New Jersey native Alex Grodeck is a teacher and tutor who finished grad school last year at LMU with a teaching degree. In an unexpected turn of events, she earned her teaching credentials just in time to work merely two days as a district substitute teacher before LA schools closed for public health concerns. Now, she teaches for the California-based nonprofit School on Wheels and is interviewing for teaching jobs with potential “pandemic pod” micro-schooling communities in the upcoming school year while reflecting on her vision for helping make education relevant to a fast-evolving tech and global-minded society. Her passion for teaching is palpable, and her insight is valuable as educators, parents, and students enter a whole new landscape of remote learning.
Every student has something to lend to the conversation.
How did you choose your original field of study?
I grew up playing sports my whole life: track, soccer, swimming; I had multiple varsity letters. I came out to Pepperdine for undergrad and wanted to try a different shoe on, so I joined a sorority. I think I was a little influenced by my sorority but I really didn’t have an idea of what I wanted to be. I chose my major blindly and graduated in public relations, then worked in entertainment PR.
How’d you decide to switch career paths?
Eventually I realized it wasn’t the fit for me….this happens to a lot of people; nobody knows what they want to be. I was so immersed in sports and then sorority life I never really had time to step back from life and question my path. When I started doing that, I realized PR wasn’t the fit, I got on this path towards a bunch of TED talks and podcasts later...I realized teaching was something I wanted to pursue. I have a little more out-of-the-box brain and I just love roaming museums, that kind of thing. I started becoming more and more curious. I worked at a restaurant and started saving money for grad school, I applied to LMU for elementary teaching master’s and then a teaching credential in multiple subjects. I was the girl in grad school sitting up in the front row of class, meeting my professors, actually engaged. Maybe it was because I was spending my own money, maybe it was because my own self-discovery path that led me there (probably a combo - is going to school at 18 is too soon?) But anyway I had a completely different experience than in undergrad. I graduated this past December.
Finally, I know what I’m doing! This “calling” I’ve heard everyone talking about it, I think I’ve found mine!
Because I was working all through grad school it took me until January to finish tests for credentials and I got my teaching credential processed in March. Then I got two jobs subbing and I was planning to substitute teach for school districts and figure the next step out from there. In a perfect world I’d figure it out by the end of the school year, apply, and have a job by the 2020-2021 school year. Literally two days after I was hired for my first two sub jobs in different school districts they shut down all the schools for Covid. I was so eager to get my feet wet, hone my teaching practice, and dive in head-first. So it was a little bit of a let-down.
Whoa, what timing! What did you do?
I’d been on a four-year journey of self-discovery, finding my path, being so stoked, making steady progress, feeling like I’ve got stuff planned and figured out. Finally, I know what I’m doing! This “calling” I’ve heard everyone talking about it, I think I’ve found mine! So when it came to a screeching halt, it was hard at first. Once I got past sulking around and feeling sorry for myself, I decided I’m going to focus on making the most of this time. So I did three things: looked for opportunities to volunteer. I love tech and the blend of tech and learning styles in the classroom - I taught myself Photoshop and Illustrator and InDesign, I can edit photos and videos but can also use diff apps in the classroom - there’s so much possibility for fun and learning. I wanted to figure out how to get into a virtual learning classroom in any way and hone those sorts of skills. I reached out to my old Master’s teachers to offer my help with students.
One thing not everyone realizes is that there are homeless children in every school district.
Then I found School on Wheels, an organization working with unhoused/temporary housing students. They previously just had in-person tutors, but they did have a soft-of digital learning platform to incorporate different learning platforms like Freckle and Monster Coding and Khan Academy, adaptive learning platforms where kids can learn at their own level but adapt to the areas they need to focus and hone in on. They cover everything from ELA to basic coding to math to reading to science to social studies. It’s really cool. Now, School on Wheels has been working to figure out a way to continue reaching their student population in a distant learning model, and they work with other organizations to provide digital devices to students in need.
How did you get involved with School on Wheels?
I originally applied to School on Wheels because I felt like I needed to make sure that I kept the brain energy that I had coming fresh out of grad school. I didn’t want to lose that, and I wanted a a school setting and to master everything all the schools are using, like virtual learning platforms.
They vet their teachers similarly to the way schools do, so I did two rounds of interviews and made a commitment to work with one student for a year, meeting with them the same time every week. I’m so excited to continue working with Ky this school year.
Student teaching in the classroom.
What is working one-on-one with a School on Wheels student like?
I’m working with a first-grader and he’s wonderful, so smart, and a year ahead of his typical grade level. Teachers with School on Wheels adhere to a loose curriculum. For me, social emotional learning is important and I keep everything super positive.
One thing not everyone realizes is that there are homeless children in every school district. Usually it’s confidential but they’re in the classroom alongside other students and they have the right - like every other citizen - to education. Obviously there is so much involved in the life of a homeless child vs. a student with a safe space to go home to every night. Often, those students are moving from school district to school district because they have no permanent shelter. The emotions involved in moving school districts, not knowing where their next meal is coming from or how nutritious it will be… there’s lots of anxiety and worry and different emotions involved in being a homeless student. Which leads me to my teaching practice.
