This afternoon I was talking with another teacher about one of my students from the past. This teacher will be working with her now. We were talking so that the new teacher would understand the trauma that had occurred in this student's life the year she was with me.
As I was attempting to recount the story I found myself using vague phrases and unable to state the facts. The fact is that this girl was raped by a family friend on several occasions. Saying those words out loud was shockingly hard. Why is that?
Monday, August 31, 2009
Thursday, August 27, 2009
First Grade Meditations
My little Beyonce had a rough morning yesterday. She and I have been talking about having lunch together, but her behavior has meant that I haven't been willing to do it yet. Yesterday morning was so awful that I had her eat lunch in the office (something I rarely resort to). Surprisingly, the afternoon went really well. At least with Beyonce it did.
Near the end of the day, at the start of our free choice time, another little girl was crying. It had been a long day and this was not the first crying incident so I wasn't very patient with it. Beyonce was sitting near the crying one and I asked, "Are you helping the situation?" I was clearly thinking she was the cause of the crying. My wording was confusing, but once she understood she assurred me that she was helping, so I got the rest of the kids going on free choice.
When I returned to talk to the crying child, Beyonce had herself, the crier, and another friend sitting cross-legged in a circle. They were holding their hands up, fingers pinched together, eyes closed, chanting "ohmm."
It was brilliant. Now if I could just get her to give that a try when she starts to lose control.
Near the end of the day, at the start of our free choice time, another little girl was crying. It had been a long day and this was not the first crying incident so I wasn't very patient with it. Beyonce was sitting near the crying one and I asked, "Are you helping the situation?" I was clearly thinking she was the cause of the crying. My wording was confusing, but once she understood she assurred me that she was helping, so I got the rest of the kids going on free choice.
When I returned to talk to the crying child, Beyonce had herself, the crier, and another friend sitting cross-legged in a circle. They were holding their hands up, fingers pinched together, eyes closed, chanting "ohmm."
It was brilliant. Now if I could just get her to give that a try when she starts to lose control.
Tuesday, August 18, 2009
Responsibility , Respect, and a Recording Artist
Another run-in with one of my little ones today made me think about several things. One is that I need a name for her here because I'm sure I'll be writing/thinking/tearing my hair out over her a lot. I've decided to call her Beyonce. I choose the name because of a couple of experiences with her. On the first day of school I take a picture of every child in my class which I use throughout the year for a variety of purposes. She was the only child to truly 'strike a pose' for the picture and I loved it! The second event was during our free choice time when she was part of a group playing with Lincoln Logs (I found them at a yard sale). One kid was actually building with them but the others had found other uses. This little girl was holding one like a microphone and singing and dancing!
Today she had a fabulous morning and then things fell apart after lunch. It's a long story but I finally sent her to another classroom to calm down and when she returned it got ugly again. We brought in one of our after-school-care teachers who knows her and took her somewhere quiet to settle down. That worked well. I don't think I handled things perfectly, but I'm not sure there is much I could have done to improve the situation.
So, I'm left wondering what to expect of this six-year old. I've wondered this before. If a child's problems stem from parenting or family issues (I'm not sure that is true here or not), what does that mean? Should we cut them some slack? Should we hold even tighter to counteract the other?
I don't feel like I can expect the same behavior from a child with a difficult home life than I can from a child with a stable home. These are children. They are going to struggle with emotions, impulse control, focus, and so much more even when things are going well for them. When things are tough of course they will act out or shut down. How do we help them build skills to cope with life, much less teach the prescribed curriculum?
I feel as though I've rambled on a lot here without ever truly managing to get at the point or question that is in my head.
Today she had a fabulous morning and then things fell apart after lunch. It's a long story but I finally sent her to another classroom to calm down and when she returned it got ugly again. We brought in one of our after-school-care teachers who knows her and took her somewhere quiet to settle down. That worked well. I don't think I handled things perfectly, but I'm not sure there is much I could have done to improve the situation.
So, I'm left wondering what to expect of this six-year old. I've wondered this before. If a child's problems stem from parenting or family issues (I'm not sure that is true here or not), what does that mean? Should we cut them some slack? Should we hold even tighter to counteract the other?
I don't feel like I can expect the same behavior from a child with a difficult home life than I can from a child with a stable home. These are children. They are going to struggle with emotions, impulse control, focus, and so much more even when things are going well for them. When things are tough of course they will act out or shut down. How do we help them build skills to cope with life, much less teach the prescribed curriculum?
I feel as though I've rambled on a lot here without ever truly managing to get at the point or question that is in my head.
Thursday, August 13, 2009
Walk This Way
It hit me today that this year's class is able to walk down the hallway so much more quietly and under control than last year's class could do. That's a big positive for the start of the year.
On the other hand, the big negative is that I've never had so many students who regularly pick their noses and a couple who often touch themselves.
