Begin Student Blogging as Easy as 1, 2, 3

Using EdublogsWordPress for schools, teachers & students – these are the three steps I take to initiate my student blogs.  This is certainly not the ONLY way but this is the process I found to be most helpful.  The best resource is the very helpful user guide Edublogs offers.  Every process along the journey of classroom blogging is outlined and explained well in that online guide.  

I find it more efficient to conduct this initiation myself rather than the students.  For one, I can set up their URLs in a uniform fashion, eliminating the possibility of silly URLs students may regret owning later – URL name is the one item that cannot be altered.  Additionally, the twenty minutes or so this takes me to do is undoubtedly faster than the entire period it takes students as this very well may be first experiences with the blogging world.  Students will have ample opportunity to “own” the experience through choice of theme, fonts, colors, etc.

Once you’ve set up your own class site via, perform the same steps to set up each individual student site. **NOTE:  Because I illustrate this step-by-step, this may look much more involved than truly is. . . . Again, see the Edublogs guide for the thorough step-by-steps.  This is simply my own step process, in my own words:

1.  TEACHER DOES:  Set up each student account individually at

    1. Click on “Get Your Free Blog Now” (just as you would have done for creating your own account).
    2. Make the “username” the first initial of first name, last name (i.e. tchristensen) for each student.  This is what he/she will use to log in.  Creating uniformally formatted will be easier for you to create and them to remember.
    3. Skip the optional “email.”  This will not be needed if you have uniform usernames & passwords!
    4. Create a “password” that is easy to retrieve for each student (id?/birthdate?).
    5. Make the “blog domain” something that sufficient for future digital portfolios (full names?  first initials of first names/last names?  first names/first initials of last names?).
    6. For now, make the “blog name something like  “Theresa’s Blog, Jason’s Blog, etc . . . they can change this later.
    7. For “blog type,”  don’t forget to indicate it as a student blog!  This will allow them to “join your class” site later.
    8. TLC TIP:  If, after performing the above steps, Edublogs tells you that student name already exists, add a numerical digit at the end of the name.  For uniformity, you may want to think of this number ahead of time and keep it the same for each student.  (i.e. 2014 for that year)
    9. Go back to the site for EACH student and perform this same process.  It really doesn’t take long!

Screen Shot 2014-06-19 at 11.17.46 PM 2.  TEACHER DOES:  Link the student blogs to your own Edublogs site.  Taking this step ahead of time, prior to unveiling the student sites to your students, will add to the fun because they will see their names on the “blog roll!”

    1. Log in to your own class site on Edublogs.
    2. Go to the Dashboard.
    3. On the left hand side, go to “Links” and click “Add New.”
    4. For each student, create a link:
      1. Fill in the student’s name in “Name.”
      2. Type URL (that you already created) for that student’s blog under “Web Address.”
      3. Under “Description,” type Brad’s Blog or Skylar’s Blog, etc.  This appears when the cursor hovers over the link on the blog roll.
      4. If you have ONE class, this is all you need to do!  If you want to place more than one class in your blog roll (in other words, have more than one class linked up to your site), you will need to set up each class as a category:
        1. Go to “Posts”
        2. Click “Categories”
        3. Fill in a name for your Category (i.e. Period 5 or Period 6)
        4. Press “Add New” and voila.
    5. Now your links should start appearing as you named them within the right sidebar!Screen Shot 2014-06-19 at 11.58.39 PM

TLC TIP:  If the blogroll doesn’t automatically appear on your right sidebar, go to “Appearance” and “Widget.”  Drag over a Widget called “Links.”  HERE is the complete guide for this process.

3.  STUDENTS DO:  Students join the class site.  ~EDUBLOGS PRO option ONLY

    1. First, unveil the sites to each student!  I’ve used THIS document in the past.
    2. Once the students log in to their sites and get over their initial excitement, have them go to the Dashboard, go to “Class” at the left-hand side and “Join a Class.”  They search for your site, request to join and you approve.  Having them join your class allows you further control of their posts – if you choose to have it.  In other words, you can approve posts or comments before they are published, you can easily see who has completed a post, etc.
    3. TLC TIP:  I’ve used Edublogs both with and without a PRO account and have functioned well with both.  While I prefer having the PRO for its advantages (more control of privacy, more media upload capacity, more themes, the new reader function, etc), managing posts is doable without it.  You will simply need to click on each student link within your blog roll to check the posts.

