Does this even solve the problem?

Today we had a lockdown drill at my school. I quickly hurried my children to a corner, locked my door and turned off the light. I placed some furniture in front of our hiding place. Shushed my children and pulled them closer to me. They asked what we were doing and I whispered that we were practicing in case there was danger in or near our school.

I could tell from the look on their faces they were afraid and confused. One cried. One covered their face. Many were antsy and couldn’t sit still. One had a nervous cough they couldn’t stop. One asked about one of our friends who was out with another teacher.

It lasted 15-20 minutes. It felt like an hour. I had to give many reminders to try to be still and quiet. I texted my husband because, to be honest, I was scared myself.

When it was over we circled up to talk about it. I explained the purpose of a lockdown and the difference between a drill and real life. I explained how a lockdown is different from a fire or a severe weather drill. They offered ideas about bad guys, weapons, and guns. They told me they were scared, worried, angry, and bored. They wanted to know how to distract themselves and be quiet. How they’re supposed to think about happy stuff when they’re afraid.

I reassured them that they were safe. To look for helpers and follow directions quickly when a lockdown happens.

I tell this story because people need to know what educators are thinking when we have lockdown drills. Do I tell them my real plan if we were in real danger? Do I tell them it would never happen to us? (That could very well be a lie.)

Do you know that when setting up my classroom I made sure we had a hiding spot? Did you know that I made sure I had furniture I could use to barricade our door nearby and easy to move quickly? Did you know that I am terrified when I forget my key at home?

Did you know every day educators think about where to run? Where to hide? We consider if we would fight or not?

How Letting Them Choose Teaches More Than Reading

How I Helped One Child Build Perseverance Through Reading

My school is Positivity Project school. We teach each of the 24 character strengths for a week at a time. Staff takes the character strength quiz to identify their top strengths. Perseverance has shown up in my top 3 strengths for 3 years in a row!

1: Love of Learning, 2: Creativity, 3: Perseverance, 4: Perspective, 5: Fairness, 6: Kindness, 7: Honesty

Part of my why is helping kids to build a sense of perseverance in their lives. Being that this is one of my top 3 character strengths, I’m not surprised that it is a huge part of my why!

I’d like to tell a story about a little girl from my class last year that was able to build and exhibit perseverance. She struggled with reading. She purposely selected leveled readers only from the A-C bins because she felt confident about those books. Even though I allow all students to choose books from any bin, she stuck to these bins. She stuck to those bins until I read Personal Space Camp by Julia Cooke as a read aloud. She did not struggle with respecting others’ personal space but she did LOVE this book.

At the time, I was teaching identifying lessons learned and central message of a story (NC.1.RL.2). I had created a bin of books that I had used to read aloud and model identifying the lesson learned and placed it in our classroom library. I wanted my students to have access to these high quality, diverse texts while book shopping because I know that access to complex texts helps to build students’ text comprehension. I also know that multiple readings of a text helps students become more fluent readers and helps them feel more confident in their reading abilities.

I’m sure it comes to no surprise to you that she took that book and put it in her book bin to continue reading. I allow students to always choose their books in their book bins and give them the autonomy to decide to keep books they love rather than swapping them all out each week. I believe that students self selecting a variety of texts is important to their growth and success as readers. She kept this book in her book bin almost the entire school year!

At the start of the school year after she initially placed it in her book box after I had used it as a read aloud only once, she could read about 10% of the words on the first page, most of which were sight words. I conferenced with her regularly and each time she wanted to read this book even though she struggled with it every time. One day, I asked her why she kept reading this book even though the words were difficult. She answered (paraphrasing since it was a while ago), I love the story and I want to read the story.

For her, this book symbolized her reading goal for first grade. This book is measured at about 600 lexile and the typical first grade range is 190-530. For her, reading this book meat that she was a good reader. For her, reading this book independently meant that she learned everything she needed to be a successful first grader.

This was the first time she selected a text other than from the level A-C bins so I decided to encourage her and coach her. Each time we conferenced, we read a different section of the book. We discussed how she felt as a reader each time. And we talked about what was happening in the story. The progress was slow. Very slow. But she read this book every day.

By spring, she was able to read the entire book cover to cover. She could retell that story like she lived it herself. She used it as an anchor text when comparing (NC.1.RL.9) the adventures and experiences of characters in stories. She even asked to read the book aloud to the class by her self during snack one day and of course I said YES!

