To kick off a recent day-long workshop we watched a video about a middle school girl who collapsed and her P.E. teachers saved her. The video is powerful and it's a great story.
The point of it, in our workshop, was to make connections to interventions. The idea being that the P.E. teachers intervened for this girl and we need to intervene to help students reach benchmarks. The more I thought about it the more it seemed like a serious stretch.
There is no question that the teachers saved the girls life. Without them she had no chance. But the same could be said for the doctors. The teachers made it possible for her to survive until the doctors could take over. The long-term life saving was done by the doctors.
I'm not sure where that leaves me in the analogy. I feel like there should be some big aha here. Instead, I'm just frustrated that this video was used in a way that feels very manipulative.
Monday, March 18, 2013
Sunday, March 17, 2013
Relationships Matter
I am blessed to be working with a fabulous intern (pre-service teacher, student teacher, whatever you want to call her) this semester. She is thoughtful, bright, interested in learning and in the students, and a delightful person. To be honest, most of the interns I have worked with in the past dozen years have been this way. This one, while being fabulous in all those ways, has also had to step up like nobody's business. I had a couple of conferences scheduled this semester meaning a few days out plus some doctors' appointments for me and my daughters. Then we had the minor crisis with our daughter which involved even more absences. Finally, there have been a surprising number of meetings and inservices required by my school/district. So this phenomenal intern has taken over for many days, planned and unexpected, with grace, flexibility, and competence.
Inevitably, no matter how stellar the intern, we always hit a point at which we need to be eating lunch with kiddos. We do this two or three times each week with a couple of students at a time. The goal is to build rapport and get to know the students outside of the academic setting. In the past, I've assumed this was necessary because some interns struggle with all they are balancing and need an extra push to focus on their relationships with students. But now I'm not so sure.
I get a grace period with my students at the start of each year. We have something of a honeymoon as we all get to know each other. As a result, I get to know them and build relationships during a lovely time. An intern, who joins us in January, is stepping into established routines and personalities, for all the good and bad that entails. My relationships with the students impacts hers - which can help or hinder depending on me. The kids' relationships with each other also impact how she perceives them. She doesn't really get to start fresh. Eating lunch together breaks down those walls a bit, opens up new views of each other.
The downside? I don't like giving up my lunchtime! That's why we only do it two or three times each week. In the moment, I love the time with the kids. But I also definitely need time without them during the day.
Inevitably, no matter how stellar the intern, we always hit a point at which we need to be eating lunch with kiddos. We do this two or three times each week with a couple of students at a time. The goal is to build rapport and get to know the students outside of the academic setting. In the past, I've assumed this was necessary because some interns struggle with all they are balancing and need an extra push to focus on their relationships with students. But now I'm not so sure.
I get a grace period with my students at the start of each year. We have something of a honeymoon as we all get to know each other. As a result, I get to know them and build relationships during a lovely time. An intern, who joins us in January, is stepping into established routines and personalities, for all the good and bad that entails. My relationships with the students impacts hers - which can help or hinder depending on me. The kids' relationships with each other also impact how she perceives them. She doesn't really get to start fresh. Eating lunch together breaks down those walls a bit, opens up new views of each other.
The downside? I don't like giving up my lunchtime! That's why we only do it two or three times each week. In the moment, I love the time with the kids. But I also definitely need time without them during the day.
Tuesday, March 12, 2013
My Friends are All Teachers, Thank Goodness
Another reason for my recent absence here has been a small crisis with our daughter. Parents face small crises all the time. Sometimes a small crisis goes away on its own. Sometimes a small crisis becomes something huge. Sometimes a crisis needs to be addressed carefully and sometimes it needs to be studiously ignored. There is almost no way to know this until the crisis can be viewed through hindsight.
This isn't our first small crisis nor will it be the last. This, however, was eye-opening for me. I'm a teacher. I'm surrounded by teachers and other educators. As a result, I have access to a wealth of knowledge.
Teachers see small crises all the time. They also see large crises but, fortunately, those come less often. Seeing so many small crises mean that teachers know ways to address them and who else can help.
In this small crisis there were numerous people with whom I work who helped us with strategies to address our daughter's concerns and to point us to others and to help us navigate various possibilities. We have been stressed as we moved forward with this but all the information and support made it so much better.
I'm left now, as we see the light at the end of the tunnel (we think), with great sympathy for parents without this network of resources. I'm left wondering how I can better support my students' families when they are facing small (or large) crises. I think I often forget that most parents don't have the wealth of knowledge all around them that we have.
This isn't our first small crisis nor will it be the last. This, however, was eye-opening for me. I'm a teacher. I'm surrounded by teachers and other educators. As a result, I have access to a wealth of knowledge.
Teachers see small crises all the time. They also see large crises but, fortunately, those come less often. Seeing so many small crises mean that teachers know ways to address them and who else can help.
In this small crisis there were numerous people with whom I work who helped us with strategies to address our daughter's concerns and to point us to others and to help us navigate various possibilities. We have been stressed as we moved forward with this but all the information and support made it so much better.
I'm left now, as we see the light at the end of the tunnel (we think), with great sympathy for parents without this network of resources. I'm left wondering how I can better support my students' families when they are facing small (or large) crises. I think I often forget that most parents don't have the wealth of knowledge all around them that we have.
Saturday, March 02, 2013
Change is Hard
I tend to be a fairly sentimental person. I find it hard to throw away notes my students wrote to me, art from my daughters, tickets from theater performances, and Christmas letters from friends and family. That's not always a good thing. Our house is awfully full of stuff. But, luckily, most of that stuff is pretty small.
Today we (my daughters, my husband, and I) spent the day at my parents' house. This isn't uncommon. They live about half an hour from us and our girls are often there even if we aren't. The unusual part was when we left. We drove away knowing that it's very possible that was the last time we ever visit that house.
