Financial Literacy: Y9 Social Studies

Yesterday we started a new topic: Financial Literacy.

We discussed what financial literacy means and why it's important to be financially literate.

I shared my experiences with being financially illiterate as a high school student through to being a university student. When I was growing up I was taught about paying bills off. I never got taught to save my money. I learnt how to spend money... but never to save it. I was taught about how to stretch and juggle my money... but again... never how to save and definitely not how to invest it.

Through my experiences... flatting, terrible boyfriends, taking landlords to tenancy tribunal hearings and the issues around bank deals and 'free' overdrafts during O Week... I was able to paint a pretty clear picture that I had to learn the hard way. That I didn't want my students to learn the hard way.

So... we talked about flatting. What you needed to do when setting up a new place. Signing tenancy agreements, finding flatmates, paying bills, setting up joint bank accounts, finding furniture, organising power companies and internet to be set up... oh and figuring out whether to buy food as a flat or individually.

So... after that awesome lesson - even during it I felt that we had some real, purposeful, relevant learning. I lined them up like we usually do when we start a new topic at the end of the lesson and asked them what new thing they'd learnt that lesson.

Many of them were truly shocked with the experiences I had while at uni... and those were the ones I could tell my grandmothers about haha. But I think it sparked interest for many of them because they understand that it's important to be smarter with our money. Perhaps this generation is more savvy than mine with money - perhaps they've learnt from their parents mistakes and won't make stupid decisions like I did while navigating my way to becoming more financially literate.

Yesterday afternoon I made play money. They're super cool. Photos to come.

Now I just need to print off some examples of tenancy agreements ... because today we begin a mock flatting situation. I just need to make some income cards, expenses cards, dilemma cards and winning cards to really make this game work.

Hopefully... playing this game will give them an idea as to how to make their own financial literacy game.

Next things to do... print off tenancy agreements, rentals in Rotorua, budgets, and... figure out whether to let them figure out power, internet, etc companies or print these out too for them... insurance, kiwisaver too...

Encouraging Growth in Year 9 Students

Today I had two very interesting conversations with two groups of Year 9 students.

The first conversation was out of the blue... mainly because I was so interested with their overall use of digital tools for their learning in that class (I was relieving) and asked a few questions... which turned into a very deep and meaningful provocation where we discussed the concepts around equality vs equity and how we might rethink how we are fearful of stolen property as being our main concern about going BYOD...

The questions really just began around asking if they all used the network, google docs, google classroom... whether they feel comfortable helping their teachers with digital things or their peers in class. Whether they understood the issue around why certain teachers were more unlikely to use digital tools for learning compared to other teachers. Many of these questions were ones I ask of my own colleagues when we discuss around these big issues with future focussed learning.

How cool it was to hear these students articulate their frustrations and how interesting it was to try get them to change their thinking around what it means to be truly equitable compared to equal. How there are just different starting points for most people and why this is a problem.

Without saying anything about white privilege directly - this group of students were arriculating the issues I hear often from parents and staff. Lack of access, issues around security, managing behaviour, monitoring learning and student engagement, identifying next learning steps...

If our year 9 students are significantly aware of these things... how difficult would it be to change the mindsets of their whanau, older siblings... the community.

How our students are the future.

There was one moment today when they said something about how the future generation will have to sort it out... and I said, "The future is now." With a resounding sense of awe in the classroom as if I'd just dropped the mic... I then told them my name which I hadn't done at the beginning of the lesson and then the questions began to fire rapidly from the students.

Another moment when I was describing equity vs equality... and how I used both hands - one index finger on one hand, on the other hand the other index finger, significantly lower and then the pinky finger - naturally lower... holding this formation up - reiterating that picture of the fence and the boxes... difference between the equal and equitable opportunities. I used the analogy of the fence too and being able to see over it. We used it to discuss the issue around access without ever bringing anything up around racism or discrimination... a feat in itself... and these students discussed high level issues quite easily. The kinds of questions I would like my staff at Heights to knuckle into.

The second conversation was more of a just in time korero. I was a little late heading back to class after doing marking in the staffroom and some of my students were waiting by the Y13 area. I asked them all to come over and sit on the Y13 steps. A place they're not allowed to go yet.

We discussed what a privilege it was sitting there and how we might do our work there outside (partly because I didn't have a key for that room and also because it was nice and sunny). We had three seniors with us who were waiting for me to talk with about their happiness at completing their first exam essay for our class this year.

I talked to them (once inside) about why we were ot there. How it's important to make the right decisions to follow ourselves and be the best possible us we can be rather than following others paths... I asked them why I got them out there... how it was important that they realise that they need to change their attitude to ensure they can achieve that privilege in the future. Because every single one of them can. They just need to realise that what they do and say could have an impact on their lives in the future.

Two very different conversations. Both incredibly powerful. I hope I've planted some mind seeds today. :)

In fact... I truly wish I'd recorded today's lessons... for rewindable awesomeness.

Social Studies: Exploration and Big O.E.

After my social studies lesson today I asked two of the boys to stay back to talk about their lack of participation. We had started a new partial unit within our larger one around Exploration.

Today they were asked to become the explorers and plan their O.E. The rest of the class were crazy engaged. Thinking and dreaming big.

At the end... I asked these two boys why I wanted them to participate in this particular project... he said, "Because you want to see us succeed in life."

This. All of this. Now to get him to dream bigger than going further than Taupo and Auckland.

