Learning in the Open - Scary? Yes!! Worth It? Also, YES!!

 

Let's get real: when I first heard the phrase "learning in the open," I felt very panicked. Post my thoughts where? Share my reflections with who?! As someone who is still growing into my role as a future educator, the idea of publicly sharing my work felt like a weird combo of vulnerability and impostor syndrome. But now? I kind of love it.

There's something really cool (and kind of magical) about putting your ideas out into the world and realizing you're not alone. Blogging, sharing lesson ideas, reading my peers' posts- it turns out that this whole "open learning" thing is like joining a virtual teacher's lounge where people actually share resources instead of just baked goods. 🤣

What started off as something that I had to do quickly became something that I looked forward to. Reflecting through blog posts made me stop and really think about what I value as a future educator. Posting my ideas- no matter how small- felt like planting little seeds of inspiration. And getting responses from classmates or seeing someone say, "Hey, I loved your idea!" made me realize how powerful a connection can be in this profession. 

While building my own PLN (Professional Learning Network), I have to say: it's like a backstage pass to amazing ideas, perspectives, and support. Whether it's through a blog comment, a shared resource, or just reading someone else's reflection that makes me say, "Yes! Me too!!", it all has helped me grow.  

One of my biggest takeaways from this whole "learning in the open" experience is just how powerful it is to share what I'm learning. Reflection becomes so much more when it's not just stored in my head. Writing things out has helped me to process what's clicking, what's still messy, and where I'm growing. But the real magic happened when people would chime in and share their perspectives. It was like, POOF!, it is no longer just me- it's now a conversation!

The vulnerability aspect of this was the hardest part; it's not always easy for me to put my thoughts out there, especially when I'm still figuring things out. But when I am open and honest, I can create space for real connections. I need to remember that my voice matters, even when I'm scared.

So yes, learning in the open can be very scary at first. But now? I cannot imagine learning any other way. 

Here's to more blog posts, shared ideas, and growing together- messy reflections and all!! ❤

Shaping Digital Citizens

 

As a future educator, I spend a lot of time imagining what I want my classroom to feel like. I picture a space where my students feel safe, curious, empowered, and ready to explore not only the world around them, but the digital one, too. That's why digital citizenship is something I already know I want to prioritize. It's not just about teaching students how to use technology - it's about teaching them how to use it wisely, responsibly, safely, and with empathy. 

One of the first things I want to build in my classroom is a sense of community. I believe that when students feel connected and respected, they treat others with respect, too - even behind a screen. I plan to start digital citizenship lessons early, helping my students to understand that their actions online are just as real as their actions in person. Kindness and accountability will be our starting point, whether it's leaving a comment on a shared document or responding to a classmate on a collaborative platform. 

Another major goal of mine is to help students become critical thinkers. In today's world, kids are exposed to so much information online—some of it is helpful, and some of it is misleading. I want to guide my students to ask questions like, "Who made this?" "Why did they make it?" and "Is this the whole story?" Even in the younger grades, these questions can become part of how we explore texts, media, and research. If we can get our students to learn to think deeply and question what they see, they'll grow into adults who can make smart, informed decisions online and offline. 

I know that part of digital citizenship is also teaching my students how to set healthy boundaries. I want to create a classroom culture where we check in with ourselves about screen time, talk about how being online makes us feel, and celebrate face-to-face moments, too. I imagine having "tech-free" times during the day, as well as regular conversations about what it means to rest and reset. 

Looking ahead to the future, I know I still have so much to learn, but I'm excited about the opportunity to grow in this area. I want to continue learning about how to include more diverse voices in the digital content we explore, how to communicate clearly with families about tech use, and how to let students help shape our digital norms and expectations. More than anything, I want my students to leave my classroom knowing that their words have power- on paper, in person, and online. I hope to help them build the skills and confidence to use that power for good. 

