16 Years ago today I began the best professional development of my life. With the arrival of my 9lb 13oz daughter, Bailey, I became a mother and from that day on I was changed for the better. Now I don’t believe being a parent necessarily makes everyone a better teacher. I have many teacher friends who are unbelievably talented educators who are not parents and I have met some less than effective teachers who have begotten children of their own.
It is not the circumstances of our life that is responsible for shaping us, it is our perception, appreciation and responses that fashion the people we become. Having my daughter did not bestow upon me any special teaching expertise. What it did do was offer me the opportunity to experience the world through a child’s eyes again. It constantly reminded me that children are far more than just students, they are human beings with lives outside of those classroom walls and dreams that extend beyond the goals of any curriculum. It allowed me to empathize with the parents of my students in ways I could not have imagined. It helped me to deeply understand the developmental, emotional, cognitive and social needs as my children passed through each stage of childhood.
When my son, Casey, arrived two years later my understanding and empathy for boys became an eye opening experience. It helped me to appreciate children as individuals on a much deeper level-I could no longer think of siblings in schools the same way. I began to look for the ‘specialness’ in each of them, because I knew it was there. I began to challenge prejudices and assumptions based on gender, birth order, family history, etc. I learned to accept my children for who they are and not just for the hopes I had for them as babies. I’ve watched my daughter grow into an amazing dancer and not the tom boy/athlete I was in my youth- and I am in awe of her. They will have lives that I can not even imagine and yet it is my role to prepare them for it. That is the same task we as teachers have for our students.
So I want to thank my children for the professional development you have offered me over the past 16 years. You have challenged my thinking (and my authority!). You have provided me with experiences I would never have chosen. You have taught me patience, stamina and empathy for others on a daily basis. You have compelled me to seek balance in my life as I juggle my needs with yours. You have helped make me the person I am today-not perfect, but perceptive, patient and positive. I can’t wait to see what lessons the next 16 years will offer me.
The best professional development we as educators can have is that which shapes our world view and not just our classroom practice. It helps us to be better people so that we can be better teachers of people. It breeds understanding and empathy and not just pedagogy. We all should look for those opportunities in our lives and embrace them when they come along. What’s the best PD that you have received in your life?
What’s on My Book Radar?
I didn’t want this book to end. I loved Gae’s message of hope and redemption. I cared so much about Francesca and Frankie that I didn’t want to leave them behind when I’d read the last pages. These characters have flaws that we can all identify with and hearts that break and mend and forgive in ways that can help us reflect on our own relationships. I didn’t want to let go of The Summer of Letting Go!
Established by Donalyn Miller (The Book Whisperer), it began as her public commitment to continue reading and sharing books with other readers all summer long. The goal is to read one book a day, each day and post about it. Sounds daunting at first, but her rules are simple…
You set your own start date and end date.
Read one book per day for each day of summer vacation. This is an average, so if you read three books in one day (I know you’ve done this!) and none the next two, it still counts.
Any book qualifies including picture books, nonfiction, professional books, audio books, graphic novels, poetry anthologies, or fiction—children’s, youth, or adult titles.
Keep a list of the books you read and share them often via a social networking site like Goodreads or Twitter (post using the #bookaday hashtag), a blog, or Facebook page. You do not have to post reviews, but you can if you wish. Titles will do.
So as you can see…ANY book qualifies. I couldn’t possibly do it without a cache of picture books on hand, books I might not otherwise check out… I learned some really fun things like: Every major league baseball is treated with something very common yet very secretive! OR A major concert artist gave a performance at a D.C. metro stop and the reaction was surprising!
I am savoring some YA books I’ve been waiting to read…
And diving into an engaging “Not This, But That” series that includes titles such as:
The only thing keeping the volume of reading down for me this summer, is a new goal of writing everyday. Immersing myself in this new venture has been exciting, exhausting and sometimes frustrating. Being able to relax and escape back into a book has taken on a whole new importance!
So I’ll throw down the gauntlet to my friends and followers. Can YOU read a book a day? Give it a try, it’s a challenge I think you’ll enjoy! If you want to post, use the hashtag #BookaDay on your favorite social media site.
The end of a school year is a celebration for many, but for some it signals the loss of learning and relationships for the summer months. Not only do many kids stop reading, writing and computing, they stop connecting with others-especially adults outside of family. Our schools have grappled with a variety of summer programs and incentives to keep kids reading and learning. As I noted in my previous blog Summer Slip and Slide there is a mix of results, primarily because the onus is on the student and their family to maintain stamina and momentum over the summer months. These students then often struggle to transition back into school routines and expectations.
One of our brilliant guidance counselors, Michelle Michaud, has watched this phenomenon over the years in her role as a building principal and counselor and felt compelled to address some of the aspects which cause students to struggle. She noticed that it often took until October for some students to settle back in to routines and expectations. She designed a SUMMER KIDS pilot for this year to address her biggest concerns.
“As I began to think about summer and all the kids who struggle with the transition out of school for the summer-that got me thinking about how students struggle to adjust back to the order of school after a summer off. So I thought about how to keep a connection, a way for them to remember that we are still around and that school is still here while they are away.”– Michelle Michaud
SUMMER KIDS
Several students from each classroom were selected by teachers and parent opt out forms went to parents so they decide if they didn’t wanted their child to participate. There are 4 basic components to the pilot
1. Personalized Postcards Each Summer Kid will receive a post card EACH week of their summer vacation to let them know we are still here and thinking of them. Keeping the school connections strong over the summer months and providing encouragement and suggestions for learning and summer fun.
2. Popsicles on the Playground Midway through the summer there is a scheduled play date at the school playground for the children and their families to come and connect with staff and enjoy a frozen treat. Staff can check in with kids and keep those relationships with students and families going strong.
3. Book Gifts Each student will have books mailed to them 2 times during the summer to encourage reading and remind them that school is still here, waiting for their return.
4. Check In Check Out (CICO) Each Summer Kid participant will have a staff member check in with them at the beginning and end of each day during the entire month of September to help the transition back into school. Teachers can praise and encourage the good work and effort of students and be available to process and problem solve any difficult situations. Any student who continues to need help/support will continue to have CICO or we will design a more appropriate support.
