Six Things I’ve Learned So Far from Using Instagram in My ELA Classes

#workinprogress #experiment  #askmeagaininMay

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I attended an ed-tech conference over the summer. One of the sessions, Social Media in the Classroom, was taught by a middle school teacher from another district in my area who admins a private Instagram account for her ELA classes.

The idea intrigued me. I already knew Instagram was fun, based on my experience with my own personal account. For me, Instagram is an expressive way to curate a portfolio of imagery and writing that represents and records my personality and experiences. In addition, Instagram reveals the power of the visual… something my students are immersed in daily.  So I decided to jump in and create one private account for the two periods each of sixth-, seventh-, and eighth-graders that I see throughout the day.

Since then, I’ve posted thirty-six times about every three days or so. I thought my enthusiasm might wane as the school year settled in, but it’s been the opposite. I find more and more reasons to post on the account and bring class activities into the social media lives of my students. I plan to continue my Instagram experiment through May to get a clear, definitive impression of the role Instagram can potentially play in my classroom.

In the meantime, here’s what I’ve figured out so far about using Instagram:

  1. Having an Instagram account is merely another way to connect with some of my students and parents. I have thirty-four followers right now out of nearly one-hundred students total. (Yes, it’s a really small district.) Right now, only a handful of parents follow the account.
  2. Having an Instagram account lets parents see what’s really happening in my classroom. My class page on the district website has grip-and-grin shots of essay contest winners, short articles about students who’ve been published, and other public announcements. However, on my class Instagram, things are more spontaneous. Most of the pictures I take are snapped quickly with very little posing. When kids are reading, working quietly, collaborating with others, or discussing things… that’s when I grab my phone.
  3. Having an Instagram account is beneficial for the parents of the new kids at school. One new sixth-grader’s mother commented how nice it was to see a photo of her child having fun, fitting in, and getting accustomed to the new surroundings.
  4. Having an Instagram account gives me a fun way to reinforce the basics, such as grammar and spelling, that I teach in the classroom. Grumpy Cat memes go a long way.  Read this Edutopia post to see how another teacher uses Instagram to augment classroom lessons.
  5. Having an Instagram account adds accountability to class work and simultaneously boosts the confidence of my students. I like to post photos of a well-turned phrase, an especially astute essay, or some beautiful cursive handwriting. It’s fun to showcase student work in this way.
  6. Having an Instagram account adds another level of purpose to my students’ writing because they know their work may appear in a post to our small audience of followers

True, hosting the account means that some kids take part and some don’t. Most of my students have Smartphones and internet access, but not all do. And some parents just don’t want their kids to participate for whatever reason, and I understand. Therefore, I make sure students know that following the account won’t benefit their grade. And honestly, the account doesn’t come up in class discussions very often.  It’s an extra avenue, another way to connect, another type of conversation to have with my students.

Yes, hosting the class Instagram also means more time that I spend at my job. Without fail, I tend to post from home. I don’t mind, though. When you enjoy your job and find purpose in it on a daily basis, working when you’re not “at work” doesn’t matter.

To sum it all up, my class Instagram account has added another dimension to my teaching. This “work-in-progress” allows me to share with students their learning, their writing successes, and — assuming they remain a follower after they’ve moved on to high school — some treasured middle school memories.

Thanks for reading! If you learned something from this post, click like and share it on social media. Most importantly, leave a comment so I can know your thoughts on the subject. Also, follow my blog for more ELA teaching reflections and information about writing contests for students.

#Engagement: Instagram is for Writing

 

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Used with permission. Credit: Audrey

 

A few weeks ago, Audrey, one of my former middle school students who’ll be a senior next year, posted on Instagram a photo of an essay she had handwritten. The essay showed Audrey’s ideas about adolescence, the validity of teenage relationships, finding one’s soulmate. The essay expressed her thoughts, and exhibited the kind of “thinking on paper” that teachers encourage in their students. It was a heartfelt and personal record of Audrey’s beliefs.

