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education

Teaching

Never Ready: #TeacherConfessions #FirstDayofSchool

“No one is ever ready!” My father barks (1)

Today is the first day of school for millions of kids, parents and teachers across the country.  And for weeks, everyone has been getting ready.

Kids and their parents have been getting ready for weeks, tracking down items on the school supply list, watching carefully for those awesome sales at Staples, Target and Office Max. Last night, backpacks and lunch boxes were painstakingly loaded and uniforms were carefully laid out, ready for that early morning alarm and new school day schedule.

Teachers have been getting ready since the final day of school last June (yes, really). They have spent the summer recharging and planning for the year ahead – new units, fresh classroom management plans, and innovative strategies they learned at professional development over the summer (No, teachers do not get the summer off); they’ve carefully set up their classrooms and have worked to incorporate the expectations of the school administration that has never left the building over the summer. School custodians have cleaned the building from top to bottom (those floors are waxed!) and are ready to see their handiwork scuffed and fingerprinted by noon the first day.

Excitement fills the air. The first day is filled with great expectations. Everyone seems ready for the first day of school.

Except me. I was never ready. Not as a kid. Not as a parent. Not as a teacher. Try as I might, I was the teacher who was never ready for the first day of school. Not even at midnight the night before.

 I spent much of the summer honing my craft: reading, learning, going to professional development, creating units, gathering materials, and re-designing my classroom.  Oh, and constantly thinking and talking about my classroom (to my friends and family, I apologize).  The amount of planning and preparation I undertook, the amount of time I spent setting up my classroom, putting together my classroom library, writing letters to my students – it made no difference.

I was never ready.

I am talking about not just the first day of my first year in the classroom but each and every first day up to and including my last year in the classroom.

The more you teach, the more you know that Murphy’s Law applies with an unrelenting vengeance to classroom instruction: “What can go wrong, will go wrong.” And, as the poet above points out, the “shoelaces” will ultimately wear out and break and you may have to make do with a “belt” that is not your best.

I tried so hard to be ready for that first day of school. But, alas, within 10 minutes, I discover that what I thought was the perfect morning meeting classroom rug shed like crazy, covering my students’ freshly ironed uniform pants with a layer of fuzz (yes, the one I paid $89 for at Crate & Barrel – we vacuumed that sucker every day, but still, it kept on shedding). By noon, there weren’t enough desks in my room, as I hadn’t planned for the steady flow of students sent from the school office who weren’t listed on my roster because they hadn’t registered until the first day of school (always forgetting that the classroom size limit in the union contract has no real meaning the first 20 days of school).

But somehow, despite the fuzz and lack of desks, despite not being ready for everything (including my sweet new student from West Africa who spoke no English except for “Hello” and “Thank You”), we are off to our “life-or-death destination”: another year of teaching and learning.

And somewhere in the middle of that first day chaos, I remember that I will never be ready for everything that happens – on the first day of school or each day that follows.

I won’t be ready for the moment when Quavonte, Joe and Conwanis bring me the Reader’s Theatre translation of Shakespeare’s Romeo and Juliet and request to use the original or “real” language in their fight scene between the Montagues and the Capulets, because, “like you said, Mrs. Dempsey, there’s nothing like iambic pentameter. Shakespeare just sounds better. He’s got the beats.” I won’t be ready for the January that every student turns in their “winter break” reading and writing packet because it was “kind of fun to write poetry and stuff.” Be still my heart.

I also won’t be ready for the moment when a student, in a flash of temper, grabs a pair of scissors and stabs another (minor flesh wounds, thank God). Or the morning my gifted writer and rapper shows up to school drunk out of his mind, having poured his mother’s cognac into a bottle of sunny delight (and still carrying the evidence with him into the classroom).

Despite Breathless Preparation, I

The first day of school preparations that leave us all breathless remind me that despite the fuzz, the wounds or the spiked sunny delight, my students and I will continue to learn as I teach. Preparation is critical. But so is bobbing and weaving, and incorporating and appreciating the unexpected.

And so, at the end of the first day, I have arrived. I finagle extra desks from the kind custodian, add and cross-off names in my no longer pristine gradebook, and I stop at the Dollar Store on my way home to buy multiple lint removers, so that we can be ready for the fuzz tomorrow after morning meeting.  And then I remind myself that no one, including me, is ever ready.

 –261755_10150290602379874_2436766_n - Version 2Karen

Education friendship Teaching

The Many Shades of Appreciation

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It’s Teacher Appreciation Week. It’s the week when teachers get catered lunch and are brought balloons and homemade cards by their students. The week rife with platitudes like: “I touch the future, I teach.” And, “I teach, what’s your superpower?”

It’s not that I dislike those phrases or want to take away from the hard work we do everyday, but it’s just those phrases don’t really capture the day to day monotony and ordinary-ness that it is to be a teacher. Most days I am much less aware of my permanent impact on the future, and much more aware of how my teacher training did very little in the way of preparing me for how to handle a student who leaves the room Jerry Maguire style, pointing at each of us in the room and calling, “You’re a butt cheek, and you’re a butt cheek, and you’re a butt cheek.”

Or reflecting on how I never really figured out the right response on my first day of teaching to my seventh grade student, who looked me up and down at 2:45pm when school was finally dismissing (after an excruciating six hours)  and said, “Nice ass.”

And I’m not really thinking about my “superpower” when I am screaming at my students because the fifth stupid pencil sharpener has fallen to the floor, scattering dusty lead and wood chip shavings all over the floor, and five boys have rushed the broom in an effort to be helpful and are now arguing over who is the sweeper for the week. The answer is almost always none of them.

What I do as a teacher definitely matters. But I don’t generally get to see the impact of what I do.

However, there’s a very good chance that this will be my last year in the classroom, at least for awhile, and those sorts of monumental changes and decisions leave me reflective, ruminating on what has been and thoughtful about my legacy. These sorts of goodbyes have a way of crystalizing moments as they happen, recognizing that they may be the last of their kind.

Which is how I felt the moment on Wednesday when Lenaeya walked into my room before school and asked if she could tell me something she hadn’t told anyone.

I closed my computer, looked her in the eye, and said, “Of course. What’s going on, Lenaeya?”

“My dad is in jail. He just got sent to jail.” Her eyes were sad, vulnerability evident in her voice.