Michelle purchased the postcards and the staff who wished to participate could fill them out before the end of the school year. She and our fantastic principal would send them out each week of the summer and plan the Popsicles on the Playground event. The teachers were excited about helping out and connecting with kids, the students are going to be so thrilled to know that somebody is thinking about them and caring about them all summer long, and the parents will know that we are there for them and their child all year long.
I love that the focus isn’t about raising test scores or grades, but on supporting the student as a human being first. Addressing their transition issues, strengthening relationships, building positive images of schools and education, and seeing the whole child would most likely lead to stronger achievement. But showing kindness and caring will even more likely lead to healthier children-physically, intellectually and emotionally. THAT is a greater mission.
Do YOU know a Summer Kid you could reach out to?
What’s on My Book Radar?
This summer I want to participate in the 6th Annual Nerdy Book Club Bookaday Challenge. Since I am also going to try to Kate Messner’s #TeachersWrite challenge, my reading time will have to share the stage with my writing time. To be able to read a Book a Day, I am going to seriously catch up on some picture book reading. I’ll start with Maine’s Chickadee Award Nominees for 2014
Here are a few of the books I am anxious to dive into:
As I write this, it is approaching crazy o’clock at night and my 7th grade son is still up working on homework. He’s been at it over 3 hours after spending the previous 3 hours working on a project for a Showcase this week at school. I started to notice posts on Twitter and Facebook from other students and parents who were expressing stress and anxiety over the workloads and deadlines they were experiencing. It got me wondering how much thought went into the assigning of these tasks during the last few weeks of school. It made me wonder…
Are We Teachers Aware of Other Assignments Being Given?
When students begin to have multiple teachers, we need to find some way to increase communication regarding homework and assignments. It can be difficult enough when one teacher assigns a large amount of work, but it is excruciating when several do at the same time. The idea that “it’s just a few pages” only holds true for that one teacher, and not so much for the student who has those pages multiplied times each class they take.
Are We Teachers Aware of Other Obligations Students Have?
Sure it would be nice if we teachers knew about our students’ dance recitals, ball games, tournaments, church events or summer jobs that require them to start already, and how they might impact a student’s ability to complete projects or assignments. But students also have school based obligations and events that flood this time of the year that teachers should be aware of. Our family had 3 band concerts in 3 weeks, we have school based athletic events, we have art shows and gifted and talented showcases, we have multiple award nights for music, academics and sports-all school related!! We say we want well rounded children with multiple interests and talents, but many students are so stressed out by ‘celebrations’ and ‘culminating events’ that they do not feel like celebrating…they feel like crying. It’s crazy how May and June evenings are packed with school-based events after a full day of school for these kids.
Are We Teachers Aware of How Much Time the Assignments Take to Complete?
11:45 and we’re still not done…
When I asked a teacher recently how long she thought an assignment would take her students to complete one night she responded, “I don’t know. An hour?” Now we all know that students DO NOT work at the same pace in school, so how would they possibly be expected to work at the same pace outside of school, where the distractions can be greater and the work environment may not be as friendly? I wonder how many of us teachers actually complete the assignments ourselves occasionally, to gain some appreciation for the demands of the task. If it takes us 15 minutes, we should double that for our better students, triple it for our average students and quadruple + it for our lower students to get a ballpark idea of the time commitment we are laying on these kids.
Do We Teachers Explain the Learning Target for the Assignment? Do We Know It?
Is the homework a series of tasks that seem like busy work to students or could students actually explain what the expected outcome for the assignment would be? When I asked my son what he was learning in his ELA homework he said, “Just reading and answering questions.” Now I wouldn’t take that answer as an indicator of the teacher’s competence or a complete accounting of the needed skills, but when I looked at the reading passages and the copious amount of questions that followed I had to wonder why he wasn’t reading a book! We laughed at the ridiculousness of some of the questions and the tiny size of the boxes in which to ‘construct’ a response. My son reads all the time and has incredible comprehension as a result, what he was being asked was pure busy work, and when there are so many amazing books waiting to be read out there, I was frustrated that he needed to spend an hour with a worksheet and not diving into the pages of an amazing book!!
Do We Teachers Understand the Purpose for Homework?
These questions aren’t meant to be flip or disrespectful. Do we as teachers ask ourselves, why would I give this assignment as homework? Does this child need extra practice with this skill? Does this child need to gain automaticity or fluency with some behavior? Is this task best done without my help, supervision and feedback? Could this task confuse, frustrate or misguide the student? If so, what are the repercussions of that? Does it matter if parents help (because some will and some won’t -or can’t)? Can the child already do this? If they can’t, will sending it home be the best way to help them learn it? Does this task have application to his/her real world skillset needs? If not, would it be best done in school? What is the cost-benefit analysis for all of this work?
Over the many years I’ve been teaching the issue of homework seems to boil down to:
If the student already knows how to do something, why does he need homework to do more of it?
If the student doesn’t know how to do it, shouldn’t we be there to model, demonstrate, teach, guide and provide immediate feedback?
There are a few tasks that require subtle degrees of practice, such as reading, writing, computation that might benefit from additional practice, and some authentic practice could be accomplished as homework, but we also need to consider:
Do Schools Have a Right to Dictate What Families Do In Their Own Homes?
working on a research paper while ‘watching’ the ball game
We cringe sometimes when we are told how to do our jobs by those who do not reside in our schools and classrooms. Yet we often have no problem telling children and parents what to do with their precious time together. Are we robbing them of conversations around the dinner table, walks or bike rides together, family movie nights, read alouds of favorite books, hobbies or crafts they enjoy? Kids need unstructured time to explore, create, play, negotiate rules, solve boredom issues, get lost in a book, nap, hang out with siblings, or do whatever THAT particular family values.
Does Homework Work?
Does anyone have any hard evidence that assigning homework statistically increases that student’s learning? Are they thinking deeper? Are they computing faster? Are they problem solving more effectively? Are they more prolific writers? I think it is time we looked at the efficacy of our policies around homework and in particular assignments and projects at the END of the learning year. If we are cramming it in because we didn’t get something in the curriculum ‘covered’ or because we want them to ‘demonstrate’ a year’s worth of learning in a project are we fooling ourselves into thinking real learning is taking place?
What Are Some Alternatives?
