msnatashatheodora, Author at Ms. Natasha Theodora

msnatashatheodora Best Teaching Practice

Friday Five: Student Privacy Online

Protecting Student Privacy ONline

As teachers, parents, students, and administrators trust us with so many things. We’re trusted to educate children every day. We’re also trusted to keep them safe and always consider their best interests. As I exist more in the teacher world’s social media, I am concerned about student privacy online.

A few years ago, Europe rolled out new data protection rules and regulations, and I just so happened to be working in the EU at that time. These data rules were intense, but they made me reflect upon the student data I collect as a teacher and the information I share as a teacher.

When I first started blogging, I asked a fellow teacher blogger for advice, and she recommended that I never use pictures of students online. I have since followed that advice. Hopefully, if you follow me, you know absolutely nothing about the identity of my students. That’s the goal. Protecting our students’ privacy is so critical. Here are some pieces of advice about protecting your students’ privacy online.

One

Don't Use Their Image

Sure, in the classroom, I take pictures all the time. Actually, since GDPR, I take fewer photos. The pictures I do take I upload onto my school computer and drive and then delete off of my phone. I have no images of students on my phone at all. I don’t have them saved anywhere. I don’t have any- none. With GDPR, we weren’t allowed to, and I happen to think that while strict, it is a good practice.

I am not my students’ parent or guardian, and I should not be able to make decisions about where their image is used. I feel that if teachers are going to use their students’ pictures online, they need to have written consent each time AND they need to fully disclose what they are using the image for, why that image, and what benefits they receive by posting the picture.

I even take issue with the blocking of students’ faces. Many times you can still identify students based on what they are wearing or different identifying features. I firmly believe that we shouldn’t take any chances. If parents want to post their children, that is a different story. As teachers, we aren’t the parents.

I even unfollow any teachers who post images of students on Instagram. It’s an automatic no from me. Even if they say, they have permission- no thanks! I know that blogs that use stock photos like my own might seem impersonal, but I would rather that then know all the details of someone’s class.

Two

Don't Share Their Names

One simple way to ensure student privacy online is to not use their names. Names are so unique and such a defining part of our identities. Student names should not be shared online either. I can’t tell you how many times I would have to re-record an entire Instagram story last year because I accidentally walked past one of the million places my kids’ names were posted in our classroom. I ended up always recording them in one corner where there were no features that could determine my location or student identity. That might seem extreme, but why would I let a world of strangers know that information?

As I blog, I, of course, might want to use names to create a picture. On my letters and letter-sound post, I wanted to show an example of a name chart. I chose names at random. I included some Polish names for fun, but I didn’t include the names of any of my little diamonds. Actually, when I am procrastinating on a blog post, I can spend hours on baby naming websites searching for just the right name!

This year I started using the singular they when discussing students online. This way, gender wasn’t even discernable. Now, when I say discussing students, I mean times like this- I thought of a hilarious time a few years ago that I was reading Sideways Stories from Wayside School. When Mrs. Gorf turned the kids into apples, one diamond shouted out, “Why didn’t she turn them into chicken nuggets?!” It was hilarious, and I shared that story on Instagram. I’m not discussing any other student information online.

Three

Stop Recording Yourself Teaching

What’s up with this? I mean that with love in my heart. My time that I am in front of the students is a time when I am their teacher. I am not teaching to perform and share online. I am teaching to educate those little diamonds in my classroom. If I want to share something I’ve done with my class, I can share it another way.

Last year we did flashlight reading, and I wanted to take a picture of it to share. I, of course, didn’t want to share the image of any of my students, so I took a photo alone, in a dark room, with the lights off, holding a flashlight. I felt like a total fool because it isn’t my style, but I would rather feel like a fool alone than record myself teaching in front of kids to share on social media. I jokingly say all the time that I wish specific lessons were recorded because they went so well, but I don’t usually record myself.

I did record a few guided reading groups last year to use as teaching tools for our assistant teachers. I had parent consent before filming and explained that this filmed teaching would stay in the school’s drive. It did. I don’t have those guided reading lessons anymore. When I taught Reading Recovery, I filmed myself teaching to improve on my practice, but I had parent consent, and I no longer have those videos.

FOur

Don't Share Specific Data

Whenever I talk about student data, I make it up. I make up kids’ names. When I shared the post about planning for instruction, I made up the details of my class. You don’t need to know the real details of my class. You don’t need to start guessing who is who. Even covering up names when sharing class data is dicey. What if people saw that and started figuring out who was who? Often lists are in ABC order. It wouldn’t be too hard to figure out. That is not a game I want to be involved in.

