The Schoenblog

It’s been a while. In fact, this is the longest I’ve gone without publishing a blog post in about two and a half years. In the past few weeks, life got busier and I needed to press pause. Every week, my regularly scheduled blog alarm would buzz, but I couldn’t find the time to put my ideas down on paper--that’s something I want to work on in the school year ahead.

Right now, my time has been dedicated to a new challenge at a new job. I’ve also been hard at work on a revamped blog with a new title and more focused content. Then there’s the countless hours of doctoral work this summer and my almost ready draft of chapter two of my dissertation.

All of that is great; I’m working hard, and I’m happy. As my professional worlds continue to grow and evolve, I needed to press pause to regroup, reclaim some balance, and make sure to enjoy my life in and out of schools. All educators know that we need to give so much to our students and schools to do our jobs well; sometimes we need a refresher so we’re not running on empty.

And now, with the relative comforts of a teacher’s summer over, I’m eager for my new challenges as a leader, leader, and writer.

This will likely be the last post for the next few weeks as I continue to make serving my new school my focus and learn to better balance these complex worlds. But look forward to a brand new blog coming soon--September 30 is my personal deadline. I’m looking forward to a new site, improved look, and more focused content (read more about it below!). I hope you will join me on the journey.

From Teacher to Leader

Assistant Principal Schoenbart. I like the sound of that. I couldn’t be more excited to have joined the Darien Public Schools as one of the Assistant Principals at Darien High School.

I loved my time as a classroom teacher and a coach--and already miss my Ossining colleagues and students--but it was time for a change and the next challenge. In my years in the classroom, I experienced tremendous growth as a teacher, thinker, leader, and person, and I couldn’t be more proud of that time. And I'm even more proud of the work with students and colleagues that I know will continue.

And now, I’m ready for the future. In just over a week in my new position, I’ve jumped right in the deep end, every day learning and taking on new challenges. I will be responsible for a third of the students as “their AP,” supervise teachers, and help manage the building needs. I’m also thrilled to have a large role in technology and innovation as we roll out the start of a 1:1 iPad program.

Wherever this year and new role takes me, Assistant Principal Schoenbart is ready to lead, learn, and serve.

Looking forward to a great year ahead at Darien! Excited to lead, learn, and serve.https://t.co/727aHiGt1h pic.twitter.com/o4bOFdQc1c

— Adam Schoenbart (@MrSchoenbart) August 17, 2017

From SchoenBlog to #SchoenTell

The title for this blog came from an obvious play on my name, but in creating it, I ignored the obvious choice: #SchoenTell. My students created the #SchoenTell hashtag for our English classes, and for two years I used it throughout my work with students. I liked the separation--that hashtag belonged to the work in my classroom.

But now, with a change in my role, comes a change in purpose. I’ve been working hard on an upgrade to this blog, including a new site on a self-hosted WordPress, a more responsive layout, and updated content, when the realization hit me. Why not bring the #SchoenTell title with me?

My work will always involve students, but I like the idea of retiring #SchoenTell from the classroom and bringing it more prominently into my professional world. It’s just too good not to. I also love the history of it: search it and you find the evolution of my growth as an educator, too.

In the upcoming revamp, The SchoenBlog will become #SchoenTell. The web address will stay the same (in fact, both aschoenbart.com and adamschoenbart.com will take you here). The content might not focus on my own teaching as much, but will still be all about the worlds of technology, education, and leadership.

Coming Soon: Doctor Schoenbart?

Besides the job hunt, I focused a lot of time on my doctoral work this summer, reading thousands of pages of research and dissertations, refocusing my questions and investigation, and writing quite a bit. In the end, I worked out a revised prospectus, a start of chapter one, and an almost readable draft of chapter two.

I had hoped to submit a literature draft by now, but it’s just not there. What I have happily accomplished is that I’ve refined my thinking, selected a concrete and interesting topic, and reframed my entire proposal. I’ve also taken some hundreds of pages of notes from thousands of pages of reading and synthesized them into an almost written thirty-something page literature review. Coming soon.

My work is focused on the changing role of the school principal as a technology leader. Specifically, I’m investigating the relationship between principal self-efficacy and technology leadership. Do principals who are technology leaders have a stronger belief in their ability to perform their job of principals better? How do principals perceive their roles as technology leaders? Do school leaders need to be technology leaders in today's schools?