My parents have bought a motor home and are about to embark on a long-time dream. They are selling almost everything they own next week (thanks to a company that does these things). They've put a few things in storage for a future time when they feel they are too old to be driving around the country in a motor home. Some stuff has been shipped to my sister in San Francisco and my minivan has made trips for the past few weekends bringing stuff back to our house. Starting Monday my parents will live in their motor home.
I can't just tuck this house away in a keepsake box in my closet.
My parents have lived in this house since 1984. That's the longest either of them have lived in any home. At one point or another I lived in every one of its four bedrooms. I learned to play the piano in that house. Inside the hall closet door are the markings showing mine and my sister's heights over the years. And now those for my daughters as well. There is only one other family on that cul-de-sac that has lived there longer than my parents.
My daughters cried as we drove home. They don't like things to change. They're strong and spending spring break traveling with Grandma and Bobo in the motor home will do wonders for their adjustment period. I tried to talk with them about it as we drove. To acknowledge their sadness while reminding them of their excitement about future plans. I think that would have been more effective if I hadn't been crying.
Change is hard. When you are the one advocating for or planning the change it is different. When change is out of your control it is challenging. I'm not against this change. It's just hard to adjust.
Today we (my daughters, my husband, and I) spent the day at my parents' house. This isn't uncommon. They live about half an hour from us and our girls are often there even if we aren't. The unusual part was when we left. We drove away knowing that it's very possible that was the last time we ever visit that house.
My parents have bought a motor home and are about to embark on a long-time dream. They are selling almost everything they own next week (thanks to a company that does these things). They've put a few things in storage for a future time when they feel they are too old to be driving around the country in a motor home. Some stuff has been shipped to my sister in San Francisco and my minivan has made trips for the past few weekends bringing stuff back to our house. Starting Monday my parents will live in their motor home.
I can't just tuck this house away in a keepsake box in my closet.
My parents have lived in this house since 1984. That's the longest either of them have lived in any home. At one point or another I lived in every one of its four bedrooms. I learned to play the piano in that house. Inside the hall closet door are the markings showing mine and my sister's heights over the years. And now those for my daughters as well. There is only one other family on that cul-de-sac that has lived there longer than my parents.
My daughters cried as we drove home. They don't like things to change. They're strong and spending spring break traveling with Grandma and Bobo in the motor home will do wonders for their adjustment period. I tried to talk with them about it as we drove. To acknowledge their sadness while reminding them of their excitement about future plans. I think that would have been more effective if I hadn't been crying.
Change is hard. When you are the one advocating for or planning the change it is different. When change is out of your control it is challenging. I'm not against this change. It's just hard to adjust.
Wednesday, February 20, 2013
Explicicity
Listening to myself speak to my students (and to my daughters, for that matter) I find I make a lot of assumptions.
I assume kids understand what I want them to stop when I tell them to stop.
I assume kids understand what I expect them to do when I tell them to get it together.
I assume kids understand what I am praising when I say good job.
I don't just assume kids understand all the implications and inferences behind my words, I also assume they can do whatever it is I am asking.
I assume when I say sit still that they are able to control their body enough to do so.
I assume when I say whisper that they know how.
I assume when I say slow down and walk that their enthusiasm and excitement can be restrained.
If I truly want my words to have meaning, either that kids will get from them what I truly mean or that they will be able to do what I am asking, I have to be more explicit.
Instead of stop, I need to say stop poking the child next to you.
Instead of get it together I need to say put down the blocks, take a deep breath, count to 10, then try again to play.
Instead of good job I need to say I am really impressed with how thoughtfully you solved that problem.
Instead of simply saying sit still, I need to help students recognize what that means and learn strategies to make it possible. (I also need to only ask them to do so for reasonably periods of time.)
Instead of simply saying whisper, I need to practice doing so with them and help them feel what a whisper is.
Instead of simply saying slow down and walk, I need accept that there are times when that is too much to ask.
I've been mulling this over for some time, but this Responsive Classroom post really hit home.
I assume kids understand what I want them to stop when I tell them to stop.
I assume kids understand what I expect them to do when I tell them to get it together.
I assume kids understand what I am praising when I say good job.
I don't just assume kids understand all the implications and inferences behind my words, I also assume they can do whatever it is I am asking.
I assume when I say sit still that they are able to control their body enough to do so.
I assume when I say whisper that they know how.
I assume when I say slow down and walk that their enthusiasm and excitement can be restrained.
If I truly want my words to have meaning, either that kids will get from them what I truly mean or that they will be able to do what I am asking, I have to be more explicit.
Instead of stop, I need to say stop poking the child next to you.
Instead of get it together I need to say put down the blocks, take a deep breath, count to 10, then try again to play.
Instead of good job I need to say I am really impressed with how thoughtfully you solved that problem.
Instead of simply saying sit still, I need to help students recognize what that means and learn strategies to make it possible. (I also need to only ask them to do so for reasonably periods of time.)
Instead of simply saying whisper, I need to practice doing so with them and help them feel what a whisper is.
Instead of simply saying slow down and walk, I need accept that there are times when that is too much to ask.
I've been mulling this over for some time, but this Responsive Classroom post really hit home.
Tuesday, February 19, 2013
10 for 10 nonfiction
Some fabulous bloggers organized a 10 for 10 nonfiction event. Picking my 10 favorite nonfiction books was a challenge. Partly because I struggled to define nonfiction. I decided not to include poetry or folk tales, even though those show up in the nonfiction section of the library. I stuck with a more traditional idea of nonfiction books. Even then it was tough to narrow it down. Once I decided each book had to be by a different author it got easier! Otherwise you might see 10 Steve Jenkins' books here.
Move! by Steve Jenkins
I absolutely adore all of Steve Jenkins' books. I have read at least a dozen of them to my class this year and not been disappointed once. (I call them Steve Jenkins' books but many of them are written by his wife, Robin Page, and illustrated by him. I do not give her enough credit.) Move! is my favorite though. I love all the verbs describing how different animals move and we return to this book and move in those ways around our classroom when we need to get some wiggles out.