What’s the purpose of the student data you want to share? What story are you trying to tell? Could you create fake data to tell the same story? And when I say false data, I mean it. When I made up that other data, I just plugged in random stuff, which was kind of fun. I didn’t think about a specific student and then fictionalize them. Nope- then it isn’t made up. I just plugged in random information into a sheet.

Five

WIPS- The New WWJD

Maybe you didn’t go to Catholic school in the late 90s, but WWJD was all the rage. It stands for What Would Jesus Do, and it was everywhere. Guaranteed, I had at least a bookmark and a bracelet with this saying on it. We joked about it all the time, and it came rushing back to me just now! #yourewelcome I might be the only person who finds this funny or remembers it, but number five in this blog post is cracking me up!

So I lived my 5th-grade life following the WWJD motto, and now I follow the WIPS motto. WIPS stands for What If Parents See. I don’t know how much some teachers disclose about their online life to their actual students’ parents. But I think this motto benefits all. I always operate under the assumption that everyone I know will see everything I post. So, if you don’t want people to see it, don’t post it. This motto can save you a world of problems.

SIDENOTE: One time, I followed this very teacher famous Instagrammer who always posted pictures and videos of her kids. One day she suddenly disappeared like her whole account- gone. Then her BFF posted that she had to make a new account, and we should follow her there. A true lover of drama, I went to the new private account. This Instagrammer said a few parents and students found her page, and she had to delete it and start a new one because she didn’t want them to know what she said online. I followed her for like a week more, and she posted kids’ images on her new page! She also told stories and used kids’ names! Like stories, I would guess you wouldn’t want to be shared about your kid. On the account that she hid from parents and students! That’s not good. If you have to make a private account (where you’re still sharing student data) to hide from parents and kids, it isn’t right. At all. We can do better. We need to protect our student’s privacy online- no matter what.

What Are Your Thoughts on Student Privacy?

How do you ensure you’re protecting student privacy online?

If you’re a parent I would love to hear some thoughts on the current social media era of education.

You may also enjoy:

msnatashatheodora Literacy Instruction

Teacher Talk: Storylords

Storylords?

Storylords WARNING!

This post in no way shape or form is about a best teaching practice. This teaching practice is so expired and out of date that I include a warning here. But it is fun, and kids love it. It’s not research-based at all.

Sit back, relax, and let me tell you about Storylords and why I love it so much!

Most kids who grew up in Wisconsin in the 80s and 90s knows the joy of Storylords. To say this program is outdated is an understatement, but kids still love it. This show is by no means a #bestteachingpractice but a resource that might bring joy to your heart if you watch. I wouldn’t recommend using instructional time to watch Storylords. When I taught grade 3, we used to watch it during snack time just for fun. It in no way should replace or take meaningful instructional time.

Thunder and Lightning, Trumpets and Drums, Readers Rejoice, A Storylord Comes!

Those are the words that Norbert uses to move into the world of the Storylords. Also, these are the words I hear kids using at recess when they’re playing Storylords.

Storylords is an educational program about reading comprehension strategies. It is a very low-budget production. In the show, there is the evil Thorzuul. Thorzuul wants to turn all readers who can’t comprehend what they read into statues. Norbert becomes an apprentice Storylord and attempts to gain comprehension strategies to defeat Throzuul.

Thanks to PBS Wisconsin, all of the episodes are on Youtube. The strategies taught are not bad strategies, in fact, they’re probably strategies you’re teaching in your classroom. The way they’re being taught isn’t the most up to date though. It’s really the use of a chalkboard among other things that give Storylords a special old-timey vibe.

**It looks like PBS Wisconsin may have taken Storylords off youtube. I can’t tell if the links aren’t currently working because I am out of the US or because they really don’t work anymore. Luckily for all of us HERE is the entire series thanks to another youtube user.

There are 12 episodes in total.

Enjoy!

Once again, I cannot stress this enough; don’t waste your instructional time on this. Maybe one day, you’re out sick, and you could fill time with a little Storylords. The last time I watched this series was when the grade 3 teacher was out for a whole week, and we had to fill time with something. I mean, it is sort of educational. But just a little bit!

Best of luck on your journey to becoming a Storylord!

Did you watch Storylords growing up? Do you have any outdated and old things that you love like Storylords? Share them in the comments below. I would love to hear what people just can’t get enough of.