It’s shocking how little actual research exists about technology leadership; everyone just agrees that we need more of it. I also love the connection between technology leadership, leadership, and self-perceptions. How do we perceive the impact of technology leadership? Also, what does technology leadership even mean? You might be surprised at how many are unsure, and how many more are measuring it through outdated measurements of the dial-up age.

We can do better, and I plan to continue to research, read, and write, both here and in my doctoral work.

Exit Slip

While I write for many reasons, I always come back to reflection. I write to think, reflect, and to grow. Sharing my successes, challenges, and questions with an authentic audience helps me to evolve as an educator and reflective practitioner, and it also keeps me honest. I’m writing this for me, but also for you.

Learn with me. Ask questions. Pose problems. And every once in awhile, ask how the new job is going. Or even better, ask to see my chapter two draft.

Thank you for reading, and I’ll see you on #SchoenTell in the next few weeks.

Share your new start for this school year. How did you grow or change this summer? What are you excited about in the year ahead? Please share your thoughts in the comments or on Twitter @MrSchoenbart.

My students started presenting their #GeniusHour Projects in class today. I’ve asked them to talk to the class about their work, learning, and passion, and to share their final products. Many students created presentations, some created physical things, and a few wrote papers. The creations ranged from videos to models, and I’ll share them all here soon.

So far, I’ve been very impressed by my students’ knowledge and their ability to answer questions. While I often ask students to take notes on, respond to, and evaluate presentations, for Genius Hour, I just asked for their attention and interest. Everyone studied something they were passionate about, worked hard on, and created something cool; it’s sometimes nice to just share the accomplishments. Still, I was impressed with the conversation and questions that the presentations generated. These students learned a lot, developed genius, and knew their stuff.

As I move towards the end of this year’s passion projects, I’m left reflecting and reconsidering for next year. I like to use this space for note taking and analysis so that I can archive my successes and challenges to do it better in the future. In this post, I’ll ask and answer some of the big questions that I’m left with about Genius Hour, my planning, and my students work. Like always, my answers are a work in progress, but they they might address some of your ideas, questions or concerns, too. If not, please ask away on Twitter or in the comments below.

After two years of passion-based learning projects, what questions are still on my mind?

Find more of my recent writing on Genius Hour check out Sharing Students’ Genius: A #GeniusHour Reflection, Developing Genius: Reflecting on Choice, Passion, and #GeniusHour, and Teaching Students to Conduct Action Research. For my students’ blogs and work, visit geniushour.aschoenbart.com.

1. Do my students learn more with Genius Hour?

Yes. Probably. What I’ve concluded is that they certainly don’t learn less and they definitely learn differently. For me, the beauty of the learning with passion-based projects (Genius Hour/20 Time--take your pick!) is that students are in charge of their own learning experiences and that their interests and skill development can be explored through any content.

My students might not be learning about literature or literary analysis (or other English class topics) right now, but their knowledge is so much deeper and more complex about their research topics and interests in ways that I could never teach. Instead of some students succeeding in the content I direct, they’re succeeded more in the content they choose, with passion, purpose, and agency. The skills are stronger, too, since I’ve tied all of the steps in our Genius Hour process to standards and English, critical thinking, research, and writing.

While I can’t quite measure their learning--and I’m not sure I should want to or need to--I see it in their writing, contributions, and presentations. Genius Hour enables students to develop stronger understandings through subject-appropriate and 21st century skills, and I do think we learn more from it.

2. How should I grade and respond to Genius Hour work? Is process work feedback and grading different from the product?

This is a tough one. Should I evaluate a student’s genius or passion? Do we need to attach a grade to everything? I’m not sure I’ve worked this one out well enough just yet but I’ve tried to strike an effective balance. I’m not quite ready to throw out grades (that’s a whole different blog post) but I do want to shift the power dynamics and importance to learning and students.

To that end, this year I’ve established clear checkpoints for student work throughout the process, and graded it based on clear guidelines. Students had deadlines, models, and guidelines for blog posts, proposals, annotated bibliographies, and more. I graded them all and provided detailed feedback. My students provided feedback to each other, too.

