5 Ways to Help Numbers Come Alive

Dr. Rebecca Klemm on episode 175 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Dr. Rebecca Klemm @numbersalive shares how to help numbers come alive for all ages. From toddler to teenager to Ph.D., Rebecca informs us about the building blocks that build math success.

Today’s Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita – Gradecam’s Artificial Intelligence Teaching Assistant.Score assessments, generate reports, and transfer grades automatically. Work smarter instead of harder. Sign up for your 60-day free trial at gradecam.com/coolcatteacher

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Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

5 Ways to Help Numbers Come Alive

Shownotes: www.coolcatteacher.com/e175

Vicki: So today we are talking with Dr. Rebecca Klemm, the “Numbers Lady” about five ways to help numbers come alive in our math classroom. So Rebecca, what’s our first way to help numbers come alive?

Tip #1: Notice numbers and shapes everywhere with students

Rebecca: First of all, math is everywhere and I like to use the numbers to tell the story of where they are in either shape, quantity, order, or name. So, you just look around the classroom.

And one of the things I love to use, cause you probably have windows or if you don’t something else…just look around and find where the numbers are and let the kids pick them out and maybe make a book of it.

So some of them will find shapes. If they’re looking for five, they’re gonna find a pentagon somewhere. If you’re looking at windows you get to decide what is a window, and that’s a really good place sometimes to do multiplication. Because you see them in pairs and you have the horizontal and vertical.

But use that for a great introduction a lot of time in could be whatever size windows you have and you decide what a window is. Or you look at the colors of the shoes, you look at whatever is around the classroom and relate geometry, order, name, and quantity in all the different ways that we encounter numbers.

Pick up the clock, look at the calendar for seven days of the week, or if they figure it out. And let them make a little list and book of the things they find. They can draw them or you take pictures. And it’s a great homework. I like that kind of homework where you go home and you do the same activity with the people you live with. So you look around your environment, take pictures or draw examples of what you see and bring them back. You see that they’re everywhere in all those varieties.


Math Tip #1: Look for Math in the Classroom
Russian Classroom windows – Wikimedia Commons

Vicki: That is so important because of we want kids to relate math to the real world. Rebecca, what’s our second?

Tip #2: Combine Geometry and Arithmetic

Rebecca: The second is combine geometry with arithmetic. So often, we teach shapes with colors, I’ve seen everywhere on all kinds of posters and books.

And then there’s counting.

No, the counting and geometry should go together, and that’s one of the things that I put together in my Number Linx puzzle. That, in fact, teaches them together.

Using simple language: points instead of “vertices”

So you count the points or sometimes people like to call them vertices. But I’m a Ph.D. mathematician and I like to keep the language simple for learners. But let them count with the shapes that actually relate geometrically to the counting of the size or points.

I use a heart for two because it comes into a point at the top and at the bottom.

Math Tip #2: Combine Math and Geometry

Heart – Wikimedia Commons

I use a teardrop for one point and an oval for zero. So I like to relate geometry with counting rather than separately as it typically is done.

Vicki: And you know so many times kids will take algebra and then they go into geometry and they just feel like it’s two separate things. And really they are connected.

Rebecca: Very much so. And in fact, they were developed together.

Geometry is not proofs

And Geometry by the way, because I taught everything from elementary through Ph.D.

Geometry is not proofs. The Greeks did it as proofs because they didn’t have Algebra yet. Their language was beauty, their language was Geometry, there was no zero at the time. So the history concept is really an important part of what I do in teaching teachers about what math is. It’s rarely part of the curriculum for getting people ready to teach that subject.

Vicki: What’s our third?.

Tip #3: Use Units when you’re counting

Rebecca: Third is, use units when you are counting. Two plus three equals five, well let’s make it two dolls plus three dolls, let’s make it three socks plus four socks, make it something that’s relatable, leave the abstraction for later. And in fact, it brings the idea in also of sorting by color and size and shape.

So if it’s one of your shoes that may be different from one of my shoes.

So you can say, “Oh, this is a tennis shoe versus a different kind of shoe. But make them have units and it becomes real.

Vicki: That is excellent advice. Now, what grade level does abstraction come in?

When students can start understanding abstract numbers

Rebecca: Well, I think you can bring it in as you’re starting to get into second grade, third grade. Once they see the pattern of them. Once students begin to realize, and it depends on how sophisticated the students are. Some of them can at a later date, but if you actually start with units and they’ve had a strong pre-school and it’s all about units that’s fine. They may even need to start with the units for sure when they are in first grade.

