All posts by paulabourque

About paulabourque

Paula is a Literacy Coach K-6 in Maine and author of Close Writing and SPARK! from Stenhouse. She believes the best writing teachers are teachers who write. She knows it takes courage to put yourself out there and share your words with the world. She created this blog as a place where we honor those who teach and write and show how big their brave is!

One Year

It was Friday the 13th, 2020. Several of my friends across the country had posted that their schools were shut down overnight for two weeks. Our district was still making plans for a workshop the following week, while teachers were wondering what was going to happen next.

I knew in my heart we were not coming back the next week. There were too many unknowns to keep operating like “business as usual”. So I posted this to Facebook before school that morning:

That last line was added when I was told I might be “scaring people” and was asked to take it down. And it was true, I didn’t have any inside information, I just wanted our kiddos to have books in their homes in case they couldn’t get them from school.

I rifled through the piles and shelves of books in my house, filling shopping bags and brought about 100 to school with me. I added my collection of ARCs to them and piled a library cart full that I took from room to room. I invited students to choose 2 or 3 books they would like to read at home. No panic. Just book love.

I will never know if they were read, and I haven’t seen these books again. But I felt better in the coming weeks and months knowing these kiddos had books to keep them company.

We could never have imagined a year ago today how much our world would change, how different teaching and learning would look. I hope that knowledge empowers us to realize we can do hard things. Change is a constant, it just usually doesn’t occur so fast and furious, but I believe we will be stronger and more resilient in facing whatever comes in the next year. We can only begin to imagine what that will look like.

How About This Instead of Testing?

This week the Education Department announced that states must give standardized tests and may use them for previously established purposes: teacher evaluations, school grades, or graduation requirements, etc. (although with some flexibility.) Teachers are feeling gobsmacked.

In a year when remote students struggle to complete SeeSaw activities or even log in to a Google Meet they are expected to complete a strenuous high stakes test online (and do their best!) When hybrid students are getting 2 days of direct instruction and teachers struggle to create meaningful learning for both in person and off campus days they will be assessed on how well they fill in the dots on a task someone else has deemed necessary -to stress us out even more. Even students who have been in person this year may have lost loved ones, lived with stressed family members, and experienced worries no recent generation has endured.

The information we get back months from now will be useless in driving instruction (even more so than ever before). Teachers and students have been resiliently adapting to ever-changing conditions during a global pandemic that have required us to flexibly respond on a moment’s notice to incoming information. Waiting for data that will be months old (and neither reliable or valid) does not support our efforts. It does, however, offer a myriad of opportunities for societal shaming of teachers, students and families!

Want to know what our kids are learning? Let’s ask them. Instead of a standardized test that better reflects affluence and privilege, let’s ask them to create something that memorializes this year for them. Something that demonstrates their grit, flexibility, caring, courage, creativity…you name it. These kids have been through a year of learning like no other in history and no correct number of filled in bubbles can capture their true learning.

Ask them to produce a documentary with multimedia. Create a comic. Draft a memoir. Collect artifacts that tell their story of the pandemic year. Draw, paint, compose a song, or craft a poem. (Don’t forget the reliable old diorama!) Think of the collection this generation could create that would memorialize their determination, their sacrifices, their unique experiences. What if the Dept. of Education used the millions of dollars dedicated to testing companies and instead created a national archive dedicated to our students! How amazing would THAT be?

It wouldn’t be OPTing out. It would be an OPTional, OPTimistic, OPTimizing, OPTimum OPTion for our students. It would be an opportunity for our world to celebrate what our children have accomplished in surviving and thriving during this incredible year of pandemic teaching and learning. It would be something more long-lasting, meaningful, and insightful.

Which one would be more valuable?

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UNICEF images “Children in Bangladesh are using art to express their thoughts and feelings about the pandemic.”

Ephemeral

We are almost a year into this pandemic. A year of teaching like no other I’ve experienced in 34 years of being an educator. Some feel like there is light at the end of the tunnel, while others feel much less optimistic. But this situation, like most things in life is actually quite ephemeral in the context of time.

Ephemerality is defined by Wikipedia as:

We often think of ephemerality with aesthetically pleasing things that are only temporary. Like this morning when I woke up to a beautiful sunrise, and within 5 minutes there was no evidence it ever existed.