As the year winds down, take time IN CLASS to reflect on the learning that has occurred. It is a great time to examine a students’ learning history with samples of work that demonstrated his/her abilities. It is a time for the students to reflect on themselves as learners. What do they do well? What do they enjoy learning? What did they overcome? Instead of piling on more tasks, it is important to take time to savor the learning that happened, to appreciate all the effort and commitment the students have put in. Recognizing achievements rather than cramming in more expectations will create a more satisfying ending to the school year. If you REALLY want homework, encourage those conversations to happen at home. Have them talk with their parents about their school year and reflect on how they have grown. Sure, you could create a template…or not.
Create a plan for battling ‘Summer Slide’ WITH the students. Have them take part in creating ideas, activities, book lists, games, etc that they might enjoy over the summer. Share with them information on the benefits of reading over the summer. SHOW, don’t TELL! Help them set some goals and some methods for accountability. If they don’t have ‘skin in the game’ there is very little chance they will follow through.
RELAX, REFLECT, REJOICE! You don’t have to stop teaching and learning, just don’t feel the need to do it all in the last few weeks! It has been a learning-packed school year. Take time to appreciate it. Take time to enjoy your students before they leave you. Take time to leave a positive impression of your time together. Your students will thank you. Their parents will thank you. You will thank yourself!!
What’s On My Book Radar?
Unless you have been living under a rock, or have no teens in your life, you may be unaware of a HUGE event happening this weekend…
If you have not yet read John Green’s The Fault in Our Stars, RUN, don’t walk to your nearest bookstore and get your hands on this brilliant book. Then grab your tissues and a teen and head to the theaters. It is not to be missed!
Some of you, as you read this, may already be out on summer vacation, but those of us in Maine have a few weeks to go. Most of us are busy gathering information and resources to address the inevitable summer slide that our students experience. This week’s blog is dedicated to that focus. I would really welcome any other ideas or resources, as I know they abound.
YOU CAN LEAD A HORSE TO WATER…
We all know that idiom and how it ends. Similar to how all of our hard work at gathering and dispersing resources tends to end when students do not read or write over the summer months. Although it is frustrating, you still offer water to your horse! You just don’t need to lug 50 gallons of Perrier, swirl it ice and lemon slices and serve it up with a silver straw! We don’t need to spend hours and hours of work or hundreds of dollars for resources to satisfy the thirst of our summer readers. We can instead try to connect them to the resources already available and ready.
DIGITAL DIVIDE AND CONQUER
Sadly we are all to aware of the haves and have nots in our school communities. It is no coincidence that the have nots (as far as technology goes) are often our most struggling students. The correlation between poverty and achievement becomes glaringly obvious when access to technology and online resources are a barrier for student learning. We cannot make that an excuse for not integrating technology and 21st century skills into our teaching and learning, but we DO need to be aware of access issues and think outside of the box to address them.
Knowing our population is key. Who has access to the internet? Who has a smart phone or cell phone? This information can guide the type and amount of work that will go into any summer literacy program you want to implement. However, any initiative should include non-digital resources for families and students and an assumption that there will be those without access.
This is where the old-fashioned notes home come in. Pamphlets and handouts with ideas, resources, book lists, etc abound. Keep them simple. Keep them user friendly. They could include local library programs and hours, local bookstore events and information, free museum, films, concerts, or programs to build family experiences or information on local groups that put on family friendly events. Many libraries set up reading incentive programs that do not require a computer or internet access. Many bookstores have authors come to visit for free or have pajama nights and read alouds. Sharing this information with parents is leading the horse to water.
Many schools get books in kids’ hands. Purchasing inexpensive books, holding book drives for gently used books and setting up book swaps so students can get ‘new to you’ titles in their hands are great ways to promote reading and give your horse a sip!
THE WORLD AT YOUR FINGERTIPS
For those families who do have access to the internet, the world is a finger touch away. We can collect dozens and dozens of resources to share, but that can often overwhelm a parent. By judiciously choosing some resources that you, or your school thinks are worthy, you can give those families a drink without drowning them. It can take time to evaluate all of the resources out there, so I’ll share a few with you to get you started. You may already have all you need, in which case you can tweet them out to me @LitCoachLady on Twitter or LitCoachCorner on Facebook!
BOOKLISTS– I rarely read a book anymore unless it is recommended. I just don’t have time to read everything. I rely on word of mouth or booklist recommendations from organizations I respect. Now, I don’t always agree with their selections, but these books have been vetted by some pretty wise people and there is a good chance they will be well worth your time.
Here are the books students in Maine will be reading and voting on for the next school year:
Twitter – create a school hashtag ex. #LincolnSummerReaders to post ideas and keep in touch Teachers can follow the hashtag #SummerReading
Facebook– create a private group where you can send parents updates, reminders, event times, resources, etc. Since students under 13 should not be on Facebook, I would promote this as a parent resource.
Edmodo- some teachers create Edmodo groups for their students to connect with their teacher and classmate about books and learning. It is a free “Facebook-like” platform that ensures privacy for students to blog and connect.
Kidblog– parents or teachers can set up kids on a safe blogging site to get them writing and blogging over the summer months and beyond
Texting- Remind 101– safe, one way texting application to stay in touch with parents about summer literacy books, events, ideas.
Whatever you or your school decides to do, keep it fun…keep it light…keep it simple. Remember this IS a vacation for the kids, a time to be with family and make memories outside of school. Ideally they would all read, write, compute, experiment and create all summer long. We know that isn’t the reality for a lot of our kids, but all we can do is supply the water and then let the horses out to pasture!
Whats On My Book Radar?
In case you didn’t notice all of the booklists above…THAT’S what’s on my radar! Checking though the lists, looking at recommendations from friends, lining up my personal summer reading lists. Can’t wait to dig in!
“The unexamined life is not worth living.” -Socrates
I’m not exactly as bold as Socrates with my desire for self-reflection. My life is still worth living, even as I stumble through it mindlessly on many a day. But I do find deeper meaning in life when I take some time to reflect, examine and learn using some of the same principles and ideas that I embrace in my work with my other experiences. So what in my day to day life would benefit from some of this reflection? How can I integrate my goal of reframing into this process?
