Skip to main content

Twitter

I think I have begun to understand the power of Twitter.

First, a little history. I've had a twitter account for several years now and, although I would occasionally tweet or retweet a post, I rarely engaged in much conversation. I was always worried that my tweets weren't witty enough or correctly written, not to mention that it took some effort to parse them down to 140 characters. I was never quite sure what hashtag to use or who I was supposed to mention in my tweet - the contemporary version of a faux pas. 

I have only participated in a tweet chat once and, even then, I couldn't stay the full hour. But, those 30 minutes that I was online, reading and posting, were amazing. So, while I have yet to make twitter chats a regular part of my repertoire, it is coming. I have connected several times with other educators via direct message and although it felt good to reach out, it didn't generate lasting connections or enhanced learning opportunities.

Last week, however proved to be a turning point for me. I was invited to tweet about myself, my school and my particular teaching situation in South America for an entire week. I tweeted every day, for an average of three times a day, which while usual or low for some, was a challenge for me. But, I didn't only tweet on the guest twitter account, I also tweeted on my personal account. Some people tweet throughout the day and still work at the same time. I truly don't know how they do that! In any case, this situation forced me to experience what it would be like to tweet, respond to tweets, engage in conversations and make new connections. So, I have vowed to continue to post and respond as often as possible throughout the day. My goal is three tweets a day; it still takes time to compose a tweet!

This week I am participating in a Twitter chat with Sir Ken Robinson being sponsored by Adobe Education on June 13th and I am participating in the Twitter book chat for Teach Like a Pirate #tlap that starts June 17th. Look me up on Twitter @elisaw5 and let's connect.

So, have you found the power of tweeting? Tell us about it in a comment below.
Happy tweeting!

Comments

Popular posts from this blog

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to  have  focused conversations about books?  The answer is easy: teach kids  strategies to help them develop effective conversa...

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou...

Rewards and Punishments

I'm always surprised and disappointed when educators I respect support the use of rewards and punishments to control student behaviour. Whenever I feel like my students are "misbehaving" or not behaving as expected or agreed, it's usually because I'm "misbehaving" or not behaving as expected or agreed. Sound odd? Perhaps, but think about this for a minute. When something goes wrong, i.e. not according to plan, it's usually because the kids have responded in unexpected ways to what I'm teaching or presenting to them. Unless I'm prepared to handle these contingencies I can lose focus of the lesson and the children. I find that the best way to deal with these "disruptions" isn't to control behaviour through carrots and sticks but rather to take a deep breath and think about what may be causing the problem. Often the cause has to do with one or more of the following: how I've presented the lesson (it's confusing, ...