An Open Message: Tatou Tatou

I wrote this post back on the 11th March. I never put it here. I should have but I didn't.
Anyway here it is... after tonight's weeny shock at seeing one of my students in his colours with the other members at the supermarket... think tonight is just as pertinent as any to share this. If anything it hardens my resolve to find a way through to this particular class where it's such an issue daily.

An open message to all gang prospects, gang members who entice younger high school students and their leaders who allow this to happen:

Every day I am happy to see my students walk through the door of our classroom. I am passionate about wanting them to learn and believe that they can achieve. To push them forward to be the best possible them that they can be.

The issue I see every day is my students kowtowing to my other students in hopes to become a new member or within their mode of operandi as prospects. These students happen to be among my wide list of awesome students and it breaks my heart that they only see this as a possible future for themselves. That they give up working on their beautiful art and creative writing or drama and dance because it supposedly doesn't help in their future lives.

Our students deserve more than this. They deserve whanau who believe they are capable of achieving more than they ever possibly dreamed of. Our students try their very best in class and work hard to learn the behaviours appropriate in each class and at school. They push themselves to please us as sometimes we're the only happy face to see them during their day or they trust us and believe that we'll have their best interests at heart.

Whanau, I know you all want the best for them too - but at the end of the day - we need to break the cycle. And it starts with all of us. To find a place of calm and understanding and know that there is a better place out there for them. To let them be free to make their own choices (albeit whether that means they choose to stay in the gang as that's the only life they know).

Believe in them. They are more than what you may see. They are talented and wonderful kids who ache to have someone tell them this. They crave encouragement. They literally sparkle when you encourage them and tell them you believe in them. Let them see the world and all its joys and hardtimes too. But most of all - let them be kids. Don't force them into something because that's how it was for you.

I'm proud to teach our students. I care about each and every single one. I will always do my absolute best to advocate for the safety and happiness of every one of my students - past, present and future kids.

Just give them a chance to see the opportunities awaiting them.

Naku noa,

Alex Le Long

First Lesson doing PBL

Wow. It worked.

The reading room was having the pipes fixed in the to improve the heating in there.. So we went into the library non-fiction side - and the kids stuck to routine - putting their bags on or under the bag table - and sat at the computers.

This was the first time we had been on the computers - usual problems - slow computers, needing logins for the kids, some students having inappropriate behaviours on the computers and a couple not having basic computer skills. I took the chance to begin our Project Based Learning - to coincide with our research projects due at the end of the term.

Once I had their attention - a feat sometimes similar to a circus leader trying to tame a talkative crowd - I asked each of them to think of something that they're really passionate about - something they're really interested in. We had the usual suggestions - music and singers, hunting, driftbikes... but then there was the web design, what would happen if there was a WWIII, illusions and magic etc. My students are pretty amazing really.

So had them create a word doc with their title and a basic definition in their own words - what it is and also why they're interested in it.

They had to write three things they already knew about the topic they were studying and learning more about.

For some they could then just get started immersing themselves in the topic and collect relevant data, information and were required to copy the links for whatever they were finding.

For a few -  before they immersed themselves - I had them write a few hypotheses around the topic - what they thought they might find out -  as well as some research questions.

As I walked around and worked one on one - or with groups as I'd allowed them enough freedom to choose who they could work with... though surprisingly most chose to work individually - I noticed an engagement I hadn't seen with the entire class before. It was very cool.

One of my students asked if we would make something to do with their project - and I said .. Why not!? :) So we'll be heading towards makerspaces eventually as well with this class.

Am looking forward to seeing their research carry on and develop.

I was most impressed with one student - he is normally quite a quiet student and I hadn't yet developed a close connection with him - who was so far ahead with his web design research that he said to me - "Miss... I don't have to leave New Zealand anymore like I thought before. I can do web design here." Very cool.

Watch this space :) Makers and growth mindset students in action!

PBL: Idea Development and Evolution

I always believe that a fully immersed beginning is the best way to get anything done. In other words I've come to enjoy - no longer loathe - the 'pushed in deep water and expected to learn how to swim' type learning. Mainly because I feel like I work well under pressure - even though I take a while to find my fins.

After #teachmeetnz this afternoon, I was back on Twitter... yes again.

And was discussing Project Based Learning after a colleague's talk about Future Built Classrooms and if it's not built for the future - how to make your classroom an environment where future learning could take place.

So here I am again - though with a bit more confidence - though still not sure how it will work. The confidence merely comes from others who know what they're doing!

Project Based Learning: Idea Creation

I've been hearing lately that a lot of teachers are doing Project Based Learning. In fact there is even a hashtag on Twitter that has quite a huge usage - #PBL.

A bit of an explanation from Edutopia: "Confucius and Aristotle were early proponents of learning by doing. Socrates modeled how to learn through questioning, inquiry, and critical thinking -- all strategies that remain very relevant in today's PBL classrooms. Fast-forward to John Dewey, 20th-century American educational theorist and philosopher, and we hear a ringing endorsement for learning that's grounded in experience and driven by student interest. Dewey challenged the traditional view of the student as a passive recipient of knowledge (and the teacher as the transmitter of a static body of facts). He argued instead for active experiences that prepare students for ongoing learning about a dynamic world. As Dewey pointed out, "Education is not preparation for life; education is life itself."

Interested? Me too.

Here are a few more links while I'm still learning:

• 20 Ideas for Engaging Projects 
• Project Based Learning Guide 
• Project Based Learning Guide - Activities 
• Project Based Learning Guide - Resources 
• Teaching Apps for Teachers from Flatterworld 
• Expeditionary Learning