You may also enjoy:

msnatashatheodora Community

Changing Our Thinking: Parents Don’t Care

Rethinking what we do is what teaching is all about. This series looks to bring up those practices and offer ideas that are more relevant in today’s classroom. I know parent/teacher conference time is coming up, and today we’re discussing how we talk about student’s families. Sometimes we act like parents don’t care about their children- that isn’t true.

We've All Heard It... Or Said It

Parents Don't Care

“I can’t believe they don’t even care about their child.”

“____’s mom couldn’t bother to show up for parent/teacher conferences again.”

“We waited for an hour, but ____’s dad never showed for the meeting.”

I know that I have said some of the things above, and I have heard other teachers saying them as well. It didn’t strike me as something I shouldn’t say and were said out of frustration until this parent/teacher conference story from long ago.

Parent: How many other parents actually showed up for conferences today? I heard from ____’s teacher that she only had four families show.

Me: I’ve had most families show up.

Parent: I mean, I just can’t believe that these parents don’t care. Showing up for parent/teacher conferences is the least they could do. If you have time to go and get your nails done, you have time to show up here. I’m a lawyer, and I even managed to clear my schedule today. So if I can do it, someone working at McDonald’s can do it. Have a great rest of your day!

WHAT? How many of us have heard this conversation with the belief that if they cared, they would show up.

What's the Problem?

All parents care about their children. I believe that parents are trying to do what’s best for their children. True, there is a small percentage (read: super, super small- teeny tiny) of parents that aren’t doing what’s best for their children, but that is not the majority of parents.

PARENTS DO CARE ABOUT THEIR CHILDREN.

Ok. let’s unpack this “If I could clear my schedule as a lawyer someone at McDonald’s could too.”

Uh, no, they can’t. Have you been to McDonald’s? They can’t just take a break whenever you like! There is a schedule to stick to. Your work schedules you for specific hours, and it’s expected you work those hours.

I like to think about my mom and my dad. My mom has always worked in retail, and my dad is a financial analyst and works in business. I don’t visit my mom at work, and I know that she is often only available to respond to my texts during her break. My dad is much more open. I can text him, and if he ever looked at his phone, he could answer it. I’ve popped into my dad’s office on a whim and taken him to lunch. My dad needs to notify his secretary that he will be back later, that’s all! My mom doesn’t have that luxury.

To say that parents who work at McDonald’s (or wherever) don’t care about their children because they don’t have the luxury of leaving work to come to school isn’t ok. They are showing they care for their children because they’re working to provide for them. They’re doing their best, and they don’t need hate. Maybe we need to rethink the structure of parent-teacher conferences to allow more parents the opportunity to attend.

Stop the Parent Shaming

We, as teachers, shame parents all the time, and we might not even know it. Usually, it happens out of frustration because we care deeply for each and every one of our students. The parents we work with also care deeply about their children. I’m not a parent, but I hear that the love you feel for your child is unreal and super deep. So, we could make a little argument that parents care about their children more than I can even imagine. We need to listen for the tone and messages that are sent by our words.

We’re doing the best we can as teachers and parents are doing the best they can as parents. Let’s work together! We each are concerned with the best interests of the child, and let’s focus on that. Sometimes I forget about meetings after school and only realize it as I see everyone on their way. Sometimes I forget to take attendance in the morning. We all mess up, and we’re all doing the best we can do. A bit of understanding and empathy might better serve our parent relationships better.

What I've Learned

If we care deeply about the children in our classroom, then we also care about their families. Families are doing the best they can. When people ask me questions that I know have negative connotations, I do my best to help rewrite this story we’ve written about those parents.

We’re all doing the best we can. We all support the student and their learning. That support looks different based on so many various factors. If parents don’t show up to parent-teacher conferences, it isn’t because they don’t care. Try reaching out in other ways. Connecting through Seesaw might be one way to show and communicate student progress. Whatever you do, don’t give in to the parent shaming!

You may also enjoy:

msnatashatheodora Teacher Life

Weekly Wisdom

Initiate the Learning Process

The teacher’s task is to initiate the learning process and then get out of the way.
-John Warren

Well, yeah sometimes as teachers we do accidentally stand in the way of learning. Maybe it is putting up a scaffold that isn’t needed or waiting a bit too long before allowing independent practice. Sometimes it is keeping kids in a small group when they’re ready to move on. It happens!