Handstand Kids Cookbooks
There are a few different books in this cookbook series, the Mexican cookbook, Chinese cookbook, and Italian cookbook, at least. We bought these for our oldest daughter, starting when she was about 7 and wanted to be cooking. They are easy to follow and we have found the recipes to be delicious. There are also tidbits about the different cultures in each cookbook which add a bit of fun.
Knucklehead: Tall Tales and Almost True Stories of Growing Up by Jon Scieszka
This one isn't really for my students (first graders) but is fabulous for those a little older. It is absolutely hilarious and a book that upper elementary students will quickly identify with. According to one of my colleagues, the audio book is read by the author. We've read this one at home but I think we may have to check out the audio book just to hear it in his voice. Scieszka also read one chapter of this book to President Bush and his wife when Scieszka was named the first National Ambassador for Young People's Literature. I love that this is what he chose to read.
Baby Animals by Seymour Simon
I am not as big of a Seymour Simon fan as I once was, but his See More Readers series is one I love. The photographs, typical of Simon, are stunning. The way this series is laid out works for me better than his traditional books. There are now quite a few books in this series, about all kinds of topics including animals, space, machines...Still, Baby Animals remains my favorite.
An Egg is Quiet by Dianna Hutts Aston, illustrated by Sylvia Long
This one has been out for a while now and I still return to it often. The pale colors and gentle illustrations are just right for this. The book offers a lot of information, but can be read without getting into all of the details. Sometimes we read everything and sometimes we just read the basics. It gets kids thinking about something as simple as an egg in new ways which helps them look at other things in new ways.
Faithful Elephants: A True Story of Animals, People, and War by Yukio Tsuchiya, illustrated by Ted Lewin
This is another one that isn't appropriate for my first graders. I loved using this book when I taught fourth and fifth grades. It is such a sad story but is so well written it offers myriad possibilities for discussions and questions. It's a book that sticks with you long after you finish (clearly it has stuck with me because I haven't read it in more than four years).
Me ... Jane by Patrick McDonnell
Patrick McDonnell also wrote the wonderful, wordless picture book South which I use at the start of every year. He is able to tell stories in such a welcoming way. His illustrations, so similar to those of his comic strip Mutts draw you in as well. This biography of Jane Goodall is an amazing text to use with young children. So many biographies written for young children are stilted and dull. This definitely is not.
Just One Bite by Lola Schaefer, illustrated by Geoff Waring
This book always reminds me of Steve Jenkins' books. In fact, every time I see it in the library I think it is one of his. It's big, which helps with a read aloud, and it's about animals and food. Kids find parts of it gross but that's never a bad thing with young kids. The grossness just makes it that much more interesting.
Wax to Crayons by Inez Snyder
We spend a lot of time in first grade wondering about things, anything. We wonder about things outside our window, on our wonder table, at recess, or in our classroom. I love books that offer us answers to our wonders while giving us even more to wonder about. Crayons are such a common item that kids are usually fascinated to see how complex they can be.
Why Do Snakes Hiss? and Other Questions about Snakes, Lizards, and Turtles by Joan Holub
We ask a lot of questions when we wonder so a book like this is a great mentor text for us as writers. Seeing how an author takes a question and writes about the answer helps us. Plus, these questions are ones that fascinate my students. So they love it as readers and writers.
All images from amazon.com.
Move! by Steve Jenkins
Handstand Kids Cookbooks
Knucklehead: Tall Tales and Almost True Stories of Growing Up by Jon Scieszka
This one isn't really for my students (first graders) but is fabulous for those a little older. It is absolutely hilarious and a book that upper elementary students will quickly identify with. According to one of my colleagues, the audio book is read by the author. We've read this one at home but I think we may have to check out the audio book just to hear it in his voice. Scieszka also read one chapter of this book to President Bush and his wife when Scieszka was named the first National Ambassador for Young People's Literature. I love that this is what he chose to read.
Baby Animals by Seymour Simon
An Egg is Quiet by Dianna Hutts Aston, illustrated by Sylvia Long
This one has been out for a while now and I still return to it often. The pale colors and gentle illustrations are just right for this. The book offers a lot of information, but can be read without getting into all of the details. Sometimes we read everything and sometimes we just read the basics. It gets kids thinking about something as simple as an egg in new ways which helps them look at other things in new ways.
Faithful Elephants: A True Story of Animals, People, and War by Yukio Tsuchiya, illustrated by Ted Lewin
This is another one that isn't appropriate for my first graders. I loved using this book when I taught fourth and fifth grades. It is such a sad story but is so well written it offers myriad possibilities for discussions and questions. It's a book that sticks with you long after you finish (clearly it has stuck with me because I haven't read it in more than four years).
Me ... Jane by Patrick McDonnell
Patrick McDonnell also wrote the wonderful, wordless picture book South which I use at the start of every year. He is able to tell stories in such a welcoming way. His illustrations, so similar to those of his comic strip Mutts draw you in as well. This biography of Jane Goodall is an amazing text to use with young children. So many biographies written for young children are stilted and dull. This definitely is not.
Just One Bite by Lola Schaefer, illustrated by Geoff Waring
This book always reminds me of Steve Jenkins' books. In fact, every time I see it in the library I think it is one of his. It's big, which helps with a read aloud, and it's about animals and food. Kids find parts of it gross but that's never a bad thing with young kids. The grossness just makes it that much more interesting.
Wax to Crayons by Inez Snyder
We spend a lot of time in first grade wondering about things, anything. We wonder about things outside our window, on our wonder table, at recess, or in our classroom. I love books that offer us answers to our wonders while giving us even more to wonder about. Crayons are such a common item that kids are usually fascinated to see how complex they can be.