Teaching the "Hard Stuff" - Uncomfortable but Necessary

Okay, let's get real for a minute - teaching social studies in elementary school isn't always rainbows, butterflies, and unicorns! 😀

Sure, we get to cover fun things like maps, community jobs, and holidays, but what about the "hard stuff"? You know, the parts of history and society that no one enjoys talking about and, quite frankly, can be really uncomfortable, emotional, or just plain old tough to explain. Things like racism, unfair laws, inequality, and conflict. As teachers or future teachers, we may encounter times when we question, Is this too heavy?, Are they too young? How do I even start this topic?. But the truth is, our students are more capable of understanding difficult topics than we often give them credit for - when those topics are approached thoughtfully and age-appropriately, of course. Teaching these hard topics is essential if we want to nurture informed, empathetic, and critical thinkers. 

Teaching our students about difficult topics can be done through storytelling. Picture books, short biographies, and multimedia tools can allow us to present history and social issues in a way that's accessible and powerful. Stories can help to humanize the past and present, helping our students to connect with real people and experiences rather than just concepts. When we talk about difficult events or issues, it is crucial to not sugarcoat or avoid key truths. Our students deserve the truth - they just need it in words that they can understand.

Encouraging our students to ask questions, share their thoughts, and reflect on these topics. Simple prompts can be used like "How would you feel if...?" or "What can we do to make things fair?" This will create space for connections and deeper understandings. Teaching about injustices in history isn't just about learning history facts - it's about helping our students to think critically and compassionately about the world around them. As much as we want to encourage our students to ask questions, we have to allow them time to process and reflect in their own way.   

Teaching the hard stuff is hard, and it isn't about making our students feel overwhelmed - it's about helping them make sense of the world, see themselves capable of making change, and understand that history is not just about the past - it's about how we live and learn today. The more we can approach these topics with care, courage, and trust in our students, the more we empower them to grow into thoughtful, informed citizens. 

 

Giving Social Studies More Life in the Elementary Classroom

 

Let’s be honest—social studies doesn’t always get the spotlight in the elementary classroom. Between math, reading, writing, and all the other things packed into a school day, social studies can sometimes feel like the extra subject we "get to if we have time". But social studies is more than just facts and maps—it’s about helping kids understand the world around them and their role in it. And that’s powerful.

So, how do we deepen the presence of social studies in our classrooms? It doesn’t have to mean adding more time (though that’s always nice!). Instead, it’s about being intentional with how we weave it into what we’re already doing.

One way is through storytelling. Kids love stories—and history is full of them! Whether it’s learning about community helpers, famous historical figures, or how neighborhoods have changed over time, stories help students connect with people and places in meaningful ways.

Another way is by getting hands-on and local. When students can explore their own communities—whether that’s by creating a classroom map, doing a neighborhood walk, or sorting pictures of local landmarks—they start to see how they fit into something bigger. It builds connection, curiosity, and critical thinking, all at once.

And let’s not forget that social studies pairs beautifully with reading and writing. Have students write about their family traditions, research someone they admire, or read books that take place in different parts of the world. Suddenly, social studies becomes part of the everyday learning routine.

Most importantly, let’s teach our students that they are citizens now—not just someday. By giving them the chance to ask questions, solve problems, and share their ideas, we’re helping them grow into thoughtful, informed people who know their voices matter.

Social studies doesn’t need to be an “extra.” With some creativity and a lot of heart, it can become one of the richest, most engaging parts of the elementary day.

Let's Make Academic Language Natural and Meaningful!

 

This might sound a little silly, but academic language has always felt kind of intimidating to me—especially when I think about how it shows up for younger students. Early on, I thought supporting academic vocabulary meant I’d be standing at the front of the class drilling fancy words or assigning endless word lists. I pictured students memorizing definitions without really knowing how or when to use them. But after doing some research, chatting with other teachers, and gaining a bit of hands-on experience, I’ve realized that building academic vocabulary can actually happen in really natural, meaningful ways.

One strategy that’s worked well for me is simply weaving academic words into everyday conversation. Instead of pausing everything to formally define a word, I try to use it in context and model how it sounds in real life. For example, I might say, “Let’s compare and contrast these two characters,” and then talk through the process out loud. Over time, students begin to internalize the vocabulary and even start using it on their own—sometimes without realizing they’ve picked it up.

