Just making it through the day....Random thoughts about the start of the year

Sometimes I feel as if I am in this never-ending cycle of too-much-to-do and not-enough-time. Because of this, my writing has taken a seat for the first of the year. This disappoints me. I had a goal to write every week about what is happening inside the classroom, and -TRANSPARENT MOMENT-that hasn't happened.

What's a teacher to do??? Keep going. Persevere. Sometimes those words are exhausting and that has been where I was for the entire first quarter of school.

Things are slowing down now. Less change is happening. That's good.

I made it through the content portion of my ISTE coursework. Now on to the portfolio. SCARY.

I led my first ever 15-hour Professional Development that I co-created with another teacher in the district. It was amazing. Still working on it. That's ok. I can manage that.

Have officially -not officially- made the switch with my curriculum that admin wants. That admin required 4 weeks into the school year. There went those routines.....right out the window. Still working on implementing the new parts. Some of which showed up yesterday. *Sigh*

Focus is so much on test scores at times I begin to doubt we are focusing on the kids. That's when I get upset. My students are more than a test score. But, I keep building relationships and focusing on the growth my students show with their confidence, effort, motivation, and academics. Just keep teaching....Just keep teaching....Just keep teaching.... (Yep, I borrowed that from Dory! 😜)

Keep plugging away. Knowing that after Thanksgiving Break I will be incorporating new curriculum and being a model classroom for AVID....
I can make it work. I have enough time in a day right????

Make time. I will not take away their reading time every day. That's a non-negotiable. It is valuable and needed to give them time. When we don't we get conversations like this one that happened yesterday with a student:

S: "Nyxia" was such a great book! 
Me: I agree! I'm glad you liked it!
S: But, I'm confused about why we read it. We didn't even write an essay when we finished. 
Me: We read it for fun. 
S: That's weird. I don't understand why we would do that. 
Me: 🙄😭

This reading was in an optional book club that met once a week before school. The student still couldn't understand the purpose because there was no essay attached to it. She loved the book and is currently reading the next one, yet still questions why we would read without doing work with it.

Ranting for a moment....again ➩ We are slowly killing students' love of reading. I hope to bring it back and I hope at the end of the year she can reflect on this conversation and know that reading-without an essay-is valuable and should happen more!

I will be writing more now. I plan to take that goal from the beginning of the year and start fresh again! I'M BACK. And better than ever! 

I will do a few reflection posts soon about ISTE and the work we've been doing in the classroom. (I plan on it, but it's not a promise because....hey...I am human too!)

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A New Year

Before we know it, summer is over. The sound of cicadas fade. The warm, humid days fall to cool, crisp days. It's time to trade the flip flops & swimsuits for sweatpants & hoodies. It's finally autumn. And with that autumn feeling, comes the start of a fresh new school year. New clothes and supplies, fresh hair-dos, nervous smiles, and butterfly dances in bellies as the students walk in the classroom for the first time. A smile. A "Hello! I am so happy so see you!" and a reassurance that this year is going to be great! It's that moment that makes a difference for the rest of the school year.


That first glance, first communication, sets the stage for the relationships that will be built. The trust that will either allow a child to fail or succeed. What do you do at this moment?

The sage advice provided to new teachers is always the same: NEVER SMILE BEFORE DECEMBER. Only focus on rules and teamwork for at least 3 weeks. Don't worry about the content. Practice. Practice. Practice. I used to believe in this mantra whole-heartedly. Through the years I have realized it is an awful way to establish the tone for my classroom. 

Don't get me wrong, rules must be taught, or rather, modeled. Pre-teaching is necessary at times. But, can't we teach these "rules" authentically? Not provide an entire list for students to read. It starts our year off with the mantra of "Don't do this. Don't do that. And if you do, this is the consequence." I've come to realize that's not a positive start to the year. It's all focused on behavior. So I haven't done it for a few years and this year I stepped away from it completely.

I may be the worst mentor ever. All the experienced teachers keep telling my brand-new partner teacher to not worry about content and to just build relationships with team building activities and that she needs to be super strict. [Hence: never smile before December. Why has this ever been a thing????] She asked me for advice. I said the exact opposite of what everyone else said. Poor girl. She must be so confused. I hope she is able to come to her own conclusions about what works for her. I know that will happen over time, and I saw her create her own balance of all the advice she received, so I know she will find her own direction and confidence soon!

On Day 3 I had a student ask me "What are the rules?" When I pointed out he must already know, since he's been following them it prompted a discussion of what behaviors students have been showing and how they already know what rules are necessary. And, that they are not really rules so much as they are guidelines on how we treat each other in a learning environment. This was a less than 5-minute discussion. It was the only time we talked about rules this week. And, guess what, the classroom ran smooth, kids were kind to each other and teachers, compliments were received from other teachers, expectations were met (at high levels!) and it was a hugely successful week!

So, if I didn't teach RULES all week and I actually SMILED, how did I get a successful start to my school year?

It's simple really. I pre-taught expectations before we did anything in class. If we were transitioning, I pre-taught what it should look and sound like, then we did it. If we were working in a group, I pre-taught group expectations. If we were walking through the room with Chromebooks, I pre-taught how we carry the Chromebooks safely and how we moved through the room in a safe manner. If we were sitting in alternative seating, I pre-taught how we share and take care of our seating items that are more "fragile." I used authentic learning opportunities to teach my students how we do things in the classroom behaviorally. I didn't review a syllabus. I didn't go over a list of rules. I didn't even brainstorm what rules should be in the classroom or what they look/sound/feel like. *gasp*

The world didn't fall apart. My classroom is just as well-managed at the end of the first week of school as it always is. I give reminders consistently and I am clear in my expectations. Just like I am all year long. And because of that, we were able to work collaboratively in digital formats and create learning cooperative groups WHERE NO CHILD WAS LEFT STANDING WITHOUT A GROUP. They chose their own groups and there was never a child in any of my classes that felt that they didn't belong in any way. That made my heart happy. I think it is important to note that this is the first time that has ever happened. And it happened in ALL of my classes. That alone spell's success in my mind.

