Mrs. Brogley's Blog

Even though this video was made back in 2007, I think it still echoes our students today. I’m not saying their habits are admirable, but they are wired differently than students 20 years ago. In 2010 Ian Jukes, Lee Crockett, and Ted McCain wrote a book called Understanding the Digital Generation and they reiterated the same theme as they painted a picture of our digitally networked students. Most of our students use digital tools to network with others, but they do not necessarily use them to complete homework and learn new information (beyond Googling something, I suppose). Our students expect information to not only be instantly accessible, but also mashable, something they can customize and mix with other tools. When they enter a traditional classroom they often aren’t any more savvy than other students because the assignments do not require a transfer of those skills.

I have to add in that this vision of students today also spurs discussion of the wicked digital divide. The gap between the haves and have nots widens, even in this area. Access to technology and information means opportunities for all sorts of knowledge and experiences. Let’s face it – some of the students entering our classrooms, even if they’re just 18, have not had access to all the same gadgets as other, more affluent students. K12 schools today are left with the unrealistic burden of providing access, but with budget shortfalls and aging equipment, that reality is slipping. As a result, when students graduate and enter higher education, they aren’t coming with the same technology experiences or tools.

Lastly, I hate to make a generalized statement, but this video ignores the returning adult. Of course, the assumption could be made that the students in this video are all under 21. In our system we encounter students that are ranged between 18-66, so I don’t know that we can say this video represents a vision of OUR students. Last semester I attempted to introduce some useful collaboration tools and was met with a lot of angst because, for many of them, they have not grown up glued to social networking or cloud computing.

The reality is that this video is a vision for some students that enter the classrooms of the WTCS. If you looked at homogenous group of more affluent means, you bet. My students, not so much.

As my speech students are beginning their public speaking experience, I decided to brainstorm some of my own tricks I use to reduce nervousness before a presentation. Many of these things I’m conscious of, whereas others just happen. In this post I’m being super blunt and perhaps a bit gross, but someone has to say it. Newbie speakers may find these tips useful as it uncovers a few tips most people don’t consider until they have gained experience. Some of my comments about clothing really pertain to women. Sorry guys. I have a hard enough time dressing myself. Enjoy the list and hopefully it saves you some hassle down the road.

1. I spend time visualizing myself giving a great speech. A great teacher once gave me that tip. He said before I’m about to do something nerve-wracking, I should visualize in great detail, the experience in a successfully way. Weither that be giving a presentation, approaching the plate during a softball game, or trying something new, I learned to imagine the scene in great detail. I imagine what I will be wearing, the environment, how I might be introduced, the first thing I will say, when I will move my feet, et cetera. I rehearse that scene in my mind again and again and imagine the end result being successful. I gain tremendous self-confidence from that simple exercise as I feel like I truly go through the experience a few times, even if it was just in my mind.
2. I try to survey my audience beforehand. Some times I know my audience, like when I am speaking at a educational technology conference. If I am unsure of my audience, I might try to conduct an informal poll on Twitter. If I know who is actually coming, like for a workshop, I will request my participants’ email addresses. About a week beforehand, I will email every participant surveying them on their interests and expectations. This sets me at ease tremendously! If I am able to exchange conversation with participants, I feel like I know what I am walking into and even though we have never meet face-to-face, I feel like I know my audience.
3. I create a backup if the technology fails. I have been teaching long enough to wing it in some cases, but I always ask myself, “Okay, if the wireless crashes, now what?” And it has happened. Last year I was giving presentation explaining what Second Life was only to have my computer crash. Let’s just say you need to see Second Life, to understand it. Luckily I had oodles of photos to show and while that is not as good as seeing the real deal, I could modify and move on. Ask yourself what will you do if the internet goes down? What will you do if the audio on your video isn’t reaching the back row? What if the document camera does not focus? How can you fix those issues beforehand? What testing can you do before you enter the room? If I am using a video, I pack my old Dell desktop speakers. Sure, they are so old school, but they work. Now I see Walmart sells slick USB speakers that are easier to pack.
4. If I am using a Youtube video, I open a tab before I begin and cue up the video. It is such a downer when I want to show this sweet video only to have it buffer for what seems eternity right in front of my audience. Either use the Firefox ad on and download the video to your laptop (do that as a back up!) or cue it up before you begin. Test the audio too!
5. I keep everything I need in a separate folder, not mixed with my other conference materials. I have a clear plastic folder that has about five pockets. I keep that in its own pocket of my laptop case. If I am using a flash drive as a backup, that flashdrive is taped to the folder. In each pocket I have my schedule, notes, handouts, and anything else I might need for the session.
6. I rehearse my introduction again and again. If the first 30 seconds of my presentation comes off weak, I swear it’s all down hill from there. If I start out with a booming confident voice, that propels me through the rest of my speech. As I’m driving to the conference, I will rehearse “that voice” I use to begin my speech. I have my regular voice I use with friends and family, but then I have my public speaking voice. Develop yours and use it in the introduction. I have found it very helpful to listen to radio announcers. They have a very prominent speaking voice. The pitch is low, the volume is strong, and the articulation is right on. Secretly, I would love to do voice overs for commercials or perhaps I would like to be that voice you get when you call large corporations. You know the “Thank you for calling Centurylink. Please listen to the menu as the options may have changed.” Anyway, find that voice.