Screen Shot 2014-06-20 at 12.55.46 AM I hope this explanation is helpful in easing your initiation with classroom blogs.  Like I mentioned above, there are a couple of different ways to begin but this is what I found to be the least complicated and time-saving.  In the meantime, Happy Blogging, Friends!

Lucky 13 Steps to Meaningful Student Footprints

**These are the steps I’m sharing with teachers new to blogging in the classroom: 

  1. Choose a blogging platform.  See THIS chart for comparison of the widely used platforms in education.
  2. Teach students how to blog.  Have students either do a “practice” journal post online or HERE is a cool example of a “paper” blog activity to get students understanding the concept of sharing with an authentic audience without actually sharing online yet.
  3. Talk about online safety and etiquette. Taking time to teach some do’s and dont’s goes a long way. Don’t assume they know the proper code of conduct.  Common Sense Media has some great lessons.  Last year, my school used some digital citizenship lessons from them – more HERE.
  4. Teach students how to comment. In order for blogging to be effective, connected comments are needed; but, if students don’t practice proper comment etiquette, they will lose out on a significant part of the experience. I tell students that the rule of thumb is only write what you would not be afraid to tell someone in person.  My comment rules are HERE.
  5. Start small.  You may want to make the first post be a journal entry about the students’ favorite subjects – themselves!!  You may want to invite them to make one appreciative comment to one another student as well.  HERE is an example of a first post assignment I’ve used in the past . . . although every year I do something different for the initial post, depending on the nature of the students and the class.
      1. two paragraph minimum
      2. one media (picture, map, timeline, word art, video etc) to be included
      3. one comment on one peer’s post of the same assignment
  6. Include parents. Parents appreciate knowing what we are doing, what students are writing about and enjoy an invite to comment.  The students enjoy the extra connection too . . . even if they don’t always admit it.  HERE is an actual post assignment in which I involve parents.  Providing parents with the website URL during Open House and/or within Schoololgy, iTunes, or an Infinite Campus note is helpful too.
  7. Connect with one or two classes. While comments from around the world are phenomenal, the connections anywhere outside of class are key. Pair up with another class within your building or within the district.  Here is an example of when I paired my senior E405 Expository Writing students with my E108 Freshman English.  Reach out on Twitter or QUADBLOGGING or through #comments4kids to set up something more permanent.
  8. Visit other classroom blogs. Inspire your students by opening class with an example class blog from time to time.  I usually find blogs simply by searching “High School English Class Blog” or “High School World Geography EduBlogs” or something like that.
  9. Let students explore. My students love to play around with font, color, and images. They often change their themes too!  They teach each other how to do anything fancy (and also let each other know when font or color choices are poor!). This is a way for students to come into their own as creative writers and also start to think about creating their online identity.
  10. Perhaps, don’t grade the first post. Blogging is meant to be a way to practice writing for an audience and learning to respond to critique. I, of course, am clear about requirements and the edit process but I never ever chastise them for mistakes made . . . online or off; usually, peers point out mechanical errors and/or students immediately fix errors themselves once they see them “showcased” as clear as day on their sites.  By the way, HERE is an example rubric I’ve used for posts.
  11. Challenge students. Often students write about a given topic we are studying but, to keep students writing on their own, you can offer weekly (or bi-weekly) challenges in which you ask students to research to find the answer to a tricky question or have them write one higher-level thinking response to a prompt you give them a week or so to ponder.
  12. Map class connections. To motivate and inspire, you can start a WORLD MAP OF YOUR CLASSROOM on a bulletin board within your classroom, marking those places where site visitors come from.  Placing the CLUSTER MAP widget on the site helps too!
  13. Have patience! Some students take to blogging instantly, others aren’t so sure, and yet they all end up loving it!   The sheer mass of paper we save by having students create online is staggering.  By the way, if you have a homebound student, blogging is a GREAT way to keep them writing and involved with the class!!