But as they evolve after that and they’ve got the concept that you’re only adding when they’re same things. So what is it you’re trying to add, and it goes back to the windows.

What is a window? Before you add the windows, count how many windows there are, you need to decide what a window is. Is it one of the panes or is it the complete entire piece?

Vicki: And keeping it the same and understanding those units can even set us up for Algebra. Because we’re going to have those variables. I love how you’re building these building blocks, I think with the end in mind, aren’t you?

Rebecca: Yes, very much so. Because I am looking at what you’re going to be doing for math lifelong.

And getting you ready for creating new math things because the math we teach is not necessarily the math we’re going to need in the future.

It’s an evolving subject, it’s not static.

And I think that’s one of the things people don’t realize about math. It has evolved over the centuries and it is still evolving.

And one of the fun things I have there is that out of my creating a puzzle for young children goes into adults and now is a new conjecture in Geometry. It’s a new idea, that came out of trying to think about putting Geometry and Arithmetic together. I just wanted to put them together, I didn’t realize as I started making that in fact, it evolved into a new conjecture.

So that is a very interesting lesson for children to do. And to see that there are new ideas in math all the time.

Vicki: So what is our fourth idea?

Tip #4: Put subjects in the learner’s world

Rebecca: Put the subjects in the learners‘ world. If they like to make clothes, I’ve had a middle school Algebra teacher say, ”My children just don’t like the subject“. I said, ”You need to make it related to their world“.

So you say all the girls want to do is sew clothes and decorate their lockers. I said Fabulous! Think about all the math that is in there and the measurement. Everybody measures and everybody does arithmetic and some geometry in their entire life. And he said, but I don’t know anything about that. I said, Don’t worry.

They’ll teach you about what’s interesting to them, then you work with them on where the math is relevant to their interests. It flips it, don’t teach the stuff and then you’ll apply it. I did this when I taught university. What are you interested in as your subject. And let’s figure out what arithmetic, math, calculus, it didn’t matter what part of math it was, that’s relevant for your area of interest.

Vicki: Make it relatable. Okay, what’s our fifth?

Tip #5: Don’t tell learners they can’t do something

Rebecca: And the fifth is don’t tell learners they can’t do something. I have an article that went out this March that is the story of a little boy whose teacher told them you can’t subtract three from two. It’s called from Toy Trucks to Trade because it turns into a teaching lesson. I asked him what do you think it would mean?

And he talked about how he has three trucks and his other friend had two. They get together, they have five trucks, notice the units are their trucks. But he wanted to borrow his three trucks and leave him two – he owes me a truck. And I said, “that’s precisely where it came from.” So it’s a teachable moment, ask them why they have a question, and not tell them it can’t be done. I know we all as teachers have good days and bad days but let them ask and tell you what they think it means. And then you can mentor them from that.

How to be an amazing math teacher

Vicki: So Rebecca as we finish up, could you give us a thirty-secondpep talkk for math teachers about how to be amazing math teachers?

Rebecca: Well, I think the first thing is really – work with the children, learners of all ages. Cause I’ve done university and PhD students also, it’s the same.

I put it stories for young children where the numbers are trying to match up their meaning. They’re wandering the world like children are, like we all are for our whole life, we’re trying to figure out what we’re here for and what we’re up to.

So I have the numbers doing that and making it fun and engaging.

They have to see that it is relevant to their world. And if they see that, they’re off and running very fast. Textbooks and worksheets are too often just abstract.

You do need repetition but if you put units on them and if you count the wheels they you can say are they all the same kind of wheels?

So you get into sorting and counting by putting them together in groups. Then the arithmetic makes sense to the things they are interested in and off they go.

Vicki: Well, we got some great advice from Dr. Rebecca Klemm, the Numbers Lady, about how to make numbers come alive in our classroom. And you know what, it relates to every subject we teach. Because it’s all about helping things relate to a student’s world, so that it means something. And that my friends is remarkable!

Bio as submitted


Dr. Rebecca Klemm, also known as The Numbers Lady, is an accomplished mathematician, statistician, world traveler, and teacher. Since receiving her Ph.D. in Statistics, she has specialized in explaining mathematical concepts via everyday language.