It makes me yearn for the days of struggling to walk down the hallway.
On the other hand, the big negative is that I've never had so many students who regularly pick their noses and a couple who often touch themselves.
It makes me yearn for the days of struggling to walk down the hallway.
Wednesday, August 12, 2009
Hard at Work
I wrote last week about offering my students choices about where they work at any given time. One thing that surprised me is that students are working in unexpected places. 
This first little table was passed on to me by our fabulous librarian because she knew about my tables at different heights and thought the kids might like this as a place to work. She was right.
Working on the carpet is not new. Kids did it last year, but only at fairly specific times. They would stretch out there to read or play a math game. This group almost always has at least one kid on the carpet, no matter what they are doing in the way of work.
The bench here was originally a printer table.
It was passed on to me years ago by our retired librarian. My father and sister added the bulletin board to the back and reinforced the bench so that it would hold me or students. It sits in our math nook area and has only really been discovered as a working spot by a few students.
The two desks here are where the students sign in every morning.
I put them there as a thinking spot for kids who need a break from class. No one has used it that way yet, but many students have sat there to work.
This table came from a house my sister lived in years ago.
She was one of several renters living there when the owner decided to sell. She was the last to move out and ended up with lots of things folks had left behind. My plan for the table was to be part of a writing center (the trays behind this student held various paper options last year). Now I don't think I can put anything on the lower part of the table because the kids expect to be able to work there.
Students have also taken to working at the trapezoid table near my desk that I will use for meeting with reading groups and other small groups and the small desk I set up for my co-teachers to have a home base when they are in the room.
I was surprised by how the students have adopted all these spots for working, but it was a pleasant surprise. I can't wait to see what happens when our library area with the couch opens!
This first little table was passed on to me by our fabulous librarian because she knew about my tables at different heights and thought the kids might like this as a place to work. She was right.
Working on the carpet is not new. Kids did it last year, but only at fairly specific times. They would stretch out there to read or play a math game. This group almost always has at least one kid on the carpet, no matter what they are doing in the way of work.
The bench here was originally a printer table.
It was passed on to me years ago by our retired librarian. My father and sister added the bulletin board to the back and reinforced the bench so that it would hold me or students. It sits in our math nook area and has only really been discovered as a working spot by a few students.The two desks here are where the students sign in every morning.
I put them there as a thinking spot for kids who need a break from class. No one has used it that way yet, but many students have sat there to work.This table came from a house my sister lived in years ago.
She was one of several renters living there when the owner decided to sell. She was the last to move out and ended up with lots of things folks had left behind. My plan for the table was to be part of a writing center (the trays behind this student held various paper options last year). Now I don't think I can put anything on the lower part of the table because the kids expect to be able to work there.Students have also taken to working at the trapezoid table near my desk that I will use for meeting with reading groups and other small groups and the small desk I set up for my co-teachers to have a home base when they are in the room.
I was surprised by how the students have adopted all these spots for working, but it was a pleasant surprise. I can't wait to see what happens when our library area with the couch opens!
Tuesday, August 11, 2009
High and Low of the Day
I tried to tackle too much today. It's only the second week of school with first graders, I should know better. I was trying to have several things going on at once and it got a bit out of hand. I stopped the class and sent them back to the carpet to reevaluate. One little girl refused to cooperate. We've run into this more than once in the past week but we've been able to make things work so far. Today, not so much.
I gave her a couple of options, finally told her I would count to 3 and she needed to be doing her job as a first grader or take a break across the hall in a kindergarten classroom. She didn't want to pick either choice. After counting to 3 I took her hand to head across the hall. She wouldn't go. I quickly decided that I couldn't get into this power struggle right then and picked her up and took her across the hall.
It didn't even take the entire walk across the hall for me to recognize that I had not handled this well. Her behavior wasn't really any different from what we'd seen so far, but I was so frazzled by the other things going on that I didn't have the wherewithal to work this out with her.
When I returned to get her after about 2 minutes I sat down with her in the hall. I told her how much I like her and how high my hopes are for her. I don't know if what I said mattered because her teary, hesitant response was, "So you're not going to call my mom." I reassured her that I had no intention of calling her mom, that I wanted the two of us to come up with a plan for a good year. I hope I figure out how to make that happen!
Ugh, I hate when I realize that the issue was me, not the student.
On the positive side, I sewed a skirt for my tall table and I'm so excited by it! You can see the 'before' picture here.
This is so much better.
I gave her a couple of options, finally told her I would count to 3 and she needed to be doing her job as a first grader or take a break across the hall in a kindergarten classroom. She didn't want to pick either choice. After counting to 3 I took her hand to head across the hall. She wouldn't go. I quickly decided that I couldn't get into this power struggle right then and picked her up and took her across the hall.