I asked her what happened, what details she knew. She didn’t know much. Just that her summer plans to stay with her father had been cancelled. After only five minutes of talking she was already late for class. (Schedules do tend to get in the way of the important things in life.) So I asked her if she wanted to have lunch with me so she could talk more and also write her dad a letter.

At lunch I pulled out the notecards I keep handy for emergencies such as this one and took out the special inky pens I keep sacred and hidden and let her write her feelings and thoughts for her dad. I found myself thoroughly enjoying my shared lunch with my ten year old friend, fully engaged in her concerns about her father, her classmates, her friendships. I helped her spell the words she didn’t know and we sealed the envelope with the message for her dad.

Two days later Lanaeya and I were sitting in my classroom again when Alex, my favorite kindergarten student, flung open the door, breakfast in hand, tear-streaks on his face, wailing at the top of his lungs. We both turned to him as he crossed the room and flung himself into my arms. I asked him what was wrong and he just shook his head. Meanwhile Lanaeya, ever ready in crisis, left to the bathroom to get him some tissue.

While Lanaeya was gone, Alex stood crying. I was finishing some paperwork I needed to get done when he sobbed, “My dad is going back to jail!” The pain in my eyes must have been evident because when I closed my computer (which seems to always be open) and turned to him to say I was sorry, he broke down all over again. While helping him dry his face with the tissues Lanaeya had brought back, I mentioned that he didn’t have to talk to her, but he might want to share what he was going through with Lanaeya because she had been dealing with similar things.

At first he shook his head no, but then stopped and said quietly, “My dad is going to jail.”

Without missing a beat, Lanaeya said, “My dad is in jail, too. Here Alex, do you want to write him a letter? That’s what I do when I’m feeling sad.” Then she took out some extra note cards from our lunch and wrote while he dictated a letter to his father. They talked together about what it felt like to have a father in jail. And I became completely unnecessary, getting out of their way, as a good teacher does.

And that’s the thing about teaching. Most days are just days, like every other. But then the platitude becomes real, the hackneyed phrase shows up in your classroom in the form of a girl extending kindness to a young boy. Every once in awhile a lesson sticks. And if you’re lucky, it’s an important one. And if you’re really lucky, it happens enough to keep you teaching even when the air conditioner is broken in your classroom and the sewage system has backed up, necessitating bag lunches for a week. (Yes, these things have actually happened.)

After Alex finished making his card for his father, I said, “I know this is a really hard time, Alex, but sometimes it helps me to know that even when I’m going through hard times I am not alone.”

“Yeah, like I have my brother and my mom,” Alex agreed.

“And you have Lanaeya and me,” I added.

“Are you my friend, Lanaeya?” Alex asked, turning shyly to her.

“Yes, Alex, I’m your friend,” she said. She grabbed his hand and walked him back to class.

Being witness to these moments doesn’t make me a superhero. But these moments are what I love most about teaching, what I will miss most when I leave.

And maybe sometimes I do have the privilege to touch the future.

261755_10150290602379874_2436766_nRachel

Education fathering mothering PARENTING Teaching

Lessons Learned While Teaching the Alphabet

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This past week, I witnessed a miracle.

Let me back up. Last November I returned to work after spending the first three months of my son’s life figuring out how to keep a human alive, while also making most of the recipes I had pinned on pinterest. (But not the crafts. Why did I even pin those? I have been looking for a needle for three weeks now to sew up the hole my dog chewed in my pants and I can’t remember where I left my needles. Why I thought monogrammed anything was a possibility is beyond me.)

I sat down with my principal to make a schedule for working with small groups of students, my position this school year. I mentioned off-hand that I thought I should work with some kindergarteners because I believe in early intervention. Also, I’ve never worked with kindergarteners before and I wanted to know if it really is as hard as my kindergarten teaching friends say. (The answer to that question in a word: yes. In three words: I love it.)

I started pulling a group of three kindergarten students who did not know their letters. I very quickly fell in love with Alex. I already knew he was my favorite when he looked up at me after three weeks and said, “Ms. Wanson, you really meant it when you said you’d come get me every day!” Then he crawled into my lap for our read aloud.

This group quickly became the highlight of each day. When rearranging groups to prepare for our standardized test, my assistant principal looked at my schedule and asked why I was working with a K group. (Kindergarten not being a testing age.) Before she could say anything else, my principal said, “You can’t take away her K group. That’s why she gets out of bed in the morning.”

And it is true. When I cried about going back to work most days in December, my husband would say, “But what about Alex.” And he was sure to get an earful of Alex’s crazy antics from that day. Alex isn’t exactly a well-behaved student. My favorite students never are.

Last week it was my job to give Alex his reading test to see if he moved reading levels. He came to me in November without being able to pass the pre-reading test. In January he passed pre-reading (indicating he knows some of his letters and rhyming words) but threw a crying fit when I asked him to try spelling a few words.

I gave him the test. He knew all but three of his capital letters. He knew all but three of his lowercase letters. He knew all but eight of his letter sounds. He could match the beginning sounds of words. But then the miracle happened. I asked him to watch me read a book. I tapped on each word as I read. Before I could tell him it was his turn, he started reading.

And reading some more. He turned the page. And he read that page, and the next, and the next. And even when the pattern in the book changed, he ended the book with, “I like school.” The three words printed on that page.

I’ve always been an intermediate and upper grade teacher. I have never witnessed the moment when a child first starts to read, when the words are no longer sticks and circles but have suddenly become thoughts and ideas.

It was magical. It was this sacred miraculous moment. I am not exaggerating. My heart raced and the tears started forming. And all the while Alex just kept going, wanting to know what came next, not stopping once to think about the fact that HE COULD READ!

We finished the test and it turned out he can spell, too. Or at least enough to pass two more levels. I high-fived him and congratulated him. He grinned and jumped up and down. And asked if he could get a colored pen because he had passed his test and it was the nearest object to him. Who can blame him for being an opportunist?

Then he turned to me and said, “Am I not gonna come to you anymore?”

He realized what I had already known. That my time of working with him was ending. I had taught him and he had learned. He was ready to move to the next thing, and I wasn’t part of that next thing.

And it broke my mama heart.

Letting go. I am really not good at goodbyes, in whatever form they take. I am of the mind that every goodbye could be the last one, so make it count. Or better yet, avoid it altogether.