Why Do Snakes Hiss? and Other Questions about Snakes, Lizards, and Turtles by Joan Holub
We ask a lot of questions when we wonder so a book like this is a great mentor text for us as writers. Seeing how an author takes a question and writes about the answer helps us. Plus, these questions are ones that fascinate my students. So they love it as readers and writers.
All images from amazon.com.
Sunday, February 17, 2013
Needing Space
I've been away from this space for a week, a long time for me. I'm not short on ideas - there are several beginning of drafts waiting as well as a host of new ideas percolating. It's not even that time has been too tight because of other commitments. I just haven't had the brain space for this space.
This space is important to me. It helps me reflect on my classroom, my school, and education in general. It is a place to vent frustration at times and to celebrate at others. It offers connections to many from whom I learn. I miss it right now.
All aspects of my life feel swirly and out of control at the moment. I'm hoping that at least some of those will get back to behaving soon. Then I will get back here.
This space is important to me. It helps me reflect on my classroom, my school, and education in general. It is a place to vent frustration at times and to celebrate at others. It offers connections to many from whom I learn. I miss it right now.
All aspects of my life feel swirly and out of control at the moment. I'm hoping that at least some of those will get back to behaving soon. Then I will get back here.
Sunday, February 10, 2013
Updated Encienda 2013
After some messing around and googling, I managed to record my Encienda from Educon this year. It's titled, Walk in Their Shoes, and fits with one of my great passions right now, seeing kids as people. They may be younger, less experienced, but they are amazing, brilliant, thoughtful, and funny. Just like adults. We (including me) miss that a lot.
(My daughters can be heard in the background. Oh well. It seems appropriate that there are some kids' voices here, at least a little bit.)
(For reasons I don't understand, when uploading this the images get ahead of the audio. I can't seem to fix it. Sorry about that.)
(My daughters can be heard in the background. Oh well. It seems appropriate that there are some kids' voices here, at least a little bit.)
(For reasons I don't understand, when uploading this the images get ahead of the audio. I can't seem to fix it. Sorry about that.)
Thursday, February 07, 2013
New Book Discovery
So color me surprised this morning when we went to the library and our phenomenal librarian read Chloe and the Lion to my class.
I'm not familiar with Mac Barnett but I've greatly enjoyed some of Adam Rex's previous books.
This one is brilliant. The author is there in the book and the author and illustrator end up arguing. The main character has to step in.
I'm not doing justice to this book. Not by a long shot. The kids laughed out loud. I laughed out loud. Our librarian and I exchanged looks many, many times throughout as we enjoyed humorous tidbits that the kids completely missed.
One of my students suggested this would make a great play. He's totally right.
So, where were all my kid lit friends on this one? Did I just miss it? Or is no one talking about it? Did no one else find this book fabulous?
Monday, February 04, 2013
More on Perception
Post-Educon I had conversations about the conference with numerous people, often about my thoughts on the power of perception. One such person is a brilliant educator I am lucky to know who works in a variety of capacities. The one that is relevant at the moment is her work with our district's interagency schools. These are the schools that work with our court system and detention centers, mental health supports, and transitional services. These schools support students and families in various stages of trauma, stress, and challenges. They can do amazing things.
This educator was describing to me two of the schools that work with the court system. One is very much what you would expect of a school working with a court system, tough rules, high expectations, etc.
The other does some interesting things. For one, they take a picture of their incoming students the day they arrive. This typically means a picture of them looking very run down, maybe tired, dirty, ragged. They then take a picture of the student on their graduation day, the day they complete their time at that school and return to their base school. This picture typically shows a well-dressed, clean, poised young person. At the graduation they show both pictures. These graduations happen regularly as students arrive and leave at different times. This means that throughout their time at this school students see these images side-by-side again and again. They see the possibility their future holds, what they can be. They are pushed to perceive themselves in a new light through seeing their classmates change.
I don't have any data but my guess would be that students coming out of this school are more successful when they return to their base school, and to regular life, than students returning from the more traditional court-affiliated school. Changing negative perceptions matters.
This educator was describing to me two of the schools that work with the court system. One is very much what you would expect of a school working with a court system, tough rules, high expectations, etc.
The other does some interesting things. For one, they take a picture of their incoming students the day they arrive. This typically means a picture of them looking very run down, maybe tired, dirty, ragged. They then take a picture of the student on their graduation day, the day they complete their time at that school and return to their base school. This picture typically shows a well-dressed, clean, poised young person. At the graduation they show both pictures. These graduations happen regularly as students arrive and leave at different times. This means that throughout their time at this school students see these images side-by-side again and again. They see the possibility their future holds, what they can be. They are pushed to perceive themselves in a new light through seeing their classmates change.
I don't have any data but my guess would be that students coming out of this school are more successful when they return to their base school, and to regular life, than students returning from the more traditional court-affiliated school. Changing negative perceptions matters.
Sunday, February 03, 2013
Power of Perception
A week ago I was in Philadelphia, freezing but doing some fabulous talking, learning, and thinking about education. Interestingly enough some of the best of all three happened around 11 pm on Saturday night.
A bunch of us were standing around outside City Tap House (I got it right Becky!) because that is where you can actually hear each other talk. Luckily, this year they had fires in the fire pits. Last year that was not true. There are now railings around the fire pits which was apparently what was needed for the fire marshal to approve their use.* As a result, the top halves of our bodies were warm while the bottom halves were freezing. This isn't really relevant, but is included because I find it fascinating that this is where I had one of the most interesting and thought-provoking conversation of the entire weekend. That's the beauty of Educon. The talking and learning doesn't stop.
Chris Lehman, Jeremy Spry, and Doug Herman, all of Science Leadership Academy were part of the crowd, as were Becky Fisher, me, my husband, and a couple of guys from Ohio who I don't know. The SLA crowd was discussing some students who were struggling to complete assignments, maintain grades, and basically be successful at the game of school. (This is mildly shocking to those who attend Educon and meet so many fabulous SLA students and then assume they are all doing quite well.)
