After what seemed like years of doing as my son Christopher describes as “scut work”, today was what the doctor ordered for this teacher who is not quite ready to give up summer. Students. Engaged Students. Students owning the learning. I was jazzed about this morning all day long.
Today, my teaching partner and myself decided to introduce a Genius Bar training or a Teh Boot Camp. Our departing students were tech whizzes. We decided to hold kind of a boot camp to introduce our “newbies” to some of the tech tools that we frequently use in fifth grade. But the twist was that instead of us doing the teaching, the departing fifth graders would mentor the incoming fifth graders. I love the model of students teaching students, so we thought that this would be a success.
And a success it was. After some initial awkwardness, you would have never known that the two groups of students did not know one another before this morning. The room was buzzing with excited students, both the “teachers” and the “students”. It was like my nine new fifth graders who were able to attend jumped in to a new situation without missing a beat. And my nine sixth graders were equally engaged in being mentors. It was a magical two hours. Students excitedly wanted me to view their iMovies, their SAM animations, their scratch games. I saw a wonderful team player, learning the iPad. I was suddenly re-energized and totally jazzed. It was students owning their own learning big time.
With 15 minutes to go, I had the students reflect on the experience. This was a newer experience for the fifth graders. They definitely thought the two hours was really worthwhile. One student said she felt coming into this morning, that she didn’t feel confident in technology, but after her “mentor Zoe” worked with her, she felt really confident. (she went on to make several i-Movies). They all want to be involved as a mentor in next year’s training. They already got this model after two short hours. Students teaching students. The 6th graders were more use to reflecting. Some said it felt good to be back in the room. They liked being the teacher. Another felt that it was a good way for the fifth graders to preview what the year would be like. And another said that it was really fun teaching these students and she felt that they picked up the technology faster than they did. This statement stayed with me after everyone left and I was reflecting on the morning.
I kept thinking why did these students learn more quickly? Probably number one, was I taught them some of these tools as a whole class. So, instead of a 1 to 1 or 1 to 2 ratio, it was a 1 to 22 ratio. So, being able to individualize learning seems to be a key component on student engagement. Ms. Howard, our tech specialist, has gone to this model more and more. No longer does she do whole class instruction, she teaches a few students and lets them teach others. I think the other real key is that the “mentor” students owned the learning and passed it onto the new 5th graders. The new 5th graders chose what tool they wanted to learn. They were invested in learning from the year older students. They were proud of their accomplishments. You can check out some of the projects at our Erickson LC You Tube Channel (and some of you have already done this!) and a cool Scratch project.
You are going to hear me talk a lot this year about “Who Owns the Learning?” I think that we are off to a really great start in determining the answer to that question.
Before signing off, I would like to thank the nine 6th graders who donated their time this morning. As I have said all along, you guys are rock stars. Become the tech leaders at the middle school. The world awaits you. Do good things. Continue to ask good questions. Continue to push yourself to get the best out of yourselves.
For my new 5th graders, after today, I am so excited about the possibilities. I will be writing you all a blog this weekend about my hopes and expectations for you.
The day didn’t start out so perfectly. Some students forgot to do their reading homework. Others didn’t do the entire math assignment. Facing both an end of the unit math test this week, MCAS Math next Monday and Tuesday, and MCAS Science the following Monday and Tuesday, I will admit it, I am a bit stressed out about all of this and I am sure I am passing on my stress to my students. It has been a very difficult year in many aspects with the new mandated assessments. The students are feeling the heat, as I am. I’ve been told by a close friend that I get grumpy around MCAS season and she is true. I am grumpy about it all. The upcoming middle school transition is also weighing heavily on both students and teacher. So, I needed something to break the tension, to show me what good learning really looks like, and luckily at 11:30 this morning,that thought came to reality.
We were fortunate to have some guests from the EPA today come and teach us about testing storm water, a topic that the students have been researching during this year. I love to have outside scientists come and work with my students. This allows the students to witness scientists at work in their field. Dr Bryan Windmiller has been an awesome role model for the past two years. He has permitted the students to come along while tracking turtles, and tracking down nesting turtles. Brennan Caverhill, from the Toronto Zoo generously skyped with the students for over an hour. Peter Alden came and talked about invasive species at our Watershed WISE Night. Lee Steppacher talked about topics that we have been studying this year. Sue Beede has given throughout the years to many of my classes. Matt Burne has come down to the vernal pool to help us with species identification. All of these scientists have so greatly added to my students’ knowledge and today, Dan and Lisa from the EPA followed these great examples. In the pouring rain, half of the class ventured down behind the school to visit the storm drain. I’ve been bringing classes down to the river since 2006 and this class has taken a different lens and look at storm water. So, we were outside for 30 minutes in the pouring rain, learning about what these environmental scientists do with storm water. The students. as usual, asked great questions. No one seemed to mind that we were out in the rain watching the water gush from this clay pipe.