Tell us about your teaching practice!
I believe in creating the safest space to learn. I do that by generating positive, good energy, consistently. I don’t believe in negative reinforcement as much especially when it comes to fostering an intrinsic motivation for students. The routine of positive reinforcement alleviates a lot of stress and pressure. I think with learning a new language and achieving in school have a lot in common, you need to have all your blockers sort of down, comfortable taking risks, making mistakes. The highest degree of learning is achieved when you’re able to learn from mistakes. If you’re not willing to take risks and make mistakes - which is much harder in high-stress, tense environments - I don’t think you can attain full authentic learning.
Describe your weekly session with Ky for School on Wheels.
I break up every hour into five parts. I have a cork board I made that I hang up behind me as a virtual learning backdrop, so on screen it kind of looks like I’m in a classroom. I use it to hang flashcards, a white board, and I want to spray paint the alphabet on it.
I started with a basket of teaching supplies my students from my last classroom had given me as a parting gift last year. Two weeks into Covid isolation, I just wanted to do arts and crafts, so I got really into it!
I want to give Ky the same setup every week, so I write out the schedule and he knows what to expect. The first five minutes is a check in, maybe we’ll do an activity, but it’s mostly for the social emotional scale of learning. Then we spend 10-15 minutes on an academic activity, 10-15 minutes on an enrichment act, 10-15 minutes on a game, a challenge, or something super fun. I dedicate the last three minutes of class to check out. Lately checkouts are “two stars and a wish” - he names two things he thinks he did really well today, and says a wish he could improve on. Something I’m learning as an adult - and this goes for any age group, not just homeless kids - we have so many learning needs, but when you have a system and routine in place, it alleviates stress and unnecessary pressure. Once that stress and worry is relieved you find this confidence because you don't’ have to think about what you’re going to do next; you always know what you’re going to get. It’s a better learning environment.
The highest degree of learning is achieved when you’re able to learn from mistakes. If you’re not willing to take risks and make mistakes - which is much harder in high-stress, tense environments - I don’t think you can attain full authentic learning.
I also have a marble system to motivate Ky. For our main activities, academic, enrichment, and challenge, he can get two marbles in his jar. He gets one for working hard and one for attitude. He doesn’t necessarily get one for getting it right, because he shouldn’t feel like he can’t make mistakes. Sometimes I let him decide! He has such a great work ethic. His marble jar is filling so fast - and when we sign on he’ll always remember to ask! Once it’s filled, he will get to tutor me for a lesson.
He has a lot of energy, so any time he’ll want to divert to a video or something else, instead of saying no, I say, “That sounds like a fun idea for YOUR session when your jar is full!” Little tactics in redirecting the energy maintain the positive while redirecting toward the goal that has been set.
Alex’s DIY cork board serves as the backdrop for her online School on Wheels classes.
How and why did you start tutoring?
I’ve tutored a bunch - after school, through student-teaching, etc. Working one-on-one with students or two on one is probably one of my favorite things in the class and in general. Every learner is so different. Every individual has a different learning style, needs, and personality. I LOVE connecting on an individual level and seeing all the different ways the brain works.
As a teacher, even once I have a classroom of my own I’ll always seek out tutoring opportunities because if a child is willing to invest in deeper understanding and learning I definitely want to promote that. It’s so exciting when that lightbulb goes off and you see that, and recognize they needed a different approach or strategy. Maybe they needed slower instructions. There are so many different reasons why. Even with the most adept teacher, a classroom of 28 can’t offer that. Tutoring is so magical. So fun.
OK so you promised to explain your fascinating grad thesis and philosophy of education.
I wrote my thesis and then a follow-up 40 pages titled, Programmed to Think: the Cognitive Development Associated with Technology Behaviors. What I am fascinated by is, when a child is developing levels of cognition - before development - how is exposure to using technology going to impact their later ability to have these higher levels? How is brain development messed up from using technology? I think that’s what a lot of parents are worried about, even more so moving into a Covid-adapted world : how can they trust their child will sign online and keep that screen open or that they’re not going to browse the internet or YouTube. They can’t babysit their kid all the time on the internet. A teacher on a zoom call with 28 students can’t make sure they’re talking to every student and interacting the same amount.
Tutoring is so magical. So fun.
When using tech you have two behaviors. One promotes cognitive development, providing access to learning and information. But you need to have have direct and focused behavior to take advantage of that information. Unfortunately, unfocused or undirected attention leads to browsing and scrolling, without really looking for a solution to a problem. You’re at the mercy of ads, pop ups, and searches.
The theorist Jean Piaget talked about four cognitive developmental stages of the brain. Essentially, a human brain does not fully develop on a cognitive level until you reach the age of 12. Before 12 it’s simply not possible for us as humans to develop higher order thinking skills, for example, the ability to question why something is AKA the ability to reason.