It's not to say that the students were perfect, but really, what child is?!?!? They shouldn't be held to unreachable standards like that. Behaviors were corrected quickly and efficiently and were not repeated by the offender. We may be a little chatty in one group, but they will learn when it is acceptable to talk and when it is important to be quiet as they adjust to the learning environment being set in my classroom. It also tells me they need a lot of turn-and-talk opportunities and cooperative activities to be successful this year. I love that I already know this and I know it because of authentic experiences in my classroom and not because I spent the first-week focusing solely on behaviors.

I am excited about this school year and where it will take us. I have a sweet group of kids in my classes and I just know that this year is going to be amazing! [Even if I didn't review a syllabus or rules on Day 1!]

Goal-Setting for the New School Year

This post is week 5 of 8 in the 8 Weeks of Summer Blog Challenge for educators.

Every summer I sit and reflect on what went well the previous school year and, more importantly, what didn't go well. I ask myself:

• What changes are needed to my classroom environment to stimulate a safe space for all students?
• How can I continue to accommodate all learners in my lesson planning?
• What units of instruction received positive feedback from students AND showed evidence of high levels of student growth and engagement?
• How successful was I in teaching all the necessary standards? 
• What instructional challenges did I face on a regular basis? 
• What will I do to continue my professional growth throughout the school year?
• How will I engage my students in learning activities that encourage student voice and choice on a regular basis?

The act of reflecting on these questions allows me to plan and adjust my practice for the following year. Based on my reflections from the 2018-2019 school year I have decided to make some changes to my practice that will allow for more student agency and provide easier to navigate access to monitoring growth and progress. 

For the 2019-2020 School Year I plan on:

• Continuing to build interest in reading by keeping daily independent reading time. This was mentioned by almost every student to keep (and some even wanted longer periods of time!).
• Build interest in books by keeping a working recommendation slide deck that all students can access and add to. I used this in my Summer Learning Lab class this summer and it received great feedback from students, along with providing a repository of student-recommended books. 
• First Chapter Fridays - I started this at the beginning of last year, but quickly fell out of the routine. I want to be consistent with this from now on; however, I am probably going to just focus on reading an excerpt from a book on Friday's that I feel will make students interested in knowing more.
• Building and maintaining a Class Site that will update regularly and will act as the main hub of communication for parents and students on standards of learning and classroom expectations.
• Begin to make the switch to Standards-Based Grading and building student portfolios. (There will be a separate post on this later that will share my process and collaboration experiences to build this experience for my students!)
• Become an ISTE certified educator.
• Continue to build facilitation and coaching skills that provide teachers with relevant, hands-on professional development experiences.
• Learn and implement restorative practices by blending with culturally responsive pedagogy and maintaining a trauma-sensitive approach with my students at all times. 
• Be consistent with allowing for student feedback and adjusting instruction to my student's needs! 

What are your goals this school year? 

Optimize Learning Through Classroom Environment

This post is week 4 of 8 in the 8 Weeks of Summer Blog Challenge for educators.

During the course of obtaining a teaching degree, we learn about the importance of the learning environment and how it has a direct impact on student success. Every summer I watch Teachers on Facebook and Instagram and Twitter post about what decor and theme they will be using in the new year. In fact, that's all I ever really see from August-September. But, is the decor really what is conducive to an effective learning environment? The obvious answer is no. Is it nice to have pretty things in your room? Yes. But, for some kids, this may be over-stimulating when teachers go over-the-top with their decorations. When I think of all the time teachers spend over the summer on decorating, I shudder. There are so many more valuable ways that teachers could spend their time that would have a positive impact in the classroom. 

If I am not spending weeks establishing a new decor theme in my classroom, what do I do to optimize the learning conditions in my classroom to provide an environment conducive to student success? 

1. Clean, organized space with minimal distractions. Anchor charts are built with students and not pre-made. Walls are mostly bare, with some inspirational quotes in vinyl to encourage and motivate students. We build our decor together through text annotations, thought logs, Z-charts, and sketchnotes that we create in class.
2. Cool, calm colors to stimulate a relaxing environment. Students have access to comfortable seating/standing options, so they can choose to work in the way that best supports them that day. 
3. Books. I teach literacy, so let's be realistic. I have books. Lots of books. Is this an area that needs to be better organized? Yes. I am working on it this summer. I literally had books stacked all over my classroom. I know I had 2-3 students that were overwhelmed by this because there was no sense of organization. So, I am focusing on bringing in more bookshelves and organizing and labeling books to help students that need it. 
4. Failures are celebrated and mistakes are a true part of learning. Through discourse, it is the norm to identify how thinking can differ and to learn to acknowledge and accept other points of view. Revisions are a normal part of our learning structure. Students learn that they will revise their work one or more times. It is not a condition of failure, but rather a condition of learning. 
5. Safe. The classroom is a safe place to share our thinking, our faults, our experiences without judgment. There are multiple ways for students to share about topics that are important to them. They can share with me verbally, write a note to me, journal, blog, or communicate digitally. No one student is ever made to feel their thoughts and opinions are not valued. 
6. Respectful. Students are respected. Their voices have an impact. I acknowledge their impact and show them that I want to hear their opinions and thoughts. Even if I may not always agree. Or if others disagree. It can lead to some stimulating, yet respectful, discourse in the classroom. This allows students to understand that they do have something to add to the learning in the classroom and that learning cannot happen without their engagement in the lesson.
7. Goal-setting is integral to students tracking their academic progress through self-monitoring, assessment tracking, and feedback forms. Students reflect on scores and feedback so that they can make the desired changes necessary to show improvement. 
8. High expectations push students to engage in higher-order thinking skills and extend past the imaginary mental boundaries they have set, so they can access the content at maximum levels of comprehension and application. Not trying is not an option. Our mantra is that something is better than nothing because when we try something, then we can receive feedback to lead us in the right direction. Doing nothing gets us nothing. 

