwich. 

We heard how you let that student quietly rest on the bean bag in your room, because she was up taking care of her siblings last night while her single mom was at work. 

We're telling you, it is just "one more thing."

We heard how you met with your class each morning to talk about the days activities. 

We heard how you brought up and modeled ways to handle conflict in and out of school. 

We heard how students were smiling and sharing with one another, role playing how to express their feelings. 

We heard how you responded to students in an honest and caring way. 

We heard how you took your plan time to eat lunch with a group of kids who were struggling with behaviors in the classroom JUST so you could make sure they know you are there for them. 

But really, it is just "one more thing."

We heard about the way you locked the classroom door and shut the blinds. 

We heard how you calmly and quietly moved the kids to the corner away from the door. 

We heard about the way you smiled at them to let them know this probably was just a practice drill as the "BEEP" BEEP" "BEEP" of the lock down alarm was ringing.

We heard how you put yourself closest to the door knowing that if it were real, you would do anything to protect these children because...

YOU LOVE THEM. 

Honestly though, it is just "one more thing."

We have never been a teacher in a classroom, but we know what is right for kids. We just know!

We make the decisions on what tests you use and determine if you are doing a good enough job. 

We want you to prove your worth on your evaluations by spending hours and hours uploading or collecting evidence of what you do on a daily basis. 

We will know if you are an effective teacher only if your kids are making adequate growth on their test scores. 

We just have "one more thing" for you since we know it's not a big deal. 

We want you to conceal and carry a gun. 

Because, it's not a big deal, it's just "one more thing."

Or is it?

Best regards, 

Your Politicians