In the endless feed of landscape shots, selfies, and artistic images that compose Instagram, Audrey’s photo of her handwriting on a sheet of notebook paper stood out to me. It seemed to convey much more than her ruminations on soulmates.

It revealed…

  • that Instagram is being used by young writers to create and develop an audience for their written work. It’s not just for beautiful photos anymore.
  • that students are finding ways to blend traditional media with the new.
  • an unexpected juxtaposition of digital imagery and handwritten expression.
  • a surprising use of social media to work through and analyze one’s personal perspective on a topic

In ongoing discussions about the appropriate use of social media to educate, it’s good to keep in mind that when a student uses social media, they are often demonstrating the skills they have learned in school. I don’t know about you, but seeing confident young writers using Instagram makes me optimistic about the potential for social media in my middle school language arts classroom.

Of course, social media accounts must be administrated responsibly, using a district’s privacy and safety protocols. (Click here for a link to resources regarding using social media in schools and at home.) However, with best practices in place, social media sites such as Instagram hold promise because they provide an audience and generate feedback. Engagement abounds.

I’m considering a private classroom Instagram account next year. What suggestions, observations, or tips can you share? Feel free to post a comment or follow this blog for more ideas.

 

A Facebook Status Can Be a Starting Point for Hesitant Writers

 

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Photo: Steinar Engeland

 

Originally published March 16, 2016 ©Edutopia | The George Lucas Educational Foundation

One of my students wrote a 150-word personal essay. It was heartfelt. It was raw. It was also a Facebook status.

So I’m a little confused. That’s because this student—let’s call her Lisa—often struggles to complete most of the writing I assign in seventh grade language arts. Regardless of the topic or the discourse of writing, Lisa fights to come up with the ideas, let alone the words, to complete the assignments. On several occasions this year, she has visited my classroom during study hall for one-on-one help with her assignments.

In fact, just two weeks ago, I asked my students to write the first draft of a personal narrative essay. For writing ideas, I included several prompts from which they could choose, and if they didn’t like any of the prompts, they could create their own. Lisa has yet to turn this assignment in, yet she did . . . on her own . . . unprompted . . . write this Facebook status, an extremely personal—albeit brief—essay that expresses her belief in the importance of friendship, her deep concerns about our society’s preoccupation with physical perfection, and the dangers of self-destructive behaviors.

Her status is actually a solid start to a keenly insightful personal essay or memoir. The status is clearly and succinctly written and grammatically clean. I sense the voice of the writer bubbling to the surface through her carefully chosen words.  It has an existential, reflective quality that we often discount, dismiss, or “test out of” our kids today.

So what happened? What possessed Lisa to write in her free time . . . over spring break, no less?! Answer: the “authenticity” of the experience. She knew she had an audience. She knew her work would be read and pondered, and that it would elicit “reactions.” She knew it might make a difference, it might matter.

Current writing pedagogy advocates that teachers provide authentic writing experiences to increase student engagement and motivation. As a fifth-year rookie teacher, I try to involve my students in similar experiences as much as I can, and I’m gradually getting better at providing more and more of these opportunities. For example, I post their writing in the room and hallway, and I’ve begun to post their writing in a blog on my classroom website.  One student will have an article published soon in a local newspaper. We enter contests. Now, Lisa’s status has shown me that social media can offer authenticity as well.

Yes, many (myself included) consider social media a diversion that primarily engages young people in abbreviated, often pointless, conversation. Much of what one sees while scrolling Facebook, especially among young people, is brief, inconsequential texting. But occasionally, you find a gem of a status like Lisa’s that surprises you. Cling to these authentic experiences, incorporate them into a lesson, or otherwise use them to show hesitant writers that their thinking on social media can be consequential and have greater purpose.

Lisa’s personal essay, as it reads now as her Facebook status, doesn’t contain a narrative, a story . . . yet. But it does contain the impetus, the spark necessary to ignite the story that is already there in her memory and is waiting to be told. When she weaves that story into her status, she’ll have a personal essay bonfire that will illuminate the writer she is becoming. And she’ll have one fewer missing assignment on the list.