I do not have rules in my classroom; however, I am aware that classroom management has a high impact on student learning. I set the stage at the beginning of the year that the only things required in my classroom are to be respectful and kind. Not a rule, but let's have integrity and do what is expected of us at all times. I hardly ever have to reprimand students for behavior. When they feel respected and like they are a contributing member of the learning environment, then they are more likely to give their absolute best in the classroom. 

So, do I spend months over the summer stressing out about my decor? No. Do I think about it some? Of course! But, it is not my primary focus. I want to maximize learning for my students, so I focus on increasing my own pedagogical knowledge in the summer, so I can return a stronger teacher with higher-content knowledge and application skills. Let's face it, teachers are the indicator of student learning, not the pictures on the wall. And, while the physical environment is important and should reflect a space that is comforting to be in, it does not have the largest impact on optimizing learning. Find balance and focus on the social-emotional environment within the classroom just as much and not just the physical environment to provide a space for students to learn. 

Dream. Inspire. Educate. How I became the Teacher I am Today

This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators.

Dreaming of a Better Future

Growing up I struggled with trauma & poverty. It wasn't a guarantee that I would graduate high school, let alone go to college. In fact, no one in my immediate family had, so college was not even on my radar for a very long time. I never doubted I would finish high school. That was something I knew I would do just to spite those that said I couldn't. But, college? Never.

Until one teacher helped me see that there could be a better future for me. One where I could have a positive impact on children's lives. One that I had never even dreamed was a possibility for me. Education. Be a teacher. The idea clicked and at 20 years old, I was the first in my family to enroll in college. I thought I would teach British Literature, so I focused on literature courses and a few basics. Until at 21, I decided I needed to work more than go to college, so I dropped out of college.

Then, I had my daughter. She was my inspiration to get back to school because when I looked into her tiny face I KNEW I wanted more for her. In fact, I wanted to be a role model for her. I wanted her to grow up and see that with hard work and education, she can achieve her dreams. So, I set out to reach my dreams and enrolled in college again. While in school I became a substitute and through my experiences, I quickly realized that elementary was the right fit for me and that I truly loved being around kids in the 4th and 5th-grade classrooms that I was a regular substitute for. 

I worked so hard when my daughter was an infant. I subbed during the school day and focused on my studies in the evening. In fact, most of that time is a blur. There were many long, sleepless nights where I would work on school tasks while caring for a baby. It was more than worth it though. 

I completed my Bachelor's of Art in Interdisciplinary Studies Pre-k to 6 in under 2 calendar years thanks to Western Governor's University self-paced program and affordable tuition. Not only was I the first in my immediate family to achieve a college degree, but I also did it in an amazingly short time-frame AND with a 4.0! I realized education is my key to a better future, thereby ensuring that her future is better as well. I believe this is the beginning of my understanding of the power that education can bring to children who don't believe there are other options. I realized that education cannot be taken from me. It is the one thing I control. Which means that my students have that same gift given to them every day they come to school.

Inspiring Children to Find Their Passion

Through my passion for reading and education, I found a new love. A love of inspiring young minds to find their passions. I realized that without teachers who cared for me and pushed me past my own limitations, I would not be where I am now. I would not have taken Advanced Placement courses. I would not have gone to college. I would not think of education as a place I belong in as a profession. I would not be in a classroom at all. Now it is my turn to pass that same inspiration and belief on to others who doubt themselves due to their unfortunate circumstances. Our circumstances do not define us. What we make of them does.

Educators have power in words. 

It can be as simple as it was for me when a teacher said: "We need more good teachers. You need to go to college." The fact that a woman I respected and admired thought I would make a good teacher was enough to get my feet moving toward college. She pointed me in the right direction even if it did take many years from that point on. Without that one statement from her, I know for a fact I would not be in the classroom now. 

I try to remember this moment as much as possible to remind myself of the power that we have with our words. I tell my students about their individual and unique gifts and help them see how they can foster those gifts through education to have a bright future. A future that is successful in spite of the hardships and trauma they may endure now. I believe in them. And that is communicated daily. It is the springboard for their own inspiration.

Education is a Gift

Every person has the right to an education regardless of race, culture, gender, disability, or circumstances. I knew growing up that school was an escape for me. It was a way for me to shed the trauma of my home environment. This is a truth many of my students know as well. 

Once a teacher showed me that he believed in my academic ability, it became even more than that. Not only was school an escape from home, but school was also now a way out. I could be better. Do better. All I had to do was learn. So I did. And through that experience, I realized that while everyone attends school, everyone does not see it as the gift it should be. That has become my mission. 

I desire for every student in my classroom to come in and realize they are not a product of their circumstances. They are not the traumatic experiences they have lived in. They are creating who they are every day they walk in the classroom. I frequently tell them that the one thing no one can ever take from them is their education, so fight for it! Recognize that it is your right to be in the classroom, but you will walk out with the gift of knowledge that is all your own. No one can take that from you. Ever. This is the most precious gift. Believe in yourself. If I can help my students see this year after year then I know I am doing what I was meant to do. I want to inspire other kids as I was inspired. I believe in them and the future they will create. This is more powerful than any lesson I will ever deliver on content. This guides who I am as a teacher every day when I walk into the classroom. I can only hope that my students see my passion and belief in their abilities and use that to gain an understanding of what they can accomplish. 