The more we talked the more it became clear that (some of) these students are fulfilling their self-perceptions. We discussed one student who works awfully hard to earn Ds. My impression was that he could probably earn higher grades with less effort, just effort expended in different ways. I was reminded of one of my little darlings who will state, "I'm a loser!" and then work hard to fulfill that statement.
As teachers we recognize these struggles, the challenge of learning to read, the challenge of finishing assignments, etc. but often we miss the underlying cause, the child's self-perception. We can work as hard as we can to teach a child reading strategies or strategies for perseverance or other strategies, but unless we work to change their negative self-perception it is unlikely that any of those strategies will have sticking power. Perception is very, very powerful.
* There's another example of perception, but from the outside. The fire marshal has a perception of those who spend time at City Tap House that they are likely to 'accidentally'' fall into a fire pit. It's possible that's an accurate perception. I don't have enough experience there to say for sure.
A bunch of us were standing around outside City Tap House (I got it right Becky!) because that is where you can actually hear each other talk. Luckily, this year they had fires in the fire pits. Last year that was not true. There are now railings around the fire pits which was apparently what was needed for the fire marshal to approve their use.* As a result, the top halves of our bodies were warm while the bottom halves were freezing. This isn't really relevant, but is included because I find it fascinating that this is where I had one of the most interesting and thought-provoking conversation of the entire weekend. That's the beauty of Educon. The talking and learning doesn't stop.
Chris Lehman, Jeremy Spry, and Doug Herman, all of Science Leadership Academy were part of the crowd, as were Becky Fisher, me, my husband, and a couple of guys from Ohio who I don't know. The SLA crowd was discussing some students who were struggling to complete assignments, maintain grades, and basically be successful at the game of school. (This is mildly shocking to those who attend Educon and meet so many fabulous SLA students and then assume they are all doing quite well.)
The more we talked the more it became clear that (some of) these students are fulfilling their self-perceptions. We discussed one student who works awfully hard to earn Ds. My impression was that he could probably earn higher grades with less effort, just effort expended in different ways. I was reminded of one of my little darlings who will state, "I'm a loser!" and then work hard to fulfill that statement.
As teachers we recognize these struggles, the challenge of learning to read, the challenge of finishing assignments, etc. but often we miss the underlying cause, the child's self-perception. We can work as hard as we can to teach a child reading strategies or strategies for perseverance or other strategies, but unless we work to change their negative self-perception it is unlikely that any of those strategies will have sticking power. Perception is very, very powerful.
* There's another example of perception, but from the outside. The fire marshal has a perception of those who spend time at City Tap House that they are likely to 'accidentally'' fall into a fire pit. It's possible that's an accurate perception. I don't have enough experience there to say for sure.
Saturday, January 26, 2013
Educon Encienda
Today at Educon were most of the Encienda presentations. These are 5 minute presentations with slideshows of 20 slides each, auto-advancing every 15 seconds. This is the fourth one I've done and I love it (for reasons I have not been able to identify yet). Here is my slideshow and I'll upload video of the Encienda when I get a chance. (My dad wants to watch it. No one else has to!)
My big idea is to try to see through children's eyes before making decisions that impact them.
My big idea is to try to see through children's eyes before making decisions that impact them.
Thursday, January 24, 2013
Thank You Donors' Choose & Generous Folks
Donor's Choose has been fabulous for my class. I've put up four projects and they've all been funded (usually pretty quickly). We've gotten cameras, copies of The Dot for Dot Day, awesome chairs, and now books by Jan Thomas and Mo Willems.
I pulled the stack out and showed them one-by-one to my students. There were many gasps, cries of "I've read that book!" and much making of the connection sign (thumb and finger out pointing at yourself and then the other person, back and forth to show a connection between you). I wish I recorded that part.
After we oohed and aahed over the books I put them all out on a table and kiddos grabbed one and found a place to read. When they finished one they put it back and got another. They could have done it all day. It was a book celebration. I did record a bit of that.
(The video doesn't show up in Google Reader. Sigh.)
I pulled the stack out and showed them one-by-one to my students. There were many gasps, cries of "I've read that book!" and much making of the connection sign (thumb and finger out pointing at yourself and then the other person, back and forth to show a connection between you). I wish I recorded that part.
After we oohed and aahed over the books I put them all out on a table and kiddos grabbed one and found a place to read. When they finished one they put it back and got another. They could have done it all day. It was a book celebration. I did record a bit of that.
(The video doesn't show up in Google Reader. Sigh.)
Wednesday, January 23, 2013
L.A.B.
That's what we call our Language Arts Block. I love that it abbreviates to L.A.B. It just feels right to me.
My school has worked hard over the past 15 years to establish powerful reading and writing workshops. Folks come from other schools to observe what we do. I love it. I'm really proud of it.
But in the past few years I wanted to take it further. So three years ago I tried an integrated block, reading and writing together. I had a few reasons for doing this:
My school has worked hard over the past 15 years to establish powerful reading and writing workshops. Folks come from other schools to observe what we do. I love it. I'm really proud of it.
But in the past few years I wanted to take it further. So three years ago I tried an integrated block, reading and writing together. I had a few reasons for doing this:
- Time - with only one focus lesson and one share we have more time for the real work of our reading and writing - reading groups, independent reading, independent writing, guided writing groups, writing conferences, work stations to practice various literacy skills
- Student independence and responsibility - in the reading and writing workshop model we are telling students what they should be doing and for how long - write until we tell you to stop for share - work at your work station until we call you for guided reading - it didn't matter if kids felt finished before that or if they wanted more time
- Linking reading and writing - with separate reading and writing workshops students begin to see those two skills as separate - I wanted them to see all the ways reading and writing are linked and support one another
Setting up this integrated block is no small task. We start the year with separate reading and writing times to solidly establish routines and expectations for both. Just before we begin integrating the two we spend a couple of weeks looking at what we are doing during our reading and writing time and how those activities help us to become better readers and writers. We really dig into this. Not just, "I was writing." or "I was reading." We end up with a great list that includes things like, "I reread." and "I thought about what I wanted to write." and "I used the word wall." and "I talked to a friend about my book."