The projects, though, are a little more complex. I wanted to value learning, critical thinking, hard work, and growth. What students proposed in February likely shifted since, and some changed dramatically. Therefore, measuring success based on the proposal seemed unfair. My solution? Once again this year, I had students evaluate themselves. With a specific and thorough rubric, they evaluated and graded their own work based on their work ethic, process work, and final products. Then, they reflected on the process in writing. This is what I graded. I evaluated their reflections for honesty, development, and critical thinking.

My students, parents, school, and our system value the grade. But I think this balance values the learning, too, by putting the onus on the student to really reflect on his or her work and to explain their successes, challenges, and progress, and really makes the learning clear.

Find my students’ #GeniusHour blogs and projects at http://geniushour.aschoenbart.com.

3. Should our work be based more concretely in the curriculum and standards?

I think that good teaching already meets the standards, whether I’m thinking about it or not. Maybe the liberal arts have biased my view, but when students are learning research skills, evaluating sources, synthesizing information, writing, and creating, they are always going to be meeting so many standards. In the future, I think a post addressing the specific Common Core State Standards in Genius Hour would be great to support what I already know: Good teaching beats the standards anytime.

I’m by no means saying to ignore standards or curriculum (but we could get rid of testing)--and I certainly do not do so. I’m lucky that teaching high school English gives me the flexibility to focus on content through skills. However, I truly believe that passion-based learning can be tied to any subject area, for any age level, and can always be designed to meet or exceed standards. We are speaking, listening, writing, reading, and thinking critically every day, along with creating, collaborating and so much more.

In the end, adapt and evolve to do better tomorrow. Take these big ideas and marry them to your own class, standards, or school policy. Empower students to explore their passions in whatever context you can. But don’t put standards before students, and their passions and growth.

4. How can I better prepare for success for all learners?

I think I had good answers for many of these questions. This is the one that gives me trouble, though.

In my two years of planning for passion-based learning, I've had a small group of students who do not complete the work. Some of them just don’t complete any work. Others fall behind and never catch up. A few have trouble with the abstract nature of finding passions. Many need guidance in shaping their plans and projects, since they vary to meet individual needs.

But because Genius Hour was a six-week process for my students, and because that process, practice, and skill development was essential in developing learning and products, there came a point where we had to only look forwards. There came a point where the few students who did not catch up on their work, accept help, or show real effort towards growth were cut off. Instead, I offered a more test-based project that was much more concrete and aligned to the class final. This argumentative essay was great practice for the state test and our next unit.

In some ways, it’s what I needed to do for these students to help them find some success and to prepare them for the next steps. But it also was no longer about passion. Everything I raved about above? Passion, agency, creativity, and empowerment? Gone.

How can I avoid this next year? How can I better prepare all students to succeed? Are all students ready for passion-based learning? What type of scaffolding could help students prepare for it?



These are some great questions. But I don’t have the answers--yet. I need more time to think and reflect, to view my students’ work and respond to it. I’ll share that work, my thoughts, and ideas from some of their reflections in the future. In the meantime, I’d love your thoughts on my questions--both the answered and unanswered.

What are your questions about Genius Hour? What are your answers? Share your experiences, questions, and reactions in the comments or on Twitter.

On March 15, my English 10 students had a rare opportunity to share our classroom with the world when CNN reporter Clare Sebastian and her team filmed and interviewed my class. She reached out to discuss the role of Twitter and social media in education to tie into coverage on Twitter’s tenth anniversary. I wrote about the day, documenting my challenges and lesson redesign recently, in When the Lesson Fails. Now I want to share the segment and the lesson plan that worked.

Find the full CNN segment, titled “Teacher Encourages Twitter Chat in Class” below.

Teacher encourages Twitter chat in class - CNN Video

Twitter has made its way to the classroom and CNN's Clare Sebastian went back to school to see how one teacher is using it as an educational tool.

This was an exciting week. Last Thursday, I received an e-mail from a CNN International reporter asking some questions about Twitter in education. We talked on the phone the next day and had a good conversation. I explained how my students are using social media and Twitter in class and told her about my plans for this week. Her response left me flabbergasted: “Do you think we can come film that?”

After a few seconds of stunned silence and a few days of prep, CNN reporter Clare Sebastian was in my classroom, along with a cameraman and microphone operator. They filmed a full class period and then interviewed three students and me.

It was such a cool experience and my students truly stepped up and really displayed their enthusiasm, insights, and engagement for the world to see. The students’ responses during the interviews had me silently cheering from behind the camera; when asked about the dangers of social media, my student Helen replied, “With great power, comes great responsibility.”

