To hear a recording of me reading this post, checkout the podcast episode.
Today, I want to tell you a story.
Spoiler Alert: I have anxiety and depression.
I haven't said that in public before. In fact, I've only said that to about five people in my life at all. I didn't know I had anxiety and depression before six months ago. In fact, before six months ago, I didn't even understand anxiety at all, couldn't wrap my head around what it was and how people didn't just push through and keep going.
This started to come to light for me with the start of the Covid Pandemic. I am extremely extroverted, a true extroverted extrovert, who could be around crowds of people, groups of friends, co-workers, students, whoever 100% of my waking time and be energized and excited. So, getting locked in my house with the same two people for multiple months, was not an ideal scenario for me (even though those two people were my wife and son, who I love more than anything).
At the onset, the solution was easy. I am a Instructional Technology Coach, and overnight the entire education industry needed tech coaches desperately. Between Facebook Groups of teachers, Twitter questions, and emails from my own school's staff, I stayed busy. And I don't mean typical teacher busy where we always work extra hours doing grading and such, I mean work from 7 am to 7 pm with maybe a 20 minute lunch break, and then continue to answer emails/messages while I sit on the couch half watching TV or playing games with my family.
At first, it was exhilarating. I was needed. I was helping. I was building my reputation. This last reason was especially nice, since at the same time, I was in my last term of my master's program for my degree in Educational Leadership, and I knew I would be throwing my name into the hat for Assistant Principal jobs in the fall. Things were exhausting, but it was a good exhausting, and it kept my mind off the isolation.
Slowly though, I started to feel...off. I could come up to my office/podcast studio and be totally fine, get on Zoom calls and be myself, do interviews for the show and be personable and engaged. But once I left this office, I felt disconnected, like my self wasn't engaging quite right with my family. I chalked it up to being exhausted and focused on work given the increased responsibility, and pushed through.
By May, it was starting to get bad. I specifically remember my birthday, May 1st, and a few of my friends put together a surprise Zoom game day. I played along, but the whole time I kept thinking, "I just want this to end so I can go back to watching TV and not talking." That is about as far from a me statement as I can imagine. At that point, I started to realize something was really wrong with me.
I started to talk to a couple of close friends and my wife about what I was feeling. It wasn't easy, and the conversations didn't always go well. It took a lot for me personally to admit out loud the problem was there, even when I had already accepted internally something was wrong. "It's just the pandemic. Everyone is struggling. You can get through this. It's not a big deal. You're just tired. Don't be so weak. Suck it up."
Even then, it struck me as funny how much of a hypocrite I was. I advocate on my show constantly for trying to overcome the stigmas that have traditionally been placed on mental health. I talk about teacher self-care, the importance of finding someone to talk to, how we, both as the field of education and the country, needs to take this stuff more seriously for teachers and students. And yet, faced with my own mental health, I followed none of my own advice for two months.
Saying "two months" probably isn't true. Looking back on my life, this wasn't the first time I had felt this way, and it also didn't start when the pandemic hit. Those are convenient false internal narratives that allowed me to ignore the problems for longer, but they aren't true.
I finally reached out to get professional help in the middle of May, and with one telehealth appointment, the doctor said confidently that I had moderate to high anxiety and depression. By the time I had the appointment, I was already 99% sure I had depression, but something about that "moderate to high" hit me. This wasn't just a down moment I was going to get over. This wasn't just being tired, being overworked, or any of the excuses I had. This was more than that.
I was prescribed antidepressants and suggested to see a therapist as well. Despite the fact that I had avoided this for my entire life, the diagnosis felt good. It was an admission of something I had denied for a very long time. Because, once I got the diagnosis, and I considered how I felt, the symptoms that made up anxiety and depression for me, I realized I had been this way before, had dealt with this before. At many times throughout my childhood during custody battles between my parents, moving to new areas, particularly stressful school experience, and in my adulthood in college, during my first marriage, and for sure throughout the divorce process.
It became clear to me the signs, and looking back, the waves, ups and downs, flowing through the timeline of my life. The rise and fall was gradual through the years, but it is definitely there. Despite the fact that I choose to believe I'm highly reflective and hyper-aware of myself, I just didn't want to see it.
I am not a fan of medication. I just really don't like needing to take a pill every day. And, honestly, when asked, I can't say for sure the medication I am taking is working. I definitely feel different, but I don't know if that is because of the medication or the other changes I've made. Or, if the medication pushed me to make those changes.