Pictured above is a different student reading a different text with a similar story. I managed to not get a photo of the child this story is about reading her favorite story.

I made some really important choices that impacted this student’s growth in both reading and perseverance. I choose to allow all my students to use my read aloud texts for independent reading. I choose to let her read a book we both knew was very challenging for her. I choose to focus on her connection with that text over her current reading abilities. I chose to encourage her and coach her as a reader. I chose to build her confidence. Because of these choices, she grew as a reader from reading level B books at the start of first grade to reading level J books at the end of the year. Because of these choices, she learned that if she sets her mind to something and doesn’t give up, she can do amazing things!

Student Choice and Reading

I believe that student choice is important for lots of reasons. Student choice helps build relationships and trust. Students take ownership over their learning when they know they get a say. Students can make personal connections to the content through choices. Learning is “sticky” and memorable when students have voice and choice. Kids like having a choice. But, today I want to focus on student choice during reading instruction.

I teach reading in a workshop model with a mini lesson, call to action, conferencing, and small group instruction. Conferencing with students and small group instruction happen while students are independently reading. My mini lesson and call to action are whole group instruction. At this time, I make a connection, state a strategy, model the strategy, then ask students to try it when they get to their book boxes.

I give students full agency over the books they have in their book box. I have 2 rules: Students should have 10 books. They should have a variety of books. Students are assigned a day of the week for their independent book shopping. When students go book shopping, they have the choice to keep as many books as they want and trade as many books as they want as long as they keep 10 books. I teach several lessons about selecting a good variety of books ranging from: fiction vs nonfiction, finding books on similar topics (all books have bears but are different types of books), choosing books on topics they don’t think they like, making book recommendations and using them to choose books, leveled vs. non-leveled books, etc.

My classroom library is very organized. I have leveled books, theme books, author books, non fiction collections, chapter books, seasonal books, etc. I teach students how to put the books back so they stay organized and one of our classroom jobs is the classroom library helper. Last year, I purchased these dot stickers on amazon and I use them to label my personal books into their theme bins. I do have leveled books that belong to the school and those stay in the labeled leveled bins. I personally like to keep my books completely separate from the school owned books. Students have free choice to choose from leveled bins and theme bins. Choosing some leveled books is part of having a variety of books. However – I. 👏 Never. 👏 Tell. 👏 Students. 👏 Which. 👏 Bins. 👏 To. 👏 Select. 👏 Their. 👏 Books. 👏 From. 🙌

My quick thoughts on leveled books: Books have reading levels and can be categorized in that way. Children are not leveled and should not be categorized in that way. period

I have a flexible classroom and have blogged about it here and here. Flexible seating also applies to independent reading time. Students can read any where they want: under tables, at a table, on a pillow, on any flexible seat, on the floor, in any position they choose. As long as students are spread out, safe, and comfortable. They can be anywhere that works for them. This doesn’t happen by mistake or magic. It takes a lot of teaching, practice, praise, reinforcement, and modeling to make it work.

My students take our reading time seriously. It is important to them that they choose a spot where they can focus on their books and not their friends and they take some serious time selecting books for their book boxes. While I don’t believe that students should be leveled, my reading assessment data has proven that giving students voice and choice is beneficial to their growth as readers. At the end of last school year (2018-19) 100% of my students met proficiency or better. 2 readers even grew from exhibiting reading behaviors to decoding and comprehending a level I and K book.

An amazing thing happened today (7/17/19)

An open letter to NC Superintendent Mark Johnson

Mark,

Happy Independence Day! I appreciate the email you sent through the Read to Achieve email account. The FAQ list was informative. However, I’m concerned that a 15 page document addressing 26 common questions that generates more questions than answers is a red flag. Below are 20 more questions I would like to see answered:

1. Will I get more planning time to review assessments and analyze the results to use in my instruction?

2. Do I get to have blocks in my first grade classroom for students to play with?

3. What about students with speech needs or quiet voices? What about background noise when recording students’ reading?

4. Does the game like interface have an effect on students not taking the reading assessment seriously?

5. Are we getting the curriculum and the assessments?

6. Why is this information coming from the read to achieve email and not a person, like Mark Johnson?

7. Who helped Mark Johnson reach this decision? Since he only has 2 years teaching experience and neither of those years were spent in k-3.