It didn't even take the entire walk across the hall for me to recognize that I had not handled this well. Her behavior wasn't really any different from what we'd seen so far, but I was so frazzled by the other things going on that I didn't have the wherewithal to work this out with her.
When I returned to get her after about 2 minutes I sat down with her in the hall. I told her how much I like her and how high my hopes are for her. I don't know if what I said mattered because her teary, hesitant response was, "So you're not going to call my mom." I reassured her that I had no intention of calling her mom, that I wanted the two of us to come up with a plan for a good year. I hope I figure out how to make that happen!
Ugh, I hate when I realize that the issue was me, not the student.
On the positive side, I sewed a skirt for my tall table and I'm so excited by it! You can see the 'before' picture here.
This is so much better.
Sunday, August 09, 2009
Sweeter Side of Bill O'Reilly
This week's Parade magazine has an article by Bill O'Reilly, What President Obama Can Teach America's Kids. That title by that author was just begging to be read. I'm still wondering what compelled O'Reilly to write it.
To a less cynical person the article might read as a positive take on the president. Clearly, I'm more cynical than I like to think.
O'Reilly lists the various lessons Obama can teach: forgiveness, respect, persistence, hard work, and anything is possible. Good lessons. But O'Reilly can't leave it at that.
He says, "President Obama was just 2 when his father abandoned him and his mother in Hawaii." I've read Dreams from My Father and nothing in it suggests abandonment. However, I was willing to let that one slide.
Then he writes, "Even though his mom and dad apparently put their needs ahead of his, he speaks of them in mostly affectionate terms. He finds a way not to demean them." Mostly affectionate terms? Apparently finding a way not to demean someone is too tough for O'Reilly.
One last quote, "That man had no fatherly guidance, is of mixed race, and had no family connections to guide him into the world of national politics." I'm guessing Obama's grandfather was a pretty good guide. Also, let's not forget the wisdom of the women in his life.
There are other backhanded compliments throughout, but I think I've ranted enough to feel better. Thanks for indulging me.
To a less cynical person the article might read as a positive take on the president. Clearly, I'm more cynical than I like to think.
O'Reilly lists the various lessons Obama can teach: forgiveness, respect, persistence, hard work, and anything is possible. Good lessons. But O'Reilly can't leave it at that.
He says, "President Obama was just 2 when his father abandoned him and his mother in Hawaii." I've read Dreams from My Father and nothing in it suggests abandonment. However, I was willing to let that one slide.
Then he writes, "Even though his mom and dad apparently put their needs ahead of his, he speaks of them in mostly affectionate terms. He finds a way not to demean them." Mostly affectionate terms? Apparently finding a way not to demean someone is too tough for O'Reilly.
One last quote, "That man had no fatherly guidance, is of mixed race, and had no family connections to guide him into the world of national politics." I'm guessing Obama's grandfather was a pretty good guide. Also, let's not forget the wisdom of the women in his life.
There are other backhanded compliments throughout, but I think I've ranted enough to feel better. Thanks for indulging me.
Thursday, August 06, 2009
Books in the First Four Days
This year I decided to try something new to start off independent reading. I've been collecting multiple copies of various books and attempting to have many from various series as well. In this first week I've read as many books as possible and then put them out for the kids during independent reading. It's been highly successful! The kids are very engaged in reading these books.
We also read two wordless picture books to model for the kids how to read books without words. The goal was to help them read books with text that is too difficult for them. Until we really get into guided reading they won't likely have books they are truly able to read yet. So we wanted to set them up for successful independent reading. Again, it's worked pretty well.
The video above shows all the books we've read together by lunchtime on the fourth day of school. We're copying the covers of the books and hanging them up to help the kids remember them. I'm really good at starting things like this, less good at following through.
(I wish I could remember where I read about having multiple copies of books the teacher reads for the kids. I have no idea.)
I Wonder What His Mom Would Think
I'm clearing out pages from a few notepads and I came across a quote I wrote down last year:
When our mothers don't have babies, they ask strangers to be in their family.I don't remember the context of the quote, but I couldn't throw the page away without sharing it.
Wednesday, August 05, 2009
Choices, Choices, Choices
I firmly believe in the power of choice for kids. I will admit that I'm not nearly as good about making sure choice is built into our day as I would like to be.
I recently heard another first grade teacher talk about ways she incorporated choice in her classroom. One thing she did that really struck me was not assigning seats and setting her tables at different heights. Not assigning seats is new to me. I've always assigned seats, although I have let kids make requests.
I was really excited about this possibility. So, this year I have one tall table
where students can stand to work, two typical tables with chairs, and one table on the ground 
for students to sit on the floor and work.
So far, I'm thrilled with it. The kids haven't seemed fazed by it at all and just find a spot at different times throughout the day.