Within a week of starting the medication, I was out on a bike ride listening to Mandy Froehlich on another podcast and, as she usually does, she was talking about teacher mental health. It hit me differently this time, for obvious reasons. And, when she mentioned meditation with the Calm app, I stopped my bike at the little dock I happened to be riding past, downloaded the app, and did my first meditation. Meditation (and most of the time the bike ride) are now part of my daily practice.
A week or two later, I found another hobby: woodworking and carpentry. Honestly, not really sure where this came from, but it has become a huge part of my life. In fact, I include it in this piece of writing mainly because I just enjoy talking about it. I spent pretty much every day this summer building planter boxes, headboards, garage shelves, workbenches, and other furniture. Even started selling some, mostly to pay for all the new tools I kept buying.
So, why do I tell you all of this? First, because I think it's important to admit this. If I can't admit that I am dealing with this, I have no right to tell people that we need to overcome the negative stigma of mental health issues. I will not be a hypocrite any more.
Second, and more importantly, I know I'm not the only person that feels the way I do. Not just the anxiety and depression, but the excuses too. It is far too easy, and far too common, to avoid seeking professional help. It is far too easy to say "this is just me" or "I will be fine." And sure, most times you will eventually be fine. And maybe you don't need medication, just someone to talk to, or a new routine. But even when you think something is normal, explaining it to a professional might bring new things to light.
So please, if you are feeling off, aren't feeling yourself, or are feeling down, or worn down, consider seeking help. Most school districts include employee assistance programs that will make your first 6 or so appointments free. And, now that most are still telehealth, you don't even have to go anywhere to talk to someone. Maybe they say you're just fine, maybe they suggest you try something new, or maybe they help you work through things you didn't event realize you had weighing down on you. What I know, is it doesn't hurt to talk.
I don't like asking for help. I don't like taking medication. But, I like the me that has come out the other side of this thing.
For the last year, I have been developing a new product for helping our school handle tracking of tardy students and assigning the consequences to those students that are not making it to class on time between periods. After building the basic shell of the program on Google Sheets, I realized that it was a powerful tool that could be deployed in many schools and for a lower cost than other similar solutions on the market.
And so, TardEase was born!
TardEase is built on Google Sheets and Google Forms as a system to manage tardy sweeps. In the most common implementation, a member of the school leadership team (likely a discipline dean) installs the Google Sheets Add-On from the market. They follow the simple setup steps like inputting the school bell schedule and your student and guardian contact list. TardEase will create a Google Form to share with the members of your school team who will be performing the tardy checks and entering the ID Numbers of students who are late to class.
Each night, TardEase will run a report of students who were caught in their second or third sweep of the year or term, and processes offenses for them. By default, TardEase creates a warning letter to be sent home for any student caught in their second sweep, and a detention slip for any student caught on their third offense (with spaces for setting the date and time of the detention). A phone call list is generated for any student caught in their 4th or more tardy sweep.
Benefits of TardEase include:
- Easy - Anyone can setup and start using TardEase for their school!
- Affordable - Unlike similar solutions, there is no per-user or per-student cost, nor any special required hardware.
- Secure - TardEase does not have access to your student or parent data, you own the spreadsheet that contains that information.
TardEase will be available for a free 30-day trial soon! After the 30 days, an annual subscription is only $600!
If you have any questions, suggestions, or ideas, please feel free to reply to this post, or email me at firstname.lastname@example.org.
He started with an intro activity where he had 3 volunteers join him for a game of Keep Talking and Nobody Explodes, where Jon is wearing the headset and looking at a bomb he has to defuse. The three volunteers have paper directions for how to defuse the bomb, but cannot see the bomb. They have to explain the directions for defusing and hope not to explode. Jon exploded. Made for a short presentation.
The rest of the session, Jon went through a series of app categories, and then examples of apps that would work for various levels of headsets/VR devices.
An interesting one in the storytelling category is Mindshow. It lets you make videos with digital characters, simply by wearing the headset and acting out what you want the characters to do. It creates great videos without having to know how to do computer animation. It would be a really powerful tool for students.
Jon gave tons of resources and ideas for ways to use VR in classrooms. I am absolutely looking into getting the new Oculus Quest now and am hoping to convince my leadership to purchase me a bunch of them for next year. I highly recommend looking over Jon's slide deck here.
Monday is here, my own presentation is done, so I can really enjoy and learn now!