But the problem is that I can’t avoid it. And sometimes I get stuck in the goodbyes, near and far. It brings up the fact that I am not, despite my every best effort and a whole lot of wishful thinking, in control of those goodbyes or when they come. Which frankly pisses me off. And the people who console me by telling me that those feelings are hormonal can take a trip off a cliff as far as I’m concerned. Maybe my feelings are hormonal. But they’re also real.

And yet, today I pulled a new group of kindergarten students. Without Alex. And there was little Joel, waiting to be loved, his pants nearly falling off and his nose dripping with a cold, eager to climb into the lap that Alex left empty.

Saying goodbye to Alex left space for me to say hello to Joel.

Does that seem worth it when Alex comes up to me in the hallway and says, “Are you going to come get me today? Don’t say no.”

To quote Anne Lamott, “I’ll get back to you on that.”

What I know is that Alex wasn’t able to read and now he can. And that’s a miracle. And by the grace of God, I got to be there to witness it. So if goodbyes are a reality I cannot avoid, then I’m glad that at least sometimes they come served with a side of miracle.

And I’m extra thankful when those miracles are packaged up in the form of kindergarteners.

-Rachel261755_10150290602379874_2436766_n

 

 

Assessment Education PARENTING READING Teaching Tuesday Teaching Tip WRITING

April is National Poetry Month – Celebrate!

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“Poetry is everywhere – it just needs editing.”        –James Tate

I have had a heck of a time writing this week’s teaching tip.  I had it planned out in my head (sort of) and had begun to collect resources to support teaching that centered around National Poetry Month.  And then I wrote a first draft – it took me nearly 6 hours to write and reflected my ADD.  And, as Rachel kindly and gently noted, “it was pretty long and maybe we needed to divide it into 3 parts.”  In truth, it was not only long, but it was everywhere.  And it needed a lot of editing.  James Tate’s quote about poetry is making me feel a little bit better about it.

So this week’s teaching tip is #1 in a series about teaching poetry, with a focus on “go to” resources for your classroom (or at home) to plan at least a little bit ahead for a month of poetry everywhere.  And parents?  There are some poetry ideas in here for you as well!

April is the perfect time to celebrate American Poets and Poetry!  It has been a long winter and celebrations are great ways to rejuvenate weary students and teachers.  There are countless ways to celebrate:  Collect and read poetry, respond to poetry in writing or art, write poetry or perform poetry.  You can write to poets.  You can make recordings of kids reading poetry.

Poetry is my favorite genre to teach: it teaches kids about good writing, the crucial importance of language, and how to read and think critically and carefully. Moreover, poetry gives kids the opportunity to reflect on the people they are and the world they inhabit, and to imagine the people they wish to be and the world they hope to create.  Remember: Poetry is a worthwhile genre across the academic spectrum: Language Arts (reading and writing), STEM, Social Science and Performing Arts.  


Click on the underlined links to check out these resources firsthand to create poetry units or to weave into previously planned lessons:

The American Academy of Poetspoets.org

This is the place to go for poems, interdisciplinary lessons (many aligned with the common core standards) to teach poetry, and ideas for celebrating poetry in your school or classroom.  Click on the “For Educators” menu to find tips for teaching poetry, poetry resources for teens, curriculum and lesson plans, great poems to teach, essays on teaching, and a teacher resources center.  Check out The Listening Booth.  Other highlights include:

  • 30 ways to celebrate National Poetry MonthTons of ideas to weave into your classroom or school or at home to celebrate poetry!  Put poetry in an unexpected place!  Write a letter to a poet!
  • A POEM IN YOUR POCKET: Share a poem with everyone you meet on “National Poem in Your Pocket Day” which is Thursday, April 24, 2014.  Select a poem or compose an original work and carry it with you in your pocket all day, sharing the poem and the fun of National Poetry Month wherever you go. The site has poems to download (.pdf format) ready to share in your classroom or school or with your friends and neighbors.
  • The 2014 Poet-to-Poet Project:  This is a special multimedia educational project for students in grades 3-12 to write poems in response to the poems of living poets (classrooms can watch YouTube videos of the poets reading and explaining the creation of their poem) and send them to the American Academy of Poets.  Students have until April 30, 2014 to submit their poems. The American Academy of Poets worked with a curriculum specialist to design a series of standards – based lesson plans, with Science connections, together with activities and resources to support students who participate in this project:
  • The Literature of War (Grades 10-12)Students develop a poetic vocabulary and pursue an examination of the effects of war on those involved in the fighting and those they leave behind, moving chronologically through time.  The unit concludes by looking at the world’s most recent acts of war, the effects and ramifications of the events on and following September 11, through the reading of poems written since that date. As a culminating activity, students are asked to respond with a poem of their own that they illustrate with relevant images found on the web.

Poetry-Foundation-Logo-horizThe Poetry Foundation

This is an awesome website with thousands of poems and short bios of poets.  It is easily searchable for specifics.  It also has a wide variety of resources with ideas for teaching poetry across the spectrum:

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Poetry Out Loud

The National Endowment for the Arts and the Poetry Foundation partnered with U.S. state arts agencies to support Poetry Out Loud, a contest that encourages the nation’s youth to learn about great poetry through memorization and recitation. This program helps students master public speaking skills, build self-confidence, and learn about their literary heritage.  The site has suggested lessons and class schedules.

Although the official contest is designed for high schoolers, the materials could be adapted for classroom use in younger grades.  Here is a link to a downloadable .pdf of the 2014 Poetry Out Loud Teacher’s Guide.


PBS NewsHour Poetry Page

A compendium of PBS features on contemporary poets and poetry that might be relevant to the previously planned lessons you are teaching in your classroom (a simple way to weave poetry celebration into your current instruction).   

In particular, take a look at the project of the current Poet Laureate, Natasha Tretheway, called “Where Poetry Lives, “which focuses on “issues that matter to Americans through the framework of poetry.”  Some interesting pieces for parents and teachers alike that are certain to generate meaningful discussion.


ReadWriteThink

A comprehensive list of resources and ideas for lesson plans and assessments focused on National Poetry Month.

 

shel silversteinShel Silverstein

This page contains teaching and learning materials using the poetry of the late, but forever beloved children’s poet Shel Silverstein.  Who doesn’t love The Giving Tree? Here is a  link to the downloadable .pdf of Shelebrate National Poetry Month 2012, which is representative of the engaging curriculum found on this website.  Shel’s poems are accessible, meaningful and so much fun.  Parents should  might want to check out Shel’s website to access Shel’s poetry (samples), animations and activities and for a list of his poetry books.