I’ve had some conversations this week with teachers where we discussed the challenges and hardships of teaching this past year. And though everyone certainly noted the difficulties, every single one found some good in it as well. We wondered how we could hang onto some of those positive aspects and experiences when we move out of crisis teaching? And if we can’t, how can we try to appreciate their ephemerality?

But just because something is ephemeral doesn’t mean it doesn’t influence us. In fact, it’s often the ephemeral aspects of life that bring us greatest appreciation, awe, and joy.

As we move into the next week of school, maybe we could try to notice and appreciate the ephemerality of COVID TEACHING. What lasting effects will this have on us after it is gone? What do we want to bring forward with us? How can it help us cultivate gratitude and grace?

Daily Doodle 2021

Sure 2021 is well under way…we have one month behind us and a groundhog telling us how the next 6 weeks are going to go, but it is the perfect time to try one of my favorite documenting activities…THE DAILY DOODLE.

All you need is some kind of weekly planner (and the prices are slashed on these for 2021!!) or notebook paper, pens, colored pencils, or your favorite writing tools.

Then you reflect on each day and choose an image or two that comes to mind that documents some part of your day. It can be personal, political, historical, comical…ANYTHING. You create a quick doodle to capture what you visualize. Use icons, stick people, scribbles or play with your drawing skills if you enjoy that. Color it in if you like color, or leave it as a line drawing. Add a caption or brief description of the event and you have a DAILY DOODLE!

One of my favorite tools to help me doodle is The Noun Project https://thenounproject.com/ Here you can type in any word (and it does not have to be a noun) and they will share a collection of icons that are easy for anyone to use.

Icons from The Noun Project

Here is a snapshot of some of my recent doodles.

Paula’s Week of Daily Doodles

When I look back over my 2020 Book of Daily Doodles I can see at a glance how wild the year was. Each image brings me back to certain moments without having to read an entire journal entry . It is pretty powerful stuff. I hope you give it a try this year. You certainly won’t regret it!

READS THAT FEED ME

WHEN YOU TRAP A TIGER by Tae KellerI can see why this book won the Newbery Award– a beautiful tale about the power of love and of stories. Lily and her mother and sister move in with their sick Halmoni (Korean for grandmother). Lily is startled when she is visited by a tiger who claims her Halmoni stole something from the tigers and tries to make a deal with Lily to get it back. However, Halmoni has always cautioned to never trust the tigers. This realistic fantasy will have you questioning who/what to believe when you want so desperately for reality to be different. Loved it.

The Power of Silence

Have you ever been listening to someone and then they stop talking and fall silent? Suddenly you find your awareness piqued or you are attempting to rewind what they said to see if you have missed something. Was the silence an invitation? An emphasis?

Silence is a powerful tool that great speakers and leaders use to:

  • Emphasize a point
  • Create a sense of authority
  • Read and understand others
  • Choose their words wisely and intentionally
  • Make others feel heard
  • Negotiate more strategically

It’s a tool teachers can use, too. When we share ideas or content with students and then allow for silence, we invite contemplation, questioning, visualizing. That silence is filled with so much thinking. Perhaps not at first, as students may seem confused or disoriented by the void of information coming at them. But if we make it a practice they will build a habit.

I know it is even more difficult, a seeming luxury, during pandemic teaching where every moment has to count and we are racing to keep up with teaching and learning as our time is so limited. But if we do not offer some of that time for absorption our students become overwhelmed (super saturated) with information and we may experience a further gap between what we teach and what they learn.

I’m not talking about ‘time outs’ or meditation as much as trying a few small adjustments.

  • Notice how long you give for wait time after questioning. 10 seconds can feel like a long time for students who are used to none. The quiet can nudge them out of their comfort zones or give them time to really process what is being asked.
  • Pause after sharing information you think is important. Give it time to sink in. Give them time to visualize. Give them time to recognize, “Oh, that must be important!”
  • Pause before giving feedback to a student response. That time may be an opening for the student to reflect on their thinking, revise or add to their thinking, and evaluate their thinking before you do.

Some of you may already do these things regularly with students. If so, I’d love to hear what effects you think it plays on their learning. Wishing you all a great week out there.