A Blouse I Might Wear

7. I will survey my room as soon as I can to start visualizing myself actually in the room. Plus I will also locate the necessary plug ins and test the wireless strength, if need be. Knowing what walking space I had always made me feel better.
8. I think about what I’m going to wear that will not show sweat. I know that sounds gross, but if I get nervous, I’m going to start sweating and if I know I’m sweating, I’ll start thinking about what a disgusting sweatball I must look like. I will wear some type of mid-length sleeved, thin patterned blouse with a tank or camisole underneath. Here is an example of a blouse that I might wear. Solid blouses will show sweat marks and spilled food (oh you know it’s going to happen!). I also prefer sleeves that are mid-length because if they are longer, I, for some reason, will pull them down to my first thumb knuckle. I still see that habit when girls wear hoodies or long sleeve t-shirts. I will not wear a blouse with a shorter sleeve as I will become paranoid that my flabby arms are distracting. I am well aware of how my irrational side can run rampant if I let it take control! If I decide to wear a solid color, I will be sure to have a patterned open top over it, like this one. With all outfits I wear black pants that are loose. I do not ever ever wear heels as I know my athleticism. Plus you just never know how far you have to walk if you are presenting in an unfamiliar place. Now you might be thinking I have expensive taste. I’ll have you know that not one of my outfits are new. I’m a big fan of consignment shops. Platteville happens to have a real nice one called “A Change of Seasons.” If I spend more than $20 on any one outfit, I would feel so guilty. I am willing, however, to spend a bit more on shoes since I want to be able to be on my feet comfortably. The day seems miserably long if I am wearing a pair of beat up shoes. I see to have the best luck with comfortable shoes from Sears or Kohls.
9. I pull my hair my hair back or at least make sure there is enough product in it so it does fall into my eyes.
10. I do not eat a huge meal beforehand. For one, eating too much food makes me tired. Secondly, I will be paranoid that I have bad breath or a giant chunk of food in my teeth. Lastly, I can not deny that some foods give gas or make me burp. I avoid those. I avoid fried foods and all that good stuff. On the other hand, I know I should eat something to avoid a headache. If I skip a meal, especially lunch, I am faced with a potential migraine. I might chose a cold sandwich and a small soda.
11. As I am giving my presentation, I intentionally build in audience interaction. I do anticipate responses and how I will handle detours. Usually the presentation goes as planned, but I am thankful that I thought of alternatives. Audience members need something to do. Even if it is just verbal participation, they are more engaged. I know how miserable it feels to sit for 50 minutes just listening, especially if I do not have access to a mobile device to keep my occupied.
12. I work in intentional pauses. Most of the time they are at transitions between main points. Other times they are when I’m cueing up something on the projector or when I am walking around the room. I can live with a little silence if it helps me slow down. During a speech have you ever had a moment where your tongue feels possessed, like you have no control what is coming out of your mouth? Taking a quick silent break will help you pull yourself back together. What feels like eternity to you, is really only 10 seconds. Seriously, no one will throw tomatoes if you pause for 10 seconds. I have seen some speakers take a drink of water when they want that quick silent break. This works as well. I do not do this, as once again, my athleticism can not be trusted with even drinking water safely. Believe it or not, if the drinking cup seems easy to  tip, I am not going to drink from it during my presentation. I might keep water close in fear of a coughing attack, but I will not leave it close enough for me to tip over.
13. I keep kleenex close. Even if I do not have a cold, given the right room temperatures and mental mindset, my nose starts running. I would much rather blow my nose in front of the audience once than sniffle for 20 minutes.

