Today ended the first week of the 2018-19 school year. For the most part, it was a great success. I had fun, the kids had fun, and it was low pressure. I did have the option to give a reading test this week, but I thought, “Who wants to take a test the first week of school?” And honestly, it won’t do any harm to wait until next week (but that’s another blog post altogether).
Along with all of this week’s successes, I did have a few failures. The biggest one was when I, ambitiously, decided that we would do two mini-reports (created by Jon Corippo). I thought two short articles on cats would be doable for a quick mini-report in one day…done as a group…Oh, how wrong I was.
I quickly realized while reading the first article with the class that it wasn’t going as planned. And for some insane reason, I powered on with the second article. What? Yeah, not sure what I was thinking (well, clearly I wasn’t thinking!). I did, however, extend the cat mini-report for a second day and scrap the dog report for next week. I also realized that I need to work up to two articles.
So…Next week we will read one article on dogs. We will take notes together. Together we will begin writing our mini-reports. I will have them do a portion of it on their own. Yeah, I’m learning. All it takes is one painful mistake for me to remember where to start. THEN, the exciting part is watching how far they will grow!
It’s summer and I”m doing what most teachers do; reflecting, researching, and preparing for the upcoming school year. Yeah, I know it’s still June, it’s what I do. Recently, I joined a teacher Facebook group. It’s great. Teachers are asking questions, looking for ideas, gathering resources, and the like. Then there was a run on teachers asking about classroom themes and names. This got me thinking.
You see, I don’t ‘pimp out’ my room with a theme or a cutesy name. I never have. I’d like to say that it’s because of some philosophical reason but sadly, it boils down to sheer laziness. I mean, that’s a lot of extra work. I”m am definitely NOT the type of person who is all on board with creating more work for myself. And so seeing all these teachers being enthusiastic about themes and names (i.e. Ms. N’s RockStars) had me reevaluating my thoughts on the subject.
I came to the conclusion that I’m STILL not going to do that. Why? a lot of the same reasons: I don’t create extra work for myself. But looking at it deeper, why would I want to? Personally, I like to focus my creativity on lessons. I rarely do the same lesson twice. I don’t reinvent the wheel each year, I tweak or change up lessons based on latest research, tools, and needs of my students.
I’m not creating a ‘Pinterest Classroom’; it doesn’t help my students. It might make me feel good to have a cutesy room and others might look at it and think it’s cute too, but that’s not my job. My goal is to help my students learn and succeed. That’s not to say that I don’t try to create an organized classroom; I do. I try to create a safe, calming, relaxing, and a caring classroom. So if your looking for a cute ‘Pinterest’ classroom with a fun name; my classroom isn’t for you. If you’re looking for innovative lessons with successes and failures; look no further.
I am a teacher. Maybe you have seen in the news lately that many fellow educators across the nation are protesting. One item on the protest list is a living wage. Ya know, pay us what we are actually worth. Treat us like the professionals that we are – that would be another item on the list. And this is where I’m going to focus: treat me like a professional. Stop allowing merchants to peddle their product during my workday.
To the merchants – be they insurance, savings plans, ‘bookman’, or whoever – STOP PEDDLING YOUR PRODUCTS TO ME! Now, some of them I can choose to ignore. If I don’t want the cutesy items the ‘bookman’ is selling I don’t buy it. If the insurance man is in my lounge, I don’t have to engage in conversations with him. However, I ask do you go to doctors’ offices and ask to sit in their break room to sell life insurance? Do you go to other local businesses to talk about the great supplemental insurance you can provide? Look, I get it. You need to make a living. You share your knowledge with us and that’s fine, but there must be a better way than exploiting a teacher’s kind nature.
To the districts – STOP ALLOWING THESE PEOPLE TO PEDDLE THEIR PRODUCT ON ME DURING SCHOOL HOURS! This was never more apparent than this past week. Last week was Teacher Appreciation Week. For the most part, it was awesome! Our PTO treated us like RockStars! Thank you, PTO! Then there was our mandatory staff meeting. The one with an insurance person trying to sell me supplemental insurance. Yes, you read that right, during Teacher Appreciation Week I had a MANDATORY sales pitch to attend. Really? Okay, there was one moment worth remembering the sales pitch. That moment where the person openly stated that he/she has your back. If your doctor won’t write that doctor’s note for your insurance, no problem “I will…”.