What I Was Meant For

I realized that my true calling is with teaching literature. Let's face it, I love to read. That love and enjoyment of books carries over authentically to my students. It helps me inspire them to find their love of reading.

I also realized that I am definitely meant for intermediate/middle school grade levels. I love working with children when they are trying to find themselves and explore their identities. I am hoping that my impact will be larger because they will hopefully carry my lessons on education and my belief in their individual talents as they grow and become successful adults. 

I learned that through being a life-long learner, I can accomplish more than I ever dreamed of. By the time I was 28 I had a Masters Degree in Instructional Design. This was an idea that never seemed possible for me when I was growing up. And, because of that, I can help my students realize that they can make a change for themselves as well. 

What does the future hold for me in education?

I am also beginning to learn that I may have a calling for a larger impact. I enjoy teaching educators. I want to help others in the classroom meet the needs of their students-not just academically-but also emotionally. But, I fear leaving the classroom. I know one day I will. I am beginning to think it is what I am meant to do. But, I also know that the unknown is scary. There is even a part of me that worries I am not good enough to inspire educators to learn and grow for their students because of my traumatic past. After all, how could I teach them when I didn't even know I wanted to be a teacher until I was told? No one truly knows what the future holds, but I do hope that mine holds the ability to impact teachers in the classroom and the students in front of them. And, I am finally seeing that I can believe in my own abilities. 

My future as a learner is changing as well. I am considering a new journey into a Ph.D. The fact that I even put that in writing to share is monumental. It may take a while to gain courage, but it is there in my mind. I now realize it is something I can do. And that is what I want my students to understand. Education is there for them. The sky is the limit. They hold so many possibilities in their hands. All they have to do is BELIEVE in themselves like I believe in them! 

Summer Learning Labs

This summer I am trying something new to engage my readers & writers in an attempt to lessen the summer slide.

Use Google Classroom to create an online-only learning environment. 
I sent home a sign-up for upcoming 6th-grade students the last week of school that gave students permission to participate. This form asked students for their ID number to be added to the Classroom and parents for their email address to be added to a Google Contact Group and connected to the Google Classroom for guardian summaries.

Collaborative Opportunities Provided
I have built-in many opportunities for students to share their reading experiences.

• Google Classroom discussion questions are a great resource to engage students in discourse with their peers. 

Discussion Question created to share why they joined this
summer class and what they hope to gain from it!
Students then replied to one another.

• NearPod's Collaborate Board is a great way to share information with peers and add images. Students can even like each other's postings!

Share a Beautiful Line of a book
you are reading right now

• Kidblog also allows students to comment and give feedback on each other's writing pieces. 

Kidblog Dashboard 

Challenges

I will be providing my students with a variety of challenges geared to increase interest in reading and writing, as well as continue to build skills. Some examples of challenges I will be providing my students:

• Find errors in popular celebrity posts & correct the grammar. 
• NearPod has a great Writing Do's & Writing Don'ts that I put on Student Paced Lesson choice that has students look at Social Media posts & provides opportunities for students to collaborate electronically. 
• Correct meme's to have proper grammar. 
• Take a picture of a book you are reading while outside.
• Record a video of you sharing a Beautiful Line* from a favorite book.
• Have students use Google Slides to build a slide deck of book recommendations.

Example Student Addition to Slide Deck

My purpose is to try to eliminate the dreaded SUMMER SLIDE. I have provided this opportunity for students that are beginning 6th grade and also for the students that are moving on to 7th grade. Kids work hard all school year, I hate to see them lose it over the summer! 

I also believe an added benefit for the students that are participating is that we will the opportunity to build relationships before the first day of school (with me AND each other). Students will also be familiar with the technology expectations and applications we will be using in class. I am hopeful that they will feel more comfortable when they walk into the classroom for the first time in late August. 

I shared a picture of a
trip to the library & was
able to have a conversation
about the library
& books with a student!

After I left a picture of my trip a student was
inspired to share the results of her trip
to the library as well! 

Private comments in Google Classroom allow me
to help students with technology before school starts
and build relationships by asking questions!

*A beautiful line is a line or phrase that resonates with the reader in a deeply personal way. It can also be a line that the reader enjoys because of the use of beautiful language. This idea was taken from 180 Days by Penny Kittle and Kelly Gallagher. 

If you have any ideas or would like more information about how this goes, please contact me!

Summer Fun, Summer Learning

This post is week 1 of 8 in the 8 Weeks of Summer Blog Challenge for educators.

I often hear how I am so lucky that I have summers off. In a way that is true; however, the majority of my summer vacation is spent engaging in reflective practice and learning. Summer vacation provides me an opportunity to reflect, grow, and challenge my thinking of educational practices. I have time to rest and recharge. I am able to read professional books that I choose, attend conferences, and engage in professional discourse. Just like during the school year, I set goals to help keep me focused because let's face it, social media & #eduTwitter can be very overwhelming and cause me to lose focus on what I want to accomplish. 

Professional Learning Goals

1. Read a variety of educational books that focus on pedagogy, restorative justice, equity, and technology. Preferably I like to read professional books at the beach with sand on my feet, sun on my face, and the sweet smell of salt water in the air. 

2. Engage in conferences with other educators. This year I can only afford to participate in the free online conferences, such as the Teach for Tech Conference that will feature over 60 speakers and sessions! 