As a teacher and nerd, I’ve never been prouder. But it’s not the responsibility of social media I want to write about today. Below, I’ll share a slideshow of pictures from the day, and next week after it airs, I’ll blog about the lesson and the segment more, and will definitely link to it.

Instead, today I want to discuss what happened before the CNN lesson, when I taught it earlier in the day. I have two chances to practice the lesson with other classes, and to put it simply, it bombed. Badly. The lesson that excited me just did not work. And I panicked a little.

When the Lesson Fails

No matter how hard we teachers work, not every lesson is a winner. Most of the time, my students meet the objective and accomplish the learning goals. Sometimes it only works in part, and it requires some reteaching or clarification. Other times, it just doesn’t work. Some days, you just need to throw in the towel and realize that it’s just not working. But then you need to try again.

It can be hard to admit defeat. But it can be even harder to figure out what didn’t work and to make it right. It can be humbling, embarrassing, and frustrating to have to admit to students--and to yourself--that you didn’t get right and need to do better. But I think it also makes us human. For my two morning classes today, that’s exactly what I did.

I today started by explaining how I realized what was wrong yesterday and what we needed to fix. We adapted, gave it another shot, and things went better, thankfully. But in the high stakes world of testing, Common Core, and the rare TV interview, you don’t always have that next day. What do we do when the camera’s about to roll or the time just isn’t there?

Rethinking Lesson Design

This experience reminded me of the fundamentals of good lesson design: know what students need to learn or do, and then find the best learning activities to get them there. With clear, student centered, achievable objectives, all students should have an understanding of what’s expected. And you can’t forget who your students are, where they are, and what they need.

And here is where I faltered. Interestingly, it wasn’t about the technology or social media at all--that worked just fine. The lesson modified the fishbowl discussion format, in which groups of students rotated in and out of an inner circle to discuss a text, and an outer circle listened in and backchanneled in a Twitter chat. The problem was twofold:

• My discussion questions did not lead to good arguments. They were about the text, but too broad to require the students to really take a side and back it up.
• I counted on students being able to activate prior knowledge without enough time for it in class. Students needed time to review the questions beforehand so that they were ready with contributions.

I knew where I wanted students to go, but they didn’t. Without time to prep, process, and make textual connections, they just couldn’t get the job done. And they shouldn’t have had to. I planned the lesson for a class that typically won’t shut up--focusing their conversation was so rarely an issue. Instead, I needed to plan with all of my students in mind, and provide the time, scaffolding, and support to help them all achieve.

One of my goals as a teacher is to help my students grow as independent learners. Inherent in that goal are essential skills like accountability and communication and qualities like motivation and reflection. Often, these are lessons learned through experience and are hard to teach to students, no matter the age.

We all do great things in our classrooms, schools, and educational worlds. No matter your position or grade level, you do something awesome that affects young people. You probably wouldn’t be reading this if that weren’t the case.

But too often, the stories we hear about schools aren’t about the awesome; too often, they are told from outside and biased perspectives; and too often, they are told from those without any real understanding of what it means to be an educator. Through social media, we can take control of the narrative about education and share our awesome.

Using social media with students allows us to share with our schools, community, and the world with transparency, immediacy, and power. You want to know what goes on in my classroom? Check out #SchoenTell on Twitter and our class hashtag will tell you. No lesson plan or summary will ever be as effective as a student sharing a video or image of what they are learning or doing in their school.

For more about why I want students using social media, read Reason #1: Community and #2: Crowdsourcing & Connecting.

What if every teacher tweeted one thing a day they did in their classroom to a school/district hashtag? #edchat pic.twitter.com/FfV80GMzeU

— Dr. Justin Tarte (@justintarte) August 28, 2015

This quote really inspired my social media journey. I knew I was doing great things with my students and I wanted to share that to connect, to inspire, and to share our awesome. Even though I shared on Twitter often, having students do the sharing makes it so much more powerful. The posts and connections became more authentic and represented the voices of the students, not just the teacher. Whether you Tweet from personal accounts or a class account, there are so many ways to have both students and teachers share their awesome.

Check out my post, Automating Tweets From a Class Twitter: An Updated Workflow, for some ideas about setting up a class account.