One way is to think more metaphorically, to help me make some meaningful connections and revelations. Metaphors are powerful tools. They help us to think about something familiar from a different angle, perhaps to gain a deeper perspective. We can often discover new meaning in the common experiences -making the ordinary, more extraordinary. How can I learn some deeper lessons and create more meaning from the ordinary in my life?
Starting line with my son in Boston.
It hit me when I was out for a run this past weekend. (Now, I should probably clarify my definition of ‘run’. For those who know me, I am the fabled tortoise of the classic tale.) I took the winter off from running, in Maine snowshoeing and cross country skiing are more efficient modes of bipedal transportation. So this spring I am in the process of getting my running groove back. It could be a bit frustrating to start from the beginning, but I decided I would focus on the process and reflect on my progress. So I thought…
Running is a metaphor.
Miles for Mills 5K in Augusta, ME
There are dozens of running philosophers you can follow, but for me I’ve contemplated a few ideas that shed some light on deeper truths for me in life. How is running like teaching and learning (life)? Here are a few thoughts.
“You get out of it what you put into it.”This is so true. My results are tied directly to my efforts, there are no cheats or ways around it. I can’t look for a quick fix. Teaching and learning is the same way-our results correlate with our efforts. There are no easy answers for education reform, we know it is a lot of hard work over time that will yield results. To get stronger and better you need to push yourself, out of your comfort zone. This isn’t always pleasant, but when you can see the results and understand their direct link, the process becomes a welcome challenge. We can help our students see the reward and benefit of moving out of that comfort zone when they can see results. There is no progress without effort.
My one and only marathon!
“Do the best with what you’ve got.”- I do not have the body of Joan Benoit Samuelson, but I did run a marathon once. She could have run several marathons in the time it took me to run mine-but it was my best and I did it with what I had. The pride she felt when she was the first woman to win an Olympic gold medal in the event must have been comparable to the sense of accomplishment and pride I experienced crossing that finish line. When we know we have done our best, THAT should be our measure of success. Not all of our students will cross the finish line of their education at the same pace, but if we help them to do their very best with what they have-we will have been successful.
Companionship trumps conditions!
“If you wait for perfect conditions, you’ll never get anything done.”- We can always find excuses to avoid the hard work we need to put in. For running, it is weather or aches or road conditions. For education it might be kids who aren’t ready, curriculum that isn’t great, books that are outdated, students who are unmotivated, parents who don’t care, etc. We need to realize the conditions for what they are and then do our jobs in light of those factors. Face the conditions, prepare for the conditions and then (sorry Nike) JUST DO IT. We’ll never get the perfect class, the perfect assessment system, the perfect standards-they are mythical. Stop waiting, start doing.
Finishing is fun!
It never gets easier, you just get better. Sorry, for those of you who are waiting for the day when teaching becomes easier. If you want to be the best you can be, you never settle for easy. To continue to grow you need to push yourself, try new things, face new challenges. In running you move faster or run further or try new courses. In teaching you read more books, take more classes, try new lessons-you become a leader. Now don’t get disheartened-it shouldn’t be HARD all the time in life or in running. But if you get to the point that you can just ‘phone it in’, you might want to hang up!
Buddies help you create good habits!
Motivation is what gets you started, habit is what keeps you going. Lots of people jump off the couch and lace up their shoes, determined that this is the year they are getting into shape. The motivation is invigorating and exhilarating. Sadly, motivation isn’t enough to sustain the hard work, tough conditions, injuries, setbacks and strain that can come with running. The school year is like that. We all begin so excited with possibilities and motivation. It’s hard, but we have the energy and we are determined to build stamina. As the newness wears off and the year moves on, we need to draw on more than motivation to sustain us. That’s when the strong habits we have built kick in and keep us on track. We set ourselves up for success. We prioritize our time and energy to make it easy to work out or create those lessons. Creating the conditions that fosters success is critical, because we will all face setbacks, fatigue and disappointment that will zap our motivation. I remember a quote I once heard that nails it, “If you fail to plan, you plan to fail.” It’s as true for running as it is for life.
Yeah, I just make it look easy! (haaa)
Nothing worth having comes easy. If running were easy, we wouldn’t see so many cars on the way to work. Everyone can appreciate the effort it takes to run, whether it is a mile or a marathon. We are in awe of those who make it look so easy. We wouldn’t be in awe if it WERE so easy. That’s what makes it special. That’s what brings about an incredible sense of accomplishment when you simply finish a race and not just if you win it. We don’t pat ourselves on the back for sitting in a chair, it’s not an achievement we take satisfaction in. It’s the choices we make that require effort that provides us with a sense of pride and accomplishment. Remember that when it gets hard, and take time afterward to appreciate that effort before moving onto the next thing in your busy life.
Being in the moment with my son!
Step. Breathe. Step. Breathe… Every run is a series of steps. You can increase your pace, but you can never take more than one at a time. That’s why there are moments when running is meditative (not to be confused with relaxing). Runners can focus in on their breath, and the beat of a footstep to create a zen-like state. You can focus your energy inward and truly be ‘in the moment’ at times. Your life may seem to move fast, but it’s never more than one step at a time. When we find opportunities to focus our attention to the step we are taking, tasks seem more manageable, stress seems less intense, pain seems more tolerable. We don’t have to carry the burden of the entire journey in that moment. We can breathe in new air to refresh the oxygen supply to our cells. We can breathe new ideas, energy and life into our tired bodies as well. We can breathe out the carbon dioxide the way we can we can breathe out toxic thoughts, anxieties and perceptions. Each breath we take refreshes and cleanses our bodies. Don’t forget to breathe!
Life is RAD!
I’m sure I could think of many more analogies for running and life/learning. The idea isn’t to overload, but to offer up some food for thought. Maybe your aren’t a runner. It might not be your thing. My point is that we often go through life without much thought on the lessons waiting for us to notice. Running may not offer you lessons, but there are choices you make in your life and things that you do that are waiting to teach you- to help you grow.
So to you I would ask, what IS your thing? What is YOUR metaphor?
What’s On My Book Radar?
For anyone who has contemplated running, but didn’t think it was your thing. You might want to check out “The Penguin” (John Bingham)’s book The Courage To Start. He writes a monthly column in Runner’s World and has been a huge inspiration for many Couch to 5K enthusiasts. He took up running at age 43 with a simple jog down his driveway. This book might be just the inspiration you need to try something new in life. It could be YOUR new metaphor!