3. Participate in Twitter chats, such as #pd4uandme, to gain new insights into teaching to meet all learner needs. 

4. Continue to grow and develop a Facebook Professional Development group that focuses on a variety of topics, including a year-long book study of "Onward: Stories and Resources to Cultivate Emotional Resilience" by Elena Aguilar.

5. Provide Professional Development to educators within my district as a Google Trainer for Education. 

What professional goals do you have this summer? I'd love to engage in learning experiences with you via a Twitter chat or you can meet up with me and Laura Cahill to engage in learning units on Facebook! 

Thank you for trusting me....

Every day we wake up and send our kids to school. We have trust in the teachers and staff in the building. We believe that they will care for our children and keep them safe and teach them. We also want to know that you love our child as much as we do. We trust that you will give them a chance and forgive them when they make mistakes. That you will support them and teach them how to correct wrong-doings. That you will laugh at their jokes and show empathy when they are sad. That you will listen to them when they just need a friend and that you will do all you can to keep their whole selves safe. 

As a teacher-mom, I understand this trust and need from parents because I do the same thing every day with my own children. I send them off to school with the hopes that they will be safe and feel accepted, supported and loved. So today, I just want to take a moment and say THANK YOU. 

Thank you for trusting me with your children day after day. Thank you for communicating with me when you are worried. Thank you for supporting my role as a teacher in your child's life. Thank you for giving me the opportunity to know your child. Thank you for trusting me in such a way that I now have someone new in my heart. 

Just as there is a beginning, there is also an end. And at that end every year I cry. Great, big sobbing tears on the way home. Because I know that I will not see or hear from the majority of these kids again. I know that a piece of my heart is gone, but that they will always have that piece. I hope I have communicated this to them through my actions all year. I want them to walk out of my classroom at the end of the year with more confidence in themselves as a learner and a person. I want them to think of me every time they find a new book that they love. And I look forward to the days when they stop by for a quick visit-just long enough for a hello and a hug-because those days make my heart swell with love and gratitude. 

So, again, thank you for sharing your child with me day after day. It has been a valuable gift to learn and grow from your child. A gift I will never take for granted. 💕💕💕

The Angry Student

You know the student I am talking about. For me, it was a boy in my class last year. Almost every day for the first two months was the same:

He walks in and throws his bag down, sits down, and places his head on the desk. A friend tries to talk to him and he yells at him to go away. He's angry. You can feel the energy from him and so can those around him. You have a routine in place for the morning. Students are to come in and get their supplies ready for the day and then read silently, while eating breakfast, until after announcements when they will switch classrooms. You won't have this student again in your classroom until after 12:30. How do you help this student restart, so he can have a successful day?

1. LEAVE HIM ALONE
Seriously. Leave him alone. Don't bother him. Give him a few minutes to collect himself. Do not reprimand him. Do not try to ask what is wrong. Leave him in peace for a few minutes. Then, when he has calmed, go to him.

2. INQUIRE HOW TO HELP
First, keep a calm, gentle tone. Then ask him what he needs to get on track for the school day. Does he want to talk? Does he want to take a walk? Does he want to sit for a few minutes before going to his class? Basically-what does he need to get back on track for the day? And, whatever solution you both agree to, you MUST make sure to uphold it on your end. This is an important step in building and maintaining trust.

3. OFFER TO LISTEN
Once he knows you will help him restart his day, ask him if he'd like to talk. Give him an option to say yes or no. If he says yes...just listen. No advice. No judgment. Listen to his words & validate his feelings. That's it. Build a trusting relationship by showing him you genuinely care and want to help.

4. ASK IF HE WANTS YOUR ADVICE
Once he feels validated, ask him if you can give him some advice, or if you can share an observation. But, again, ask him. Allow him to choose if he wants to hear it. If you do go this route be careful that your well-intentioned advice doesn't turn into a judgment of his behavior or lecture.

I know this works. I have had this student in my class. The one who shuts down and gets angry and pushes everyone away. I learned very quickly to leave him be. I was able to determine that the majority of his anger in school came from a lack of confidence. My partner teacher (she teaches math) would get aggravated because she said he was "too smart" to feel that way. I understand what she meant. He is a very bright kid. But, when he was in her class he would shut down, get angry, yell, run out of the classroom, or just be very disrespectful and mean to her when he would get to his frustration level. My number one rule for myself when a child behaves this way is that you never win by arguing with a child, so don't engage. If you want to come out ahead, you need to play the long game and put in the work to build the relationship.

Let's be honest, he started with these behaviors in my classroom as well. I responded by giving him time to adjust his mood, inquiring about the problem he is having, listening and responding to him in a calm and respectful manner, and offering help if he wants it. Then, slowly, he started asking for help instead of immediately getting frustrated. Next, he began to ask if he could sit with me to work. At one point he wanted me to read and affirm every sentence he wrote before he would move on to the next. Slowly, he developed the confidence to only come to me when he was finished. By the end of the year if he had a bad morning he wouldn't come in and sulk, he would walk up to me and say "I had a bad morning and this is what I need...." and sometimes I would need to intervene in other classes because I was the only one he would respond to in a respectful manner, even when he was angry. Unfortunately, the middle school contacted me within the first week of school asking for advice on how to "handle him." They didn't like it when I responded with "Walk away and leave him be. Give him time and respect. Gain his trust." By the end of the first month of school, he had been suspended two times.

The last day of school he gave me a letter-carefully crafted-thanking me for never giving up on him even when he tested my patience to the highest limits. He still comes to visit me. He tells me how he is doing in school. He still struggles with managing his anger. He told me just last week he hasn't yet met another teacher who listened and believed in him the way I did. This breaks my heart. I hope that he will find that teacher next year. And every subsequent year after that. I look forward to his visits in the future and I can't wait to see what he accomplishes. I know he can overcome these troubles. He just needs his teachers to believe in him. We can do that. Right? We can believe in the angry kid and give him a chance to learn positive behavior choices when frustrated.