READS THAT FEED ME

HOW TO BE A GIRL IN THE WORLD by Caela Carter
Growing up can be tough. It can be hard to determine what is normal and what is not. It can be hard to set boundaries when the people we are supposed to trust give mixed messages. It is hard to be a girl growing into a woman in a complex world. Lydia doesn’t like the way some boys talk to her, or treat her at school but the nuns tell her to pray and God will help her ignore and cope with it. She doesn’t like the extra long hugs her mom’s boyfriend gives her, or how he asks her to keep secrets about candy he sneaks her. She’s confused about whether it’s harmless or not, but when her cousin who lives with them discusses the same troubling doubts, she realizes it’s not ok. A difficult read, but one that could make a huge difference in the lives of girls trying to navigate these situations. As Lydia learns, “You matter. Your thoughts matter. Your feelings matter. Your body matters. You matter just as much as anyone else. To yourself, you can matter the most.” Middle school and up

Notebooking Class

Saturdays in January (in Maine) can be very hygge. I love to curl up with a book in front of the fire and read. This January I am curling up with my computer and notebook in hand for an online class. Notebooking 101 with Michelle Haseltine-my notebooking shero!

She is so generous with ideas and examples of how she notebooks for herself and with her students. She shares the same passion for pens and art supplies that I do. She inspires me to create. (and her dog thinks she is “the cat’s meow”, too!)

Here are my notebooked notes from the first two classes:

Looking forward to learning some new techniques, ideas, and layouts that I can share with others and play with in my notebook! Now I need to go work on some National Board writing, but I’ll be diving back into my notebooks later and I’ll be blogging more about notebooking.

Do you notebook? I’d love to hear about it.

READS THAT FEED ME

THIS IS YOUR BRAIN ON STEREOTYPES by Tanya Lloyd Kyi and Drew Shannon
This book takes incredibly complex concepts such as bias, stereotype, prejudice, and discrimination and breaks them down into understandable experiences. The authors share historical perspectives that shed light onto modern day global understandings of these theories and topics. The focus is on understanding how our brains our wired. I learned SO much about human behavior and my own implicit biases. Have you ever heard of “affective-contagion”, “stereotype threat”, “blind auditions”, “ambient belonging”, “nerd factor”, “self-categorizing” or “contact hypothesis”? Well, I hadn’t either, but I’m now much more aware. Your students will be, too, if you share this incredible book with them. Not preachy or judgy…a very brain-researched-based look at how we have been wired to sort and label the world as a survival mechanism, but how it can have unintended consequences for our relationships and for our social policies. A Must-Read for kids from 8 to 80!

Here’s the Secret to Why I Notebook

There are LOTS of reasons why I love notebooking, journaling, and doodling, but this is really WHY…

For anyone who has ever processed their thinking or experiences through writing…you get it.

Thank you to a fellow notebooker (Jill Heatherington Bless) in the #100DaysofNotebooking Facebook Group who shared a similar comic from TarcherPerigee. Imitation is the sincerest form of flattery.

READS THAT FEED ME

DICTIONARY FOR A BETTER WORLD

by Irene Latham and Charles Waters

Wow, did I need this book right now. From A-Z you will find wonderful poems (using multiple forms with descriptions of their structure), quotes that will inspire you from famous people, and anecdotes from the authors’ lives that connect to the theme of the page. Lastly their is an invitation at the bottom of the page to try something that will help make your world and/or the greater world a better place. It would be fantastic if every middle grade and up classroom had at least one copy of this. Better yet, it would be powerful if a page a day were shared with students this year as we work to create a better world!

Stepping into Teaching 2021

This morning we begin teaching again in a new year. Some of us will have resolutions and goals, some of us are just grateful for the relaxation and rejuvenation of a break, some of us are exhausted by the demands of caring for ourselves, our finances, and for others during this global pandemic.

Wherever you find yourself as you begin 2021 (in a classroom that is virtual, hybrid, or in-person) I hope you carry with you a sense of accomplishment for doing something teachers in history have never had to do before.

We can do hard things. We have done hard things.

Happy New Year, TEACHERS! Here’s to another year of being amazing.

Goodbye 2020, Hello (Again) Blogging

2020 was not a great blogging year for me. Though I continued to write each day, my writing was more for me than another audience. I created a Coronavirus Diary that documented each day of the pandemic starting on March 13th when we closed schools. I continued to journal, to notebook, and to create ‘daily doodles’ to also document my thoughts and events. I shared some with the #100DaysofNotebookingandBeyond group, but most were private and personal.

Well, with a new year comes new energy. I would like to blog more in 2021, but I want the entries to be concise and simple. I don’t have any idea where my thoughts or experiences will take me, but I want to use this blog as a way to work through them.

