Secondary Solutions

Ideas, tips, and tools for the middle and high school English Language Arts teacher. Visit our store at www.4secondarysolutions.com!

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What Every Teacher Should Know about Copyright Restrictions

Copyright

As English teachers, we carefully craft writing assignments, rubrics, and lectures to teach students the merits of academic integrity and the pitfalls of plagiarism, but sometimes (hopefully unintentionally) we forget to take our own advice.  Breaking copyright laws can negatively impact educational publishers and land teachers in hot water. Today, I’d like to look at some of the issues around copyright in the classroom.  Please note: I am not a lawyer, and the best way to know for sure that you are appropriately using copyrighted materials is to:

  • Read and follow the copyright statement or terms of use (often published at the beginning or end of a resource).
  • When in doubt, ask the author or publisher for permission to use a resource.
  • Check out more at Copyright.gov.

Most of what we use in the classroom falls under copyright law and as teachers, we should be an example of respect to authors, creators, and publishers.  Classroom teachers are given certain leniencies under the fair use exception, which allows limited use of a copyrighted work without permission for purposes such as teaching, research, scholarship, criticism, parody and news reporting, but we are not immune to copyright restrictions and we MUST be mindful of how we use all kinds of copyrighted materials, including (but not limited to) published reading guides from Secondary Solutions and other educational resources. Unless they are sure that something has been published under Creative Commons or is currently in the public domain, teachers must legally respect the rights of the author, which include:

  • the right to copy (see exceptions below)
  • the right to create derivative works
  • the right to sell, lease, or rent copies of the work to the public
  • the right to perform the work publicly
  • the right to display the work publicly

I cannot speak for the permissions of every type of resource from every creator, but I can give you some direct insight into the terms of use for reading guides offered by Secondary Solutions.

What Teachers MAY Do With Copyrighted Materials Like Secondary Solutions Guides:

  • Teachers may photocopy materials for use in the classroom.
  • Teachers may post materials to closed or password protected websites.  The site must only be accessible to students currently enrolled in the course and not to the general public or other teachers.
  • Teachers may use the information to prepare lectures and classroom activities.

What Teachers MAY NOT Do with Copyrighted Materials  Like Secondary Solutions Guides:

  • Teachers may not post materials on an open website. This violates the author/publisher right to sole permission in displaying or performing the work publicly. Not only is this against the terms of use and detrimental to the business model of a publisher like Secondary Solutions, it also thwarts the efforts of other teachers who plan to use part of the resource as summative assessment.
  • Teachers may not distribute to other teachers.  Unless the teacher has purchased multi-user or bulk licensing directly from 4SecondarySolutions.com, he or she may not email the PDF or photocopy the book for other teachers’ use in the classroom.

A note about public domain: Public domain is not synonymous with “found on the internet”.  Images, articles, charts, and other resources published on the internet are not necessarily open for public distribution without permission. Teacher beware.

We’d love to hear your questions, comments, and concerns when it comes to copyright in the classroom!  Thank you for stopping by.

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It’s a SALE, SALE, SALE!

Save 15% from now until August 31, 2014 at both our Secondary Solutions and Elementary Solutions stores!  HURRY and SAVE today!

www.4secondarysolutions.com

Back to School Sale until August 31, 2014

 

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Keeping Your Teacher Cool When You’re Falling Apart:

Falling Apart

Back to school teacher meetings for my school start at the end of this week and the first day of class is next Wednesday. Usually, this is a stressful, but fun blur of a week filled with post-it notes, to-do lists, meetings, and classroom decorating. This year is different. A few days ago I received the devastating news that my little brother passed away. In that instant all of the lesson plans and school supplies fell to the absolute bottom of my priority list. While writing this blog post is a somewhat cathartic experience for me, I think it can also be a help to others in a variety of difficult situations. In my ten years teaching, I’ve witnessed countless teachers navigate the classroom while battling loss, divorce, miscarriage, home fire, bankruptcy, legal troubles, depression, and many other emotionally intense situations. Although I do not think there is only one way to balance personal trauma and classroom teaching, I want to share my tips in this area and I invite you to leave comments, questions, and advice in the comment section below.

  1. Communicate proactively: If you are going through something that will impact your attendance or performance as a teacher, I think that it is better to communicate proactively. Many times administrators and colleagues will jump in to support you if they know what is going on. Chances are you will also have a better substitute situation if you let your administrator know that the days off may be coming. Even if you are not sure which days you will need a simple heads up will likely lead to easier coverage.
  2. Communicate professionally: Know your administrator and share details only as appropriate. I tend to keep the details close to the vest unless the situation necessitates more sharing. You may consider writing an email instead of a call or face-to-face meeting. I’m a crier and my boss would likely not understand what I’m saying after the first sentence or two. It’s also usually best to avoid people seeing you leaving the principal’s office with tears streaking down your cheeks. That is a quick way to start the high school rumor mill and you have enough on your plate as it is.
  3. Allow others to help: Most teachers I know are control freaks to some degree. I usually feel like I must leave foolproof step by step instructions for every minute of sub time, but sometimes that just can’t happen. A few years ago I had to leave the classroom for a few weeks while I battled post-partum depression. When I came back, a found a small miracle. The classroom had not fallen apart. The curriculum had not suffered. My department members had rallied together and taken care of everything. If you have a co-worker, department chair, assistant principal, or other person on campus who offers to help, swallow your pride and take them up on it.
  4. Decide what to share in the classroom: It is very important to decide exactly what you will say when you return (if you take time off) or when you have an emotional moment (if you work through the pain). Off the cuff, you may over share or lose control of your emotions. While I don’t think it is wrong in every circumstance to share your grief with teens, it must be productive or quick if mentioned at all. You know your school and can make the decision with care. For example, at my school, it would be frowned upon for a teacher to discuss a boyfriend/girlfriend break up or financial problem, but other traumas can be instructive. When I teach Tennyson’s “In Memoriam AHH”, I mention briefly the impact of the untimely loss of a good friend and fellow teacher. When I teach Emily Dickinson’s “Certain Slant of Light” I mention the very real struggle with depression that many face, including myself. A word of caution: Be mindful that students may have experienced relatable pain. While it can be healing to see that they are not alone, it can also be an incredibly destructive force if done without care. Read your audience and plan your words carefully.
  5. Don’t rush yourself: Good teachers want to get back to the classroom as soon as possible. It may be cathartic to keep busy. The mounting sick day total may be causing stress. Evaluate all of the factors before going back into the classroom. Remember good teachers must also take care of themselves in order to be effective to their students.

 

We’d love to hear your comments, questions, or suggestions below. If you found this post while going through your own pain, please know my heart is with you. Teachers have to stick together.

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