What have your experiences with the "angry student" been like? Please share your reflections with me! 

Let's Have Real Discourse About Real Topics in the Classroom

We are currently reading "Refugee" by Alan Gratz. This is one of the most powerful books I have ever read and my students are more engaged than I have ever seen them. This book has managed to hook the few reluctant readers I had left. But, more importantly, it has opened up a conversation in my classroom. A conversation about world-wide injustice and persecution. 

This week that conversation was sparked during a discussion on the word dissident. We talked about the literal translation when breaking the word apart: to cause others to not settle. First, we built background on what does it mean to settle. We listed things that we settle on every day in school, when we go shopping, at home, etc. Then, we applied it to current politics. What are laws or rules in place that we settle for, even if we don't agree with them? The kids had some great ideas to share. Each one of my classes came to the current law that was just passed in Alabama banning abortions. This allowed an easy transfer to the discussion of what we do when there is a law that we consider unjust-what can we do about it? My students shared many ideas, such as voting and protesting. That was when I connected to the three stories in our book. What are the consequences in Nazi Germany to go against, or be a dissident, to Hitler's laws? Repeat for Castro's Cuba & Al-Assad's Syria. And, then we were able to truly understand that a dissident puts everything they are on the line to fight against the unjust laws and practices in place.

This conversation fueled me as their teacher. While religion and current law issues came into conversation the focus was on understanding what we can do when these things happen. It was by far one of my favorite teaching discussions we have had with this book. We focused on our Essential Question: What are the consequences of being unconcerned with injustice and persecution around the world? Without this conversation, the following example of one student's thoughts never would have occurred. If we can't have honest conversations in class, where do they learn how to have this kind of discourse?
Who am I to take that away from them? I feel it is my DUTY to help them learn how to discuss "hot topics" such as racial inequality, abortion bans, police brutality, racial profiling, and other acts of persecution and injustice that occur around the world (and in our own country).

THEN, a student who is new to my school shared that she has always wanted to learn more about these topics, especially the persecution of Jews in Germany, but her teacher at her old school was more sensitive than me (her words) and wouldn't allow books on the topic-such as "The Boy in the Striped Pajamas" by John Boyne. I cannot get this statement out of my mind, along with how happy she is to finally be able to learn, discuss, and read about these topics. My response was that we have many books on our shelves, such as "The Librarian of Auschwitz" by Antonio Iturbe, as well and she is more than happy to check any of them out.

But, the fact remains that she was told NO by a teacher who felt the topic was too "sensitive" to be discussed in the classroom. This is unacceptable. We cannot let our fear guide what we allow our students to be exposed to in the classroom. If you cannot discuss the injustice and persecution that surrounded Nazi Germany, how can you discuss current issues that our students are currently living with? And, if you say that our students are not experiencing unjust practices, in education and the outside world, then you need to open your eyes and see that they are. Every single day. And if they are not experiencing it firsthand, they are seeing images of it on social media. It is IMPERATIVE that our children learn how to respond to these problems when they come up. Discourse must occur for students to learn how to express themselves when they see something happen that they know if inherently wrong and unjust. 

As I said before, my STUDENTS brought up the recent controversial law in Alabama that bans abortions. MY STUDENTS. Not me. Was I supposed to ignore it or redirect the conversation? I believe when we leave out these relevant discussions, we are in fact doing a disservice by our students by perpetuating the systemic racial and cultural bias in the system. These kids in our classrooms will become adults one day. They will be in charge of helping to select who runs our country. In turn, they will help decide what is just and unjust. So, why would we deny them the learning experiences of how to have discourse on "hot topics" and how to begin to problem-solve for solutions. Is it not our responsibility to teach them this? Or must we only teach EXACTLY what is stated in the standards for the test and ignore all else?



Note: Links provided for books & for ONE media website coverage on the recent controversy in Alabama. I suggest you research to learn more from a variety of sources & do not take my link as a "One and Done" share. 

It's a MONDAY of the worst kind

We've all been there. You go into school with plans to WOW the students with your lessons, and right when you hit the door....everything begins to fall apart. There's an assembly you didn't know about. Your colleagues are out, so there is no way to keep your current, daily schedule. You lose your prep period to cover someone else. The wifi is down. Someone took your cart of Chromebooks and now you have no technology. You are told to hurry and finish last-minute testing-on those same Chromebooks. Your phone is ringing nonstop with questions and demands you can't answer. Then, the bell rings and you are supposed to be "on" for the kids. Throw those pretty lesson plans right out the window due to lost instructional time or loss of technology you may have needed. This is what I call a MONDAY of the worst kind. After I make it through this day, I need to do it four more times???

You take a deep breath and put a smile on your face for the kids in front of you. Sometimes that is the hardest thing to do. There are times I cannot keep the farce and they can tell I am frustrated. And guess what??? That's ok! Teachers are human and it is important to model how to deal with these unexpected, frustrating issues throughout the day.

A colleague snaps at you in front of your class? Put a nice smile, nod, and say "I will be more than happy to discuss this with you at another time." Then, close the door and go about your business. You get upset and snap at a kid-which you immediately regret. APOLOGIZE. They won't think less of you, in fact, they will respect you MORE. Model how to handle conflict of all kinds.

