Technology and Stress

Like the rest of the class, I really enjoyed this article. Mueller’s wit and “light” writing makes it an enjoyable read. This humour does not mask the fact that techno stress is a serious issue and will continue to be so as society, leaps toward a demand for digital literacy.

As teachers, students, and just about everyone else in our culture strive to improve their technological skills, we are putting a higher demand on ourselves to be digitally proficient. This phenomena correlates with an exponentially growing amount of information and ever changing and upgrading technology. The pressure is on! How do we keep up?

Techno stress can take many forms. I had not considered its role in my life until reading the article and participating in the ensuing discussions. A quick round table through our group revealed that we all access technology an obscene amount throughout the day. I check my e-mail many times a day including first thing in the morning and last thing at night. My excuse is participation in this program. Living a country away from my classmates, group partners and professors, I am going to bed just as they are settling at their computers to work!

Our discussion revolving around taking work home, and teachers being better at their jobs when they have a life outside of school hit home. The profession of “teaching” takes on many roles. It is difficult to juggle these tasks if one is not happy outside of their career. It reminds me of the poem:

A Teacher’s Pledge

I am a teacher –

I am an instructor, a listener, a caregiver and a coach.

In order to give of myself, I need to value myself …

I have the responsibility, ability and power to create a safe,

supportive learning environment for my students and myself.

I am part of a universal profession that gives, shares and

reaches out to the future of the world.

I am a teacher –

I am strong and a person of worth.

My students and I have the right to a workplace that is free

from discrimination and harassment.

My working conditions should be guaranteed and fair

as they are students’ learning conditions too.

I believe in human rights and the universal right

of all children to a quality education

regardless of their birthright.

I am a teacher –

I am a motivator, a mender of hurt feelings and a problem solver.

I need time to develop the skills of a teacher, as well as time for me.

Time to rejoice, renew and celebrate my professional contribution

and the daily miracles I experience in my classroom.

I need time to rejuvenate and to connect with my colleagues,

my family, my friends and myself.

I am a teacher –

I try my best to model respect, humanity, kindness and honesty.

I am not perfect, I make mistakes.

I am a human being with needs and feelings that count.

My needs, my wishes, my dreams and my hopes are important.

I have chosen my profession to make a difference in the world.

I am a teacher –

I do make a difference!

Jan Moxey and Susan Thede

Norton & Wyberg, Chapter 4: Designs for Problem Solving

Problem solving is a topic close to my heart. I love to watch students’ debate, discuss and explain as they attempt to figure out a question I have posed. I particularly love it when I have them stumped and as I begin to explain they reach that “a-ha” moment and they understand. Drama plays a big role in problem solving in my classroom. Having students experience feelings creates a greater motivation for determining a solution.

One particular activity evolved as we discussed school relocation and what we could do with the issue of student population and too few schools in our community. Their vested interest in the topic created a fervor of excitement, creative ideas and genuine discussion. As the students can’t be personally involved in every activity, drama simulates that same intensity and drive.

Here’s one for you:

At Unusual School, there are two groups of students. Blips, who always tell lies and Trikes who always tell the truth. To be successful at Unusual School, you’ve got to figure out who belongs to what group, so that what they say makes sense! Walk through the classroom and ask students for clues to determine who’s a Blip and who’s a Trike.

Sally: Blips will always say that they are Trikes.

Ben: If I were a Trike I would not tell you I was a Trike.

Which is a Blip and which is a Trike????

Note: This problem took a group of my friends 20 minutes of discussion to figure out. They suggested that although it was a “neat” activity, it was much to difficult to grade 6 … it took my class five minutes to solve and prove! Since then they have completed the entire series of Unusual School problems and written some of their own for others to complete.

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