Yeah, I’m still a little irked by the whole situation. But knowing that someone is willing to write fake doctor’s notes for me made it a little bit better.
I have a student this year that I am in awe of. I want to be like her when I grow up. She is a true testament to growth-mindset. She is my go-to person for most tech questions. She is the rare 5th-grader who uses technology in meaningful ways in her spare time. My student, L, is a role model to both students and adults.
Yes, I realize I’m waxing on about L and here’s why. L has run our school’s daily news all year – which is a news broadcast. She films, edits, and most recently, been in front of the camera. When I’m having issues with a computer/tablet she’s the first person I consult and she usually has the solution. She uses her phone as if it were a mini computer: downloading Google Classroom, working on assignments at home, using Raz-Kids, and other programs to help her succeed. She has helped her family to download and set up educational apps (on their phones) to help them be connected to Class Dojo and learn a new language. She ‘texts’ me via Google Hangouts (her school account) to ask school-related questions or just tell me that she’ll be out the next day.
I’m sure you’re thinking that’s impressive for a 5th-grader, but not swoon-worthy. THIS is where her story begins to show how amazing she is. If we only look at her statistics – test scores, socioeconomic status, home language, etc – we would miss everything!
L is a second (maybe third) language learner. Her family speaks a dialect from the Oaxaca region in Mexico and Spanish. She qualifies for free/reduced lunch. She was hit by a car last year while riding her bike (no helmet) and still suffers from some brain swelling which has impacted her memory, vision (not drastically), and headaches. She continues to go to the doctor for her injuries. L has an IEP for learning differences. The IEP was in place before the accident. See, you’re impressed now, aren’t you?
So, while some tests can help guide us, they don’t measure the most important things about our students. They don’t tell their stories and it’s those stories that truly help us connect with our students and serve their needs. Without the personal relationships we build with our students, how could we ever build them up? How could we see their potential and set them on a path to success? How could we do our jobs? If only the test-crazy people would understand that a child is so much more than a silly test.
Yes, you heard me correctly; I am a lazy teacher. Or so that’s how I feel. Being a 5th-grade self-inclusion teacher is hard. Now, I have nothing to compare this to, so I’m not saying that my job is harder than anyone else’s. I’m just saying that my job is hard. And I get lazy. I’m really hoping I’m not the only one.
So what do I mean by lazy? Well, there are days – more when it’s closer to a break – that I pull out the curriculum and do what’s next in the TE. I barely modify it, if at all. See, lazy. I hate this, but sometimes I’m tired and it takes a lot of energy to come up with engaging lessons for all areas of the day. I love Hyperdocs, Hypermaps, Breakouts, Ditch the Textbook philosophy, and all things engaging. But sometimes being an island in your own school/district is hard.
I want to BE the Rockstar my students think I am!
So, this is why I am vowing to come back from break with more gusto, enthusiasm, and most importantly, engaging lessons for the students. They deserve it! I’m finally going to start that 50 states lesson I thought up last summer, we are going to read The Mouse & the Motorcycle by Beverly Clearly and the unit will include Flipgrid discussions. Science Camp is also scheduled for later in the week. And Math. I just received my copy of Jo Boaler’s new book: Mindset Mathematics Grade 5. It’s the perfect time to revisit certain concepts that they are struggling with.
No more lazy teacher! My students deserve better. I am capable of better. I will do better!
My students constantly amaze me. They come up with great ideas and are innovators in their own right. Not only do I enjoy hearing their thoughts and ideas, often times we implement them in our classroom. I also feel fortunate enough that my students feel comfortable enough to share their ideas with me; knowing they will be taken seriously and not ridiculed.
Recently, one of my resource students (one with an IEP for both reading and math) created her own accommodation. We have been reading Tuck Everlasting and using a Hyperdoc to help guide us. While discussing one of the slides in the Hyperdoc, I noticed that the student had written some notes in the ‘Speaker Notes’ section. I found this interesting. It also made me a bit giddy as she was taking full advantage of our discussions. I privately talked to her about taking notes to tell her how impressed I was with her choice. She then revealed that she put on ‘Voice Typing’ during the conversation in order to capture everything that was said. Not going to lie, THIS really impressed me. Honestly, not sure I would have thought to do something like this.