Yesterday schools in our state (Maine) were given their grades by our department of education. Under our current governor’s administration, a brilliant idea was cooked up to grade our schools on an A to F system. According to our DOE website.“All parents and community members deserve to understand how well their children’s schools are performing and what is being done to improve them.” So all of the intense work, strategic planning, collaboration, intervention and effort of a school gets boiled down to one alphabetic symbol to represent some of the most complex work you can imagine. For most parents and community members their understanding of grades will overshadow any and all explanations of the process or analysis of the data. A=good, everything else =not good enough. For the staff who dedicate their lives to the children in their buildings, it minimizes and devalues effort, persistence, and commitment and instead values a tidy packaged report card.
As you might guess, I am not a fan of this system. I am 100% for reflection, analysis, evaluation and accountability, in education. I just don’t think an incredibly complex system with an infinitely diverse population of individuals can be neatly deduced to such a simplified reporting system. Rather than creating transparency, it creates confusion and frustration. Here are my biggest concerns…
Who defines “performing”?
If you are in education this won’t come as a surprise to you, but “performing” in grades 3-8 is defined by a single test. ONE TEST. Oh sure, the test is given over several days and it does cover ALL the important areas of education (sarcasm alert) Math and Reading. So basically what you do every single day for over 175 days can be accurately captured by the bubbles a child fills in (or doesn’t) on one test. That report card grade on a an entire school is really just a report on how well the 3rd-8th grade students in Maine did on their NECAP tests. If parents think that report card is a reflection of the quality of their schools they are being seriously misled. Education wonks rally behind claims of supporting multiple intelligences, differentiation, standards based education, social responsibility, arts and creativity, flexible thinkers, 21st century skills, etc and yet they narrowly reflect a schools’ approach to all of these with a snapshot of one test on one particular day in a child’s life.
Grades are outdated
It is incredibly ironic that our state has mandated standards based instruction and assessment for all students because grades do not accurately tell us what a child knows and can do. We are teasing out the skills required to meet dozens of standards that will reflect what our students should be able to understand and how they can demonstrate that understanding in multiple ways. So we need to move away from simplistic grades for our students because we understand how complex and multi-layered learning truly is, and yet we assess schools on the most rudimentary system available to us. To most teachers this is a mockery of the hard work and initiatives being implemented to meet students needs. The fact that this paradox isn’t obvious to our education department is very telling of their grasp of understanding.
Simplicity Isn’t Transparency
Most parents and community members lead very busy lives. They trust that what gets reported to them is accurate and informative. Though the state has posted a page explaining the methodology for the grading system, it is not realistic to think that everyone who reads these report cards will seek out that information. Even those who try and can actually find the website would benefit from a degree in education (or at least Jargonese) to decipher the process.
When the purpose of grading is explained as “All parents and community members deserve to understand how well their children’s schools are performing and what is being done to improve them.” and you don’t accurately portray what it means to ‘perform’ in a school and you in no way share what is being done to improve’ you are paying lip service to the concerns of a community who wants to support education and you are providing fodder for those who want to jump onto a teacher-bashing bandwagon.
Simplicity Trumps Accuracy
In it’s first year of implementation, many schools reported that the information the state used to calculate its grade were inaccurate. Some schools received an “F” because they didn’t have enough students take that one test. How reliable is the information those parents and community members receive about the performance of their school? Others were knocked down a grade because literally one or two students did not take the test. How does that honor the work of all of the other students or their teachers -even if you did believe that one test is an accurate reflection of a school’s performance. Some schools actually have higher test scores but are graded lower than others!
3/4 of Maine’s schools received a C or lower. As a parent we would be extremely concerned if our child came home with C, D or F grades. We would think something is seriously wrong. And yet Maine students consistently score ABOVE the national average on math and reading according to the NAEP (National Assessment of Educational Progress). In fact Maine’s scores have continued to show improvement. So when our governor says “My mission is to make sure our education system gets the visibility that it needs to get throughout the state,” I have to ask, “WHAT are you trying to make visible?” I believe his lens is so narrow that what he chooses to make visible does not create an accurate picture for parents and communities, and that serves no one.
Schools Do Not Exist in a Vacuum
One of my biggest issues with grading schools is that it assumes that schools are 100% responsible for student performance and pretends that there are no other factors which can influence the education of a child. When policy makers treat education like a business, it ignores the basic philosophy of education-that we take individuals wherever they are and move them forward to the best of their abilities. It assumes our raw materials‘ condition or history is irrelevant to its outcome. They are so far removed from the reality of our classrooms. They disregard the effects of poverty, abuse, neglect, hunger, depression, mental illness, cognitive disabilities, physical disabilities, or trauma on our students’ abilities to not only cope, but thrive and learn. If only we made our lessons more entertaining, or we tested more, or we increase our expectations they would be just fine. Now, I have no problem with reflecting on what we do and strategically planning for improvement-but I also KNOW that making sure children are well-nourished, safe, cared for, healthy and loved is equally if not MORE important to their cognitive growth. And sadly, so many of these issues are beyond the control of the school and it is no wonder that the grades schools received last year aligned perfectly with their poverty levels!
Even this approach however, is laying all of our chips n the cognitive development “pot” and disregarding what employer are telling us are the skills they are looking for in today’s workplace. Scoring well on a test in reading or math is not the only indicator of success or the only attribute that all of those “job creators” want from their employees. According to Forbes, employers found critical thinking, complex problem solving, judgement and decision making, active listening, and computer/electronic to be the top 5 skills they are looking for. Does our simple grading system help parents and community to know how ready their child is for life beyond school?
Grades are Punitive
No one from the Department of Education has provided any evidence of how slapping a grade on a school directly enhances performance. If shaming is confused with motivating I am even more discouraged by the decisions of our leaders. There is a wide body of research on grades and their effectiveness (or lack of it). One of the biggest arguments for our state’s grading system came from our governor “I want the good schools to be rewarded and those that aren’t doing as well, to be able to help them. That’s really the agenda.” The research just doesn’t support this goal. When students receive high grades they see it as a recognition of their success and they no longer reflect on that learning. Students who receive low grades often disengage from their learning or rationalize the scores to preserve their self-image or feel helpless in the situation. The research does not support the notion that low grades motivate students to work harder. Why don’t our leaders reflect on the research of the effectiveness of these proposals before adopting them as policies?? This reinforces my belief that grades are meant to embarrass and punish schools and not support them. It shows an incredible lack of leadership.