After running her own research firm for many years, she founded NumbersAlive! (http://www.numbersalive.org) to share her love of numbers with kids. Dr. Klemm has received numerous awards for her NumbersAlive!® apps, books, puzzles, and games which make math meaningful for all ages.

Blog: http://www.numbersalive.org/

Twitter: https://twitter.com/numbersalive

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

The post 5 Ways to Help Numbers Come Alive appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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Helping Students Find Passion and Purpose: Barbara Bray

Barbara Bray on episode 174 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Barbara Bray talks about personalizing learning in the classroom. She teaches us strategies and helps us think about how to make our classrooms better. (Note: There were so many great quotes in this show, I’ve made some graphics for you to share. Enjoy!)

Today’s Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita – Gradecam’s Artificial Intelligence Teaching Assistant. Score assessments, generate reports and transfer grades automatically.

Work smarter instead of harder. Sign up for your 60-day free trial at gradecam.com/coolcatteacher

Listen Now

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Below is an enhanced transcript, modified for your reading pleasure.

***

Enhanced Transcript

Helping Students Find Passion and Purpose: Barbara Bray

Shownotes: www.coolcatteacher.com/e174
From Audio File: 174 Barbara Bray

Vicki: So today we are talking with Barbara Bray about finding our passion and purpose. Now we’ll put it in the show notes Barbara has her own podcast,“Conversations on Learning“ and I want you to check that out.So Barbara, we as educators, you know, sometimes it easy to kind of go, Why am I doing this?

How do we find our passion and purpose again?

What happens when you wake up one day and realize you need to find your passion and purpose again?

Barbara: Well, teaching is hard and teachers aren’t valued. And we have to figure out a way, or they have to figure out a way to find that passion again because as soon as you start expressing what you love, something happens. The kids get excited because you are modeling that passion for them. And when I see teachers do that it’s so exciting.

What if you’re scripted?

Vicki: Well, what happens when a teacher says I’m scripted, I can’t put my passion into the classroom.

Barbara: Well, I do a lot of coaching and I work with different organizations and districts where what we need to do is figure out, is that really going the way that’s going to help your kids? And so, I’m actually working in Georgia. So there is a coaching group where they go in the classroom and they work with the teacher to see where the gaps are. And see what’s going on, why can’t they go off the script.

Barbara: Sometimes teachers need a little nudge or need someone to model it for them. Kids need you to go off the script.

Vicki: So this is just so tough. If I was scripted, I couldn’t teach. I just wouldn’t do it. Because me and a script, we just wouldn’t go together. I kinda write my own but I just talk to lots of teachers who said, ”Vicki, I would love to do what you do, but nobody will let me“. And I guess, how do we either help them break out of the straight jacket or feel some empowerment, even within a script, where they can bring their passion and purpose?

How to connect and go off script safely

Barbara: I think what you do is when…if you really want to go and try something, take one lesson. Just one lesson. And look at a way you can give your kids some voice. And sometimes the way to do that is to open the conversations with them. And tell them that a little bit about why you are doing that and your own experiences, so they see you are vulnerable but you also had to learn in different ways. And sometimes, if we just stick to the script we don’t take the time to build those relationships. Sometimes you need one on one supports.

When you’ve lost your purpose

Vicki: Ok so we talked a little bit about passion. How about those teachers who say, ”This is not the same profession I got into, I don’t know if I have a purpose.“

Barbara: Well I think it’s time to find the purpose. Because, if you’re going to school and you are going through the motions – the kids know it too. So we have to figure out what we can do to bring the passion back so we can find or discover your purpose. If your purpose, most teachers go into make a difference in a child’s life. So how can we do that? And sometimes, a way to do that is to stop, take some time, and to really breath and rethink what you’re doing with your life. And so this is more competent coaching that takes you into your personal life and your professional life. I call it personal professional learning. How can you tie what you love with what you do?

Vicki: I love that. You know sometimes, I even have to remember and reflect. Because it is so easy to look at today that you forget that special things do happen when you bring your best and your passion.

Building relationships matters

Barbara: And kids want to know you and get to know you. It’s about those relationships. If outside of school you’re a rock climber and you’re taking risks and the kids don’t know that. What if you bring that in and just tell about what you do in your life? And then get them to talk about what they do and what they’re excited about. The conversations change in the classroom, it’s just not rote, following the script. It’s starting to be some fun. It’s just about those relationships.