8. You keep saying istation has multiple research studies that support its validity but, does it have predictive, valid, and reliable measures that educators can use for instruction? What are those measures?

9. Will schools receive more devices in order to administer these digital assessments?

10. How much is this costing taxpayers?

11. How will this impact EVAAS since I’ll begin my year with mclass assessments and then transition to istation in January?

12. Do we really need to focus on improving students test taking skills? Does that indicate true learning?

13. What was wrong with mclass?

14. Who benefits from this adoption since it’s the same company as class wallet?

15. With istation home, what about families who don’t have access to devices or high speed internet?

16. I noticed the screen shot with a character on it. He is white. Are people of color represented in the visuals students will see?

17. What about our blind students or students who receive visual assistance?

18. Is this appropriate for English language learners?

19. Were year round schools take. Into consideration with the training and implementation schedules?

20. Is there a printable report to send home to parents informing them of each subtest, what it means, how their child scored, and activities they can do at home to support their child?

Other thoughts –

A fun, engaging, game like interface does not make it developmentally appropriate.

I’ll be filing my open records request tomorrow.

Sincerely,

Aubrey DiOrio

WCPSS First grade teacher

Cary Resident

Whyyyyyy Flex Seating

I’ve been using flexible seating in my classroom for several years now. At the beginning, flexible seating was an administration requirement. Now it is a choice. An intentional choice that I have made because I believe that it is best for my students.

I fully believe in flexible seating because it allows for student agency over their learning. In my classroom, students are free to choose any table or space in the room where they would like to work. They are free to move the different types of seating around to suit their needs.

I use flexible seating because it creates the space for both collaboration and independent work. I believe that flexible seating works great for both extroverted students and introverted students. The spaces I plan for in my room are purposeful. I have both large group gathering areas, small group gathering areas, and independent spaces. I encourage students to choose they type of work environment that works for them. But I also challenge them to try collaboration when they typically work alone or to work alone when they are typically working with a partner. I also tell students that if they are not focused on the task at hand, the adults can move them to try a different space that may fit their needs.

In my classroom, the seating isn’t the only thing that is flexible. The tables and shelves are also flexible. We move the furniture in our classrooms as our needs or activities. We’ve pushed tables to the edges to open up the whole room, we’ve put tables together to make bigger tables, we’ve moved tables to provide spaces to store projects, and turn tables into stages. Our room isn’t static. It changes based on what we are doing.

None of this happens by accident. It requires training, practice, clear expectations, more training and practice, and consistency. It requires feedback from educators and peers for seats and spaces that work best for each individual student. Flexible seating requires student reflection.

Do you use flexible seating? What keeps you using it? Why do you choose flexible seating?

I’m a Teacher Advocate

I moved to North Carolina to be a teacher in the summer of 2007. I didn’t know anything about the area and I didn’t know anyone here. All I knew was that I needed to get some classroom experience so I could go home to New York and get a teaching job. It’s been almost 12 years and I’m still here gaining classroom experience and I don’t see myself leaving.

Not long after I got my first teaching job, the state of public education in North Carolina started on a downward spiral that we are still trying to get out of. Since moving to NC, per-pupil spending has gone from $8,615 in 2007 to $9,528 in 2018. Not only are both of those numbers below the national average for that year, but the difference between NC per-pupil spending and the national average has increased over time. We currently rank 39th in the country in per pupil spending.

Teacher pay follows a similar story. I was excited about moving to North Carolina because the teacher pay scale had a scheduled raise every year. Before the end of my first year teaching, that pay scale froze. It remained frozen for 4 years. It was fine. I never got into teaching to get rich. I was living paycheck to paycheck and wasn’t able to save money but I could pay all of my bills. I have a master’s degree. I shouldn’t have to live that way. No one should.

Over my 11 years of teaching, I have seen a lot of changes in schools. From a decrease in teacher assistants to an increase in testing requirements. At first, I was baffled that the schools in North Carolina didn’t have a full-time nurse in every building but that is just the beginning. I now have fully scripted programs I’m required to teach for phonics and math. It’s coming soon for reading, I fear. My creativity and professional discretion has been stripped from me in the name of fidelity and equity.

It took me 9 and a half years of teaching in a deteriorating system to finally see the importance of joining our educators’ union, NCAE. I recognized the importance of organization and communication among educators when working toward better learning conditions for our students. I was starting to get frustrated with legislators taking advantage of passionate educators. I watched the work in Virginia and West Virginia and realized NEA was where the work was being done. I immediately joined my state and local chapter. I was even more excited to see the work in more states.