So there you have it. A rambling list of things I do before giving a presentation. I am sure I will return to this list as I think of more tips to share. As a final thought, just keep in mind that your audience is NOT likely to be hostile and if they are, you probably know going into it if you have surveyed your audience. In my years presenting I have only had one heckler and later I learned they heckle every speaker. If you think through a few things you will gain more confidence, but if things do not go as you visualized, just know that your audience does not expect or even like perfection. This past fall I attended a state technology conference where the keynote, a nationally famous speaker, struggled getting his power point to come up on the projector. I was not thinking about how much respect I lost or that I would rather be somewhere else. I was thankful that even he had those problems and I appreciated him even more.

My mentor, Patty, reminded me that I should go to graduation this Friday so I thought, “Hey why not. I’ve got time.” I shrugged at the idea and just expected to stand in the back detached from the whole event. I walked down with my colleagues and we stood in line to walk in procession into our assigned spot in the front of the room. Yipes. When we rounded the corner to enter the Lenz center, I walked into a packed room with family on the left and empty chairs on the right. The family members consisted of all ages, many with children there. Family members were even tucked behind the graduate section on the right.

Instructors took their place in the front and the soon-to-be graduates and our Deans followed in behind. The graduates looked amazing. I could see the pride and excitement in their eyes. The sacrifice and hard work finally came to that cathartic moment.

As the graduation speakers gave their address, it became clear to me just how proud the graduates were. These students come from all walks of life and vary in age. They are incredibly diverse and yet most share a common bond — they sacrificed and risked to further their education.

When I was a freshman in college I was incredibly broke. I remember thinking hot dogs were a luxury and at the end of the month, when I ran out of money, I started walking to school two miles away up hill (yes, it was up hill!). I thought I had it unusually hard compared to other freshman, but my experience was not nearly as difficult as those of the people I listened to today.

Many of the students I saw today had greater hardship through their post-secondary education. Some were laid off work left without income for not only themselves, but their children. I can not imagine what it would be like if Brad and I lost our jobs at the same time with a house and two children in our responsibility. Many of these graduates have been there and rather than wallow in worry, they have thought about their interests, sought a career, and made sure they were prepared and competitive with the help of Southwest Technical College. One of the speakers started college with three children. Another endured multiple car accidents while attending school. They overcame all these obstacles and now that they can look back, I hope they hold their head high and see what a fine example they are for their families and friends.

At the very end of the ceremony, I think the little boy in the back shouted out the best quote of the celebration when he said, “You did great mom!”

I recently took my daughter to the Rollo Jamison Museum in Platteville, Wisconsin. She attended a field trip there last week where she learned about the local history and German holiday customs. I’m always curious about local history, so I brought Jenna back for a more in-depth exploration. Upon entering Saturday morning, we were greeted by a friendly fella. I explained that we already saw the Christmas portion, but that I wanted to look at the whole Jamison collection with Jenna. With a big smile he said, “Oh yes, let me show you where to start!” And he trotted towards elevator where we traveled up one story. He was completely excited to turn the lights on for us. I wonder when the last guests were upstairs. Even though he had guests down stairs, he couldn’t help but tell us a few neat facts before we began our self-guided tour.

I get the feeling that Rollo Jamison was seen as a hoarder back then. His interest in collecting history started as a child with Indian spearheads. The museum is excellent and gave us a clear picture on what pioneer life would be like in Southwest Wisconsin. Even though I paid once to get in, I’ll be back and I’ll be happy to pay again. It’s well worth the money.

Something that caught my eye was all the technology artifacts. I found it ironic that I was taking pictures of these items with my smartphone. With my phone I can do, to some degree, what all of these devices can do together. Still, I have great respect for these treasures as without their discovery life would be very different today.