Once when our TCRWP staff developer visited our school in the US we had to go off and coach a partnership. I went and taught a little lesson and then they did it. I lingered because I felt like I should do something next. She came up and said, “now you walk away. You taught them something they weren’t doing earlier. Now they’re doing it. Walk away and check back later.” We hesitate sometimes to walk away but teaching doesn’t always mean sitting next to a child each step of the way. It also means letting them take steps on their own too.

msnatashatheodora Community

A Class Gratitude Activity

Tap Someone WHo

Has your class ever had a moment (or several) where it seems like they just can’t get along? Does every little moment turn into a small tiff? When that happens, it is best to pause the academic learning and work on some social-emotional learning. It’s time for a class gratitude activity! Tap Someone Who is the perfect one. I learned this activity at summer camp, and I have played it with adults, teens, first graders, and everyone in between.

Summer Camp

When I was a junior in high school, I was a counselor in training at the summer camp I attended as a camper. It was so exciting and so overwhelming. We spent a few weeks at the camp, pretending we were the real cool camp counselors we had looked up to since we were kids. BUT so much time with such few people in the woods can lead to a bit of drama. We were at each other. We argued about everything and anything; it was not good. After attempting to get us to work through training, our counselor lost it! I don’t blame her. We were really pushing the limits. So, she kicked us all out of our cabin. We were sent to different parts of the camp with our notebooks to sit in reflection. This was serious. We scattered all around and were eventually called back to the cabin.

I was nervous walking back, what was going to happen? When we returned, it was a calm environment. We didn’t get yelled at. We got to reset as a group by playing Touch Someone Who. It was such a wonderful experience. A chance for all of us to show the appreciation that we weren’t showing earlier. A chance to reset together and remember that we do care about one another. Since this experience at camp, I’ve played this game in many different settings, both as a participant and a leader. It is always such an enjoyable and powerful experience.

Preparing for the Activity

This class gratitude activity is perfect when your class is about to have or is already having a meltdown. It is also the ideal activity for right before or after a break. It is also an excellent activity for Valentine’s Day. Isn’t Valentine’s (not Valentimes!) Day all about showing appreciation?

Before you begin, you’ll also want to plan out which students you’ll call up together. Ideally, it would be between 3-5 students depending on the size of your class. I try not to call friends up together because then they get a little rowdy, and they might not know who to tap. It’s always good if kids have a go-to friend that they can tap if they aren’t sure who to tap. Once you plan out your groups, write the students’ names on the transition cards. Please know that the first group goes on Direction Card 8.

I have included a color copy of the transition cards. You might want to print them out on colored paper, so they stick out in the pile.

After you’ve planned out the groups to call up together, read through the different descriptors, and pick which ones are best for your group. Use the blank cards to add in additional ones specific to your class or school and eliminate the ones that aren’t right for you. If you have any additional suggestions, please email me or comment below! I like to plan that each group starts their tapping with lighter statements and then moves into deeper statements. The last statement of the game is always “tap someone who touched your heart,” and I make sure I tap every student for that card.

See how many descriptor cards you’ve picked and how many groups you have. Stick the transition cards in between the Tap Someone cards, so you’re all set. I like to hole punch all the cards and put them on a binder ring; then they’re easier to manage during the activity.

I really like to set the mood a little bit. You don’t have to do this, but it does make things feel a bit cozier, a bit more comfortable. I like to dim the lights or turn them off entirely, depending on how dark your space gets. I also play some relaxing music softly in the background. I’ve found that sort of touch calms down the environment and sets the tone for the activity.

Keep in mind that you know your students the best. There have been years I didn’t do these things because it wasn’t right for my class.

Gather Your Class for A Class Gratitude Activity

Gather your class at the carpet and have them sit in a circle to explain the directions. I ask that all students hold questions until the end. I have scripted out direction cards in the set. Know that you may need to make changes to fit your teaching style and your class. Do what’s best for you!

Possible DIrection Script

“We need to sit in a circle.”
-wait for your kids to get into a circle
-make sure that kids are sitting next to someone who will allow them to focus on the activity.
-have students face inwards for the directions and then turn around when the game is about to start.
-I usually dim the lights during the directions to help set the mood.

“Today, we’re going to do a gratitude activity. Gratitude means showing appreciation or giving thanks. Today we’re appreciating our community. We work together every day, and it is nice to pause from time to time and let others know that you notice good things about them, and you’re glad we’re all together in this class. I’m going to explain the directions of our activity now. Please save your questions until the end because I might answer them as I explain.

