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 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!