Brace Yourselves
Tomorrow the grades will be released to the public. Many communities will congratulate themselves on their excellent schools, most will not. They will either rally around their schools and their teachers or vilify the teachers and their unions depending on their preconceived notions of education. They will use this information to confirm their beliefs and bolster their arguments. The best that I can hope for is that once the shock and awe wears off, we can begin a conversation about what our schools and our children REALLY need. In the meantime, I will encourage my colleagues and try to reassure them that this grade in no way reflects them as teachers. We cannot allow ourselves to be defined by those with such little understanding of education and what it means to be a teacher in today’s classrooms. Let’s reflect and grow together based upon the REAL information we have, let us focus on what our real mission is- nurturing this generation of children to be the best they can be in school and in life. We got this!
What’s on My Book Radar
The most fitting book I can think of for this week comes from one of my favorite authors. Andrew Clements cleverly reveals how grades are not an accurate indicator of intelligence or ability. His main character Nora is easily able to disguise her genius when grades seem to be the only indicator that many teachers are willing to look at. This tale reveals that perception is not necessarily reality. Timely for teachers in Maine this week!
This week is Teacher Appreciation Week. It is a time to reflect on those teachers who have raised our nation’s children and show our gratitude for their efforts. As a parent I help organize breakfasts, lunches and/or treats to recognize my children’s teachers. As a union member I helped to create candy baskets for each school in our district. As an educator, I am also the recipient of many tasty treats laid out in the staff room. As a coach I try to recognize staff members with notes, emails or treats to let them know I notice and I appreciate the hard work they put in every single day to educate their students.
This year I want to recognize and appreciate the acts of teachers I have observed over the past year or so that make me feel proud to be considered in the same company as these educators. Some may seem subtle or insignificant, but they reflect the deep caring, empathy and collaboration that cumulatively build a strong climate of compassion and kindness that makes coming to work a joy. So here are 25 Inspiring Acts of Teacherdom (in no particular order) that I have witnessed and that I am appreciative of this week.
25 Inspiring Acts of Teacherdom
Responding to email requests for bean bags, white sharpies, yogurt cups, curling ribbon or 20 assorted balls… no matter who asks or what the reason. You show that hoarding has a positive side to it!
Volunteering to cover a colleague’s class so they can make a 3:00 appt to their child’s school or to a doctor. You let that colleague know that you see them as a person with a life outside of teaching-the way we all want to be seen.
Running off a colleague’s photocopies for them when their planning time ends long before their planning. You demonstrate empathy for the time constraints we all feel.
Checking all the paper trays in that photocopier for a teacher frustrated by the 43rd paper jam that morning. You share all those tricky ‘hiding places’ and build our schema around jams.
Taking that student into your own class when they need a ‘time out’ and reassuring them that they just need a break without shaming them. You create more caring contacts for that child in his/her life.
Meeting with a coach or colleague to explore ways to meet students’ needs. You understand that collaboration is a strength, not a sign of weakness.
Coming to staff meetings at the end of a long day with a smile and open mind. Your positive approach establishes a precedence that being enthusiastic isn’t wack!
Talking quietly with a upset or agitated student-out of the earshot of others. You respect his dignity as much as your authority.
Asking that question that everyone else was thinking without sarcasm or frustration. You realize understanding comes from better communication.
Saying ‘thank you’ to someone in front of others to acknowledge a kind act and spread that sense of gratitude.
Talking about your ‘mistakes’ in a humorous and reflective way. You humanize the teaching process and support the concept of lifelong learning.
Taking an unexpected recess duty when it isn’t even your turn. You exemplify the image of team player when the needs of the team are something you respect enough to make a personal sacrifice of precious time and energy!
Making eye contact and addressing people you pass in the hallway. You make teachers, custodians, students and parents ‘visible’ by acknowledging their presence with your attention. Your smile says, “I see you.”
Laughing with your students. You aren’t afraid that humor or joy will break down some wall of authority. You know that laughter connects us to others in a unique way and says, “I’m with you!”
Posting student work with “look fors”. You direct our attention to the strategies and effort your students have worked on so that we can focus our attention on the learning process and by-pass all those other ‘teachable moments’.
Reading to your students with passion. You use voices and expression and enthusiasm to bring that book to life for your children. You make them want to read!
Bringing a treat into the teachers room for no particular reason. You never underestimate the power of pampering others to elevate mood!
Taking pictures of your students engaged in their classwork. You document the learning environment and celebrate the work they do by capturing and sharing it.
Coming to book studies and PLCs after a full day of work. Sharing ideas and building new knowledge with others is important to your growth as a teacher. You truly have a growth mindset!
Organizing collections for colleagues facing hard times. You don’t mind taking on a little extra responsibility to help make life a little easier for someone else.
Countering gossip with something positive. It’s hard to speak up and be seen as “Pollyanna” but there are a lot of people who are silently grateful that you did. That takes courage.
Bringing in tadpoles, or chrysalises, or hamsters into your classroom. You know that life cycles can be read about, but experiencing them first hand has a power all its own. (and often inspires more reading and writing!)
Being a good listener. You don’t brush off, discount, or immediately “solve” someone’s problem. You seek to understand what is at the heart of what they are saying and what they are needing. You give them time to fill that void of silence as fully as they need to.
Complementing other staff members for their efforts and accomplishments. You can be genuinely happy for the recognition others receive without feeling left out and you model what that looks like!
Balancing competing needs in life. You bring energy and passion to your classroom while raising your own children (or attending to the demands of aging parents). You express your feelings honestly, but don’t wallow in self pity. You make it ok to not be perfect! When you share your journey filled with challenges and celebrations with us, you remind us that teachers are human beings, too, not widgets in an educational system. You remind us that we are all seeking answers to the question, “why are we here?”