Hashtag Your Awesome

Creating a hashtag to use on social media not only helps to collect and curate your content but helps to build community. I have my class hashtag that we use for all social media posts but we will also tag our school--#OssiningPride when it related to the school or community.

This provides a title or vocabulary to link our Tweets, content, and media so that what we share with the world can be found easily. As long as I search one of these hashtags, I can find all of the things my students and colleagues are sharing.

Today, we had our first every #EdcampOHS and took it to the next level. Teacher shared on Twitter and on Today’s Meet using the hashtag. We collected ideas, pictures, and videos, and discussed the value of social media in education. In my opening remarks, we told our staff that the day was about celebrating the great things we already do in our schools, and using these hashtags to promote, curate, and share about the day creates a living artifact of our awesomness.

Your Challenge

Share your awesome on Twitter with a class or school hashtag. Start small--maybe once a week, and work your way up. Social media can be overwhelming at times, but it’s not an all or nothing--do what works for you. Then, encourage your students (if appropriate) and your colleagues to do the same. Take control of the story of your classroom and school by sharing the great things you already do.

Here are some of the ways I ask students to Tweet and share regularly, Below, find some of my recent favorite examples.

Assigned Tweets: I ask two students to Tweet each day, sharing something they learned, liked, or questioned. They need to include #SchoenTell and are encouraged to add an image or video. I organize this with a Google Sheet and use Form Mule to send them automated reminders. Find the assignment here.

Backchanneling: Students will Tweet during lessons like the reading of a play to share their ideas and annotations. As the actors perform, the students in our audience will backchannel on Twitter, Google+, Today’s Meet, or other platforms.

Sharing Products: We share all of our finished products with the world. Search #SchoenTell and you will find students’ recent Book Review Projects. For more on this project, check out last year’s article, Students Must Create: Rethinking My Book Review Projects.

Exit Tickets: Sometimes, we have too many ideas and not enough time. We want to share favorite quotes, examples, or character traits for an audience, or the lesson changed authentically. In those cases, I often ask students to Tweet out their ideas or questions as a form of exit ticket. Sometimes we come back to these ideas the next day and they remain as a permanent reminder of where the learning paused.

Today in English we acted out the play Fences and discussed Troy's role as a father. #SchoenTell

— Steven C. (@schambers216) March 1, 2016

Having fun with #AugustWilson's #Fences this week #SchoenTell pic.twitter.com/nUibYWhCtD

— Adam Schoenbart (@MrSchoenbart) February 29, 2016

#Schoentell Today we acted out part of the first scene of August Wilson's play, Fences. pic.twitter.com/wAjODMnPJ9

— Jimmy Alvear (@JimmyAlvear2) February 24, 2016

How do you use social media to share your awesome? How could you? Share your ideas in the comments on on Twitter @MrSchoenbart.

All of us are smarter than one of us. I feel like a broken record with that line sometimes, but I think it’s one of the most important lessons I can teach my students. In a world where we can basically connect with anyone anywhere at anytime, knowledge takes on a new meaning. We are no longer restricted by the resources available to us when everyone is an expert in something. Reason #2 for why I want my students using social media is to connect with the world and crowdsource knowledge. For more, read last week’s post on Reason #1: Community.

There’s still value to memorization because there are simply things we have to know. It’s when students use that knowledge for application, synthesis, and creation that the memorization pays off. But when the world is at our fingertips and Google has become a verb, we need to teach students how to use these tools effectively so that they aren’t only relying on technology, but are doing so in meaningful and purposeful ways. Additionally we need to teach students how to sift through the bad information, the white noise, and repetition of the world wide web along with the valuable skills of digital citizenship. Using social media is an authentic and powerful way to help teach these skills and responsibilities.

As a professional, I always try to improve my practice and have often used Twitter to help me do so. When I have a question, I ask it online, use relevant hashtags, and connect with experts, colleagues, and strangers to try to develop my knowledge further. The power of connection is exponential in this regard; my followers might see my tweet but with a strategic hashtag or retweet, hundreds of views quickly become thousands or more. I’ve done it right here on the Schoenblog on more than one occasion--see Crowdsourcing Memes for Student Feedback, Crowdsourcing #Edcamp Advice: Building a Better #edcampMVille, and Crowdsourcing #Edtech Advice for New Teachers.