One interesting unexpected result is that the kids have adopted other areas of the classroom for themselves. I have one desk set up as a home base for the other teachers who come to work in my room and the kids have sat there to work. One certain kid has totally grabbed it as his place. I also have a desk sitting alone for students who need a moment on their own before rejoining the group. Kids have also decided to work there. It seems that no spot is off limits to them. It seems that the classroom is ours rather than mine already. I couldn't ask for more than that on the third day.
(Just as an aside, I'm sewing a skirt for the tall table. It is driving me crazy that it looks so messy with all the stuff underneath it. I want it for storage, but I want it to look nicer. We'll see how the sewing goes, I'm not much of a seamstress.)
I recently heard another first grade teacher talk about ways she incorporated choice in her classroom. One thing she did that really struck me was not assigning seats and setting her tables at different heights. Not assigning seats is new to me. I've always assigned seats, although I have let kids make requests.
I was really excited about this possibility. So, this year I have one tall table
where students can stand to work, two typical tables with chairs, and one table on the ground 
for students to sit on the floor and work.So far, I'm thrilled with it. The kids haven't seemed fazed by it at all and just find a spot at different times throughout the day.
One interesting unexpected result is that the kids have adopted other areas of the classroom for themselves. I have one desk set up as a home base for the other teachers who come to work in my room and the kids have sat there to work. One certain kid has totally grabbed it as his place. I also have a desk sitting alone for students who need a moment on their own before rejoining the group. Kids have also decided to work there. It seems that no spot is off limits to them. It seems that the classroom is ours rather than mine already. I couldn't ask for more than that on the third day.
(Just as an aside, I'm sewing a skirt for the tall table. It is driving me crazy that it looks so messy with all the stuff underneath it. I want it for storage, but I want it to look nicer. We'll see how the sewing goes, I'm not much of a seamstress.)
Monday, August 03, 2009
Rookie Mistake
Today was our first day of school. We crammed a lot into the few hours we had together. One of the things we did was sketch quick pictures of ourselves. Before sending the first graders off to sketch we talked briefly about the different parts they might have in their picture. I used thinkblocks to help with this idea. After a bit I asked the kids to return to the carpet with their pictures. A couple of kids shared some parts of their picture and we used the thinkblocks again. Then I sent them off in pairs to use the thinkblocks to discuss the different parts of each of their pictures.
As I walked around the room I kept gently reminding kids of the directions because so many were playing around with the blocks. After a few minutes I realized this was my own fault.
Tomorrow we will spend some time just exploring with the thinkblocks. Then we'll dig back in with them in more structured ways. I really do know better than to hand 19 first graders a new manipulative/tool/toy and not give them time to play around. I'd want time to play around!
As I walked around the room I kept gently reminding kids of the directions because so many were playing around with the blocks. After a few minutes I realized this was my own fault.
Tomorrow we will spend some time just exploring with the thinkblocks. Then we'll dig back in with them in more structured ways. I really do know better than to hand 19 first graders a new manipulative/tool/toy and not give them time to play around. I'd want time to play around!
Friday, July 31, 2009
New Year, New Kids
We had our open house this afternoon so that kids and parents could come to meet their new teacher. It's the real kick off for the new year. I love meeting the kids for the first time (or seeing them again if I knew them in kindergarten) and seeing them with their families.
Last year was my first year in first grade and meeting the kids was a whole new experience. The two years before that I was teaching our gifted fifth grade class and I knew most of the class long before they arrived in my room. The year before that I had looped up to fifth grade with my class. So, it has been a long time since I have gotten a bunch of new kids just like the previous year.
I really enjoyed meeting them this afternoon, but as I watched them wander around checking out the room and each other, I felt a tinge of disappointment. I don't have an attachment to them (yet). For all the challenges of last year, I adored those kids. I want them back.
I know that in a few days I will love these little ones just as much. I know that I will be carrying their joys, successes, frustrations, and issues with me all day everyday. But right now they seem like outsiders in my classroom.
It's time to think about the best ways to make it our classroom and make it quick.
Last year was my first year in first grade and meeting the kids was a whole new experience. The two years before that I was teaching our gifted fifth grade class and I knew most of the class long before they arrived in my room. The year before that I had looped up to fifth grade with my class. So, it has been a long time since I have gotten a bunch of new kids just like the previous year.
I really enjoyed meeting them this afternoon, but as I watched them wander around checking out the room and each other, I felt a tinge of disappointment. I don't have an attachment to them (yet). For all the challenges of last year, I adored those kids. I want them back.
I know that in a few days I will love these little ones just as much. I know that I will be carrying their joys, successes, frustrations, and issues with me all day everyday. But right now they seem like outsiders in my classroom.
It's time to think about the best ways to make it our classroom and make it quick.