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NY Times Learning Network

Here are thirty, easy, quick and engaging ideas for ways to respond to and appreciate,  create,  and perform poetry, all with connections to the larger world.  With links to specific teaching resources.  Designed with teachers in mind!

 

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The Poetry Archive

I couldn’t leave this site off this list even though it seems to be a UK site.  It contains a wealth of materials about poems, poets and the art of poetry,  with online recordings of poets from around the world reading their own work.  There is a menu of teacher resources with materials for teaching students at all ages starting at age 5, with ideas about how to incorporate listening into a lesson.  It also houses “The Children’s Poetry Archive” which allows a search by “poetic form.”   Here are some Tips for getting the best out of the Archive.


More next week!

-KarenDSC02405

Assessment Education PARENTING Teaching

Bubble, Bubble, Toil & Trouble…

TEST CAULDRON

So…I’m weighing in. On the bubbles. And the #2 pencils.  My views on this exercise in futility are in line with Rachel’s (not much of a surprise, I know).  Two weeks of ISAT testing (the Illinois version of standardized tests, known as THE TEST in Chicago) is mind numbing, frustrating, exhausting.   But , in truth, I am growing a bit weary of the constant critique of standardized testing without an equivalent effort towards generating viable alternatives for measuring student learning and teacher accountability.

But I suppose we need to figure out what’s broke in order to fix it.  So here’s what I think about the bubbles.

THE TEST pisses me off.  Just so you know where I stand.

I’m praying my former students don’t read this, because my opinion doesn’t jive with my words…the words I began to utter roughly 2 years into teaching:

“This is important because it will be on THE TEST.”  

All eyes would turn toward me, albeit briefly, and a hush would fall over the room. And I would feel HORRIBLE, and I would think, “I have become a bad teacher.”  In truth,  I used THE TEST ploy more often than I care to admit.  I had learned that my students (and their parents) had been conditioned to believe that the ONLY things we learned that were important were those that were on THE TEST.  And sometimes, I wasn’t sure if the problem we were solving or what we were learning or working on together would actually be on THE TEST  But I said it anyway, because I knew, sadly,  that THE TEST would clothe the concept or skill with gravity and importance in my student’s eyes.

I had approached teaching with the idea that THE TESTwas not supposed to be the focus – authentic learning and teaching intermingled with social justice – that was the focus. I figured if I developed and effectively taught engaging and meaningful curriculum that covered the state learning standards (Yes, I kept a checklist), my kids would perform well on the state tests.  My own assessments (formal and informal) would tell me if the kids were getting what I was teaching.  Assessment is an integral component of instruction.

angif-bean-counter

But then, the bean counters showed up, claiming to be able to NUMERICALLY QUANTIFY what my kids were learning and how well I was teaching (Ah, yes: ADDED VALUE) and whether my school was worth keeping open.  Okay, the bean counters were there when I started teaching in 2005,  but somehow, their voices grew LOUDER and their power and influence seemed much greater as the years passed.  I think it was because they were shouting at the top of their lungs:  ‘DATA DRIVEN INSTRUCTION!’ Which means many things to many people.

Over, time, It became impossible for me to shut them out.  Especially when the fate of our school (probation? closure?) was ruled by the counters, the beans (the data or test results) and how, exactly, they were counted (or construed).

Duncan Youngkids

So meeting after meeting, teachers and administrators pored over and disaggregated data (mind you, it was 6 months old). We were precise – we were going to use this data to increase profits – whoops – raise achievement by analyzing this data and build – whoops – target instruction for each and every widget – whoops – student.

I BEGAN TO HATE DATA. In truth, it doesn’t tell you a damn thing about the students, their real progress or their potential.  Generally, it never takes into account who these kids are or where they’ve been academically or emotionally.  In my experience, THE DATA overall lacks context.

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But I succumbed to the pressure to “get my kids ready” for the state test by dutifully using the “interim assessments”  doled out by the district  which would ensure we would get our kids on track to do well on the test.  Never mind that these interim assessments were not, in educational parlance, “aligned” with what I had been teaching in my classroom.  The results of these assessments: more DATA.

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In a flash, we were assessing kids monthly, sometimes weekly. Bell-ringer math tests that were reviewed by the administration to assess student recall of math facts.  Dragging students to the computer lab (which was almost never available otherwise) to complete ridiculous assessments:  long, contrived reading passages followed by multiple choice questions.  Practice, Practice, Practice.  My 8th grade boys one year figured out that if they answered the questions for a passage INCORRECTLY, the test ended.  And yes, they knew what they were doing. Suddenly, kids who were reading at or above grade level seemed barely literate. I was chastised (not by my students) for not emphasizing the importance of the so-called interim assessment. It was my job to sell it to them.

And all I kept thinking was just how smart and clever those guys were for thinking outside the bubble.

Standard-Tests

Standardized testing with high stakes (the fate of students, schools and teachers) is, in my view, preposterous and extravagant.  And yet, we continue to engage in this exercise year after year in our public schools, with a perplexing emphasis on those schools where student populations live in poverty and amidst life-threatening violence.

Yes, it is essential to know what our kids know and don’t know after a year of instruction (although ISAT tests were administered with roughly A THIRD of the school year remaining). Sure, it is important to objectively assess kids and examine the data in a timely fashion to see if they are learning  what we are teaching – and so we can figure out what to do when they are not learning.

BUT should a school’s future – a kid’s future – really ride on how well they perform on a multiple choice test on a given day?  How reliable is this data? How timely is this data?   What does this data tell teachers?  Administrators?  Especially after it is massaged by the bean counters and provided to teachers months later, and sometimes well into the following school year.  THIS TYPE OF DATA – FOR TEACHERS – IS OF LITTLE VALUE.