In the first few weeks of L.A.B. students have a half-page with three sections: Guided Reading, Independent Writing, and Work Station. When they finish one of those tasks they write about what they did there to become a better reader and writer. After a few weeks we phase out the paper as they begin to internalize these ideas.
Of course, there are times when I need to talk with a student about spending all their time at their work station and not doing any writing. Or vice versa. That's fine. We have those conversations, as often as we need to. Throughout the year we also revisit expectations and routines. Of course we do that in other parts of our day as well.
A few upper grade teachers have also given this a try and now our administration is interested in learning more. So our literacy coaches, a couple of us classroom teachers, and our administration will meet next week to talk about this idea.
In the first few weeks of L.A.B. students have a half-page with three sections: Guided Reading, Independent Writing, and Work Station. When they finish one of those tasks they write about what they did there to become a better reader and writer. After a few weeks we phase out the paper as they begin to internalize these ideas.
Of course, there are times when I need to talk with a student about spending all their time at their work station and not doing any writing. Or vice versa. That's fine. We have those conversations, as often as we need to. Throughout the year we also revisit expectations and routines. Of course we do that in other parts of our day as well.
A few upper grade teachers have also given this a try and now our administration is interested in learning more. So our literacy coaches, a couple of us classroom teachers, and our administration will meet next week to talk about this idea.
In talking with a fourth grade teacher I found one comment really interesting. I was saying how much time I spend early in the year establishing routines and pushing students to think about what they are doing and how it is helping them become better readers and writers. The other teacher said that this seems to be harder in fourth grade than in first. After four years of school, four years of teachers telling students what to do and when and for how long, students have a rougher time being responsible for this themselves. It just makes me more determined to keep doing this with my students and making it better all the time.
Arming Teachers
Back in December I wrote a few posts about the various parts of my job and what they really look like. After the horrific events in Newtown, Connecticut I did a bit more reflecting on my job. Yesterday I wrote about our lockdown drill, our practice in case of such a terrifying possibility.
In related news, one of the blogs I enjoy reading is The Educated Reporter, from the National Education Writers Association. It helps me keep up to date on policy issues and other educational issues around the country.
Earlier this week Emily Richmond wrote about the current interest in arming teachers. My state, Virginia, is one of the states with bills proposing something along these lines (of course).
I find this possibility terrifying. I have fired guns before, skeet shooting with my mom when I was younger. (She used to hunt quail with her father, if I remember correctly.) I enjoyed that but I've never felt a need to shoot regularly or to own a gun. In fact, the idea of a gun in my house gives me nightmares. I have two daughters and the risk, in my mind, is just too great. A school with 700 students is even worse.
There are many aspects of my job I do not greatly enjoy. Some aspects I actively dislike. But if being armed becomes a part of my job it will be time to find a new job.
In related news, one of the blogs I enjoy reading is The Educated Reporter, from the National Education Writers Association. It helps me keep up to date on policy issues and other educational issues around the country.
Earlier this week Emily Richmond wrote about the current interest in arming teachers. My state, Virginia, is one of the states with bills proposing something along these lines (of course).
I find this possibility terrifying. I have fired guns before, skeet shooting with my mom when I was younger. (She used to hunt quail with her father, if I remember correctly.) I enjoyed that but I've never felt a need to shoot regularly or to own a gun. In fact, the idea of a gun in my house gives me nightmares. I have two daughters and the risk, in my mind, is just too great. A school with 700 students is even worse.
There are many aspects of my job I do not greatly enjoy. Some aspects I actively dislike. But if being armed becomes a part of my job it will be time to find a new job.
Tuesday, January 22, 2013
Lockdown Drill
We had a lockdown drill today. For those not in the know (and lucky you), this is the drill we practice in case of a dangerous person(s) in our building. We close and lock all doors, cover any interiors windows with dark paper, turn off the lights, pull down all blinds, gather in one corner, and be as quiet as possible.
When we told our little darlings about the drill some remembered doing this in kindergarten. That helped. We presented it in comparison with fire drills and tornado drills - drills that I don't think cause a lot of stress for our students. We explained what we would need to do without any drama (I hope).
Our principal announced the drill over the loudspeaker and the kids (mostly) quickly and quietly moved to the carpet. My intern and I took care of the lights, doors, and windows. Then we joined the kids on the carpet.
I pulled a book from nearby to whisper read to them. It seems unreasonable to ask first graders to just sit together silently. With my back to the door and a great distance between it and me I felt comfortable no one outside would hear me reading. I did pass on some really funny books though because I didn't want gales of laughter. I picked a sweet story.
On the whole my little darlings were fabulous. They were quiet the whole time. Even when someone knocked on our door as a test.
I felt a surprising level of stress given that it was a drill. I knew it wasn't real, but I still felt anxious. (I'm not a naturally anxious person.) I'm not sure how my students felt but I observed and overheard some things that were both concerning and humorous.
Two little girls sat beside one another on the carpet holding hands. I think they needed that physical reassurance of their safety. One child remarked after the drill about how scary it was. Another boy decided it was a drill in case zombies came. After we opened the door and pulled up the blinds he said, "Oh no, the zombies will come! Go hide!" and ducked off around the corner of our couch. I don't think he was really worried but it's hard to be sure.
I'm not a fan of this piece of my job. I don't think our students feel more reassured by the practice of these drills. That doesn't mean I question the importance of them. But I think students either feel anxiety as a result or don't really feel anything about them. I don't like doing anything that raises my kiddos' anxiety levels, even when I know we need to.
When we told our little darlings about the drill some remembered doing this in kindergarten. That helped. We presented it in comparison with fire drills and tornado drills - drills that I don't think cause a lot of stress for our students. We explained what we would need to do without any drama (I hope).