Thursday, July 30, 2009
A Pat on the Back
We started off this morning with a meeting (not what we all wanted because we desperately want to be working in our classrooms getting ready for all the little faces that will be dropping in to meet us tomorrow). The assistant superintendent for our cluster had asked to talk with us, however, so we gathered in the library first thing this morning. As it turns out, I'm really glad we did.
We did not make AYP last year or the year before. Fortunately two years ago we missed one subgroup in math and last year we missed one subgroup in reading. So we're not facing sanctions at this point.
Our assistant superintendent wanted to be sure that we started off the year recognizing the fabulous things we are doing as a school. She talked about what a model we are and what miracles occurred here last year. We grew by 150 students last year and we already have a 40% mobility rate. That's a lot of kids coming and going in one school year. In spite of that we don't have a noticeable achievement gap between subgroups and we met expectations in all but that one subgroup in reading.
I can't describe how much I appreciate the fact that she came out to share this message with us. It's easy to feel weighted down by not making AYP and forget all the amazing things going on. I am so lucky to work at such an astounding school and it's great to know that others (especially in positions of authority) recognize that as well.
We did not make AYP last year or the year before. Fortunately two years ago we missed one subgroup in math and last year we missed one subgroup in reading. So we're not facing sanctions at this point.
Our assistant superintendent wanted to be sure that we started off the year recognizing the fabulous things we are doing as a school. She talked about what a model we are and what miracles occurred here last year. We grew by 150 students last year and we already have a 40% mobility rate. That's a lot of kids coming and going in one school year. In spite of that we don't have a noticeable achievement gap between subgroups and we met expectations in all but that one subgroup in reading.
I can't describe how much I appreciate the fact that she came out to share this message with us. It's easy to feel weighted down by not making AYP and forget all the amazing things going on. I am so lucky to work at such an astounding school and it's great to know that others (especially in positions of authority) recognize that as well.
Wednesday, July 29, 2009
Gotta Get Going
As teachers we go back a week before the kids. We are now three days into that week. On my drive home today I realized that I've been so caught up in preparing my classroom for the year, I have forgotten to plan for the students for next week. This happens to me every year.
I don't mean to suggest that the time spent on my classroom is not worthwhile. It certainly is. Setting up my classroom involves thinking through all sorts of important issues for the year. It makes me think about the community we want to create, the different learning experiences we will have, and the possible personalities in our class. I get so excited about creating a space that will offer many possibilities and be as flexible as possible, that it becomes all consuming.
Tonight, tomorrow, over the next few days, it is time to think about the kids. What will we do on that first day? How will we get to know one another? How will we organize all our materials? What will we do to begin building a strong community?
Even more importantly, it is time to begin really fleshing out my vision for the year (some might fairly say I should have started sooner actually). I still don't have a big picture view of this year and without that I'm just throwing things together here.
I'd love to hear about the way you spend your first days with students. What's your vision for that time and how to work to reach it?
I don't mean to suggest that the time spent on my classroom is not worthwhile. It certainly is. Setting up my classroom involves thinking through all sorts of important issues for the year. It makes me think about the community we want to create, the different learning experiences we will have, and the possible personalities in our class. I get so excited about creating a space that will offer many possibilities and be as flexible as possible, that it becomes all consuming.
Tonight, tomorrow, over the next few days, it is time to think about the kids. What will we do on that first day? How will we get to know one another? How will we organize all our materials? What will we do to begin building a strong community?
Even more importantly, it is time to begin really fleshing out my vision for the year (some might fairly say I should have started sooner actually). I still don't have a big picture view of this year and without that I'm just throwing things together here.
I'd love to hear about the way you spend your first days with students. What's your vision for that time and how to work to reach it?
Wednesday, July 22, 2009
NECC Day 4 & 5
Day 4
This was the day I presented with a couple of friends and co-workers. That was the major focus of the day and I actually didn't manage to attend any other sessions. We presented on the work we've been doing with technology at our school. We shared the various types of things students have done from first through fifth grades. It was a well attended session and we had a good time. The information from the session can be found here. We also created a delicious page with all of the links.
Being a part of this presentation was surprisingly energizing for me. It helped me to recognize all of the fun stuff we did this year that was really great. As a result, I'm feeling more excited about this year and all the possibilities.
Day 5
I debated about whether or not to head into town for the final morning of NECC (I live outside of DC so I took the metro in most days. It made for a very different conference experience, I think.) I knew I couldn't stay for the full morning because I needed to get home to my daughters but I really wanted to hear Alan November speak. I'm really glad I went because I greatly enjoyed his talk and I'm looking forward to the tweets and posts from folks at his upcoming conference.