When my pretty lessons go out the window I ask the kids what they want to do. I tell them the goals, what I had planned and why it will no longer work, and then we problem-solve together how to achieve those same learning goals with the new parameters. Sometimes this may be a shortened class period, a loss of technology that was needed, or some other interruption. It is healthy that they see us working through these problems in a healthy manner, so they can begin to do the same when they hit a roadblock in their life. There are times I may even model taking deep breaths to calm and get myself back on track. And, sometimes, we all take that break to meditate and refocus.

Yesterday was one of these days for me. Unexpected morning assembly that was ill-prepared and caused the entire daily schedule to change, then no morning rotations for my students, shortened class blocks before lunch, and then they came back from specials 20 minutes late and lost a lot of instructional time in the afternoon. So-we revised our day. One of my classes focused on a project we are working on, but we were unable to read. Another class took a benchmark that needed to get out of the way (again, no time to read). And, my last class of the day went through the lesson for the day with barely any time in class to work, which means another day this week we will have to move things around to accommodate what happened yesterday. The phone rang nonstop for the first hour of the day. And a colleague was out and students were unsure of where to go and what to do. It was a perfect MONDAY. And, you know what, at the end of the day everything was okay. We made it through the day and actually managed to accomplish some things. Was it perfect? No. But, neither is life. Did I manage to keep a smile on my face all day? Again, No. AND THAT IS OKAY. I am a firm believer that our students need to see us struggle, and then overcome that same struggle, in order to truly learn how to handle when their emotions get the best of them. And, let's face it, in 6th grade their emotions run their day.

What are your strategies for dealing with days like this? Where nothing goes right and yet you have a class of 30 kids looking to you for guidance and inspiration? How do you keep going and keep a positive tone in your classroom?

Embrace Change, Make a Difference

Stagnant Learning or Stagnant Teaching?

As educators, we are quick to blame the students when they do not learn what we teach. What if, instead, we looked at our instruction? Do we provide learning opportunities for our students that are consistent with their needs and experiences? Are we providing learning opportunities that are stagnant or robust? If we are doing the same thing year after year, without any modifications or growth, then we are teaching in a stagnant manner. By doing so, how we can we expect our students to learn and grow in our classrooms?

Merriam Webster defines stagnant as not advancing or developing. When I think of this from an educators perspective I immediately want to focus on student growth and learning. I have to actively change my mindset to look at this from the viewpoint of: How am I advancing or developing as an educator? Part of being able to advance skills as an educator is to embrace change.

How do we do this? I believe that in order to become a dynamic educator, an educator who is continuously and productively changing, teachers must be willing to:

• Participate in Professional Development opportunities with a positive mindset
• Learn more about the culture and experiences of their students
• Try new things [and sometimes FAIL]
• Reflect honestly about student learning & engagement
• Be open-minded when confronted with something NEW
• Create and grow a Professional Learning Network

Each one of these things requires the TEACHER to focus on his/herself and beliefs in their own teaching practices. If we want our students to develop a love of learning, experiences provided to them need to be dynamic as well. Kasey Bell, from Shake Up Learning, does an amazing job of describing ways teachers can move from static lesson design to dynamic lesson design. 

How can embracing change make a difference in our classrooms?

Student engagement, motivation, and interest is a factor in learning that must be considered with every lesson design. Isn't our goal as teachers to help students LOVE TO LEARN? If not, it should be. Yes, of course, we have specific learning goals as well. But, what about those life-long goals? I tell my students and parents at the beginning of the year that my number one goal is for them to walk out of my classroom at the end of the year with a LOVE OF READING. That's it. That's my goal. 

So, how do we do this? We need to expand our own belief systems in what is "best" or "right" in the classroom. We need to research and observe and learn from other educators and STUDENTS. If we do the same thing over and over again what progress are we making as educators? How are we modeling a true love of learning if we never show that we are learners ourselves? 

Ways we can model a love of learning:

• Talk about our own learning experiences, both past & present
• Share learning outcomes from Professional Development
• Show students how you take notes when learning by passing around a book you recently marked up or displaying notes you took in a recent meeting
• Get excited about new things and share them with your students
• Share your failures-OFTEN

What do all of these things have in common? SHARING. Share with your students, be authentic. Through that process, they begin to trust you when you ask them to try something new. They know you will do the same and it helps them feel safer to make risky decisions in the classroom. 

Creating a Culture That Accepts Change

With learning new things, comes failure. It is important when having this discussion that we focus on helping students accept failure as a learning experience and not internalize as a reflection of their self. 

Allow student autonomy. Provide a positive environment where students can share when they get excited about something new. Celebrate mistakes & failures. 

Get to know who your students are and meet them where they are. This may mean stepping out of your comfort zone. Don't let fear guide your actions. Take risks in teaching, so students can take risks in learning. If you want students to be accepting of change and to try new things, then as an educator you need to do the same. Accept their feedback and apply it to your lessons and units. When they see you learning and growing from them, students are more willing to take risks themselves and try new things. They become open-minded and begin to see that learning is a process and is necessary for life-long success. 

Jake Miller said, "Sometimes failing at something ambitious can be better than succeeding at something easy." I have this posted in my classroom as a reminder for myself and students. As they grow, learn, and fail, I too must do the same. In order for that to happen, I can no longer fear change. None of us can. Not if we want to make a true difference with our students.  

My purpose...

What is my purpose in blogging? This is something I had to carefully consider before beginning to write and I wanted to share with you so you can consider your purpose for following your passions.

• I have always desired to write. Being an author is my biggest aspiration. The only thing stopping me is ME. Time to end that.
• I want to share my story. I want to inspire others to share their stories.
• I want to share what wonderful things are happening in my classroom.
• I want to learn alongside other educators.
• I want to help others learn from my mistakes and successes in the classroom and in the teacher's lounge! 😉

Some of my posts may be personal reflections, others may share what is happening in the classroom, and sometimes I may just get on an educational soapbox to share my thoughts & ideas. If you'd like to join the ride...follow this blog and follow me on Twitter at https://www.twitter.com/readingin6th. 