In May 2018, a march and rally were planned to show solidarity and begin to make moves on our general assembly. It turned into about 42 school districts closing and 30,000 educators, parents, and students showing up in downtown Raleigh to fight for schools our students deserve. We could have that same strength and power every day through membership.

After the rally, we worked together during the midterm election to support and vote for candidates who support public schools. We broke the supermajority in our general assembly which is a major win. Could you imagine the changes we could see in North Carolina through more members in NCAE?

In January I attended a full day meeting on a Saturday with other educator advocates. We discussed our dream for schools in North Carolina, the past and current political climate, and where we are going as an organization. We learned how to talk to elected officials and use social media to our benefit. Above all that, we build community. We made connections and friendships with like-minded educators from all over the state.

Last week, I had an appointment with my state senator, Wiley Nickel. I went prepared with a bulleted list of some of the important things we are asking for from the general assembly for public schools. I handed him my list and we chatted. I was so nervous. I had never talked to a legislator before. Turns out, they’re human. He was really easy to talk to. He wanted to know about my school, how we’re staffed, what is important to us, and what I love about teaching in North Carolina. He seemed genuinely interested and he asked to visit me at my school. Then he asked me not to leave North Carolina public schools. I look forward to meeting with him again.

Through all of this, I’ve learned that teachers shouldn’t be afraid or nervous to advocate for what they know is best for students. Legislators make the laws, but we know what we need and we need to make that transparent. We don’t need to be doormats that get walked all over and taken advantage of. We need to welcome the community into our schools and share the reality of educating young people.

I love my job. I wouldn’t trade it for the world. Teaching is rewarding in so many ways. Senator Nickel, I’m not going anywhere. I will continue to fight for Strong Students, Strong Schools, Strong Communities for as long as it takes. Will you join me?

Reflections from #NSTA18 conference

In late November 2018, I attended my second National Science Teachers Association (NSTA) conference. This year was different from last year because this was a national conference and last year was a state conference. I was fortunate enough to get accepted to co-present with Caitlin McCommons on one of the many topics we are passionate about. We ran a hands-on session for teachers to grow their Professional Learning Network (PLN) through a real-time Twitter chat. This is the second time we have led a similar session and we have gotten good feedback.

I’d like to take some time to digest and synthesize my learning from the other sessions I attended. We attended 2 sessions on integrating trade books with science instruction. My Amazon cart is stuffed with books I want to add to my collection. When integrating literature with science curriculum, it is important to remember that the science content in the book should be accurate. The books shared during science lessons don’t need to be nonfiction all the time. Stories and poems can teach science content in a relatable way. In the second session on trade books in science instruction, we talked about partnering hands-on activities with trade books. One example was reading a book like Red Eyes or Blue Feathers and then having kids play with plastic insects and fabric samples to see if they can find where an insect will camouflage best. It was surprising that not all pairings were what I initially expected. Both sessions touched on including poems with science instruction. That is something I am going to try in the unit I am currently teaching on earth materials. Here is one of the lists of science trade books from one of the sessions (slides at the top and list around page 20).

We attended another session on maximizing your time in science class by streamlining your lessons and experiments. The presenters’ idea was that if you follow the same process for every science lesson, the kids will become fluent and will be able to complete an activity or experiment efficiently. Their framework involved 2 similar experiments one with an expected outcome and one with a different outcome that would inspire a question. Students would then need to come up with a hypothesis, written in an if/then frame. And begin testing their hypothesis. I used a framework similar to this when teaching kids about rock hardness in our scratch test lesson. It went well but I’m not quite sure where I can fit it in again.

By far my favorite session was by my friend Lindsay Rice and her colleague. They presented on the importance of movement within lessons and kinesthetic learning. By adding purposeful movements to instruction, teachers can help kids build their memory of content-specific vocabulary words. Brain research supports movement rich learning because it helps to fire up the neurons and get the blood flowing. They had us up and moving the entire time. It is always such a good reminder that movement shouldn’t be a reward or a break but can increase engagement and solidify learning.