Lisa Parisi liveblogged this session. It was called Designing Rigorous and Globally Connected Assignments. In this session, as in many others, I felt like one of the main messages was that it's not about the tools, it's about the learning, the pedagogy, all the things it has always been about. The tools are simply that, tools. However, these tools open up possibilities that didn't exist or were too difficult in the past. We can bring families into the classroom through skype. We can learn from people around the world immediately. Another message that came through here and elsewhere was that teachers have to let go of control. We can't solely own the learning anymore. I find that exciting, but I'm not sure most folks do. Most at NECC, however, certainly seem to.
This was the day I presented with a couple of friends and co-workers. That was the major focus of the day and I actually didn't manage to attend any other sessions. We presented on the work we've been doing with technology at our school. We shared the various types of things students have done from first through fifth grades. It was a well attended session and we had a good time. The information from the session can be found here. We also created a delicious page with all of the links.
Being a part of this presentation was surprisingly energizing for me. It helped me to recognize all of the fun stuff we did this year that was really great. As a result, I'm feeling more excited about this year and all the possibilities.
Day 5
I debated about whether or not to head into town for the final morning of NECC (I live outside of DC so I took the metro in most days. It made for a very different conference experience, I think.) I knew I couldn't stay for the full morning because I needed to get home to my daughters but I really wanted to hear Alan November speak. I'm really glad I went because I greatly enjoyed his talk and I'm looking forward to the tweets and posts from folks at his upcoming conference.
Lisa Parisi liveblogged this session. It was called Designing Rigorous and Globally Connected Assignments. In this session, as in many others, I felt like one of the main messages was that it's not about the tools, it's about the learning, the pedagogy, all the things it has always been about. The tools are simply that, tools. However, these tools open up possibilities that didn't exist or were too difficult in the past. We can bring families into the classroom through skype. We can learn from people around the world immediately. Another message that came through here and elsewhere was that teachers have to let go of control. We can't solely own the learning anymore. I find that exciting, but I'm not sure most folks do. Most at NECC, however, certainly seem to.
Tuesday, July 21, 2009
NECC Day 3
By the third day of NECC I was getting a little worn out. I had already done two days of fabulous professional development, networking, and learning. However, this was just the start of the official conference!
I quickly learned that I couldn't attend too many sessions. The sessions overlap and it took some carefully reading of the options and thinking about timing and location to plan out my day. And then I only ended up in two sessions!
I was looking specifically for sessions aimed at primary classrooms. Having taught fourth/fifth grades for many years I had many challenges switching to first last year. One great challenge was technology. I didn't have many ideas for how to help my students and how to use technology efficiently and effectively. So I was hoping to get some new ideas.
The first session I attended was Improving Reading Skills with Digital Media. This session was all about PBS kids' programs and corresponding websites. A lot of the focus was on how they develop the shows and sites. While I found it very interesting, I did not find it hugely helpful for me as a teacher. The basic message I heard was that my students should be using these sites. I'm still trying to decide what I want to do with that. We've gotten our five year old started on the PBS Kids' Island and I'm hoping to get a better sense of it through her. The Island requires a log in so that kids can move progressively through lessons. It is not obvious to kids that they are doing so as it offers them a lot of choice, but it controls what options they have to help them build reading skills. Parents can track their child's progress and there is a lot of information to help parents understand the various skills. The site was designed with low-income children and families in mind. It is possible that I will spend some time discussing it with parents on Back to School Night if it seems worthwhile. Again, it is something I'll be spending more time thinking about.
The only other session I attended was a panel discussion with Maria Knee, Kathy Cassidy, and Amanda Marrinan titled Global Connections in the Primary Classroom. I have followed all three of these women online for some time now and I have immense respect for the work they are doing with primary students. The room was full so it seems clear that there is demand for information and ideas in this area. I liveblogged this session. There were a couple of powerful take-aways for me. The issue of keeping kids safe online is always brought up when talking about elementary school. These teachers remarked that we think about ways to keep kids safe everywhere, on the playground, on field trips, in the cafeteria, etc. Keeping them safe online is our responsibility and something we are quite capable doing. The other big thing I remember is the idea that these classroom don't really look that different from any other kindergarten or first grade classroom. These students are learning to read, write, do math, and more. Various forms of technology are just some of the many tools they use for this learning.
I quickly learned that I couldn't attend too many sessions. The sessions overlap and it took some carefully reading of the options and thinking about timing and location to plan out my day. And then I only ended up in two sessions!
I was looking specifically for sessions aimed at primary classrooms. Having taught fourth/fifth grades for many years I had many challenges switching to first last year. One great challenge was technology. I didn't have many ideas for how to help my students and how to use technology efficiently and effectively. So I was hoping to get some new ideas.