Why do we lose our passion and purpose in the classroom?

Vicki: So Barbara what do you think the mistake is that teachers make that causes us teachers to lose our passion and purpose?

Barbara: I don’t think it’s the teachers. I think it’s the system. I think that we’ve been taught to follow orders or to be compliant ourselves. And the system is changing all over because we have to. The problem is that we are kinda caught into that compliance mode because we’re scared, we’re not sure what’s going to happen. So we have to look at the ability to build relationships with administrators who hopefully give us a little bit leeway, so we can take those risks and not feel that we are going to get in trouble.

Vicki: Well you know, this is a hard topic, Barbara. Because I think most teachers want to be passionate and want to have a purpose. We do. It’s just so easy to like…ants are a little thing here in the South but you get a whole bunch of bites and you just go running. And I don’t think it’s a big, huge attack of a dragon.I think it’s a thousand tiny ant bites sometimes that get teachers to forget.

Barbara: Well, maybe we need to…how do I … That’s an interesting metaphor. I don’t know if I want to bite that or….

Vicki: Go bite back – go for it

How to regain your purpose

Barbara: Well, I mean the idea of how do you eat an elephant, it’s a bite at a time. If you look at things really big you’ll never be able to tackle it. But if you take one little lesson or one activity and give the kids voice. Move the chairs around, try to figure out some other strategies so you can just kind of test the waters. And all of a sudden, if it doesn’t work you can ask the kids, what would work, what would you like to do differently? Get them involved more so there is voice in it. It really changes the whole culture in the classroom. And I think that’s a problem unless they experience it they don’t know.

Vicki: Yes, you know I think there’s power in rebooting and saying, Ok we are rebooting the classroom, even alpha, and beta testing. Saying, hey kids we’re gonna test something new today. I mean, doesn’t that just spark something?

Ask the students

Barbara: Oh yeah, especially if you ask them. I mean, no one has ever asked them. How do you like to learn? What would you like to learn today? Hey, let’s take everything off the walls. What if we start all over? And you help me design the classroom? Wow. I did that in a 6th-grade classroom in Oakland. The kids every day they said what if we want to change it more often and I said go for it. I mean it’s amazing what the kids want to do if you give them the opportunity. And they own it.

Yes, yes. Like, let’s do this together, this is not me doing everything and you sitting here. Learning is not a passive activity.

Barbara: And all the research shows that. And we know that. But we can’t let go because we are supposed to cover instead of uncover the learning. And I want them to figure out if they can just open up and uncover some of those gems that are inside and even go outside. Look at learning in a different way. Just try one or two activities. Something maybe you love.

Vicki: So give us a thirty-second pep talk about finding our passion and purpose.

How to find your passion and purpose again

Barbara: “Go with your strengths to find your passions so you discover your purpose“ and that was a quote I wrote almost fifteen years ago. It kinda goes with this a little bit. And when I wrote it, there was a principal in Ohio that said,“Could I put this on my gym wall?“ So it’s up on a gym wall somewhere in Ohio.

Vicki: So teachers, we need to find our passion and purpose. And you know to be fair, I’ve asked Barbara some hard questions. That’s just because you guys are asking me hard questions. And I feel those questions, but she’s totally right.

Take everything off the walls and reboot your classroom.

Let the kids be involved.

Talk to them about how they want to learn.

Try little things.

You don’t have to do huge big things.

But also, open yourself up and talk about your passions and what you’re doing on the weekend. Sometimes it really…believe it or not, it was a while before I talked to my students about what I did on Twitter and what I did outside the classroom. They think it’s kinda cool. And you’ve got some cool things too, so let’s really bring our passion and purpose back. And it starts with us bringing our passion and purpose as educators.

Bio as submitted


Barbara Bray is a creative learning strategist, author, writer, speaker, instructional designer, and coach who connects people and ideas around transforming education. She uses the design thinking process to facilitate moving to a culture of learning and redesigning learner-centered environments. Barbara is the co-author of Make Learning Personal and How to Personalize Learning and co-founded Personalize Learning, LLC with Kathleen McClaskey. She is also the founder/owner of My eCoach (my-ecoach.com) that is based on a coaching platform for educators, and on her website Rethinking Learning (barbarabray.net), Barbara blogs and hosts her new podcast series Conversations on Learning with educators and change agents from around the world.