Need reccs for texts to pair w #AugustWilson play #Fences. Fiction & non-fiction #CCSS style excerpts mostly. Help? #ELAchat #engchat

— Adam Schoenbart (@MrSchoenbart) February 4, 2016

Does anyone have research abt positive effects of #20time #geniushour? @JoyKirr @TeachingFactor @mr_isaacs @brookhouser @DonWettrick Thanks!

— Adam Schoenbart (@MrSchoenbart) October 28, 2015

What to Value in Social Media

In my first post in this series (Reason #1: Community), I mention the challenges and struggles in asking students to use social media, and here is one of them: in our instant gratification culture and social-media obsessed students, followers, likes, and retweets are often confused with popularity and quality.

In my experience, however, teaching students to learn how to navigate the world of social media and hashtags to enhance their connections is the most valuable tool to making expert connections. For example, 100 retweets from random followers might generate views, but 3 retweets by tweeting at experts or using the right hashtags has much more power, effect, and potential for learning. We can’t forget about these aspects of social media literacy and digital citizenship in building these skills and connections into our schools and practice.

Additionally, we have to teach students to evaluate sources in both traditional and new formats. Critically evaluating the objectivity of an article or primary source is a typical skill in our classrooms and also needs to be applied to the world of web 2.0. If anyone can create and add supposed knowledge, it’s more important ever to be able to identify accurate and meaningful sources across all mediums and publications, both print and digital.

Image courtesy of annaisd.org

The Connection Conundrum

So far this school year, my students have not really made these connections. There are many reasons why: some resistance to my emphasis on social media; a lack of authentic purpose; scaffolding other skills, and more. So far, I’ve focused on having my students explore social media to share their learning, telling our story, and building community. Now, with our #GeniusHour projects, students will start to seek out those connections to find experts to guide their research and progress. Maybe I’ll return to this topic in a few weeks and readdress its successes, challenges, and how I’ve addressed them.

Still, like with any learning, scaffolding is essential to build new skills. To set my students up for making purposeful and powerful connections, I model this constantly. When my students ask a question in class that I can’t answer, sometime I’ll Google it, but other time I’ll tweet the question. Once in a while, I’ll ask them to do the same. I also make constant references back to past connections student have made, like the student who asked an astronaut questions on Twitter about life on Mars for 20% Time last year. I use these past examples to promote brainstorming, model examples, and hopefully seed future success. Together, we are crowdsourcing our own knowledge and contributing to a body of knowledge that wasn’t possible previously. Next, I hope students can explore this to further their individual interests and studies to find chats, experts, and resources through the power of social media.

As a starting point, I’ll ask students to tweet out an example of our learning with both our class hashtag (#SchoenTell) and a relevant hashtag for the lesson. Last week, students tweeted out their passion project topics with the hashtag #GeniusHour. This small moment of sharing builds community among them all--we can search #SchoenTell and see the different passions and interests of all of my students--but also helps make connections to the larger world of passion-based learning for teachers and students. Next, I’ll organize links to student blogs and share them with hashtags like #GeniusHour, #20Time, and #engchat to find classes and teachers to share with to make these meaningful connections.

I am thinking about focusing my project on learning more about architecture and the way it works. #SchoenTell #GeniusHour

— Kelsey Quain (@kelsey_quain) February 10, 2016

#schoentell I will be doing me genius hour project on the impact of surfing on Hawaiian culture

— Thomas (@ThomasO1110) February 9, 2016

#SchoenTell #GeniusHour I'm interested in learning about the mindset of teens who have depression and how to help them.

— Sam Gill (@Gruntmuffinz) February 9, 2016

Why Connect?

We are all geniuses in our own right and experts in different ways. Through social media, I want my students to connect with the world (and with you!) to help develop their genius and to learn more. When students think they can Google anything--and often can--it’s important that they learn how to connect with real people, ask meaningful questions, and seek out resources beyond the first page of search results.

By leveraging students use of social media for learning and connecting, we can make their learning more meaningful and create more learning from a variety of sources and resources faster, more efficiently, and better than ever before, as long as we don’t forget the essential skills of evaluating, critical thinking, and digital citizenship that come hand-in-hand with curation, connection, and crowdsourcing.

How do you use social media in your classroom? Follow our social media journey with @SchoenTellOHS or #SchoenTell. Share your ideas in the comments below or on Twitter.