I also really enjoyed the hashtagging with a purpose session by a local colleague, Kyle Hamstra. This idea has me hook, line, and sinker. I am not a fan of teachers pay teachers because I think teachers should be sharing freely with each other (that’s a soapbox for another post). Kyle’s brian child is #Hashtag180 and idea in which teachers add curriculum standard hashtags to their social media sharing of things happening in their classroom. How awesome would it be to search a curriculum hashtag and find tweets from other teachers teaching the same standard to help plan for learning experiences? He also shared his Flipgrid project (#GridSciNC) in which teachers can post videos to share activities and ideas organized by grade and standard. If you’re reading this, I encourage you to check out that resource now and add your own ideas to help it continue to grow! http://flipgrid.com/gridscinc

The last session of the conference was one on Citizen Science. I had no idea what citizen science was until I attended this session. Citizen science is a way for kids to actually do science in their community or on school grounds in a meaningful way that can even add to research happening by real scientists. I love the idea of getting kids involved in real science rather than controlled experiments but I’m still thinking hard about how to fit this into my current curriculum standards.

Over all, this was another great conference filled with meaningful connections with science teachers from my local district to Kalamazoo! While my post here focused on the content of the sessions I attended, it is important to state that the personal connections I made with people I knew, didn’t know, or recognized from twitter was by far the best part of the conference. I can’t wait to attend another NSTA conference next year!

#Culturize #CYS Book Study

I highly recommend this book for anyone who is thinking about their school culture and ways to make positive changes. Even if you already have a positive school climate that puts kids first, this book has some great community builders and the stories really help you to see how to reach “Every student. Every day. Whatever it takes.”

Why I chose this book

This book was the second digital book club I facilitated with a small group of teachers from my school and one other school across the district. We chose this book because it has a focus on reaching EVERY student in a school building especially those who can be difficult. I loved the personal stories Jimmy Casas shared throughout the book.

Major takeaways

Jimmy Casas shares the importance of relationship building conversations in the first chapter and the importance of kid-centered conversations. I couldn’t help but be reminded of the video “Every Opportunity.”

He talks a lot about disrupting average and going above and beyond for our students. I constantly reflected on my “why:” To cultivate lifelong learning through perseverance and personal interests. My why has a lot to do with going above and beyond for my students and I try to create the best learning experiences for them. To me, this is their only time in first grade and it should be the BEST first-grade experience ever!

On page 38, Casas talks about ensuring every student gets the necessary support they need to grow at their personal pace based on their needs but that students also need to be exposed to grade level content because if they aren’t exposed to it they will never reach that level. This hit home for me. I’ve always thought my one-on-one instruction for intervention was more important than the core instruction for struggling learners. Now I know that if I want kids to fill their gaps and reach grade level mastery, they need time with both personal level and grade level content. That is true individualized learning. “What is important to remember is that working with all students, regardless of their level, takes time, patience, a positive attitude, and a certain level of persistence to inspire our children to believe they can do anything.” (page 40)

The section about being a leader struck me as well. You don’t need a title to be a leader. You just need to passion and mindset to make positive impacts in your school culture.

Core Principle 3 might have been the chapter that spoke to me the most. It talked a lot about taking chare of sharing the story of your school. Filling the community with positivity when talking about your school. I really liked the section about being life-fit over balance. I struggle with balance because I tend to focus on what I think is the most important at the moment. Being life-fit allows me to choose depending on the ebbs and flows of life and what I can ACTUALLY accomplish.

 

Making it accessible for Littles

This book was mostly about creating a school culture in which kids feel “safe, connected, and valued” (page 26) and that starts in elementary school. We need to create relationships with our students that help us understand who they are, where they come from, their interests, and how they learn so we can reach them. I don’t have specifics about how to make this accessible to littles because the book does a great job of showing how this is important in every school, every day, at every age.

The book study PLN

Having conversations about my reading with others reading the same text has pushed my thinking and allowed me to see different perspectives and perceptions. I truly enjoyed our talks on Culturize as we connected 2 schools on different sides of my district and helped to create a more positive school culture at both our school sites. View the conversation on Twitter and Flipgrid

Learn Like a Pirate

Why I chose this book

I chose this book because I was interested in shifting from a student-centered classroom to a student-led classroom.

Major takeaways

First off, I loved the Easter eggs in this book! The author, Paul Solarz, included additional content throughout the book using QR codes to his blog posts and documents he created that support the chapter. I felt like I hit the jackpot each time I scanned one of those things! I couldn’t get enough!