I know there are many more than 25 Inspiring Acts that I have witnessed this year, and no one person embodies all of these actions. I am lucky that I get to work with and witness so many teachers in action every week. I can testify to the fact that we all should truly take some time to appreciate teachers this week…our colleagues, our children’s teachers, ourselves.
What Inspiring Acts have you observed that make you grateful?
What’s on my Book Radar?
Am I the only person on the planet who has yet to start this series? I bought my son a copy for Christmas and haven’t yet gotten around to starting it until this week. Something about dystopian worlds where teens are in charge that are very appealing to me! Love the way James Dashner peels away layers to help orient the reader through the confused eyes of the main character, Thomas. The questions he poses to the boys of the glade mirror our own wonderings. Haven’t yet finished, but I can tell this is going to be a very fast read as I am already devouring chapter after chapter.
Oh, and I guess it is going to be a feature film in September-so this could be a great summer reading hook for tweens and teens!
Last week, teachers in Maine were on vacation. April vacation falls during the week of Patriots’ Day, usually 6-8 weeks before the end of the school year. I sometimes hear complaints from my non-teacher friends about the frequency or timing of school vacations. “Why do you need time off? Summer vacation is coming up.” Now I would never assume that teaching is the toughest profession that requires planned ‘down times’ and other jobs do not. That would be arrogant and inaccurate. But the fact that other professions do not schedule breaks should not take away from what I believe is an important time for teachers and students…scheduled vacations.
We ask a lot of our schools and our teachers. We hand them an incredible amount of responsibility for equalizing all of the challenges faced by our nation’s most vulnerable citizens, to produce students who are all expected to meet the same standards. For those of us who take that responsibility seriously, it generates an incredible amount of stress. Stress, is not necessarily a bad thing. It is often a call to action, an impetus for change and growth. But a constant state of stress is not a healthy thing, not for the sufferer, and not for those around them.
We can often find our most creative thinking comes from a merging of intense critical problem solving followed by periods of relaxation. Researcher Robert Epstein asserts that when we place ourselves in situations in which we feel challenged-situations in which we are likely to fail to some extent, that it forces our brains to assess which behaviors are effective and extinguishes those that are less effective. This can lead us to trying out new ideas when frustrated by older, less efficient ones. I think this can adequately describe daily life inside a classroom of 20+ individuals with differing needs that we are trying to address. So after weeks on end of hard work and problem solving, can scheduled breaks/vacations help make us more creative in our thinking towards teaching?
Author Jonah Lehrer suggests that, “People are more likely to have a big breakthrough when they’re relaxed… That’s when you turn your attention inward and maybe hear the voice that’s been there, but you just haven’t taken a moment to notice it.” In his book Imagine: How Creativity Works, he shares examples of people who gain creative insights when periods of hard work were followed by periods of relaxation. He shares some research on how different parts of the brain are activated by each activity and compliment the creative process. (Though his book was pulled out of publication for some fabrication of quotes and plagiarism of quotes-it is still a fascinating exploration of the creative process.)
Scientists call that relaxed time following a period of problem solving the “incubation period” for ideas. This time actually distracts our subconscious mind from the fixation on problem solving and allows your mind to wander and experience new insights. As Lehrer asserts, “When our minds are at ease–when those alpha waves are rippling through the brain–we’re more likely to direct the spotlight of attention inward, toward that stream of remote associations emanating from the right hemisphere. In contrast, when we are diligently focused, our attention tends to be directed outward, toward the details of the problems we’re trying to solve. While this pattern of attention is necessary when solving problems analytically, it actually prevents us from detecting the connections that lead to insights.” So our brains need periods of distraction to direct new patterns of thinking-we relax some areas of our brains and activate others when we allow our minds time to relax.
Being ‘in the moment’ at a sunset.
Neuroscientist, Alice Flaherty suggests that levels of dopamine are increased with relaxed and pleasurable activity and that higher levels of dopamine leads to more creativity. She claims, “People vary in terms of their level of creative drive according to the activity of the dopamine pathways of the limbic system.” So our bodies need a break from work and need to engage in recreation, exercise and pleasurable activity in order to increase dopamine. We need our ‘down time’.
Sure this can come in short bursts of evenings or weekends, but we often have other responsibilities that demand our attention outside of the classroom. We don’t often schedule relaxing breaks or give ourselves some much needed “me” time. We often have families or other jobs that require our attention. It is often easier to relax when we have prolonged periods of time that aren’t over scheduled with jobs and tasks, when we don’t feel guilty about ‘doing nothing’! When we break out of our ‘routines’ we are allowing our brains to work differently. Different is good!
Researchers also note that creative ideas which spring from relaxed states are often fleeting and that it is important to capture it when it occurs. When you are out on a run, or relaxing at the beach or lying late in bed and those creative juices are simmering, it is vital that you have some way to note or record ideas that emerge. I keep a notebook next to my bed and in my purse for those times. I also recently started using an app on my phone to record ideas when I am out running or walking. I refused to let myself feel guilt during the past week of vacation when I wanted to lie in awhile longer, or just sit and listen to birds or go for long walks and let some daily tasks just wait. I tried to do as little school work as possible and found myself ‘chomping at the bit’ by the end of break to try out some new ideas.
Taking some time for birdwatching!
I’m not a scientist, and I know this is an oversimplification of the neuroscientific brain processes, but it is a start in my thinking. It supports the common sense hypothesis I hold that to be the best teachers we can be, we need to live full, rich lives. We cannot give what we don’t have. We cannot think outside of the box, when we are trapped in the box.
Most teachers I know are busy, multi-taskers. We are also purposeful in what we choose to do. I think it is important to be reminded that relaxing is purposeful, that it is good for you, and what is good for you could ultimately be good for your students. You don’t have to take my word for it. Do your own reading and action research (or inaction!) and see what you find. Just be sure to keep a notebook handy when those creative ideas start flowing! That’s my prescription for creative teaching for this week!
With vacation week, came some increased time for reading. I had read Kate Messner’s book Real Revision as I looked at the writing process through author’s eyes, but I hadn’t yet read any of her works of fiction. One, Capture the Flag, made it to the Maine Student Book Award List for last year, but I just hadn’t gotten to it. A recent book fair at one of my schools led me to purchase Eye of the Storm, which had made it to several other states’ book award lists. So I started reading the former by myself, and the latter with my son. I must say, they each pulled me right in and I am anxious to see how the strong child characters she has created will resolve some immensely adult problems!