TLC TIP Take part in blogging yourself!!!  I’ve been blogging on my own personal site since February 2009 and never looked back.  We need to practice what we teach, it’s a perfect venue for us to professionally and/or creatively hone our own writing skills, and we better understand the trials and triumphs our students experience. ONE OF MY FAVORITE INFOGRAPHICS on “Blogging in the Classroom:” (courtesy of Silvia Rosenthal Tolisano)

From Silvia Rosenthal Tolisano @

From Silvia Rosenthal Tolisano @

**I modeled my above steps from Pernille Ripps “14 Steps to Meaningful Student Blogging.” I modified my steps for the high school classroom, using my own resources as examples. Check out Pernille Ripp’s site HERE for fabulous blogging resources!

Endearing Endings/Bright Beginnings

August 22, 2001 sounds like it was a long time ago but, in so many ways, it feels like a super short period. Last week, I completed my 13th year teaching at Palatine High School.  I earned so much invaluable experience serving as educator to the PHS students and gained so many cherished friendships with colleagues – I would not trade one day of my tenure as a Pirate.   To broaden my professional growth, however, I am excited to write that I transferred to Palatine’s sister school on the other side of town, William Fremd High School!!  As of this week, a Viking helmet takes the place of the Pirate hat on my head.

I’ve felt connections to Fremd for quite some time.  My daughter graduated in 2010 with nothing but positive academic and extra-curricular experiences that she still talks about today.  Additionally, I’ve enjoyed working with numerous Fremd colleagues – enjoyably presenting together at NCTE, sharing and networking on our PLN, and teaming up at Institute days.  Finally, Fremd’s interview is ‘the interview that never was’ back when I was seeking my first position in the district 13 years ago:   Fremd’s (then) principal called me first but Palatine’s (then) principal interviewed me first.  Being the eagerly excited new teacher, I happily took Palatine’s offer and didn’t looked back!


Pieces of PHS Memories!

Some of the PHS memories I’ll always cherish . . .

~ Assisting in the hosting of EdCamp2014 at PHS:  This year I transformed much of my teaching to 1:1 teaching with iPads.  See my post here in regards to making that switch.  Integrating educational technology has fast become a passion of mine and attending conferences such as EdCamp continues to prove invaluable.  Moreover, assisting in organizing EdCamp 2014 at PHS this May was truly productive, memorable and fun.  If you are an educator and have not attended an EdCamp yet, you may want to check it out at some point.  They are free, informal conferences in which the participants drive the course of the day!!  Each attendee has opportunity to offer what can be presented, and each attendee has opportunity to present and/or simply drop in to each session as needed.  It’s a simple way to network and gain loads of resources in just a couple of hours.  See the PHS Technology Coordinator’s post on the latest EdCamp here.

~ Writers Day:  I was lucky to serve our school in hosting Writers Day for the past two years.  I can’t tell you how rewarding it is to see students get excited about, talk about and hear about the significance of writing in our every day world.  Modeling our purpose and format from the acclaimed Fremd High School’s Writers Week, PHS’s annual Writers Day began a few years ago as an opportunity for students to celebrate and experience writing in ways that classroom time does not allow. We have visiting authors as well as student and faculty writers share, perform and discuss their work.  Read HERE for more pictures and information about this year’s PHS Writers Day and the NCTE 2013 conference I presented with colleagues about hosting Writers Day or Week.

~ Choreographing and organizing the very first dance PHS “flash mob:”    This is an experience I will never forget!!  Stemmed from a whim idea I had one day when I saw my former French teacher’s FB post about a teacher dance at her own school, I decided to go for it!  After months of keeping the secret from students (staff did a great job with this!) with disguised emails, early morning dance sessions hidden in the wrestling room, and private YouTube how-tos for the teachers, a good majority of staff performed, shocked and wowed students!!   Feel free to check out a more detailed commentary of my experience in coordinating this right HERE. .  . .