Later, I shared with the class what the student had done. Expressing how I felt it was a good use of technology, but shared with them my expectation that if they used this strategy, it is to be used as a means of note taking and all responses should be in their own words.
The next day, we were discussing the events that took place at Lexington and Concord – studying the American Revolution. At one point a group of students had ‘bug eyes’, began giggling, and pointing to their computer screens. I walked over to find out what was so entertaining. Sure enough, someone in their group had turned on ‘Voice Typing’ to capture the information. All I thought was, “Go kiddos!”
Stop and listen to one another. This is something we have been taught since we were children. Yet, in this age of instant communication, I have noticed that we talk more and listen less. Listening, to me, means to take a moment to process what the other person has said or written. We seem to wait politely until there is a break so that we can have our say. We’re doing it wrong.
This has become more and more apparent in a social media context. Recently, I wrote a blog post and shared it on different social media. I admit that I did put a ‘catchy’ question in the headline as my ‘hook’. This is where I noticed things took a turn in the comments. What I quickly noticed was that several didn’t read what I wrote, rather formed an opinion based on the hook. This then lead others to read the comments and form their own opinions and comment. Let me be clear; all the opinions were valid and welcome. My fear is that this is happening quite a lot on various posts and articles; not just on what I write, but on political posts, social issue posts, etc.
We teach our students to read for facts; form opinions based on research. We want our students to think critically and consider all sides of an issue. However, in our daily lives, we aren’t practicing this. I get it; there is so much information being thrown at us from various directions it’s easy to forget to STOP AND LISTEN. Maybe we should be a bit more selective in what we respond to; what we ‘listen’ to. From now on I plan to STOP, LISTEN/READ, and take a moment to understand the information or viewpoint. And, I don’t always have to respond.
This is one question I try not to ask. This and “Did you have a good break?” When dealing with many students from differing backgrounds, it’s easy to forget that not everyone has a ‘good break’. It’s a natural question for many of us to ask. We come back not really ready to be back. I mean, we all love to sleep in and get things done around the house or hang with family/friends or go on trips. But for many students coming back to school is a welcome break from their home lives. And for that reason, I no longer ask students these questions.
I write this because I was reminded over my break that not all our students have ideal home lives. Some are dealing with the threat of a parent being deported or being evicted from their homes. Others are visiting a parent in jail over the holidays. Some don’t have money for presents. And yet others have had to deal with trauma and situations we can’t imagine. For these students, school IS their safe place; school is a welcome break from their everyday lives.
So what do I do? What do I say to my students when they come back? I’ve found that questions and statements such as: “I’m so happy to see you,” or “Are you glad to be back?” work well. “Are you glad to be back?” allows students to tell me about their trips to Mexico, all the toys they received, or the family they spent time with. While allowing those in less than ideal situations to feel safe to say, “Yes, I’m happy to be back.” Many times they follow that statement with, “It was so boring.” Knowing their lives, I know this isn’t really the case, but rather they are happy to feel safe for 7 hours out of their day.
And it’s not just our students who don’t always have ‘good breaks’. Some of our colleagues have had to deal with situations that were less than an ideal Holiday. Remember: “Be kind, for everyone you meet is fighting a hard battle,” – Ian Maclaren.
Many of us use a variety of social media outlets to collaborate, collect information and new ideas, and learn. One that I am using more and more is Facebook. There are several great groups to be a part of there. However, one thing that drives me batty is the ‘follow’ or ‘.’ in a thread. I understand why it’s done – to get the information when someone posts – but am still driven crazy by it.
Facebook allows you to ‘turn on notifications’ on a post without all the ‘follow’ in a thread. By turning on the notifications, you will receive all the comments without cluttering the thread with ‘follow’ or ‘.’. And it’s easy to do!
In a post, click on the three dots that appear in the right corner of the post. One of the options will be ‘turn on notifications’. That’s it!
During class today, I assigned a quick summary of what we read together. It was at that point that I pulled a small group aside so that they would be successful and get small group instruction on specific skills.
While working with the small group, I noticed a few students who seemed to not be working. So I pulled out my phone! I quickly pulled up the Classroom App and went into select students’ work to monitor their progress. Needless to say, my observations proved correct. This allowed me to have a quick correction with those students and at the same time putting the rest of the class on notice. Just because I am working with a small group doesn’t mean I don’t know what you’re doing!
Ah, the wonders of modern technology. Used correctly, it can be a powerful tool.