It’s National Poetry Month and many schools are dusting off anthologies of poetry and kicking back with a “break from writing” to do some poetry. With so many demands placed upon schools and teachers and a sense of urgency to demonstrate student growth in reading and writing, these will be the lucky kids. In far too many schools, the curricula overlooks poetry in terms of writing. The Common Core mentions it only in the reading standards. Ex.”Determine a theme of a story, drama, or poem from details in the text…” It is not included in the 3 major modes of writing (Narrative, Informative/Explanatory, and Argument).
Some classrooms invite poetry into their classroom beyond the border of the April calendar. There are numerous Poetry Friday resources and initiatives that teachers use and follow. Here are a few you could check out..
But the point of my blog this week isn’t just to encourage teachers to bring more poetry into their classrooms and lives – it’s to CREATE more poetry in their classrooms and lives. On my March 26th Blog “Teacher of Writing or Writing Teacher” I encouraged teachers to try out the writing that they are assigning to their students and to write WITH their students. I think poetry is often one mode of writing that teachers are even more reluctant to ‘try out’ with their students than most others.
I’m not going to spend any time on this blog trying to convince you WHY poetry is a fantastic writing form that will deepen students understanding of our language, word choice, grammar, literary language, figurative language, sentence structure, punctuation, format, layout, etc in a playful and creative format (well, maybe I just did a little). What I would like to focus on, is encouraging you to TRY IT OUT yourself.
Most people I know (students and teachers alike) assert, “I’m not very good at poetry.” or “I’m not a poet.” In fact, many worry that any attempt they make will be seen as being a pretentious phony. Some will say, “I’m not sure what I’m doing.” or “I’m not really sure this is poetry.” But emulating what you see and hear as poetry is exactly how we learned to write narratives and informational and persuasive types of writing. We were exposed to many, many stories and articles and essays before we attempted to try our hand at them. Why don’t we give ourselves the same courtesy when it comes to poetry? If it looks like a duck and quacks like a duck…sure it’s a poem!
Following the assignments you give to your students is a great place to start. Just jump in and play around. They will respect your courage more than they will critique your couplets! You will have a new found appreciation for the needs of your students when you are equally engaged.
Explore poetry outside of your classroom walls. Play with poetry in your journal or create a private poetry notebook. Collect poems, lines or ideas inspired from other poets. Experiment with words and phrases without the pressure of writing a complete poem. Here are some other artistic ways to discover and create poetry that could inspire you to claim your rightful title of poet!
Book Spine Poetry
A fun poetic expression I’ve seen recently are posts online of Book Spine Poetry. With this method you layout books with the titles on the spines arranged like lines of a poem. You play around with titles and arrangements until the format represents the idea you want to convey.
Found Poetry
Poets.org describes this as the literary equivalent of a collage. These poets take existing text and refashion them into new poetry. You select a passage (not necessarily poetry) and highlight or cut out words, phrases, or lines that appeal to you. Then you rearrange the pieces into a satisfying format that creates an entirely new message. Try this with the newspaper, or a magazine or even a professional text! Feel the creativity and freedom that can come when you don’t feel responsible for conjuring the just-right words! ReadWriteThink.org even has an online generator to help with this creative format!
Micropoetry
How about Twihaiku? Try out a poem in 140 characters or less on Twitter! Some call it Micropoetry. You can check out some up and coming micropoets here! If you’ve only invested 140 characters into a poem and you don’t like it, you can delete and recreate without much remorse!
These have been around for years. If you haven’t played with one, you should give it a try. They have various themes and versions, but all have the same basic idea. Choose words and arrange them until they represent an idea or concept you want to voice. They aren’t meant to be permanent, so there is no pressure to create an ‘archivally brilliant’ poem!
So, as you can see, YOU CAN BE A POET! You aren’t being a phony if you use what you know to create something new. It doesn’t mean it will appeal to everyone or that there is never room for revision and tweaking, but the fear of not being good enough, of being a Phoet, should be lifted from your shoulders. Reframe what it means to be a poet and you could free yourself up to discover a creative side you never knew existed!
What’s on My Book Radar?
It is hard to believe that this brilliant book is now 40 years old! If you still aren’t convinced that poetry is an important form of writing, just look at how beloved and enduring this author’s writing has been to generations of children, teachers and parents. You won’t see any of Shel Silverstein’s works listed in Appendix B of the Common Core, but you won’t find many schools in this country that don’t have at least one copy of his anthologies of poetry. This week I want to flip through the book, land on a poem, and imagine reading it for the very first time. Maybe I can recreate some of the joy I discovered when I first giggled through the lines of this masterpiece.Happy Reading
"How vain it is to sit down to write when you have not stood up to live! Methinks that the moment my legs begin to move my thoughts begin to flow..." -- Henry David Thoreau, August 19, 1851
In everything that my students and I do together, we strive to find ways to use reading and writing to make the world outside of our classroom a better place for all of us to be
16 Years ago today I began the best professional development of my life. With the arrival of my 9lb 13oz daughter, Bailey, I became a mother and from that day on I was changed for the better. Now I don’t believe being a parent necessarily makes everyone a better teacher. I have many teacher friends who are unbelievably talented educators who are not parents and I have met some less than effective teachers who have begotten children of their own.
the past 16 years. You have challenged my thinking (and my authority!). You have provided me with experiences I would never have chosen. You have taught me patience, stamina and empathy for others on a daily basis. You have compelled me to seek balance in my life as I juggle my needs with yours. You have helped make me the person I am today-not perfect, but perceptive, patient and positive. I can’t wait to see what lessons the next 16 years will offer me.
I didn’t want this book to end. I loved Gae’s message of hope and redemption. I cared so much about Francesca and Frankie that I didn’t want to leave them behind when I’d read the last pages. These characters have flaws that we can all identify with and hearts that break and mend and forgive in ways that can help us reflect on our own relationships. I didn’t want to let go of The Summer of Letting Go!
Challenge! 
For anyone who has contemplated running, but didn’t think it was your thing. You might want to check out “The Penguin” (John Bingham)’s book 
litcoachlady 