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The most recent numbers I can find reveal that the U.S. spends about $1.7 billion every year on standardized testing. A lot of beans.  But the overall “costs” are actually much higher.  Last week, the Washington post published a piece that listed 13 ways high-stakes standardized tests hurt students (click here to read it). Here are my personal top five intangible costs of standardized tests:

  1. Loss of Instructional Time: Assessment and prep take time out of the learning day.  No way around it.  The minutes beforehand to get our kids to focus on the assessment and the minutes after to get them to regroup after intense concentration.  Valuable time.  I’m not talking about classroom assessments – I’m talking about the standardized test assessment practice to “gauge” levels of performance.  Oh – and generally, state assessments eat up at least a full week of instruction. No, I’m not kidding.  Even allowing restroom access is a big deal during state testing.  And as Rachel points out, our neediest kids who are pulled out for one-on-one time for learning and social/emotional support are neglected during these testing days (often because the specialist teachers who are pulling students out are proctoring tests).
  2. A Narrow Focus: As I mentioned above, my students had previously determined that if it wasn’t on the test, it wasn’t worth spending time on.  I did my best to dissuade them and worked to keep them curious, applauded their questions, and celebrated their learning successes – with the purpose of cultivating life-long learners.  Filling in bubbles is boring, after the initial adrenalin rush (kids are naturally competitive for the most part).  I think it is our job as educators to reward curiosity and awaken the imagination of our kids. An overemphasis on multiple choice tests requires our students to think in, rather than outside of, the box (or bubble).
  3. Increased Stress : The pressure on students is ENORMOUS.  They are carrying the weight of their own future (“Will I meet standards?  I better exceed standards!”) and often the fate of their schools and teachers. I’ve written about my kids who throw up, cry uncontrollably, or start a fight to get out of the testing room.  Anxiety is high because it should be.  The test matters.  And for kids who are living and surviving in high stress homes and neighborhoods, the test can be the straw that breaks the camel’s back.
  4. Internalized Failure:  NEWS ALERT:  NOT EVERY STUDENT WILL MEET STANDARDS BECAUSE OF THE NATURE OF THE TEST ITSELF.  In Illinois, the test is a combination of norm-referenced and criterion- referenced items (ISAT 2013 guide) which are used in a mysterious formula (guarded like the gold in Fort Knox) to determine whether students “meet” standards.  Norm-referenced tests are comparative (comparing the test taker to a group of peers) and thus a certain portion of students will fall at the lower end of the bell curve (failing to “meet” standards).  I’ve often wondered who this group of peers might be when testing inner-city kids. As Rachel noted, the test passages can be pretty white, with middle-class scenarios.  My favorite one had an illustration of a camper and a campfire and one of my students was concerned about why people were living in a bus in the forest.  I made a note of going over campers the following year when I was getting my students prepared for the test.  I have digressed.  My point is this: some students will always struggle and after failing to “meet” standards in 3rd and 4th grade, well, they give up. It takes a lot of coaxing and cajoling to get some kids to even fill in the bubbles on the test.  Kids who think they are academic failures are generally the kids we lose by the time they get to high school.  
  5. The Numbers Game: It takes a while for test scores to be calculated and calibrated.  Really?  Don’t let anyone kid you about the ease of standardized test scoring.  They don’t just run these scoring sheets through a machine and spit out the scores.  These beans are so important (in terms of education dollars) that districts spend months analyzing the outcomes and work to produce the best possible outcomes (eliminating test items, etc.).  Also, schools get points for kids who meet standards and extra points for kids who exceed standards.  Except, much of the time, administrators who are pressured heavily from above, push teachers to focus on the groups they can “move.”  If kids are certain to be below standards, they can be gently set to the side while we work on beefing up the scores of other kids.  This is not education.  This is not Social Justice.  It’s a racket.

test-cartoon-picture20testanxiety1

Here’s an interesting pro/con standardized testing discussion to look at BOTH SIDES of the debate: Testing Arguments if you aren’t sure where you stand on the issue.  Me? You know where I stand. A system of bubbles is fraught with trouble.

I think it is time to turn the energy away from the debate and toward a solution: an authentic system of teaching and learning accountability developed at the school level.  Let’s stop trying to create widgets and, instead, work to foster thoughtful thinkers, mindful humans and world changers.

-Karen261755_10150290602379874_2436766_n - Version 2

Education READING Teaching Tuesday Teaching Tip WRITING

Tweet, Tweet, Tweet…

twitter graphic

This week’s teaching tip focuses on Twitter and its use as a teacher resource.  It’s a great source for professional development and it supports collaboration among teachers within a school, a district, a country, and yes, the world.  It is also a wonderful social medium to practice writing.  Really. 

Twitter tweets rock.  Honestly, I never thought I’d say this – 140 characters?  Are you kidding me? What can anyone say that’s worth reading in 140… but wait.  It takes a lot of writing prowess to write a meaningful and coherent thought in 140 characters.  True sentences, often, are whittled down to the pith (think Ernest Hemingway).

In A Moveable Feast, Hemingway revealed his struggle with writer’s block: “I would stand and look out over the roofs of Paris and think, ‘Do not worry. You have always written before and you will write now. All you have to do is write one true sentence. Write the truest sentence that you know.’ So finally I would write one true sentence, and then go on from there. It was easy then because there was always one true sentence that I knew or had seen or had heard someone say.”

twitter hashtags

Twitter can be a good place to practice writing — and also search for — that “one true sentence.” It is chock full of sentences (okay, “tweets”) that can lead the reader to knowledge, personal/professional support, and often, the truth (always be on the look out for trolls, political ax grinders and The Onion, among other Twitter accounts, that can lead you astray).  And yes, Twitter is full of digital noise (think about the notes or texts you confiscate during instruction).

In fact, teachers can use the power of Twitter to build a one-of-a-kind, fully-customized, digital network that permits them to quickly share resources, voice concerns about educational policy, and lend or seek support from other teachers. Differentiated teaching & learning? Yes.  Twitter can be utilized as differentiated professional development (who has not yearned for this in the teaching profession?)

If you haven’t created a twitter account, and aren’t sure how it would work, here are some examples of teachers on twitter.  Then, go to twitter.com and create your free account. Remember, it’s public so put up a nice photo of yourself and take some time to set up your profile.   And then, tweet!

twitter reader

Twitter is NOISY! Determine which accounts you should follow.

Twitter can feel like being in the middle of Grand Central Station during rush hour and being hard of hearing.  People, ideas, music, videos, are flying around all over the place.  OVERWHELMING.

BUT, the user (that’s you) has total control of the accounts he or she follows (and unfollow).  You decide what you want to read and hear.  So,  begin by following educators you know or have worked with.  Twitter helps you:

  • connect and converse with those other teachers who attended professional development with you last week
  • lend support to one of your colleagues who is struggling with classroom engagement.