~ Coordinating the Literacy Coaching program:  As a reading teacher, I was happy to offer my services as mentor to new teachers, offering resources and feedback on integrating best practice reading strategies within each content area.  Having the chance to mentor creative, motivated teachers outside of the English department was immensely eye-opening and educational.  I enjoyed collaborating with the Applied Technology, Art, Music, World Language, and Family & Consumer Science department during my three years as a literacy coach.  You can read more about the program in my post here.  Establishing collaborative relationships with the Applied Tech department, in particular, led to the Engineering teacher and me drafting a proposal for a district technical writing course.  Stay tuned for more information on that!

~ Designing the Freshman Study Hall program:  This goes back to my earlier years at PHS.  When we had a more traditional study hall for nearly all incoming freshmen and sophomores, I enjoyed researching and organizing study skill mini-lessons for staff throughout the building to share with the study hall students on a bi-weekly basis.  For instance, one week Media Center specialists came in to speak about research skills, another week math teachers came in to demonstrate that solving seemingly difficult math problems can be broken down into doable step-by-steps, and yet another week, our principal, talked about summer reading and what he was going to read that summer!  It was another productive way for me to get to work with many wonderful colleagues in the building.

Some things I look forward to embarking upon at Fremd . . . .

~ Assisting with the The Logue, Fremd’s school newspaper!:  This truly excites me!!  I’ve already met our student staff for the upcoming school year and canNOT wait to work with these talented souls!  These students seem earnestly eager to represent and share Viking Pride through the paper, and I’m just as earnestly eager to watch, guide, and learn as they do!  This year, District 211 is embarking on the first year of producing all-digital newspapers at all five of our schools and WORDPRESS is the platform.  With a,, and Edubogs account of my own, I can’t be more thrilled about this.  I so look forward to working with the students as they learn and refine their digital journalism skills.  One added perk for me . . . my daughter served as an editor on the paper when she was a Viking herself . . . all the more reason for me to enjoy The Logue.  🙂

~ Working with Fremd’s special education department to teach a co-taught English course!:  I am honored to utilize my reading background to serve the special needs of students at Fremd on a sophomore-level co-taught course.  I’ve already met my partnering teacher and was instantly connected.   We are in the midst of planning our curriculum and look forward to meeting our new students in August!!

~ Helping wherever I’m needed with Fremd’s fabulous Writers Week!:  I look forward to assisting my colleagues in any which way I can to promote the 21st annual Writers Week.  I’ll be honored to be teaching amongst this exciting week and serving the school during his acclaimed tradition at Fremd.  I had fine practice with coordinating Palatine’s Writers Day over the past two years and learning from Fremd’s newly retired, revered English teachers Gary Anderson and Tony Romano.

The countless learning and teachable moments, achievements and memories I know are yet to be made at Fremd!:  Dare I say it already feels like home?!!!!  It’s not even possible to yet write all of the experiences I have to look forward to at Fremd.   I’ll let my exclamation points speak for themselves!

“If you do not create change, change will create you.”  ~Unknown

Change is good.  Every great accomplishment and milestone – both professionally and personally – stems from conscious change.  We grow and learn from every small or more major change within our lives.  I look back fondly on the growth experiences I’ve gained in my educational career as I excitedly look forward to the new insights, perspectives, connections, experiences I will gain at my new school.  Go Pirates!  Go Vikings!


AUTHOR VISIT: Laura Caldwell


Mystery Writer, Attorney, Loyola Professor Visits my Reading Class!

