Category Archives: Uncategorized

Computers Are Stupid

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Computer science is more than just typing in a few keywords on the computer, and more than just 1’s and 0’s. It’s a language, just like Spanish or Italian. And if you are saying something incorrectly, the computer will let you know with a bright red ERROR. While AP Computer Science Principles is a class focused on more of the content rather than precision, I try to stress how important it is to be clear and precise, tying in the definitions of what we learned to show what they were doing in spoken word, like ‘iteration.’ In a card algorithm activity, if the girls said a card would move left without any indication of when to stop, then I would keep moving it left. After clarifying, I had many “if this card is greater than this one, move right one,” but then what happens if the card is less than the other? Error. 



Similarly, when I was trying to show the freshmen how a computer could pick up a bottle across the room, they would tell me to walk. I would keep walking until I hit a wall, but assured them I would be moving on infinitely. Slowly but surely they would stop telling me to lower my arm or turn around- because I would keep going. “Turn around” would become “turn 90 degrees to the left,” and “lower your arm” would be “lower your right arm to a 45 degree angle.” They learned ambiguity was not enough to get something done. Most of their orders resulted in infinite loops, or they would assume I knew what a bottle was. I assure you, until you specify to a computer what an object is, it will refuse to work until then. 



They are programmed in their brains to draw conclusions – computers do not have that capability. They can roll their eyes at me when I tell them that I don’t know what to do if this is not true, because I definitely roll my eyes at my computer when Python slaps an error in my way. I tell them time and time again that computers are stupid, and can only do what they are told. If they are not told correctly, they will do it incorrectly, or not at all. Once we get into the actual programming portion of the class (next week YAY!), they will hopefully appreciate my pickiness a bit more.


if only Spongebob defined “the lid”

My Former Student Did A Podcast Episode And I Almost Cried

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The podcast that I linked below is called Privileged Black Kids, started by a teen from the Central Valley. My former student, Joshua, who is currently in college, was the guest for episode #8. When I saw it posted on social media I had to listen.

The title of the podcast was really just their launching point for their discussion and instead they talked about race, private school vs. public school, the trap that Modesto can be, making money, college choices, and finding their passion. As Joshua spoke I could hear that he was the more mature version of the Joshua that I knew a couple years ago. We didn’t always get along when he was in my classroom and there are stories to explain why but I truly was one of his biggest fans in the end.

As I listened I had a “Proud Former Teacher Moment”. He was un-apologetically himself and spoke his truth. I realized he was always like that in my classroom too. It was in that moment that I realized that while I was teaching him about sacraments, ethics and morality his junior year, he was teaching me to see students for who they really were mind and spirit no matter what other faculty, students, or stereotypes said…enjoy.

Privileged Black Kids #8 Episode – Why Modesto is Among the Least Educated Cities in America

Future-Focused Learning

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What if PBL, STEM, STEAM, etc. were not the endgame, but the tools for a more inclusive game? What if all disciplines were simply variations on the same game? This is the premise of educator Lee Watanabe-Crockett. After reading several of his books I found a video of his keynote address at the Australian STEM Innovation Expo. If you like the video I would suggest reading Future Focused Learning: 10 Essential Shifts of Everyday Practice or Mindful Assessment: The 6 Essential Fluencies of Innovative Learning.


One of the topics Mr. Watanabe-Crockett covers is solution fluency. “Solution Fluency is the ability to think creatively to solve problems in real time by clearly defining the problem, designing an appropriate solution, delivering the solution and then evaluating the process and the outcome.” The process is broken down to six skills; define, discover, dream, design, deliver, and debrief. This is a process that can be used in all subject areas. It is a process that leads to top levels of Bloom’s Taxonomy; analyze, evaluate and create. If we can teach students the methodology of learning, they can become truly independent learners and we can say with a feeling of pride that our students do not need us anymore.

From “How am I teaching?” to “How are students learning?”

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I just read the article in our Alludo course by Allyce Barron, “Teaching Learners To Fish” about making
time in the class more focused on on student skill development and less on teacher delivery of
information.   It gives me the opportunity to reflect on progress made this year and over the years –
and to consider how I still need to grow in terms of my thinking/planning/teaching/engaging with
students.