It makes sense to follow the established “experts” – these tweets will often have timely information relevant to your teaching practice, and can help you hone your craft.

twitter books

Here are a few of the twitter accounts which provide valuable teaching resources/guidance that Rachel and I both follow:

  1.  @edutopia:  Inspiration and Information for what works in education.  This account and its companion website (www.edutopia.org) have tons of research-based teaching ideas with an eye on the looming common core standards.  Love this.
  2. @DiscoveryEd: This is a global account that focuses on all aspects of classroom teaching and technology.  Companion website: www.discoveryeducation.com.
  3. @pbsteachers: PBS loves teachers!  Free digital resources and loads of great content for your classroom in all subject areas.
  4. @USATeducation: Resources from USA Today to connect student learning to the world around them.
  5. @NCTM: Tweets about Math teaching  from the the National Council of Teachers of Mathematics. (Also take a look at their companion website Illuminations for additional teaching resources).
  6. @Tolerance_org and @Facing History:  A plug for my most favorite teaching resources as a social science, history and literature teacher. Teaching Tolerance provides teachers with phenomenal free teaching materials and Facing History provides meaningful curriculum (and supportive, ongoing, reflective professional development from amazing people) geared toward promoting tolerance and combatting racism across the globe.
  7. @NCTE:  The National Council of Teachers of English tweet information on teaching (resources), common core and educational policy for pre-k to HS educators.  (Also check out www.NCTE.org and www.readwritethink.org for great teaching materials and ideas).
  8. @rethinkschools: Rethinking Schools focuses on teaching for social justice, anti-racist education & equity in public education policy & practice.  Tweets provide information, links to resources and thoughtful education policy discussion.
  9. @NSTA: The account of the National Science Teacher Association with a focus on all things STEM!
  10. @NEA:  The twitter account of the National Education Association which covers happenings and discussions on teaching and educational policy.  Here’s a place to help you stay in touch with what’s happening in terms of common core and teacher evaluation, along with other issues in education, even if you don’t have time to read the paper or watch the news!

twitter dude

Tweet: but don’t forget the #hashtag#

Compose tweets – talk about your teaching, your thoughts about educational policy, what is happening in your classroom, and concerns about assessment, lesson planning, common core or classroom management.  Post links, post multimedia.  Post what has meaning to you – what you wish to have a conversation about.  Tweet once or twice a day.  And respond to the tweets of others. And use:

twitter-hashtags

What’s a hashtag?  It is a word or phrase that is preceded by a # or hashtag.  In the noisy tweeting world of twitter, the hashtag categorizes tweets.   Use hashtags when you tweet and want your message to be part of a larger conversation beyond your followers.

There are standard hashtags (that the tweeter professionals all know and monitor) that will pull your tweet into a larger conversation beyond your immediate followers.  Make sure you use a relevant hashtag and you will reach others who are talking (whoops, tweeting) about the same topic.  Use more than one hashtag if your tweet applies to more than one topic, but choose wisely. If you want that hashtag’s community to value your input, take care to keep that twitter stream relevant and meaningful.  

Here is a long list of the Educational Hashtags which will allow you to place your words (tweet) within the purview of others monitoring those hashtags.  Use this list to monitor other conversations that might be meaningful to you (just type it in the search box on your twitter page).

A worldwide Twitter conversation known as #edchat takes place every Tuesday at 12 p.m. Eastern time and 7 p.m. Eastern time.  It’s worth monitoring and any educator can join in to discuss and learn about current teaching trends, how to integrate technology, transform their teaching, and connect with inspiring educators worldwide. Click here: #edchat  to learn more.  Discussions here also focus on education policy and education reform.

Try it!

Twitter-leader

Practice and read and learn.  It’s cool.

And, in conclusion, take a look at these wonderful teacher: Painful Hashtags.  Some might look woefully familiar!

Book Club Option Book Review fathering mothering PARENTING READING

Book Review: The Strong Women Who Lead the Way

She’s relatively well known at this point, but I stumbled upon Jeanette Winter’s book The Librarian of Basra at the closing of an art show featuring the silk road. It was my first year of teaching, and they were selling huge bolts of satin fabric, perfect for my bulletin boards. There, in the middle of the room, was a copy of the Librarian of Basra. No dust jacket. On sale for $5.

That was a little more than I would usually pay for a used book, but something about the book grabbed me, and I added it to the mounds of fabric and brought it to check out. I didn’t know it at time, but I had just found my new favorite picture book author and illustrator.

Jeanette Winter has written and illustrated many books. My favorite of her books are biographies about various women of note. In honor of Women’s History Month, here are a few of my favorite titles, featuring three brave women:

The_Librarian_of_BasraThe Librarian of Basra: This book was my first introduction to Jeanette Winter. In it, she tells the story of Alia Muhammad Baker, a librarian in Iraq. When the Iraq war started, Alia could not get the officials in her city to approve the relocation of the library. With incredible bravery, she took matters into her own hands. This story tells of one woman’s courage to fight for what she knew was right. The pictures show some very important images of war, which always capture my students’ attention, and leads to meaningful discussion.

indexWangari’s Trees of Peace: Not knowing my budding appreciation of Winter, my mother bought this book for my students after reading about Wangari Matthai’s incredible testimony of bringing back green to her homeland of Kenya with the simple and powerful act of planting trees. Awarded the Nobel Peace Prize, this book tells her story, and like Alia Muhammad Baker, details the bravery and courage it takes to stand up for change. Along with the book, my mother sent a package of dates, since many of the trees planted were date trees. Not all of my students were convinced, but it was fun to try something new.

georgiaoGeorgia:  In Georgia, Winter tells the story of Georgia O’Keefe, starting from when she was a small child, and going through until her death. Though her story of bravery is somewhat different from Alia’s and Wangari’s, Winter explains how she was willing to stay true to who she knew she was, despite that necessitating going against the grain. “When my sisters wore sashes-I didn’t. When my sisters wore stockings-I wore none.” This is an excellent book to use to celebrate the beautiful creations that come from being willing to leave the crowd and march to the beat of your own drum.

Like I said, Winter has many, many books. I get excited each time I see a new hardcover picture book with her name printed on the spine. They are well worth making a trip to the local library or bookstore to check out.