Laura Caldwell, mystery writer, Loyola professor and civil rights attorney came to speak with my reading students this week. They have been reading excerpts from her book, Long Way Home, which is Ms. Caldwell’s account of a case she took on for Chicagoan Jovan Mosely, a person wrongfully convicted of murder as a teenager. Today, Ms. Caldwell oversees the program she founded at Loyola called, LIFE AFTER INNOCENCE. This program helps exonerees who are wrongfully convicted gain productive access back into society. Rightfully so, my students were very interested to find out how Jovan and other exonerees are doing today.  Read the book for an intriguing account, not only of how Jovan became mixed up in the murder case, but also how Laura helped clean his record later and gain his life back. What really excited me as a teacher was just how inspired my Reading Improvement students were to find out about writing and even getting published some day. The students – in my reading improvement class – had so many questions. Some were literally walking down the hall with Ms. Caldwell well after the bell rang!

A life lesson Laura Caldwell learned in working with the wrongfully convicted is our abilities to choose gratitude over anger. This is something we will talk about in class through the end of the year!  Those convicted of crimes they never committed are souls who spend a significant amount of time in a horrible place they don’t deserve to be in. Ms. Caldwell intriguingly accounted how they wake up every single morning, open their eyes and think it was all a bad dream only to be awakened by the harsh reality of cold jail – day after day after day. She explained that, for survival, these wrongfully convicted learn that for every situation in life, each of us has a choice about how to react. Acting out in revenge or anger hurts only ourselves – no one else. While some situations may be harder than others, we CAN control are thoughts and, therefore, choose more productive choices. Sometimes it may mean taking a step back and breathing before speaking or reacting, but it is always a choice.

Ms. Caldwell gave the example of specific, remarkable men she’s worked with who spent years in prison but chose to not be angry about the years of life they lost. Instead, they are grateful for and concentrate on the chance to start anew – however late it is. Gratitude can be chosen over anger in every single life experience.  This sounds cliché, but it is true that there is always something to be thankful for. A man may divorce but be grateful for his children and the good years he shared with his ex-wife. A student may fail a math test but be grateful for learning afterward how to solve a difficult question.  A young woman may lose a job but be thankful for the time to re-evaluate goals. These are only pieces of examples of the gratitude so prevalent within each of us. So next time you are feeling blue, realize it’s a normal emotion and okay to feel that way. It is also okay to, in turn, make a choice to help yourself out of the slump and move forward. If we can do this more often for ourselves, the little things that can bug us will disappear and the bigger things that test us will promote growth!  Gratitude promotes growth!

BOOK REVIEW: If Only by A.J. Pine


“She grabs happiness by the collar and yanks it into her life.” This line from If Only describes the protagonist’s best friend but it echoes the mood of the entire story. This is the story of Jordan, a junior in college who’s spending her year studying abroad in Aberdeen Scotland. Like many girls her age who venture far from home, she hopes for excitement and adventure; what she ends up getting is wisdom and love. Jordan’s journey spawns interest from the start, right from the train to Aberdeen when she meets two completely different gentlemen she is attracted to in different ways.   Along the way, she learns which of the two men is sincere as she learns what is sincere commitment and love. Watching Jordan juggle her own insecurities while working through friendships and learning responsibility drives the reader to the relatable heart of the main character.

I am lucky to be able to call the author, A. J.  Pine, my colleague.  Like her character, Jordan, Amy grasps her dreams and turns them into reality. The author’s own wit and natural humor shines through within the words on the pages. I give If Only an A+ for soulful reality that makes the reader empathize when Jordan agonizes over love lost, rejoice when Jordan proudly endures thoughtlessness of her peers , and claps when Jordan exclaims she “wants it all – the good, the messy and the spectacular.” Interspersed with quotations from E. M. Forster’s A Room with a View, to poignantly open sections of the story, this book is filled with fabulous lines that make the reader nod, smile and say, “You go, Girl.” Life does not disappoint . . . as this story portrays. I really like this genre, NA, – new adult, because it speaks to a wide audience of young adults just trying to find themselves along with those a bit older who think they already have but still need affirmations along the way.

The 1, 2, 3 on Going 1:1

This is an amazing time to be an educator.  We have more reason than ever to be engaged, enthusiastic learners right alongside our students.  In the midst of 4th quarter during my first year as a 1:1 teacher, I am more charged than ever to take on the challenges that lie before us with technological innovations and shifts in thinking with Common Core and PARCC.