In this activity, you will face the outside of the circle and gently close your eyes. We won’t turn around until the directions are finished. I will call students to the center silently, so no one knows who is in the middle of the circle. If you are tapped, you’ll have to be extra quiet. Then I will read out statements, and the people in the middle will gently tap people in our community who match the statement.

When you are picked to come to the middle, you will get a chance to show gratitude for the different members of our community. If you are sitting around the circle, you will receive appreciation. If you get tapped after I say ‘tap someone who…’ you’ll stay in your spot and quietly reflect on why someone appreciates you. It might be for something you knew you’d get tapped for, and it might be unexpected.

I might read a card that says, ‘tap someone who makes you laugh.’ If you’re in the middle, you’ll gently tap people on the head or shoulder who make you laugh. Sometimes you might respectfully tap a few people. Sometimes you might only tap one.
When someone taps you, don’t turn around to try to figure out who it is- accept their appreciation. It isn’t about who gets the most taps or who is tapping you- its that you’re an important member of our community, and we’re glad you’re here.
People in the middle with get to show appreciation for a few statements before we switch.

Sometimes it can be tricky to remember if a tap means I appreciate you or if a tap means to come to the middle.
If I say, ‘tap someone who…’ and you get tapped, you stay where you are.
But if I say, ‘when I tap your shoulder, please come to the middle,’ you’ll come to the middle. If you’re not sure, pause, and I will repeat what I said. Listening closely will help us be successful.

For everyone to feel safe during this activity, the taps must be gentle. You can tap someone on top of the head or the shoulder. You must tap them gently and with respect. The point of this activity is to build appreciation and show gratitude. If we aren’t safe, people won’t feel appreciated.”
-Demonstrate acceptable touches.

“What questions do you have?”

“Please turn and face the outside of the circle. When I tap you on the shoulder, please come to the middle.”
*Tap the students who are in the first group*

Possible Trouble

When Do I Go In The Middle?

Sometimes groups struggle to understand when they come to the middle and when they don’t. It may be nice to ring a chime during the transition time. Explain that if they hear the bell once and they are tapped, it means to come to the middle of the circle. If they hear the bell twice, that means stay in your spot. It is also helpful to repeat those directions several times before tapping anyone during the transition and after the transition. It may also be beneficial to practice the transition a few times before turning around so students can see how it will go.

Students Without Many Taps

Some students might receive fewer taps than other students. Please watch for these students and ensure that they are tapped from time to time. There are some statements that I tap each student in my class. Sometimes I also play a sneaky trick where I change up how I’m tapping students, so they don’t always know it’s me. Maybe I’m not fooling anyone, but I like to think I am.

Tapping Too Hard

Some students might tap too hard. Please review that tapping is to be kind and gentle. Students should feel appreciated when they are tapped, not injured. Make sure you explain exactly where the tap can be placed on the body. We usually do tops of the heads and shoulders.

discussion

The discussion is one of the most valuable parts of this class gratitude activity. It is so important to conclude with a discussion and a brief reflection. Sometimes there’s so much energy that I prompt students to turn and talk with a partner about their experience. Sometimes there’s a calm feeling as students turn around, and then I dive right into the prompts. Feel the room and decide what’s best for your group.

“When you are finished, please sit down.”

*Wait for participants in the middle to sit down and then take a few seconds to pause before calling everyone back*

“Take a moment, open your eyes, and turn back to face the middle of the circle when you’re ready.”

*During the conversation, no one should be forced to share. If no one wants to open up about their experience right away, that is ok. Let participants share when they are ready.*

Here are some possible discussion questions. There are additional blank cards if you need to add any questions to fit the needs of your group.

I do try to steer the conversation away from how many taps people got and try to guide it towards how do you feel? Why was this class gratitude activity important?

How did this make you feel?
Why is it important to show each other we care?
How did it feel when someone tapped you?
Were you surprised by any of the taps you got?
Were there any statements you wished I had said?
How did it feel when you got to tap someone?
Why do you think we kept our eyes closed, so we didn’t know who was in the middle?
How did you feel at the beginning? How do you feel now?
How can we continue this feeling of appreciation for the rest of our day?

Depending on the flow of the conversation, you might only use a few discussion questions, or you might use a lot of them.

Download Tap Someone Who

Click here to visit the resources page of Ms. Natasha Theodora and download Tap Someone Who.

Please come back once you’ve completed the activity with your class and share any tips or comments that will help others along the class gratitude journey!