Intended ages: 8 and up

261755_10150290602379874_2436766_nRachel

Education fathering mothering PARENTING Teaching

Why I Believe in the Cry It Out Method

cryingbaby
In case you weren’t keeping track, it isn’t spring yet.

Meanwhile, my school is neck deep in standardized testing. My family is currently living with my in-laws, who have graciously taken us in while our wood floors are being redone (which is important, because our carpets were actually filthy and we’re planning to move). I’ve been sick. My commute this week has topped an hour and forty five minutes ONE WAY. My partner teacher is leaving the school. And we have realized that a nanny is really expensive.

For lent, we are giving up meat. Not because we’re Catholic. Not really for any spiritual reason at all. But because meat is expensive.

(If anyone asks, it’s because we’re really spiritual and give up important things like meat for Lent.)

I called Karen yesterday and spent a full hour telling her all the pent up feelings I’ve had for the past month. I didn’t even get to the fact that I hadn’t brushed my hair that morning.

Then I got home, played with my baby, handed over my baby to my husband when he got home an hour and a half later, went upstairs and cried.

There’s a lot of shame about crying. Slash that, I feel a lot of shame about crying. Which is unfortunate because I cry about everything. I’m making myself tear up right now just thinking about it.

The shame has not changed the amount of crying I do. It just makes me feel really dumb when I do it.

Therefore, for Lent, and because I believe in starting movements of social change, I have decided to stand strong and support the Cry It Out Method.

I believe that it is appropriate, nay HEALTHY to cry it out. Whenever and wherever one deems necessary. Here is a list, hardly exhaustive, of reasons why you should feel completely entitled to cry it out.

1.) You still can’t fit into your regular sized jeans, even though it has been seven months and you’ve given up sugar AND exercised daily since New Years.

2.) You are eating an apple and cheese for lunch for the third consecutive day because you are living out of your in-law’s home and the thought of packing enough for breakfast, lunch, and dinner was beyond your capabilities. Who cares that you’ve written a masters thesis and run a half marathon. Packing lunch is impossible.

3.)  You aren’t feeding yourself or your family organic, GMO-free foods.

4.) For the one hundred and twenty seventh day in a row, you have woken up three or more times a night to console your crying child.

5.) You spill a bottle of pumped breast milk.

6.) You finally find a dentist that is covered by your insurance, manage to schedule an appointment, manage to make it to scheduled appointment, and then find out it was only a consultation and you will need two additional appointments to do your teeth cleaning and to fill your cavity.

7.) You have cavities.

8.) You accidentally poke your sweet infant baby in the eye. And he cries. Loudly. At midnight.

9.) Your dog eats a hole in the crotch of your only black pants that fit.

10.) It’s been months since your last Girl’s Night Out. And there isn’t much hope for a GNO in the foreseeable future.

Of course I advocate for being thankful as much as possible. Practice an attitude of gratitude and all of that. And I am incredibly grateful. I work to appreciate the small victories.

And I recognize that most of these fall very solidly into the category of First World Problems. Very solidly. On the privileged end of First World Problems, even.

But I also think that it’s okay to cry. Sometimes loudly. Sometimes privately. But whenever it’s necessary. Or for no reason at all.  And I want to start a movement that says that crying does not mean weakness. It doesn’t need to evoke pitying glaces. Sometimes tears are just tears are just tears. Sometimes tears are all we can do. Even when we are privileged and recognize that privilege.

You’re welcome to use my shoulder to cry on. I’ll probably cry with you. And I might even remind you of some sage advice from my mama.

“Rachel, you can’t always give 100%. Sometimes you have to set your kid in front of the TV and do what you need to do.”

And sometimes what you need to do is cry. Cry it out. It’s the new black.

261755_10150290602379874_2436766_nRachel

P.S. For those looking for advice about getting your child to sleep through the night, you will find none of that here. Sorry. My husband says there’s a good chance that by the time our son graduates from High School he will be sleeping through the night. I’m holding on to that.

P.P.S. Please share your reasons for crying. Maybe it will make us all feel better.

Teaching Tuesday Teaching Tip

There’s An App For That (FREE GIVEAWAY!)

ipad

You have an iPad. One. What good could that possibly be for your classroom? I bought my iPad, so excited for the doors it would open in my classroom, only to find it primarily being used to play Plants Vs. Zombies. (By me, obviously. I wasn’t going to let my students play that garbage.) Who has time to scour all of the education apps to separate the wheat from the chaff?

There’s good news! Today’s teaching tip will highlight a few excellent apps for different subjects and different grades. They can be used with one iPad, or with a center of many iPads. Some can also be used on the computer. I tried to talk about only those apps I have actually used successfully, and I also tried to stay away from test-preppy drill type apps and games, and stick to apps that I felt had quality graphics, content, and useability.

One final word, scroll to the end to see the app that changed my life! And see the details for our FEBRUARY GIVEAWAY!!!!

Reading

For our primary readers, the ones who are struggling to recognize letters and sounds, there are some excellent resources. Here are two that have been kid-tested and mother (me) approved.

Endless Alphabet ($6.99USD; intended age 3 and up)

endlessalphabet

Yes, this app costs money. But it is also incredibly fun. There are fun and interesting words for each letter. Kids pick a word. Once they have picked the word the letters scatter around the screen. Kids drag and drop the letters onto the corresponding letter in the word. As they drag the letter wiggles and jiggles and says its sound. Once the word has been formed correctly, an animated movie defining the word comes across the screen. The cartoons are fun, and the app helps teach letter recognition, letter sounds, and vocabulary.

ABC Mouse (FREE for teachers; intended age 3 and up)

abcmouseOnce you have spent some time in the home page of this app, you will wonder, “What doesn’t this app do?” Aimed at Pre-K through K, this app focuses on letter recognition, letter sound, word families, sight words, and early online readers.

As a teacher, you can see a dashboard of your students and their progress. It’s also possible to assign work that your students can do at home with their own log-ins. This can be done on a tablet, or on the computer. It has most everything you need for early reading skill practice–and it’s free for teachers!

And now a reading app for the older kids:

youchoosepirates
You Choose: Pirates! by Honeybee Labs ($1.99; intended age 9 and up)

Remember the Choose Your Own Adventure books? There wasn’t a boy in my class in third grade who didn’t have one of those books in his desk. This is the online version. In this app, after creating an avatar, children get to read a short introduction to a story. Then, they are faced with several choices of what to do next. Depending on the choice they may end their journey in victory or in death.