One practice that helps me turn seemingly massive tasks into concrete capabilities is creating to-do lists.  I’m a firm believer in the power of lists.  My original category on Grading Girl – Listing through LIfe, attests to that belief.  Based on this first year of teaching 1:1 with the iPad, here is my procedural list for those of us just about to venture forth into paperless classrooms.  I’d enjoy any additions others may have:

1.  Choose a main LMS platform for your class.  This first decision will make your teaching life easier . . . and you don’t necessarily have to use just one.   I currently use iTunes U with my accelerated freshmen.  It’s a convenient way to push daily agendas, homework and announcements to the students.  Attaching documents, videos, calendars, etc is a snap, and provides students a “one-stop-shop” for the class.  I used Schoology with my expository writing composition students this year.  It provides a Facebook-like homepage for students to access material, communicate amongst classmates, and send me homework or assessments back.

2.  Find a cloud storage service to store all of your class documents.  For me and my school district, we are converting to Google Drive.  I transferred all of my material over last year and haven’t looked back.  With Google Drive, I am easily able to convert Word documents to Google Docs for myself and/or students to edit.  Additionally, one of the first tasks I charged to my 1:1 students was to create their own Google Drive folders for the class:  Daily Work, Rough Drafts, Journals, and share those folders with me.  That way, assignments placed there are automatically available for me to comment on.    I know that other schools make use of DropBox or iCloud.  I use those for personal material and they seem to work just as well.

3.  Convert documents that don’t easily transfer over to Google Docs to PDF by performing the following:  “File Print,” “Save as PDF” and save that PDF to your computer for uploading to your LMS later.   Additionally, you can utilize pdf converters such as PDF Master or Genius Scan.  PDFs seem to wed more nicely with Google Docs vs. Word documents.  Also, if you want to ensure that your documents stay as the original, a “pdf” write-protects itself.

4.  Experiment with work-flow techniques  Here is simple overview of mine:  a.  Students save documents in Google folders they share with me (Daily Work, Rough Drafts and Journals)  b. I make comments  c.  Revision history is easily accessible  d.  Students upload revised documents into  e.  I  make comments based on the rubrics in TurnItIn.  ALSO I use Schoology when giving an in-class assessment.  Schoology provides an easy way for students to type on and submit within the same program.

5.  Utilize a blog platform and incorporate digital writing into your curriculum. The power of blogging never ceases to amaze me.  It seemed powerful when I started blogging in 2009 and it amazingly continues to grow in usage every day.   I’ve been using EduBlogs for three years now and highly recommend it; it is WordPress for educators and schools.  The features are of the most customizable available and the privacy-range to choose from allows for even the most leery educating soul to get his/her feet wet.  Your students will thank you – now and later – for giving them the opportunity to carve a piece in their important digital footprints.  See my SlideShare on a recent presentation I gave at ICE 2014 on why and how I incorporate blogging in the classroom.

Bottom line . . . . Don’t be afraid to pitch one technique or application and add another more conducive to your classroom.  Learn from trials and errors.   My students appreciate when I tell them I don’t know an answer to their question, let’s figure it out together – and it is exciting when we do!

How are you adjusting to going 1:1?  I’d enjoy hearing thoughts and ideas from other educators having success and trials as you make the transition.



Blogging Bound ~ My Students’ First Digital Steps

Thank you to Bob Schuetz, Technology Coordinator at Palatine High School, for including this post as a guest blog on his site, NOCKING THE ARROW.

MY BLOGGING BACKGROUND: My blogging adventures began in February 2009 when I was offered my own website through StudioPress.  At that time, I barely knew what a “blog” was much less what I was going to do with this site.   I contemplated back and forth between posting creative writing or professional posts.  Initially, I opted to use Grading Girl as a space to write reviews and share personal pieces.  I quickly learned that word travels fast on the internet and companies started sending products to review.  It’s great fun and a productive way to channel my own writing practice.  Teaching, however, is in my blood and, naturally, much of my life centers around the classroom.  Fast forward to today, five years later:   Grading Girl has grown to over 2500 views per day, I’m a 1:1 teacher in the classroom and launched this second site, TLC – Technology, Literacy, Collaboration, devoted solely to my technology and literacy experiences.