Blog:https://barbarabray.net/blog/

Twitter:https://twitter.com/bbray27

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

The post Helping Students Find Passion and Purpose: Barbara Bray appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

TeachThought Podcast: Ep. 90: Digital Readers Read Differently

TeachThought Podcast: Ep. 90: Digital Readers Read Differently by TeachThought Staff Episode 90 of the TeachThought Podcast is the sixth episode in a 12-part series on reinventing learning for the always-on generation. The series is based on the award-winning book, Reinventing Learning For The Always-On Generation: Strategies And Apps That Work. In this series, Ryan Schaaf takes a […]

The post TeachThought Podcast: Ep. 90: Digital Readers Read Differently appeared first on TeachThought.

From Purpose To Platform: 4 Best Practices For Teaching With Video

From Purpose To Platform: 4 Best Practices For Teaching With Video contributed by Emily Merritt, letsrecap.com Video can be a powerful strategy for teaching and learning. In the last 10 years, we’ve seen it revolutionize instruction (Khan academy, MOOC’s), creative class projects (iMovie), teacher video coaching (Swivl), assessment and now it’s starting to change moderated education […]

The post From Purpose To Platform: 4 Best Practices For Teaching With Video appeared first on TeachThought.

A Teenage Bullying Story

Sarah Beeghley on episode 173 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Sarah Beeghley @the-geeky_girl has been called by a US Senator to tell her story as part of anti-bullying legislation. Hear her story or triumph and advice to teachers.

Today’s Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita – Gradecam’s Artificial Intelligence Teaching Assistant.Score assessments, generate reports, and transfer grades automatically. Work smarter instead of harder. Sign up for your 60-day free trial at gradecam.com/coolcatteacher

Listen Now

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Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.

***

Enhanced Transcript

A Teenage Bullying Story

Shownotes: www.coolcatteacher.com/e173
Tuesday, October 17, 2017

Vicki: Today we are talking to Sarah Beeghley about her battle against cyberbullying. And I do have to give a shout out to my good friend, Jim Beeghley, who works with my website and does so many amazing things to help the Cool Cat Teacher blog behind the scenes. But Sarah, I’ve interviewed you before, and we’ll certainly link to that. But tell us your most recent news about your work with Senator Casey.

Speaking about Anti-Bullying

Sarah: So, Senator Casey of Pennsylvania, is proposing an anti-bullying law. And I found out on Facebook actually, so I gave his office a call, saying like I’m supporting him, I’ve been bullied and cyber bullied before. And I get a call, last Monday saying that they want to use my stories and possibly use them for going to Congress and just all over Facebook and all over the internet.

Vicki: So, if you got called to Congress today, what would be the first story, if you only had one story to tell.

Sarah: If I could only tell one story, it would definitely be the story of when I was bullied and cyberbullied in middle school. This girl who I thought was my best friend, started calling me names behind my back. And next thing I know, it’s going online. And thankfully my parents got on my emails at that point, but she had posted a quiz. And this quiz had questions that were mainly directed towards me and all of them were really offensive and hurtful towards me and my integrity. And we had talked to the parents, and the parents didn’t really do anything. And then, we got the school involved because it didn’t stop, it continued. Name-calling online and name-calling when we were at school too. And she got three days of in school suspension and then she had to sit out for the basketball playoffs. That’s about her punishment.

We are Survivors, not Victims

Vicki: You know, it’s tough, and I know from being picked on. There were times, you know we didn’t really take about bullying back when I was in..that age. But it was very hurtful. There were times people would say things like,” You bring this on yourself. This is your fault.” Don’t you feel like that is still the case, sometimes people blame the person who is being bullied?

Sarah: I definitely feel as though that happens, but especially online. Because of what people post online, but it doesn’t always have to fall back on them, on the victim. It is the people who are bullying the victim that are the ones who are kind of putting it on the victim because they’re figuring out the worst.

Vicki: And I have a word that I would love for you to start using so…back when we had three tornados hit Camilla my hometown. And we were really struggling, and there were so many people impacted. We used the word tornado victims. And one of the people came in the psychologist and said,” Stop calling them victims. They’re tornado survivors.” Because that is…I think of empowerment. I’m not a victim. You’re not a victim. We have stood up for ourselves, and we have said this is just not something that is okay to do. Do you feel like you are a survivor or do you feel like you are still in victim mood and feel helpless?