From Rollo Jameson

Regina Hexaphone (on the left) in 1909 would be a known as a Jukebox today. The hot must-haves started shipping back in 1909. The player on the left contains musical cylinders that allowed the user to select from six songs. Competitor models only allowed for one song selection. The machine on the right is also a Regina, but operates on a large disk instead. You can’t find these on eBay — they’re just that rare. I was able to find the crank handle for $99 dollars. Could you imagine having this big beast in your parlor so you could listen to the same six songs?

From Rollo Jameson

Check out this telephone. I’m guessing the other end of this phone merely went to an operator where you would ask to be connected somewhere else. I wonder what apps this comes with.

From Rollo Jameson

When I was very little I remember my mother having a typewriter like this, but I don’t know that she used it. I think it was more for decoration, although I remember it having the ribbon. Let me tell you, this machine was no laptop as it weighed around 30lbs. If you ever want to learn about the history of typewriters, here is an interesting resource. There were a few different types on display, but this one reminded me of the boat anchor my mother had when I was a kid. I bet the battery life on this machine is better than mine, but I am guessing the spellcheck is a drag.

From Rollo Jameson

I type my next observations with hesitation because I’m still processing my thoughts. The classroom of the early 1900′s actually looks somewhat the same. The students are in rows, facing the font. The teacher is standing in front having just finished putting knowledge on the board. This scene is missing a SMARTboard and some laptops, but many teachers still use them in the same way that our pioneers would use chalk. Please don’t take offense. I’m examining our use of those devices and thinking about how thy can transform education to create authentic learning experiences. As I stood there photographing the scene, I thought, “Well…um…this one hasn’t changed much.” Of course, this is a generalized statement and surely there are oodles of examples showing otherwise. I’m thankful for those classrooms. I’m not saying this model is always bad, but no one can deny that the students walking into the classroom have most certainly changed. The method of instruction and classroom management certainly should evolve as well.

Whoohoo! I really miss talking Edtech. With a job change and a move, I really let Twitter and Blogging slide. I’m looking forward to feeling rejuvenated and feelings more like me. I have to say I look forward to the energy a conference like this radiates. You can just feel it in each session. I usually leave these conferences full to the brim.

For this conference I’m going to either make a blog page or a Google site dedicate to everything I learn about at this conference.

I was hoping to get a lot of grading done tonight, but that didn’t happen for even a minute. I’m too pumped!

I just realized it’s November and I have the same Blog theme I did back in the summer. Interesting. Usually, my design choices evolve with the seasons. I wonder if I’ve reached a brand for my blog. I hope not since I’m not really crazy about it. Maybe I’ll find a holiday theme after SLATE. I like seeing the artistic twists my blog takes on.

I just read this article and I can’t help but to say that I do think there is an “app gap” between the classes. Those without the means can not afford devices and access and those with it, purchase those devices and reap the benefits of such decisions. As having been raised in a low-income single parent family I can relate to the decisions parents make when deciding on family purchases. The idea of purchasing an iPad or Android tablet would not even be a discussion. I remember seeing computers in middle school and my friend had a Commodore 64, which I was mystified by. I never fathomed that I could have one in my house. If I were a child today, I would not have access to “apps” and if my school didn’t expose me to them, I wouldn’t experience them until college, hopefully. How many colleges expose students to apps?! Hm…So I might not get to see what those apps are until I made enough money to buy a device myself, but by then I would have missed oodles of academic opportunities those things foster.

Of course, this puts a burden on the k12 schools as they attempt to expose students to mobile devices. I’m sure you know what their budgets are like, right?

And I would like to make the argument that these devices aren’t really meant to be shared. An iPad is a personal device, not one meant to be used by 20 people every day. The apps are customizable. When my daughter plays Monkey Math, I like knowing that it’s building where she left off, not where some other kid finished.

But, buying one for every kid is an idea really only for the wealthy, so I will just dream about that. Maybe I’ll win the lottery and pick a lucky Technical College in, say, Fennimore, Wisconsin to donate to.

Until that happens, I will congratulate schools for continuing to show students just what apps are all about. They really are marvelous. Someone has to do it.

I’ve always appreciated my meager beginnings. Growing up in poverty taught me how to stretch a dollar, enjoy thriftiness, and live without. I’ve never thought that I had it the worst of my friends, nor did I think that the world owed me anything. Matter of fact, I knew which classmates had less and struggled even more.