RATIONALE FOR BLOGGING: Exuberantly experiencing my own blogging adventures led me to begin blogging with my students over the past three years.  Both the Common Core and my school district’s Critical Learning Standards emphasize the need for students to read a variety of text for understanding, to write clear, supported arguments and to apply knowledge and skills to real-world problems.  I believe writing blogs can fulfill those expectations.    Blogging provides students with digital writing experiences to pursue understandings in the real world, not just within a classroom.  It’s no longer a matter of earning a grade – it’s a matter of voicing views to a real audience.  Moreover, blogging across the curriculum, not just in English class, allows for both formative and summative assessment because it helps writers see the progression in development of a piece of writing. It may actually take more talent and skill to create an interesting persuasive post on the French Revolution, let’s say, than a traditional essay.  Like an essay, a persuasive post needs to be clear, concise, and convincing; on top of this, there is the overriding need to be compelling.  That said, we need to teach blogging as a skill to help students voice arguments succinctly as they prepare for communication in the competitive job market they will take on later.

It’s Not Fair Argumentative POST

More advantages to using blogging as a writing tool as cited in the European Journal of Social Sciences – Volume 9, Number 4 (2009) article, “E-Learning Environment:  Blogging as a Platform for Language Learning:”

  • Encourages feedback and represents both writing and reading activities;
  • Stimulates debate, critical analysis, and encourages articulation of ideas and opinion;
  • Offers opportunities for collaborative learning; projects, debates or interactive travel logs;
  • Provides environment in which learners can develop skills of persuasion and argumentation;
  • Creates a more student-centered learning environment

WHY EDUBLOGS: I use Edublogs, WordPress’s platform for education, to create a site for each of my accelerated freshmen and senior writing students.  I’ve dabbled in other platforms but find EduBlogs offers the most customization with the most secure environment.  Here’s more specific reasons to support Edublogs:

  • Safe and Reliable – Blogs can be completely private or completely open to the public or somewhere in between.  Since they only host education related content, Edublogs are allowed by most school filters where other blogging platforms are not.  Even the most leery of educators can find a comfort zone.
  • Student Friendly – It is as simple to add to and update a blog as it is to send an email or write a letter. Teachers can easily create and manage as many student blogs as needed.
  • Rich With Features – A few of the most popular featured widgets include discussion tools, video embedding, Facebook and Twitter integration, and calendars.  EduBlogs seems to offer the largest amount of widgets and plug-ins to accommodate.
  • Customizable – There are over 100 different themes which allow for control of colors, images, and layout.
  • Research-Based – Engages students in their learning and enhance instruction through collaboration, student portfolios, and seemingly endless classroom uses.


Writing with Parents:

And Student Sample HERE and HERE and HERE

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Writing with Peers outside of class:  

Seniors & freshmen share philosophies

Writing for a Public Audience:

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Sample Book Review

NEW BLOG EXTENSION: Beginning this spring semester, my two accelerated freshmen classes will be expanding their websites to include reporting on their very own Passion Projects.  I’ve been following Catlin Tucker, Google Certified Teacher and CUE Lead Learner, and inspired by the experiences she reports on within her blog.  I’ve previewed the project with the students, discussing Google’s concept of 20% Genius Hour.  Robert Schuetz, my school’s innovative technology director, graciously took the time to speak with my students about digital citizenship and taking on a project such as this to pave the way for their ever-growing digital portfolios.  While time allows us to take a modified 10% of class time this year, students are devoting a portion of their research and discovery outside of class that I am excited to share.

Student Sample of Passion Project progress so far . . .


My goal for next year is to incorporate blogging within each of my classes at each level.   There is need for students to become proficient in 21st century collaborative web tools. Digital writing is no longer an extra tool to voice opinion – it is mainstream, here to stay and continually evolving.  