Bloom’s Taxonomy illustrates this with a pyramid. At fundamental levels, the brain can learn defined, finite answers, for example, “What color is a tree?” But higher levels that some adults never even achieve, more of a philosophical, intangible ability to reason. For example, “But WHY is a plant?”
Learning doesn’t take place when a teacher is passing on information to a passive audience. The purpose of school is to become productive citizens, self sufficient in a global economy. I’m in my early 30s, and even when we were in school, the job market looked very different; it was specific, specialized, and compartmentalized. The model of us memorizing information given by our teachers, those were schools that were maybe suitable for us because we were going to enter a job in this industrial age. But as soon as the internet became widely available we now have 24/7 instant access to information. No longer does school provide the purpose of providing information to kids. We have the internet and access to information, society is different, and jobs available now weren’t available even 10 years ago. So what needs to change for a 21st century skill set? We have to shift the learning model paradigm in order to figure out how we can make the most of learning.
The internet is full of information, but how do we use it?
Now that schools won’t be coming back right away in LA, what are your plans for Fall?
I’m not sure what my future holds - currently I’ve been interviewing for pod teacher jobs, for parents organizing and looking to hire teachers for 4-6 students. I’ve interviewed for multiple positions since LA USD announced schools are closing.
How do you feel about these potential “pandemic pods,” as people are calling them? Any perspective for parents and teachers facing them?
I’m credentialed K-5, and that age group of students just needs that in-person element of learning: kids under age 11 learn best from their peers, and I am worried about the effect of them losing that this year.
Even if a credentialed teacher is running your pod, school isn’t going to look the same as it always has this year. I don’t think that’s a bad thing. The purpose should be to help foster curiosity and creativity. We can turn this into an advantage if a student can be exposed to more of an inquiry model. Get them charged up about answering a question.
You can use positive, directed behaviors at answering a question. The internet is full of information, but how do we use it? I like to help students learn how to keep following their curiosity. How cool is it to find something out on the internet but then keep digging and digging?
For example, sometimes I’ve asked my classes, “Where does water come from?” Students, particularly children, learn best when they’re excited. It helps focus their behavior. They also learn from each other - borrowing strategies, whether it’s a homemade science project or whatever, asking each other about tools and methodologies, collaborating. Getting a child started down one of these paths begins by generating a bunch of questions.
Think about what our 21st century skills are: the need for teamwork, flexibility in learning, group settings. Adaptive job market. Entrepreneurial skill sets are coveted. Having the know-how to be flexible in learning and working well with others and also being able to see your strengths and take charge. Let me do X. Taking charge of and knowing and in a way being able to recognize what you’re good. Most jobs don’t require you to sit at a desk and do one thing - it’s very collaborative.
Those are the kinds of things parents and pod teachers can be helping students learn and develop this year! If you can’t hire a pod teacher, kids can still get these skills from zooming with friends. Promote FaceTime with friends. If you feel comfortable enough, promote doing something together (but distanced) at the park.
A classroom, remote-learning style!
What is something you’ve learned about yourself through tutoring?
I am a complete original thinker and I had nothing figured out most of the time I was in school. I didn’t even think about how I learn and how I learn best. As a tutor or teacher, as I’m going through different explanations or strategies and trying to get to know different styles of students, what I’m learning is that I think completely differently than most people. That was a component of figuring myself out as my identity.
Most of my life, if I was good at something, I did it. Track, soccer, etc. But I never thought about WHO I AM or WHAT I LIKE. I started thinking deeper than that, like what gets me really motivated? It goes back to the way my brain works. I don’t know if kids always have that capacity necessarily, but working one-on-one with a tutor can help expose that to you. Excess energy doesn’t mean you’re bad at school for example.
Don’t be afraid to raise children to have questions. Otherwise we’re not taking power of the knowledge we have. It’s actually freeing ourselves of not having all the answers. By exposing ourselves to our students, we’re demonstrating an attitude of, “Let me show you how we can find this together.”
What is the biggest advice or a favorite mantra you share with your students?
Every student has something to lend to the conversation.
What else do you do for fun?
I am in a book club which I love. I surf. I used to be a long boarder but bought a short board and am now ripping on my shortboard. I also snowboard and skateboard.
I have a boxer named Spartacus, he’s the light of my life. I take him to the park twice a day during Covid because he has a smaller snout and can’t handle the heat.
AND I have a green thumb, with the exception of my poor thyme plant right now. I’m hoping he’ll pull through. I have a literal forest in my apartment.
Have you read any good books lately?
Untamed and Educated have probably been my favorites lately. I’m currently reading The Vanishing Half for book club. Such a Fun Age and Where the Crawdads Sing were recent good ones, too.
Any parting wisdom for the PCH Tutors readers?
Don’t be afraid to raise children to have questions. Otherwise we’re not taking power of the knowledge we have. It’s actually freeing ourselves of not having all the answers. By exposing ourselves to our students, we’re demonstrating an attitude of, “Let me show you how we can find this together.”