Visual supports and sentence starters are another tool I’ve leaned on. They help keep things approachable while still encouraging students to experiment with new language. During turn-and-talks, I’ve started to hear phrases like, “I predict that…” or “The author’s purpose is…” and those little moments feel like such big wins. It’s not just about memorizing a word—it’s about understanding when and how to use it.

When I plan lessons, I try to think ahead about where students might hit roadblocks with language. In social studies especially, a lot of the vocabulary is totally new to them. Words like “citizen,” “law,” or “responsibility” might seem simple to adults, but for first graders, they’re abstract concepts that can cause confusion. To help with this, I make sure to introduce important words early—before we dive into the full lesson—using visuals and kid-friendly explanations. That way, students already have a basic understanding of the terms when they come up in reading or discussion.

One specific strategy I’ve included in my social studies unit is using anchor charts with key terms and definitions that stay up throughout the unit. We add to them together as we learn, and I refer back to them often during lessons. It helps make the vocabulary part of our shared classroom language, and students begin to rely on them to support their understanding and participation.

At the end of the day, building academic vocabulary doesn’t have to feel stiff or overwhelming. It’s all about creating a language-rich environment where students are exposed to new words in authentic ways—while they’re thinking, talking, and learning together.

5 Strands and 10 Themes of Social Studies

 

    

Social Studies and Our Kids Today

Since diving into the five strands of social studies — Civics and Government, Economics, Geography, New Hampshire and U.S. History, and World History and Contemporary Issues — it has made me think differently about how kids today need to learn.

Social studies isn’t just about memorizing facts anymore (and honestly, it probably never should have been). It’s about helping students understand how they fit into the world — how they can make decisions, think critically, and see things from different perspectives. With everything going on today — technology, climate change, different cultures mixing more than ever — students need social studies that feels real and relevant to their lives.

When I think about it as a K–8 learner, it’s clear that kids need hands-on, meaningful experiences. They need chances to talk, create, question, and problem-solve — not just listen to a lecture. They’re growing up in a fast-changing world, and our teaching has to grow with them.

The Strand I'm Focusing on This Week: Geography

For this week’s focus, I’m choosing Geography.
I love geography because it’s really about stories — the stories of places, people, and how they’re connected. Geography isn’t just about maps (although those are fun too!). It’s about understanding why people live where they do, how they change the land, and what environments mean for different ways of life.

Theme for My Unit:

• Strand: Geography

• Theme: People, Places, and Environments

In my social studies unit, I want students to explore how the places around them shape their lives — and how they, in turn, shape those places. We’ll look at maps, talk about our communities, and even dream up new kinds of places we might want to live in.

At the end of the day, I want my students to walk away not just knowing what a mountain or a city is — but feeling like they are part of a bigger world that they can care for and shape themselves.

K-8 Social Studies

 

Why Teachers Should Blog: My Thoughts After Reading Edutopia’s Article

I’ve been thinking a lot about how educators can grow, reflect, and connect with others in the field. When I read the Edutopia article, 9 Reasons Why Teachers Should Blog, and it really hit home. It made me realize that blogging isn’t just about sharing ideas—it’s about processing experiences, building connections, and leaving a record of growth.

One of the biggest takeaways for me was how blogging helps teachers reflect. Teaching is such a fast-paced job, and sometimes we don’t take the time to sit back and think about what’s working, what’s not, and how we’re growing. Writing things down forces us to slow down and be intentional about our learning. Plus, it’s kind of cool to look back and see how far we’ve come.

Another great point was about connecting with other educators. There’s so much to learn from others, and blogging opens up a whole network of teachers sharing tips, classroom strategies, and real-life experiences. It’s a great way to feel less isolated and more inspired, especially when things get tough.

And then there’s the whole modeling digital literacy piece, which I hadn’t thought about much before. If we want our students to be thoughtful writers and responsible online contributors, we should be doing the same. A classroom blog or even just a personal teaching blog can show kids how to communicate ideas, reflect on learning, and engage in meaningful discussions.

After reading the article, I feel like my feelings on creating my own blog have changed. I’d love to use it to document my journey as an instructional assistant, share classroom management strategies, and just reflect on what I’m learning along the way. It’s like building a personal teacher toolkit that I can revisit whenever I need ideas or a little motivation.