The first session I attended was Improving Reading Skills with Digital Media. This session was all about PBS kids' programs and corresponding websites. A lot of the focus was on how they develop the shows and sites. While I found it very interesting, I did not find it hugely helpful for me as a teacher. The basic message I heard was that my students should be using these sites. I'm still trying to decide what I want to do with that. We've gotten our five year old started on the PBS Kids' Island and I'm hoping to get a better sense of it through her. The Island requires a log in so that kids can move progressively through lessons. It is not obvious to kids that they are doing so as it offers them a lot of choice, but it controls what options they have to help them build reading skills. Parents can track their child's progress and there is a lot of information to help parents understand the various skills. The site was designed with low-income children and families in mind. It is possible that I will spend some time discussing it with parents on Back to School Night if it seems worthwhile. Again, it is something I'll be spending more time thinking about.
The only other session I attended was a panel discussion with Maria Knee, Kathy Cassidy, and Amanda Marrinan titled Global Connections in the Primary Classroom. I have followed all three of these women online for some time now and I have immense respect for the work they are doing with primary students. The room was full so it seems clear that there is demand for information and ideas in this area. I liveblogged this session. There were a couple of powerful take-aways for me. The issue of keeping kids safe online is always brought up when talking about elementary school. These teachers remarked that we think about ways to keep kids safe everywhere, on the playground, on field trips, in the cafeteria, etc. Keeping them safe online is our responsibility and something we are quite capable doing. The other big thing I remember is the idea that these classroom don't really look that different from any other kindergarten or first grade classroom. These students are learning to read, write, do math, and more. Various forms of technology are just some of the many tools they use for this learning.
NECC Day 2 - Constructivist Celebration
I spent most of the second day at NECC at Sidwell Friends School at the Constructivist Celebration. The Constructivist Consortium is a group of educational software companies who have a focus on creativity and student empowerment. The group was formed (to the best of my knowledge) by Gary Stager. I heard Gary speak at Educon back in January so when I learned about the Celebration I immediately signed up. I didn't really know what to expect, I just figured it would be worth my time.
It definitely was. I enjoy hearing Gary speak. He is passionate and does not suffer fools. He might drive me nuts if I disagreed with him, but I don't so it works for me. He had representatives there from the different software companies and they gave us their software to explore. For a good portion of the day that is what we did. It was wonderful to have the opportunity and the time with the products.
I fell in love with Peter H. Reynold's products, Stationary Studio and Animation-ish. I can't wait for the year to start so that I can put Animation-ish up on my smartboard and we can begin creating. (It goes quite well with the book I am reading, Talking, Drawing, Writing.) Peter also spoke that afternoon and he is inspirational. His love of children and his passion in the power of creativity are contagious.
The other software that held great potential, in my opinion, was the stuff from Tech4Learning. I used Pixie quite a bit this past year and now I'm very excited by the possibilities in Frames.
The Constructivist Celebration was an inspiring, energizing day. It also was an opportunity for me to meet a lot of fabulous educators from around the country.
(I expect to be posting more about how I've used these products in the next several weeks as the school year gets rolling.)
It definitely was. I enjoy hearing Gary speak. He is passionate and does not suffer fools. He might drive me nuts if I disagreed with him, but I don't so it works for me. He had representatives there from the different software companies and they gave us their software to explore. For a good portion of the day that is what we did. It was wonderful to have the opportunity and the time with the products.
I fell in love with Peter H. Reynold's products, Stationary Studio and Animation-ish. I can't wait for the year to start so that I can put Animation-ish up on my smartboard and we can begin creating. (It goes quite well with the book I am reading, Talking, Drawing, Writing.) Peter also spoke that afternoon and he is inspirational. His love of children and his passion in the power of creativity are contagious.
The other software that held great potential, in my opinion, was the stuff from Tech4Learning. I used Pixie quite a bit this past year and now I'm very excited by the possibilities in Frames.
The Constructivist Celebration was an inspiring, energizing day. It also was an opportunity for me to meet a lot of fabulous educators from around the country.
(I expect to be posting more about how I've used these products in the next several weeks as the school year gets rolling.)
Saturday, July 18, 2009
Edubloggercon at NECC
It's been weeks now and I'm finally beginning to write my reflections from NECC. I greatly enjoyed the conference and had the chance to meet, chat with, and learn from some truly fabulous people.
Edubloggercon, the unconference type of day that happened before NECC officially began was a true highlight for me. It was a reasonably small number of people who took the opportunity to discuss the things that mattered to them. I had to leave early due to another commitment and I was very sad. As a result, I was only able to attend two of the sessions.
The first was Liz Davis's discussion of professional development. Alice Mercer liveblogged this one and has already written a great reflection. I don't have anything of significance to add to those two posts.
The second session I attended was Steve Haragadon's on social networking in education. This one I liveblogged. (Edubloggercon was my first real experience with liveblogging and it was wonderful. I think it helped me focus better and keep my mouth shut a bit more.) The first issue to discuss what how we wanted to define social networks for this session. After agreeing to include pretty much everything we moved on to whether or not they should be used in schools and what that means. Steve made the argument that we need to bring these tools into schools, not only because they are being used in the world but also because they are pedagogically sound. The discussion made its way through a whole host of interesting questions. One that really struck me was what are the implications of not using these tools in school. We also talked about closed social networks, limited just to a school or district. It was a fascinating conversation that gave me a lot to think about for a while.