Last year when I sat down with Jen for my year end evaluation we identified student centered learning
one of my goals for the 2018-2019 school year.  I wanted to change the dynamic of my classroom. This
desire started to present itself when I was selected as a founding teacher at Cristo Rey San Jose Jesuit –
a brand new school whose mission it was to deliver high quality/college prep education to students in
underserved communities.  Teaching the way I had taught for more than a decade didn’t work with the
students from CRSJ. They were low income students who suffered from the generational trauma of
poverty and discrimination. Their test scores were coming in on average at the 3rd to 5th grade level
in every area. Most had never been to a Catholic school.   I worked there for three years and learned
how to adjust just about everything about my teaching. Instead of the starting place being me and what
I was going to do with the content – it became my students.



Coming to Carondelet was a huge change again – Carondelet has its unique culture/community and our
girls have their own needs/challenges.  My task is to create lessons where students are involved,
invested, and can appreciate the value of the class. My vision is that while doing so they will
experience their intellect, their spirit, their capabilities, their gifts AND value one another.  Ultimately –
teaching is about relationship for me – relationship, love, service, justice. I strive to help my students
be their best selves so that they can change the world and fill it with love.
Image result for student centered learning best practices mindset wise quotes

Over the course of this last year I’ve utilized articles (some by ISTE), websites (i.e. Students at the
Center Hub), and podcasts (I love Jennifer Gonzales’ Cult of Pedagogy) from a variety of sources to
help me adapt my teaching style and make it more student centered.  



It helps me to think about student centered learning in this way – shifting the attention from
  • How am I teaching?   to  How are you learning?
  • Was I successful (was the lesson engaging)?   to  Was the student successful (was the


lesson engaged)?

  • What am I doing?  to  What is the student doing?



I try to keep myself focused by asking myself these questions:
  • Do my students know what they are learning (goal/objective) and how they’re learning it (method

or strategy)?  

  • Do they see value in it?  Will it be useful to them months and years from now?
  • What are my students doing during the lesson? Are we collaborating to determine what happens

in class?

  • Can they locate accurate information about the topic? from multiple perspectives if necessary?  
  • Do my students know the success criteria and are they involved in assessing themselves?
  • Is the classroom climate one of trust?  care? challenge? community?



I’ll share an example from my Church History class … I designed a hyperdoc unit where students had
to move through a series of lessons at their own pace (they took a tour of the scavi below the Vatican,
watched edpuzzle videos, reflected on the Nicene Creed, etc.)





It took a boat load of time to put it together but I was delighted with it afterwards.  I gave them a week
to complete it – and during that time I moved from student to student or group to group encouraging
them and having interesting conversations about the content.  Did the students like it? I did an
evaluation after – by and large students found it engaging – but I would need to tweek it before I would
use it again. I’d want students to be more actively creating meaning from the material instead of just
moving from task to task.  But I learned a lot and enjoyed the process.



I keep rearranging things in my head and imagination to make my teaching more student centered.  
What is gained and what is lost with this approach? … What’s gained is a new attitude, new tools, and
a more energetic classroom energetic.  I really can’t think of downsides to it. Some people might be
concerned that a teacher would throw the baby out with the bathwater – that when the focal point
becomes the student and not the material (or the teacher), the discipline/content/teacher could lose
value in the classroom.  And yes – there is a real change in the energy of the classroom when the
student is the center – the student becomes engaged in the lesson because the lesson is about the student.
It’s a different mindset – a different philosophy – the classroom becomes a collaborative space. For self
absorbed teachers this will be problematic (LOL) and even for some students it’s stressful because they
can’t hide any longer.  But when students and teacher are aware of the new approach and why it’s being
used (DATA says it’s effective) then it’s successful.

White Fragility

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White Fragility: Why It Is so Hard for White People to Talk About Racism by Robin DiAngelo discusses the responsibility of white Americans for the racism that is prevalent in the United States. The basic thesis is that whites are in power and possession of this power makes them the responsible parties. She gives many examples of how whites possess and use their power to both actively and passively perpetuate racism. She claims that way too many whites passively accept the status quo of de facto segregation and white privilege. If you are white and you are not actively working on the solution, you are part of the problem. Non action perpetuates racism.


Being a white male in the United States I can see how the idea of  passive acceptance being part of the problem extends well beyond racism. Sexism is another area where ignoring the problem perpetuates the problem. We ignore the portrayal of women in the media. We ignore the unequal treatment of boys and girls in school. We ignore inequality of roles of men and women in the workplace and home.