I am also going to join Michelle Haseltine again this year with her 2021 #100DaysofNotebooking group to get ideas for notebooking and to inspire my writing. You can join, too! Sign up here: 100 Days of Notebooking Sign up

We never know what the future is going to bring (a tough lesson for all of us in 2020) but writing is a way to process, explore, and document our experiences like nothing else can. I hope that if you are reading this you will find 2021 to be what my friend Jennifer Laffin calls: THE YEAR OF THE WRITER

READS THAT FEED ME

FLIGHT OF THE PUFFIN by Ann Braden
WOW! JUST WOW!
This book is for anyone who has ever thought, “I can’t possibly make a difference in this crazy world.” Ann Braden (The Benefits of Being an Octopus) introduces us to four kids who desperately need some hope and support. They are separated by a continent, social norms, trauma, and stigma, but are brought together by one simple gesture of kindness that has a profound ripple effect. The way Wonder (by R.J. Palacio) inspired a generation to “Choose Kind”, Flight of the Puffin will show readers a powerful and creative way to “Be Kind”. Ann Braden does not shy away from tough issues in the lives of children and families, but with compassion and insight reveals how we can all stand up for ourselves and use the strengths we do have to face challenges with courage and grace. I love the way she weaves parallel strengths of nature (octopuses and puffins) into her stories and characters to remind us that we are all connected-every creature. (and I totally love puffins!!!) Getting to read this ARC was the best early Christmas present and a wonderful way to finish up this incredibly challenging year (2020). Look for this book May 4th – you do NOT want to miss this MUST READ, MUST OWN, MUST SHARE book in 2021.

It Takes a Village, Not Just a School

Screen Shot 2020-08-16 at 6.34.58 AMI head back to school this week and have never worked so hard during my “vacation” to prepare for the start of the school year.

I am reading everything I can on how to be an anti-racist and become an educator who embodies social justice and equity in both my personal and professional life.

I am learning how to use new digital platforms to deliver instruction in engaging and meaningful ways. I know what and how to teach, now it just feels like I have to do everything with my left hand and it is sucking up an incredible amount of mental bandwidth to make that happen.

Teachers across my district, our state, and the country are rolling up their sleeves and doing whatever needs to be done to meet these new challenges-including updating their wills and getting their personal affairs in order. This is not a normal return to school, and tragically for some it will probably be their last. This virus doesn’t care how dedicated you are-just how accessible you are.

This quote (above) by Heidi Crumrine speaks to what my aching heart feels…“Our schools have become a panacea for fixing all of the problems of society, and now we have a problem that our schools just can’t fix.” And yet SCHOOLS NEED TO OPEN has become a rallying cry for those aching for normalcy and for a society that has expected schools to:

  • furnish daycare
  • feed hungry children
  • offer mental health services
  • provide dental and medical care
  • arrange for crisis intervention
  • protect children from abusive homes/situations
  • offer sports, arts, and extra-curricular activities (during and after school)

because we as a society haven’t figured out that our children (future citizens) would be much better off if the “village” rolled up its sleeves and offered these services as well. Asking schools and teachers to bear the burden while raising test scores, providing differentiated learning from severely disabled through highly ‘gifted’ span of learners, and meeting every state mandate passed by legislators has always been a big ask (oh, and please cut your budget by 5-10% each year–don’t want to raise our taxes, ya know!)

If we were the problem solvers and innovators that I always hoped America would be, we’d take this crisis as an opportunity to re-prioritize and creatively respond to the needs of our society rather than shifting responsibility (I.e. BLAME) to our schools.

Are we that America? As some schools that have reopened are already shutting back down again  we may have to seriously contemplate that question this year.  Does our village (America) really care enough  to raise our children?

Another Good Read…

THIS BOOK IS ANTI-RACIST by Tiffany Jewel
Broken into 20 engaging lessons to empower young people, Tiffany Jewell guides readers through exercises to explore identity, recognize racism, fight its injustice, and become anti-racist. She shares stories of her personal history as well as cultural history that she quotes James Baldwin as saying, “We carry our history with us. We are our history.” If you ever wanted to build skill in speaking up, standing up, and becoming an anti-racist, this is the book for you and your children/students. The illustrations/graphics by Aurélia Durand are bold and beautiful, and the invitation to start a notebook to explore our experiences, beliefs, and identities really appeal to me. I think 6th grade and up would learn so much-I know I did. A must-have for any anti-racist resource library.