Our principal announced the drill over the loudspeaker and the kids (mostly) quickly and quietly moved to the carpet. My intern and I took care of the lights, doors, and windows. Then we joined the kids on the carpet.
I pulled a book from nearby to whisper read to them. It seems unreasonable to ask first graders to just sit together silently. With my back to the door and a great distance between it and me I felt comfortable no one outside would hear me reading. I did pass on some really funny books though because I didn't want gales of laughter. I picked a sweet story.
On the whole my little darlings were fabulous. They were quiet the whole time. Even when someone knocked on our door as a test.
I felt a surprising level of stress given that it was a drill. I knew it wasn't real, but I still felt anxious. (I'm not a naturally anxious person.) I'm not sure how my students felt but I observed and overheard some things that were both concerning and humorous.
Two little girls sat beside one another on the carpet holding hands. I think they needed that physical reassurance of their safety. One child remarked after the drill about how scary it was. Another boy decided it was a drill in case zombies came. After we opened the door and pulled up the blinds he said, "Oh no, the zombies will come! Go hide!" and ducked off around the corner of our couch. I don't think he was really worried but it's hard to be sure.
I'm not a fan of this piece of my job. I don't think our students feel more reassured by the practice of these drills. That doesn't mean I question the importance of them. But I think students either feel anxiety as a result or don't really feel anything about them. I don't like doing anything that raises my kiddos' anxiety levels, even when I know we need to.
Saturday, January 19, 2013
I'm Not Too Busy
Last year I wrote about getting my own box of grapefruit from my grandparents and my mother's offer to cut it for me. She was concerned that I was too busy. (I did manage to cut up my own grapefruit and did so again this year.) I am also often concerned that I'm too busy.
But I've been thinking a lot about this lately. A post Dean Shareski wrote a couple of years ago came to mind. (I don't know how many blog posts stick with me over multiple years but this one did.)
The language we use is something I am acutely aware of these days. This may be a result of reading both Choice Words and Opening Minds last summer. I'm working on changing my language about this issue. Instead of saying "I don't have time for that." I'll say "I'm not prioritizing that."
I may not say that directly to other people in certain instances, such as when I am unwilling to help with something, but I will still make the effort to recognize it for myself.
It is easy to feel overwhelmed with tasks and busyness. When I remember that I am so busy because of things that matter to me it is easier to take. Being busy also quickly becomes an excuse. It's the reason I don't get up and go to the gym. It's the reason I haven't unpacked the boxes that sit in our dining room from the holidays. It's the reason I haven't worked with our oldest on some strategies for stress we've thought about. I'm just too busy.
But I'm not. I have time to watch an hour or two of tv each evening. I have time to go to dinner with friends. I have time to read books I want to read. I have time to sit at the piano with my girls and play and sing.
It's not busy. It's priorities. Remembering that may also help me ensure that I am prioritizing the things that truly matter to me. This week will be a busy week. But it will be that way because it is full of things I very much want to do.
But I've been thinking a lot about this lately. A post Dean Shareski wrote a couple of years ago came to mind. (I don't know how many blog posts stick with me over multiple years but this one did.)
The language we use is something I am acutely aware of these days. This may be a result of reading both Choice Words and Opening Minds last summer. I'm working on changing my language about this issue. Instead of saying "I don't have time for that." I'll say "I'm not prioritizing that."
I may not say that directly to other people in certain instances, such as when I am unwilling to help with something, but I will still make the effort to recognize it for myself.
It is easy to feel overwhelmed with tasks and busyness. When I remember that I am so busy because of things that matter to me it is easier to take. Being busy also quickly becomes an excuse. It's the reason I don't get up and go to the gym. It's the reason I haven't unpacked the boxes that sit in our dining room from the holidays. It's the reason I haven't worked with our oldest on some strategies for stress we've thought about. I'm just too busy.
But I'm not. I have time to watch an hour or two of tv each evening. I have time to go to dinner with friends. I have time to read books I want to read. I have time to sit at the piano with my girls and play and sing.
It's not busy. It's priorities. Remembering that may also help me ensure that I am prioritizing the things that truly matter to me. This week will be a busy week. But it will be that way because it is full of things I very much want to do.
Tuesday, January 15, 2013
Give Me a Good Reason, Please
I know it is sweeping the nation and we are far from alone, but I still don't understand the idea of common pacing. Planning together I get. I've been doing that for years and it is wonderful. Multiple brains talking about ways to teach and what different students need is much better than just one brain. Collaboration is an amazing thing in education.
But common pacing? We're doing this in math right now - to some extent. We're planning as a team once a week. No one is checking in to make sure we are following it and we've talked about the fact that we won't all be teaching the exact same lesson on the exact same day. This makes a lot of sense to me. We're benefiting from the co-planning piece, all the brains working together, but we can adapt to student needs and changes in schedules.
We're also working on planning a unit together about writing reports. Again, we're talking about what our students need, how to support them as they learn, what resources are helpful, and some ideas about assessment. All useful conversations. But it's unlikely we'll be teaching it all at the same time. Or in the exact same way.
In a meeting today it was said that we should know that the expectations for common pacing will be tighter as we move forward. Why? What is the benefit? What am I not seeing?
My perspective on common pacing is that it is focused on content rather than on students. That is wrong to me. Our learners should drive the learning they are doing, not the other way around.
Please, please, please tell me if you have another view. I cannot see another perspective here.
But common pacing? We're doing this in math right now - to some extent. We're planning as a team once a week. No one is checking in to make sure we are following it and we've talked about the fact that we won't all be teaching the exact same lesson on the exact same day. This makes a lot of sense to me. We're benefiting from the co-planning piece, all the brains working together, but we can adapt to student needs and changes in schedules.