Cheyenne Batista is the founder of Firefly Worldwide, a global consulting firm focused on helping schools and organizations with improving equity within their organization.
She opened the session by specifying that schools perpetuate inequity unintentionally. This is not the session to say that anyone is evil or doing things with bad intentions. She also pointed out that we will not "save the world from all inequities."
She said, "This is a conversation that will end with no closure, and that is the work." That is a fascinating idea and definitely makes me think back to my talk with Jennifer Binnis. We had hard conversations, and it felt like work for sure, I left tired. But I also think that I learned a lot and while we did not solve anything, it felt like I at least made personal improvements.
Another interesting discussion was the question "Why start with racism?" According to Cheyenne, racism is certainly not the only form of inequity, but unlike sexual orientation, gender identity, socio-economic status, and others, a student cannot walk into a classroom and hide their race. "A girl cannot walk into a classroom and decide 'I'm not going to be black today'". This seems obvious, but I had never considered it that way. When I think of inequity, I know the racial issues, but they seem so much larger than I can tackle, and so I will often go to other issues as examples and goals. But now, that seems inadequate of me, and I should be continuing the conversation about race instead of shying away from it.
She left us with 5 Strategies for Running Equitable Schools
- Build the Right Mindset
- Hiring & Onboarding Practices
- Building & Supporting Infrastructure
- Center Student Achievement
- Reflection & Adaptation
It must start with the mindset of yourself, your peers, your school. There must be an ongoing conversation, and people must be willing to accept that they are not "color-blind", are not lacking in biases. Then, we must be asking questions in our interview process about equity, about beliefs about students and parents. You also must include your school beliefs on equity in ongoing professional development (infrastructure). It can, and sometimes should, be a training specifically on equity topics. In other cases it should be embedded in other traingings as well.
She also pushed back directly against those that would say "This is all great, but we need to work on test scores and learning." This work, according to Cheyenne, is student achievement. When students are not recognized in a school, are kept with lower expectations than their peers, are limited in their potential learning, the students are not achieving, are not capable of achieving. We often look at our data and celebrate high test scores or school grades, because in aggregate, things are good. But when we do not worry about the sub-groups that are well below the goals and grades of the school because they are not the majority.
Overall, a truly thought-provoking presentation. I am really glad that I was able to make it to this one and get some ideas to sit with as I head off to lunch. As she said, with this work, we will not solve the problems. We need to work through them, think about them.
IGNITE sessions are always my favorite part of ISTE. Seeing these typically polished, organized, and fast presentations are perfect for my general lack of focus.
Dr. Virginia Duncan presented on The Edge of Epiphany. She spoke about how flawed the term "think outside the box" is in professional learning. In her terms, there is no box for professional learning, and when we use or hear this phrase, our brain immediately creates the image of that box. Instead, we need to build professional learning that accepts ideas from inside and outside of education, where we come up with new experiences with our peers, or where we define a problem and then ask for and build solutions to those problems. Find Dr. Duncan on Twitter, @DrGinnyD.
Another great session came from Josh Feinsilber, talking about Gamification That Works. He really talked about his experience creating Gimkit, a quizzing and gaming like Kahoot! or Quizlet Live. The fascinating thing about Gimkit is that he wrote this in his project learning school and graduated from high school a few weeks ago. Gimkit is now used by over 3 million teachers and students, and started as a school project. It is one of those student stories that gives you hope as a teacher that there can be value in what we do. And, a reminder that we need to keep trying to develop our classrooms in a way that is real. Find Josh on Twitter, @JoshGimkit.
Douglas Konopelko presented on considering the quality of screen time for students instead of the quantity. He believes that we should not vilify the screen, but instead ask what is the content and behavior while on the device. I could not agree more with him here. If students are creating content, demonstrating learning, learning new skills or knowledge, that can't be bad. "Education technology is almost all gray area. There isn't a right answer." So true! Great presentation. Find Douglas on Twitter, @dkonopelko.
Jennifer Casa Todd presented on mentoring in the digital world, specifically mentoring students in the use of social media. Jennifer, along with others, started a student twitter chat, #ONEdSsChat. It is a once a month chat run by students, with questions generated by students, with teachers and adults mentoring them in appropriate use. You should definitely checkout the chat at the hashtag, and Jennifer @JCasaTodd.
As always, loved the IGNITE sessions. I'm presenting during the second round tomorrow, but will be back for the Young Educators IGNITE session on Wednesday.