I am laying off the jobs and turning up classroom responsibilities. After reading this book, my class was charged with the responsibility of answering the phone and relaying messages, running morning meeting, running math routines, and changing the calendar and schedule. I wanted to get rid of classroom jobs altogether, but my firsties were up in arms and did not want those assigned jobs to go away. Instead, I let kids choose their jobs each week.

We had major conversations about growing as leaders in our classroom. When the kids were in charge, I would sit and wait for them to move things along rather than moving it along myself. This was awkward and uncomfortable at times because I would just sit and wait. Once they realized what needed to be done, 4-19 kids would jump up at once to do it. We had to talk about the difference between active leadership and passive leadership. I needed to explain that if someone gets up to do something, let them be the leader. You can be a passive leader by allowing them their turn.

Chapter 3 was all about collaboration. He talked about setting up your space to encourage collaboration which includes flexibility with furniture. This section challenged my thinking about flexible seating. The chairs and seating options shouldn’t be the only thing that’s flexible in your classrooms. Tables can move too. Kids should have the agency to decide when and where furniture needs to move to support their learning. This paradigm shift inspired me to write the post From Makerspace to Maker-Classroom.

After reading chapter 5, I tried my first literature circle with the support of our literacy coach Jessica VonDerHeide. We chose a book and introduced roles to a reading group and used the roles to help focus conversations about the book. Then, I decided to try this with the whole class and let them choose their books. The boys in the first group became the leaders and help to teach the roles. I made sure they were all in different groups so they could help to train the others. This worked so well, we did it twice before the end of the school year!

       

The 34 skills listed on page 180-191 are the skills I am now using to set goals for my students, PBLs, and other learning experiences.

Making it accessible for Littles

“Start small. Give your students simple jobs.” – Paul Solarz, page 20. This right here makes everything in this book accessible to littles. Pick one or 2 things then gradually release more and more as they are ready for it.

Paul talks about giving students the power of “Give me 5.” This is something I am going to do with my students this new school year. So many times littles come up to the teacher to ask a simple question that other kids might know the answer to. I would love my firsties to say, “Give me 5” then ask their question to seek clarification or get help. Teachers don’t always need to be the one with all the information or the one to jump in and save the day.

Littles naturally look for ways to improve. In chapter 4, Paul talks about portfolios and feedback. My students use Seesaw as a digital portfolio to collect their work. They leave each other comments on work as feedback. I ask them to focus their comments to glows and grows, say something kind, say something helpful, or ask a question. Focusing their thoughts and giving them sentence starters can really support littles in providing peer feedback.

The book study PLN

Caitlin McCommons and I wanted to lead a book study because we both love to read professional books but we’re both social and like to bounce our learning off of others. So we decided to launch our first digital book study using this book. We reached out to our PTA who was able to help supply some books to 6 lucky teachers! We gathered staff from our school and a school across our district who were interested in learning and growing with us. We decided to use Flipgrid as a platform for discussion because it simulates a face to face discussion but is much more flexible! You can check out our learning here: Also, feel free to add to it! We’ll never close it!

https://flipgrid.com/b39zdb?embed=true

We’ll also be launching a new book study in September so watch Twitter for the announcement!

If you’ve read this book I’d love to hear your thoughts and takeaways! Please share in the comments below!

Stop Teaching Digital Citizenship!

I’d like to challenge the common conversation around Digital Citizenship. Typically we teach students specific guidelines for how to act when they are online:

  • Your information is private
  • Be kind
  • Things you put online are permanent
  • Copyright

All of these and more are good topics to cover with students. These conversations SHOULD be happening in schools and at home.

I challenge the idea that these are digital guidelines. Students should be respecting privacy, being kind, being original, and acting in ways that make them proud both on and offline. These conversations shouldn’t be labeled as digital citizenship, they are simply citizenship. The two don’t need to be separate.

My crazy idea?

Teach citizenship. Teach humanity. Teach kindness. Teach kids how to communicate and collaborate in the real world. Teach them how to transfer those skills to all aspects of their lives. In the world we live in today, being online and active in social media spaces is as commonplace as talking to the clerk at the grocery store or having a conversation with friends. You wouldn’t tell the clerk your life story and you wouldn’t (shouldn’t) talk bad about people who aren’t in your friend group. We don’t copy people out in public, we think about those around us and behave and speak in appropriate ways. When you’re online, the same rules apply.

We don’t need to teach digital citizenship. We need to teach kids to be good people.

**end rant**