In talking with a student this week I was reminded that we need to practice awareness of the hardships all around us. Most of us, myself included, live far above our means and that facade makes us blind to the poverty around us. For example, I have had moments where I am upset because I work two jobs, have two degrees, and yet I struggle financially. If a younger version of myself could give me advice, I’m sure she’d tell me to think about living with less and remembering where I came from.

Listening to my student really shed light on where some of my students come from. They’re not all college freshmen living in the dorms. Actually, that would be the minority of my students. Most of my students are returning to school to further their education after working in other careers. Many have other obligations, whether that be family members or work. Some of my students are working near-full time jobs and still somehow going to school full time.

I was thankful for the conversation today. Since I’m new to this part of Wisconsin, I really appreciate moments to learn about my students. Today was a really good day and it’s been great to reflect.

Usually, I’m using my iPad for productivity applications or to learn about new apps to show other people. Rarely am I ever using it for my own education.

I’ve now experienced a new way to use the iPad.

As part of my new job I spend five hours a week in the Academic Skills Center where I help students with homework, primarily related to support services in basic language skills.

I’ve come to realize that I’ve taken all this fore granted. Because I am a fairly proficient reader (of non-fiction anyway!), I have become familiar with what good writing looks like. I have not had the depth of language courses that a true grammarian has taken. As a high school English teacher, I was in a department that, for several years, did not subscribe to structured lessons involving grammar. For several years we simply taught mini-lessons as problems appeared. There was no composition class where all the finer points of grammar were uncovered. Sure, I would cover those problem areas,  but in the form of mini-lessons and I had time to prepare. This is very different from my experience now.

In the ASC, I’m expected to answer any number of grammar topics on the fly. It’s actually quite nerve-wracking and intimidating. I’m a good writer (or so I think), but knowing those rules and terms gives me gray hair. This uneasy feeling has sent me back to the books asking myself  “Okay Smarty-pants, let’s start over.”

I downloaded several apps all related to grammar that have helped me learn ways to articulate rules. I can’t say to a student, “That’s the rule…because it…I dunno…it just is!” Here are some grammar apps I just love: Pearson’s Modifiers, Apostrophes, Pronouns, and Commas. I also like Grammar Jammers (okay, more just for fun), and Grammar Up. I’ve also downloaded “Grammar Girl’s Quick and Dirty Tips” from Barnes and Nobel. Because I have the Nook app, I can read it on my iPad. By the way, the Grammar Girl App is phenom. Is it sad that I now listen to Grammar Girl’s podcasts on a Friday night?

Even with these tools, I still have a long way to go. I really feel armed though, like I am using the iPad to better equip myself to articulate rules and standards to my students. I am really enjoying this process.

I took eight months off from the classroom to be a district Technology Coordinator. I learned a great deal and gained so much sympathy for the IT department. I learned so much about administration and management of that department and how that has to weave or tangle with education. One of the pleasant benefits was that when 4pm hit, I left and my work stayed at school.

I really did miss teaching and this fall I threw myself into the fire. Back into the classroom I went.

I have never been more swamped and exhausted as this. I figured it would be like my first two years teaching, but it’s much worse. Sure, I have experience to guide me, but back then I was 23 with no husband or children. I could stay at school until late hours or spend half my summer in school (and I did some summers).

This time around I’m being pulled in so many different directions that I feel like a jack of all trades and a master of none. At times I feel like I’m not getting to show the real me or what I have to offer students because I’m up to my elbows in life.

I’m back to dragging grading home every night. I’m back to monthly meetings. I’m back to a few challenging students. It will get easier.

A good friend of mine started blogging recently about how much time she put in outside of the classroom. I would hate to tally the hours spent this fall alone and the sad part — I’m not even on my “A” game most weeks. I’m roller skating down a bumpy hill with  plates of steaming hot food in my hands. I’ve almost fallen a few times. I look like Bambi on ice some Monday mornings.

While those eight months off were eye opening and yet unpleasant, I got a taste of what it was like out of the classroom. I had my evenings back. When 4pm came, I left and tried to decompress on the way home. On the weekends, I didn’t scramble to grade or prep for the upcoming week.

It’s been an interesting reminder.