Edubloggercon allowed us the freedom to focus on topics important to us. Even within the sessions we could be flexible and go where we wanted to go. In Steve's session we could take a moment to determine how we wanted to define social networks. In a more traditionally structured session we would have talked about social networking based on the presenters' definition. That made for sessions that had true meaning to us.
Edubloggercon, the unconference type of day that happened before NECC officially began was a true highlight for me. It was a reasonably small number of people who took the opportunity to discuss the things that mattered to them. I had to leave early due to another commitment and I was very sad. As a result, I was only able to attend two of the sessions.
The first was Liz Davis's discussion of professional development. Alice Mercer liveblogged this one and has already written a great reflection. I don't have anything of significance to add to those two posts.
The second session I attended was Steve Haragadon's on social networking in education. This one I liveblogged. (Edubloggercon was my first real experience with liveblogging and it was wonderful. I think it helped me focus better and keep my mouth shut a bit more.) The first issue to discuss what how we wanted to define social networks for this session. After agreeing to include pretty much everything we moved on to whether or not they should be used in schools and what that means. Steve made the argument that we need to bring these tools into schools, not only because they are being used in the world but also because they are pedagogically sound. The discussion made its way through a whole host of interesting questions. One that really struck me was what are the implications of not using these tools in school. We also talked about closed social networks, limited just to a school or district. It was a fascinating conversation that gave me a lot to think about for a while.
Edubloggercon allowed us the freedom to focus on topics important to us. Even within the sessions we could be flexible and go where we wanted to go. In Steve's session we could take a moment to determine how we wanted to define social networks. In a more traditionally structured session we would have talked about social networking based on the presenters' definition. That made for sessions that had true meaning to us.
Thursday, July 02, 2009
Our NECC Presentation
My first foray into NECC is over and I am exhausted. I have so many thoughts, ideas, and questions flying around in my brain and I need time to reflect before any real posts are ready. However, I presented with two others from my school, Mark Smith, our technology guy, and Jennifer Metcalfe, a fourth grade teacher, on Tuesday. We had a good turnout and a fabulous time. Mark generously posted a summary of the presentation and information about the three of us here. The powerpoint is posted here. Finally, we created a delicious page with a wide range of links showcasing our students' work from the past several years. We also managed to get some pictures during the presentation and I'm hoping to get them up on flickr soon.
Monday, June 29, 2009
NECC Exhibit Hall Rant
The exhibit hall here at NECC defies description. It's in the basement of the Convention Center and runs under both buildings (essentially two blocks). I've been down there twice and accomplished nothing, partly because I'm just too overwhelmed.
However, the other reason I've accomplished nothing is because the great majority of the exhibits are a huge waste of time. Actually, that's an understatement. As an educator I'm offended by the existence of some of these companies. Their core beliefs are 180 degrees from mine. I spent a good five minutes listening to a young man explain one website to me (without blowing up at him because I don't truly blame him). The things he kept saying are clearly the 'selling points' for this product. Things like, "It's so bright and colorful and fun it keeps the kids from realizing they are learning." and "That's a fun little graphic that will keep them interested." God forbid we should make the actual learning interesting!
In addition to that frustration, I felt like the program was basically electronic worksheets. How is that 21st century learning?
It seems to me that so many of these companies are creating electronic worksheets or they are preparing kids for testing or they are trying to make school 'teacher-proof'. I'm not okay with any of those goals. Many companies have learned the right buzz words, but the reality doesn't match their sales talk.
The worst part is that they are clearly making lots of money this way. It makes me so sad (and angry, obviously).
However, the other reason I've accomplished nothing is because the great majority of the exhibits are a huge waste of time. Actually, that's an understatement. As an educator I'm offended by the existence of some of these companies. Their core beliefs are 180 degrees from mine. I spent a good five minutes listening to a young man explain one website to me (without blowing up at him because I don't truly blame him). The things he kept saying are clearly the 'selling points' for this product. Things like, "It's so bright and colorful and fun it keeps the kids from realizing they are learning." and "That's a fun little graphic that will keep them interested." God forbid we should make the actual learning interesting!
In addition to that frustration, I felt like the program was basically electronic worksheets. How is that 21st century learning?
It seems to me that so many of these companies are creating electronic worksheets or they are preparing kids for testing or they are trying to make school 'teacher-proof'. I'm not okay with any of those goals. Many companies have learned the right buzz words, but the reality doesn't match their sales talk.
The worst part is that they are clearly making lots of money this way. It makes me so sad (and angry, obviously).
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