The app allows for a collection of trophies as you play. It also has games interspersed throughout to make the play even more engaging. I imagine this app is a fun reading adventure, especially for reluctant readers. I enjoy scrolling back and forth to all options (something the app allows) until I get a favorable ending.

poetryapp

Poetry App by Poetry Foundation (FREE!; intended ages 12 and up)

While not the most visually stunning app, this app does have a wide variety of poems to pull from. Created by Poetry magazine, the poems are categorized by subject. There are two search functions, so that you can spin to match two categories of poems, such as “Optimism & Aging” or, for your more cynical self, “Boredom & Love”.

Writing

bookcreator

Book Creator ($4.99; ages 5 and up)

Book creator allows you to write and illustrate your own books on the iPad. This is perfect for early readers and writers, but can also be used for more advance writers (having a separate keyboard might be a good investment if the students will be doing extensive typing.)

The great part of the book creator is that once the book has been created it will go into the iBook app, and then can be shared with other students, possibly during independent reading time. It’s also a great way to “publish” student work. The books can be sent to family and friends for viewing. Books can use photos from iPhoto, or from the internet.

It does take some time to do the book creation, so this one is not a simple drill and kill app, but I think it is worth the end results.

Mathematics

bugsandnumbers

Bugs and Numbers ($2.99; ages 3 and up)

This app features incredible graphics to teach children mathematics concepts starting with basic counting and going all the way through early fractions. It is ideal from Pre-K through Kindergarten.

The app has three levels with a total of eighteen games that students can play. I especially appreciate the activity featured above, in which an egg carton is used as a ten frame to teach counting, doubles, and pairs used to make ten.

This is a large app, so it will take up a decent amount of space, and you will likely need to be connected to WiFi to download it.

mathmateer

Mathmateer ($0.99USD; ages 7 and up)

In Mathmateer, the object is to build a rocket that will propel you into space. Once in space, you can earn points by answering math questions. Along the way, you can solve math problems to earn money to improve the quality of your rocket ship.

This app allows kids to practice a lot of math facts, while also using their engineering skills to create a rocket that won’t fall on the ground immediately after launch (as mine did the first two tries). While it is a little “drilly”, I thought it was a fun way to practice the skills while also creating and building.

icrosss

iCrosss ($0.99; ages 10 and up)

iCross is a geometry app. It has a comprehensive list of geometric solids. Once you’ve clicked on a solid, you can manipulate it, seeing it from multiple angles and views. To further manipulate, you can designate cross sections, or cut the solid into parts, and then rotate it to look at it from multiple perspectives.

I really wish this app had existed when I was in geometry. Even my most artistic teachers weren’t able to create this level of manipulation on a chalk board, and seeing the solids from different angles allows for a visual take on simple and complex geometric concepts.

Problem Solving

There’s a whole category of app games called “Puzzles” in which the object is to use the items in a room or a level to figure out how to get to the next level. There is minimal instruction, depending on the app, and it involves patience, trial and error, and sometimes a little bit of luck. Here are two of my favorites. (These are good for ALL AGES, and teach excellent problem solving and critical thinking skills!)

machinarium

Machinarium ($4.99USD; ages 7 and up)

This is my favorite iPad game of all time. The animations are breathtaking. The game starts outside a town of machine trash, and works until you get your robot back to his space ship. While there are some clues on each level about how to progress to the next, the hints are minimal, and it requires perseverance to make it to the end. But it is SO FUN!

I highly recommend this app if you want something to occupy your kids for hours. And I think it would be especially rewarding for some of our visual/tactile learners who might not always be successful in paper and pencil activities. It involves a completely different way of thinking.

roomThe Room ($0.99; ages 10 and up)

Enter “The Room” and start the most fascinating investigation into where and why you are there. A series of puzzles, you manipulate the chest in the middle of the room to unlock more clues. Visually stunning, this is a great problem solving app, and certainly teaches perseverance.  There is some reading involved, so this one is geared for a slightly older crowd.

Coding

hopscotch
Hopscotch (FREE!; ages 5 and up)

Maybe you remember the days of “Turtle” on Apple2E computers. Maybe I’m dating myself. In any case, this free app teaches kids basic coding skills through the use of fun images and games. By manipulating an object, kids learn the basics of code.

As kids get more comfortable, they can start to create a project, so that the object can do a series of actions. Eventually they can start to create whole scripts to manipulate their object.

I cannot wait for my son to be old enough to use this app.

THE APP THAT CHANGED MY LIFE

levelitLevel It ($3.99; all ages)

With this app, you can scan books and find their lexile and reading level. Pretty cool. But that’s not it! You can also use this app to catalog your entire classroom (or personal) library. Wow!

But that’s not it, either. Once you’ve cataloged your books, you can use this app as a CHECK OUT SYSTEM! I know my friends will think I am dorky when I start scanning the bar codes when they borrow a book. But who’s laughing when three years from now I still have documentation that they have my copy of Pride and Prejudice. And I want it back.

Not to mention that this solves the ongoing dilemma of how to get students to quickly check out books to take home without losing your entire library.

The app also allows you to create a wish list. If you’re like me, this means you can scan every book at your local independent bookstore to remind yourself of the one million book you have yet to purchase, all of which you can then add to your birthday list.

It’s OK if you aren’t as excited as I am, but hopefully you’ll at least look at what the app can do.

FEBRUARY FREE GIVEAWAY!

We are invested in making sure that you can try out at least a few of these apps. While there are LITE versions of many of them that allow you to try a limited version for free, the full app is always better. We’re giving away a $10 (USD, sorry) iTunes gift card so you can see for yourself how great some of these apps can be for your classroom or home. To receive the gift card, do one of the following:

1.) Comment below with your favorite way to use your iPad at home or in your classroom.
2.) Leave us a note on our contact us page, telling us what additional topics you’d like to see covered on our blog.
3.) Tag “Teacher Reader Mom” on your facebook page. Or comment on the post for this entry, and tag your friends in your comment for extra entries!

That’s it! Contest ends next Tuesday. Make sure to include your email so that we can contact you if you win. iTunes gift card will be emailed. Good luck!

261755_10150290602379874_2436766_n-Rachel

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