We're also working on planning a unit together about writing reports. Again, we're talking about what our students need, how to support them as they learn, what resources are helpful, and some ideas about assessment. All useful conversations. But it's unlikely we'll be teaching it all at the same time. Or in the exact same way.
In a meeting today it was said that we should know that the expectations for common pacing will be tighter as we move forward. Why? What is the benefit? What am I not seeing?
My perspective on common pacing is that it is focused on content rather than on students. That is wrong to me. Our learners should drive the learning they are doing, not the other way around.
Please, please, please tell me if you have another view. I cannot see another perspective here.
Wednesday, January 09, 2013
Firefighter is to Teacher as...
My morning commute takes me past a volunteer fire station. It's a place we've come to know well in recent years as we've taken our daughters there for the open house during Fire Safety Week and to a pancake breakfast with Santa each December. One of our neighbors drives an ambulance for the station.
There have also been a number of firefighters in the periphery of my life for many years. A family friend was lucky enough to be on duty one evening to answer a call at our home after a minor bathroom fire. His son, a boy I babysat as a teen, is now a firefighter. One nephew of ours is trained as a firefighter, although I don't think he is actually doing that work at the moment.
For the reasons above or for reasons I don't understand, I've been thinking a lot about volunteer and career firefighters. After a bit of research I've learned that often they have the exact same level of training.
Now I have more questions than I had before. Why do we as a society need volunteer firefighters? We don't have volunteer police officers. What would it cost us to have all career firefighters? Are there reasons other than financial that explain all of the volunteer fire stations across the country?
Of course, I can't help but compare this to education. Volunteer firefighters have the same level of training as career firefighters. They may not get paid for the job but they are still expected to be fully competent to do it. The analogy to groups like Teach for America seems obvious to me. Not only do those teachers not have the same level of training as career teachers, they also cost their school districts more because of the costs involved with Teach for America. Why is it possible to require full training for volunteer firefighters but not for teachers?
There have also been a number of firefighters in the periphery of my life for many years. A family friend was lucky enough to be on duty one evening to answer a call at our home after a minor bathroom fire. His son, a boy I babysat as a teen, is now a firefighter. One nephew of ours is trained as a firefighter, although I don't think he is actually doing that work at the moment.
For the reasons above or for reasons I don't understand, I've been thinking a lot about volunteer and career firefighters. After a bit of research I've learned that often they have the exact same level of training.
Now I have more questions than I had before. Why do we as a society need volunteer firefighters? We don't have volunteer police officers. What would it cost us to have all career firefighters? Are there reasons other than financial that explain all of the volunteer fire stations across the country?
Of course, I can't help but compare this to education. Volunteer firefighters have the same level of training as career firefighters. They may not get paid for the job but they are still expected to be fully competent to do it. The analogy to groups like Teach for America seems obvious to me. Not only do those teachers not have the same level of training as career teachers, they also cost their school districts more because of the costs involved with Teach for America. Why is it possible to require full training for volunteer firefighters but not for teachers?
Sunday, January 06, 2013
Complexities of Learning to Read
This morning I headed down to our phenomenal book room to find some new books for my guided reading groups. I was looking for titles at pretty early reading levels (about end of kindergarten, early first grade benchmarks).
In spite of the wealth of titles in our book room, I struggled to find good books for my little readers. Many of my students speak English as a second language (or 3rd or 4th). They are still gaining vocabulary and a firm understanding of the language structure. As a result, some books are much more challenging than their level would suggest.
When kids are learning to read there is so much going on, so much that we take for granted once we learn to read. They are thinking about how the words look, how the sentences are formed and organized, and the meaning behind the text. It's a bit overwhelming when you step back and analyze it.
Learning to read is much easier for students who have a lot of vocabulary, lots of background knowledge about things, and have a solid understanding of the structure of the language.
I rejected books today because they had unusual animals in them, like slugs or because they called animals by less common names, hen rather than chicken. These words are unlikely to be known by my students.
I rejected books that rhyme because creating that often involves using words or language structures that are not typical in our spoken language.
I rejected books because they involved activities or places that my students are unlikely to know anything about, such as riding a train or New York City. The vocabulary and ideas become challenging when one has no background knowledge.
These are not bad books. (Well, some of them are but not really for these reasons.) They are not even books that are impossible for my darlings to read, they are just much easier for some kids to read than others. My little first graders are pretty brilliant. They have a lot of background knowledge about certain things but not always the things that are valued by publishers of early reader books. They can speak multiple languages, something I, sadly, can't do. They will learn to read, I have no doubt of that. I'm just acutely aware of all the challenges facing them in that process.
In spite of the wealth of titles in our book room, I struggled to find good books for my little readers. Many of my students speak English as a second language (or 3rd or 4th). They are still gaining vocabulary and a firm understanding of the language structure. As a result, some books are much more challenging than their level would suggest.
When kids are learning to read there is so much going on, so much that we take for granted once we learn to read. They are thinking about how the words look, how the sentences are formed and organized, and the meaning behind the text. It's a bit overwhelming when you step back and analyze it.
Learning to read is much easier for students who have a lot of vocabulary, lots of background knowledge about things, and have a solid understanding of the structure of the language.
I rejected books today because they had unusual animals in them, like slugs or because they called animals by less common names, hen rather than chicken. These words are unlikely to be known by my students.
I rejected books that rhyme because creating that often involves using words or language structures that are not typical in our spoken language.
I rejected books because they involved activities or places that my students are unlikely to know anything about, such as riding a train or New York City. The vocabulary and ideas become challenging when one has no background knowledge.
These are not bad books. (Well, some of them are but not really for these reasons.) They are not even books that are impossible for my darlings to read, they are just much easier for some kids to read than others. My little first graders are pretty brilliant. They have a lot of background knowledge about certain things but not always the things that are valued by publishers of early reader books. They can speak multiple languages, something I, sadly, can't do. They will learn to read, I have no doubt of that. I'm just acutely aware of all the challenges facing them in that process.
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