What would your purpose be? What would you share? 

If you have a topic you would like to see me blog about, share it here! 

I am a teacher because....

My teacher's saved me. I say that often. If it wasn't for education, learning, and the amazing men and women who showed me that I do matter, I would not be where I am today. Growing up I did not want to be a teacher. I had never thought it was anything to consider. I never thought longer in advance than getting through the day. I wouldn't be a teacher today if it weren't for those few who believed in me, because I for sure did not believe in myself. I had FOUR teachers in high school who had an impact on me. Three of those four teachers saved me and helped me choose the right path in my life and one of them fought me every step of the way, which just made me stronger and more determined to do better today. This is my story of their influence. Because of them, I work as hard as I can to provide a safe, loving place for all of my children in my classroom. Because of them, I teach.

I was the kid everyone worried about at school because I was the one with the sad story. I was the one that didn't fit the middle-class life present in the rest of the school. I was the one who was "different" and had emotional needs they didn't know how to handle. Don't get me wrong-I worked HARD-and I strived for excellence. But, I started that late. My sophomore year in high school my creative writing teacher invited me to apply for an AP English & AP History class for my Junior year. I laughed at first. I was NOT "Advanced Placement" material. The fact that I was in advanced math was something I considered a "fluke." I was the only student invited for grade 11 that was not already in AP English & History classes. This teacher gave me my very first opportunity to prove myself. He ended up not returning my Junior year, and I tried to show every teacher that year that he wasn't wrong to include me because so many doubted me. I could see it in their faces and the way they responded to me when I tried to hide in the back-nervous to be called on. Nervous that I would prove them right and that I didn't belong in the classes with the "smart" kids. 

I spent that year fighting to prove I was "smart enough" and "good enough" to be included in these classrooms. Even as I watched my mother get sicker and sicker and eventually pass away in December of my Junior year due to diabetes complications. What I remember most of this time period is my AP History teacher who fought for me to stay in AP classes and gave me time and chances to prove myself. He believed in me and made sure I knew it. He showed compassion when my mother passed away and he even attended her funeral one day after Christmas in the worst ice storm we had that winter. He was also the hardest teacher I ever had-he pushed us all to the highest limits of thinking. I loved his classroom. It was my favorite time of the day. I strive to create an open environment of learning and acceptance as he did. I strive to be the teacher that will push kids past their own learning ability beliefs and yet be compassionate and caring at the same time.

On the other hand, that same year, my AP English teacher couldn't stand me. I know this for a fact. She had a reputation for "grading for favoritism" and she was angry when I would do well. She rolled her eyes any time I contributed in the classroom. I hated being in there, but I kept going and trying. At the end of the year, she looked at me and told me, "You cannot continue with AP English. I do not believe you should have been placed here to begin with. Your grades were up and down all year-especially in December. I will not sign the permission for you to continue next year with AP English." I will never forget looking at her with tear-filled eyes and responding with hatred in my voice that "Maybe my grades dipped in December because my mother died." Her face said it all. She had cared so little she never reached out to my counselors or other teachers, who all knew about my mom, to find out what happened to create a drastic change. She signed my form and never said another word to me for the remaining two weeks in class until the last day of school when she told me to "come visit her any time." I made sure I didn't. I didn't want her "pity" care. I vow to myself every day to NEVER be a teacher who has such a negative impact on a student. This story is important because if it wasn't for her signing that form, I wouldn't have met the one teacher who made me a teacher. The one teacher who inspired me in ways no one else ever did.

As a senior, I was in full rebellion outside of school hours. In school, I was a model student, who worked hard to meet teacher expectations and I wanted to learn. School and reading was my escape from an ugly reality at home. My AP English teacher that year was the best teacher I have ever had. She was fun and caring and strived to reach all of her students. She saw that I was floundering. She saw that I had a desire to do well, but didn't always have the time or ability to do what I knew I should. I stayed late many days with her helping her organize her classroom, or just working on projects when no one else was there. She talked to me. She treated me like a person. She made me feel like I mattered. She allowed me to grieve for my mother. I will never forget crying in her office one day after school when she looked at me and said "It's okay to cry. I am here." She was the first who allowed me to show it. The first person who gave me permission to grieve. Something I never really did at home even. While I will never forget the books I read in her classroom and the units of study on Greek mythology, the thing I remember most is a warm acceptance and love that flowed from her. She is my inspiration every day when I enter a classroom. When I went to visit her at 20 years old, I still had no idea what I was going to do with my life. I was just starting to look into going to college. When I told her this her words reverberated deep in my heart and never let go-"We need more good teachers. Go to school and make a difference like I know you can." And that is exactly what I did. Before she made this declaration I had never thought to be a teacher. She put the thought in my head. And I thank her every day for it.

She was right. I can make a difference. I am making a difference. I choose to teach in urban school districts and Title 1 schools because the children in front of me have trauma at home that leads their lives and the path they are on. I desire to teach them that they CAN be anything they want with hard work and dedication. One thing I constantly tell my students is: "There are many things in the world that you cannot control, but the one thing you can control is education. NO ONE can take what you know away from you. So, fight for it. Learn. Grow. Embrace your education so you can one day make a difference." 

My "Why" isn't typical by any means. But, it belongs to me. It is my story. And this is just the beginning of it. I teach to make a difference. To create an inner belief in every student that they are capable of so much more than they think. To help them see that they can make a difference themselves. The students in my classroom are my future and it is going to be a bright future with them in charge...what is your why?