Sarah: I definitely feel as though I am a survivor because I know how to get over situations. Different situations that don’t even involve bullying or cyberbullying, because of what I went through.

What mistakes did teachers make in Sarah’s situation?

Vicki: What are the mistakes that teachers make? That you can think of that teachers make when dealing with similar situations?

Sarah: The biggest one was that girls will be girls, and boys will be boys. And then turn the other cheek and don’t care. I didn’t have anybody to turn to. And I’m in college now and I’m going to be a teacher. One of the biggest things I’m gonna do for my future students is I want to be there for them. Because nobody was ever there for me. Like somebody could be going through this and they just need to have someone there for them.

Vicki: But honestly, your parents were there for you, and my parents were there for me. So, fortunately, we had parents. But we have to remember that not everybody has somebody. So, you think that if they had just listened and realized that you were serious.

Sarah: Yes. Things would have been….like punishments would have been a lot different but they didn’t realize that.

Vicki: But do you think punishments really help?

Sarah: I mean, the punishment that was given to the girl…like the worst part of my story…didn’t help her at all because she continued to do it. But now, at least in Pennsylvania, cyberbullying is a misdemeanor of the third degree. People can actually go to jail for it. And I read somewhere recently that the cyberbullying rates have dropped because of that law.

Research-based methods that work

Vicki: This is just a hard thing. So, Sarah, I’ll interject this here. The Olweus method of dealing with bullying, which is really empowering bystanders, is really the only research-based anti bullying method that I’ve seen. I’ve kinda been through that, but even then it basically teaches you that the best thing and the only thing that works is empowering bystanders. That’s so hard Sarah, don’t you think?

Sarah: Oh, it’s so hard because I know for a fact that my friends didn’t want to stand up or say anything because they were friends with the girl. And it’s almost like the bystanders have to pick and choose, and if they pick the wrong side they’re going to be called a snitch.

Vicki: Get called a snitch or feel like they’re next.

Sarah: Yeah.

Vicki: Being bullied is a very lonely thing. I just remember in my case, I lost all my friends, I had two and a fella in our class had a skiing party and he invited everybody but me. Those two friends went to him and said, “Oh, you need to invite Vicki” and said, “Well you can choose. You can either come to the party or be Vicki’s friend” and they chose the party. But I will tell you, I used to tell the good Lord I wouldn’t thank Him for it, but now I thank Him for it every day because it’s being used for great good. Even talking to you and understanding, you know, because Sarah, you will never forget, will you?

Sarah: No, because after this entire situation I’ve learned to trust in the Lord. I’ve learned to just be a bigger person. I’ve learned how to overcome different situations from the skills I’ve gained through being bullied.

Vicki: So, Sarah, how do you think about the fact that you may end up in Congress about this? Does that scare you?

Sarah: It scares me a little bit, but like I’m so excited. Because somebody is actually taking initiative for it. And it’s not just the state of Pennsylvania either. It’s across the United States.

Vicki: People care. So you find that really encouraging.

Sarah: Yes. Like I’m sitting here and I’m so excited.

Vicki: Well, you know, I’ll be following you because we have a backchannel, we connect all the time. Teachers, I just want you to hear Sarah’s view because this is a view from a student whose feelings are still pretty raw in feeling all of this. There are things that are being done. Take it seriously. It’s not boys will be boys or girls will be girls. And I will just tell you this. Just know that it’s a lonely thing. We used to call it being picked on. When you’re being picked on, it’s a lonely path even if you have your parents on your side. It’s hard. I cried everyday for five years. I don’t wish that on anybody. No child deserves that. None.

Bio as submitted


Sarah Beeghley, a college sophomore, has experienced cyberbullying her entire life. Now she is advocating for it in many different ways.

Blog: http://www.thegeekygirl.net/

Twitter: @the-geeky_girl

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.

The post A Teenage Bullying Story appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

126 Bloom’s Taxonomy Verbs For Digital Learning

126 Bloom’s Digital Taxonomy Verbs For Digital Learning by TeachThought Staff At TeachThought, we’re enthusiastic supporters of any learning taxonomy. (We even created our own, the TeachThought Learning Taxonomy.) Put simply, learning taxonomies help us think about how learning happens. Even if they’re ‘not good’ as we’ve often seen the DOK framework described, they still […]

The post 126 Bloom’s Taxonomy Verbs For Digital Learning appeared first on TeachThought.