Streamlining Processes: Entering the Digital Age… Finally!

I was like, . Not doing it. Not going there. After all, Krashen tells us comprehended messages cause acquisition. He doesn’t say a thing about computers and technology. 

There are a lot of pros to being low-tech. For example, students often reported they liked the low-tech feel to my class. They weren’t sitting in front of their computers the entire time. And I didn’t have to worry about translation services or ESPN.

That was then. 

Now, however, we are in the midst of a global pandemic that shows no signs of slowing down. I’m not gonna lie, having to plan for multiple possible realities has been really difficult. I have struggled with wrapping my head around it all summer. With school starting next week, I’m down to crunch time.

 

In thinking about my classroom systems and processes, I realized a need for streamlining. That meant converting all my paper documents into digital. Eliminating paper eliminates passing out and collecting hundreds of pieces a day – definitely something to avoid, especially now! 

AND I USE A LOT OF PAPER! Its almost shocking how much paper I use each year.

• Each student has a paper composition book.
• I have paper documents that we use on a regular basis: Interpersonal Communication Rubric and Comprehensibility Check.
• I print and pass out readings.
• Students complete Timed Writes and reflective writing on paper – sometimes in the composition books, sometimes on paper they turn in.
• All those amazing activities in Fluency Matters and Mira Canion Teacher Guides.

My paper usage adds up FAST! 

I started with digital notebooks to replace composition books. You can read about my process here, here, and here. After that was completed (and assigned in Google Classroom!), I began tackling my Interpersonal Communication Self-evaluation Rubric. I began using this rubric when one day, it dawned on me that my students and I had completely different definitions of the word: participation. Their definition was sitting quietly, paying attention, and not causing problems. My definition includes the paying attention part, but we don’t always sit quietly. In fact, neighboring teachers might tell you that quiet isn’t part of my classroom repertoire at all! It definitely includes the not causing problems part. But more importantly, my definition of participating requires being actively engaged. You can read more about my IC Rubric here.

This new digital version has all the same components of the original – only it’s digital. The questions are multiple choice and each possible answer has a different point value from 0 to 4. BONUS: It’s a Google Form Quiz, so the grading is done for me.

    

You DO NOT have to take a grade on this, it can simply be used a reflective tool. I think I’m going to change the point values on mine to 0 to 1 (0. 0.25, 0.5, 0.75, 1) so that it totals no more than 4 total points and won’t do a lot to affect a grade. (To help reduce the stress of grades in general and help students to be truly reflective.) 

I also have a comprehensibility check for students to rate me. After all, if I’m not comprehensible I’m not doing my job. That was super easy to create. Click here for your own copy. (My adaptation is based on a form that was shared with me by… someone, but I can’t think of who. If you recognize this form, and shared it with me, please let me know so I can give you credit. All I did was adapt and make it digital.)

I will continue to streamline those classroom systems. If something useful comes out of it, I’ll be sure to share here!