In the United States white men have the power. Whether it be the government, business, or law enforcement/military, white men are the controllers. This fact of their power makes white males responsible parties for racism and sexism. This power also extends to the growing divide between the rich and the poor. It extends to subjugation of huge labor forces throughout the world. It extends to the ecology of the planet. It is true on many levels, if we are not part of the solution, we are part of the problem because we are the ones who have to power to make change.


The concept of leadership and service to the dear neighbor mandates the teachers at Carondelet participate in achieving the solutions and in teaching our students about the problems and how to participate in achieving the solutions. In many ways we are doing this, but there is so much more we can do. We can follow the lead of White Fragility and examine how much harm we commit by simply passively accepting the status quo and how much good we can accomplish by advocating for change across a broad spectrum of issues.


How Do You All Do It All?

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I am so inspired by this community of such amazing educators, and I need some advice regarding time management. I blogged a couple of days ago for the first time since Christmas break. Today, I just read through and commented on several blogs. Also, I think I’ve done about 450 points of Alludo in the last couple of days, trying to catch up. Historically, I’ve left blogging and Alludo for when we have breaks away from the students, but I don’t like this plan. I want to integrate blogging, Alludo, and other types of professional development into the work week, but I am so tired at the end of the day; even though I am an extrovert, coming in contact with 150+ souls daily is exhausting. I use the weekends to grade, plan, run kids around, do chores, and reconnect with my family and friends, so weekends are not an option. Please tell me, what works for you? Do you have a set schedule for each of your commitments? Do you keep an amazing calendar? If so, pics please! I am honestly looking for some take away tips!

The Power of Forgiveness

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My background in yoga was a one hour class at the local gym I worked at in college.  I walked out frustrated and angered that I could not keep up with others in the class and immediately convinced myself that I would NOT return (I’m not competitive at all 🤪). 
After teaching at Carondelet for a year, Kevin asked me if I would be willing to go through 200 hours of yoga teacher training – YES, 200 HOURS 😳.  Not knowing what I was getting myself into or exactly what I was searching for, I stumbled across a yoga studio in Walnut Creek known as Just Be.  The space they provided was welcoming and beautiful and most importantly they offered the training that I needed.  
Not wanting to go in cold turkey, I began a membership with the studio and started taking classes to become more acquainted with the practice.  The first class I took was taught by a young teacher named Maris, a senior at Clayton Valley High School.  I was immediately moved by the practice and knew in that moment that yoga and teacher training was going to be an experience that I would forever be grateful for.  
Three years later and Maris is still inspiring my teachings.  Below is her story – one that I feel is important for our students to hear.  It’s powerful, beautiful and raw.  She dives into a topic that many do not want to talk about.
With the permission from our personal counselors, I intend to show this 50 minute video to my yoga students by the end of the semester – with space to opt out of the viewing.  If you find an hour of time this weekend, I highly recommend you watch “I Am Maris” on Netflix or at least check out her blog .

Tips for making 7th period less unpleasant for students?

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I teach 7th period for Juniors and there is a clear exhaustion with students at this point in the day.  I try so hard to make each lesson fun and exciting for them.  Sometime’s they’re into it, but mostly, they’re just tired and mentally not so present. I teach the same course 2nd, and 6th period and the students are much more engaged then.   I guess this could just be the nature of having a 7th period and being a tired Junior but has anyone been able keep them more connected at the end of the day?

“Educated” a Must-Read, (not just for teachers but for human beings)

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Has anyone read “Educated” by Tara Westover?  Maybe I’m the last one to read it here.  Either way, I thought it was going to be about escaping from poverty through education (which it kind of was), but the main narrative was of a girl growing up with a mentally ill father,violent brother, and a mother who pretended not to see the neglect and horrific abuse.  My good friend recommended this book to me.  She works with parents who are abusive and neglectful as she is a social worker.  Westover shows the complexity of this girl’s family and how a family can actually be both abusive and loving in a way, how a family can be neglectful but also so important to this particular adolescent.  Warning: Westover doesn’t gloss over the abusive parts of this girl’s life, but paints a heartbreaking picture of how we all love our families even if we have to grow apart from them for our own safety and self-preservation.  This story is painful and beautiful! I think as adults who work with adolescents daily, it’s important to remember that we don’t really know what’s going on in our students’ lives and it’s important to be sensitive and caring even if they frustrate us.