BOOK REVIEW – THRIVE: 5 Ways to (Re)Invigorate Your Teaching

Thrive by Meenoo Rami

“What you fear to do is the very thing you need to do”  (Rami 70).  I’ve flown to California nearly 50 times since family members relocated there 16 years ago but the four-hour plane ride during this particular spring break flew by more swiftly because I had the pleasure of reading so many lines like the one above in THRIVE:  5 WAYS TO (Re) Invigorate Your Teaching by English teacher and Twitter colleague, Meenoo Rami.  I find it to be the perfect read for teachers, coaches, and mentors of all experience levels.  Meenoo’s words provide motivating ideas to create and collaborate in new ways.  Her book should be required reading during a teacher’s first year of teaching and would make a great “one book” read for any school’s professional development program.

Sufficiently supplementing a busy educator’s schedule, the brisk 94 pages provide just the right amount of invigorating inspiration to leave the reader ready to roll out new strategies within and outside of the classroom walls.  Meenoo shares both what she does to empower her students, such as her class teen magazine as a research paper alternative, as well as what she does to help empower her colleagues, such as her origination of the now very popular and productive #engchat on Twitter.  I remember well when Meenoo first started the #engchat in 2010 and was honored when she asked me to host one of the earlier chats.  I wasn’t quite versed yet in TweetDeck or other Twitter applications but walked away thoroughly inspired by the connections made that day and continue to be amazed by the number of resources acquired during those chat meets.

The book is logically organized into five chapters on mentoring, networking, challenging, listening and empowering.  Meenoo’s friendly tone helps us young and old realize we are not alone in our uncertainties and anxieties we face as educators along the way.  She shares her early feelings of isolation, poses targeted questions for each of us to ask ourselves as we initialize each new school year’s goals, and tirelessly emphasizes the importance of connection in and out of our school building.  Noting Daniel Pink, Rami outlines the three most important things teachers need to maintain motivation as they pass through classroom doors for perhaps decades at a time.  I don’t want to give away all of the valuable points and ideas laid out in this book;  but please know this is definitely worth your time and dime.  My book is highlighted, annotated and doggie-eared.

Meenoo most definitely deserves an A+ for sharing her knowledge, fears, and hopes.  She inspires all the teaching souls like myself who have a number of books in our heads that we need to stop making excuses for not writing.  I can’t wait until her next book and thank her for the inspiration!!

P.S.  As I’m writing this, my Twitter PLN is showered with National Poetry month ideas for approaching and analyzing poetry.  Meenoo has a great idea in her book to emphasize the point that “we all use language to convey complex thoughts and feelings in playful ways” that I can’t wait to try (Rami 76).  Manipulating language in various ways is more exciting than ever thanks to technology; check out Meenoo’s ideas to see how.

 Rami, Meenoo. Thrive: 5 Ways to (re)invigorate Your Teaching. Portsmouth: Heinemann,  2014. 


Blogging in the Classroom – Paving the Way for Our Students’ Digital Footprints


Interested in giving your students more authentic writing practice while helping them initiate their ever-important digital footprints?!  Click this link to my Illinois Computing Educators 2014 presentation for an overview of creating a classroom site, initiating student blogs, and maintaining proper digital citizenship.

Welcome to Grading Girl’s New Classroom Site!!

On my original site,, I’ve sincerely enjoyed the blogging experience over the past four years.  I’ve struggled, however, with the balance between professional and personal posting.  While teaching is in my blood, writing is my constant . . . Consequently, I’ve finally decided to divide between two sites – one for personal lifestyle posts and one for professional educational posts. This new site is bound to change along the way. will still be alive and well in the wide web world – she’ll be reviewing all things worth reviewing along with providing fitness facts.  I’m anticipating this change will prompt me to share more on BOTH sites!

As always, I would more than welcome comments, suggestions, questions, and views on both sites.  I look forward to continue to grow as an educator, writer, and social media strategist.  Thank you in advance for joining me on this blessed journey.

**Finally, please note that all content I present here is of my own opinion and not necessarily that of the school district I work for.  Thank you!