Back at the room, 16 students elected to stay on a half day Tuesday and participate in the Great Garlic Mustard Challenge.
After a lunch break, we ventured down to Cousin’s Field to pull Garlic Mustard. The students split up into five groups, I assigned each group an area to focus on, and they were off. I will tell you that originally, I was a little nervous since I thought that some of the group may do more fooling around than actual work. I was very pleasantly proven incorrect. All 16 went to work with great enthusiasm. I couldn’t had been more proud watching them labor on in the light rain on a very raw day. After about an hour and 15 minutes, I asked them to gather up their pulls and bring it back to a designated area. I was in awe of the work that they had done. They were muddy and cold, but I never heard one complaint. They knew they were doing a good thing for the environment. Our next problem was how we were going to get it back to the school. I let them problem solve how to do that best and off we headed down Prairie Street. One group, wheeling the big trash barrel had numerous problems and every one helped them out. We were all filthy, cold, and wet, but fulfilled.
So the second part of the day was perfect. Students engaged in authentic work. Students engaged in community service. Students engaged in problem solving and group work. Even though I am now exhausted and should be trying to figure out how to best prepare them for Science MCAS, I am so proud of the learners they have become. May we have a few more days like this one before school ends for the year.
My official mourning period has begun. After thanking the audience for coming to Watershed WISE Night, I noted that this would be our last exhibit type of night unless I went on to 6th grade. The kids started a “6th grade” chant, which I quickly put an end to. So begins a period of transition and sadness for all of us.
Two years ago, I blogged about this quite a few times (one example) I played the lottery on a more regular basis, hoping to hit it big and retire with this particular class. Since I didn’t win, back in the classroom I needed to go. I mourned this particular class for months. September came, and I admit, it took me a bit to warm up to my “newbies.” Often I may do something only once with a particular group, and in this new group’s case, we tried an approach to learning called Challenge-Based Learning. This caught on like wildfire, and soon, CBL became a way of our class’s way of learning. CBL turned into DPC and that was an awesome experience for all of us. I was never so proud of any group of students than I was of this group, who I wasn’t ready for a few short months ago. I remember our Superintendent, Diana, coming by and asking me, “what are you going to do next, how are you going to top this?” Honestly, I didn’t know how to top that experience and I seriously started to think about what to do next since these”once not so wanted” kids would soon be leaving me to go to fifth grade. But then, an opportunity arose to go up to fifth grade with these particular kids. So, we packed up our old room, moved into our new room, and watched the magic unfold once again.
Could they make me even prouder again this year? I’d say yes. Watching Bryan Windmiller and his wife evaluate the turtle graphs the kids made was awesome. They were so impressed with the breadth and depth of their knowledge. Trudging out to the storm drain, in rain storm after rain storm was
exhilarating. Watching the kids’ excitement with spending an entire day on DPC in early December was awesome. No, we did not place as well this year in DPC (although nothing is wrong with being a runner-up as one student said), but I felt that the real prize was that the students really took charge of the CBL project and became experts on the topic. Last Wednesday, the kids presented as part of the EDCO Technology Showcase. They were incredible. Adults said that they were the high point of the four hour presentations. I was absolutely thrilled to be a co-presenter with four of my students. What a privilege to be standing next to them in front of the auditorium.
And then tonight, Watershed WISE night. I have to say I was disappointed that more of the community didn’t come out to support this incredible work. But what I wasn’t disappointed about was the way these students conducted themselves in yet another public forum. They were awesome. Rock stars. Real scientists. During the presentation by Lee Steppacher of the National Park Service about problems facing the rivers, one of my students turned and whispered to me “this is everything we have been studying.” He’s right, and if you talked to each one of them during this night, you would know that they had also become experts in their specific area. I want them to be able to show off their work again since more people need to see what can happen when you empower students with real problems and let them develop real solutions. It’s powerful.
I am bursting with pride and I am bursting with sadness. I said to my colleague Sue, “what are we going to do next year?” She could not even fathom what next year will look like and neither can I.
So, we stand here at a crossroads.
“Good Riddance (Time Of Your Life)”
Another turning point, a fork stuck in the road Time grabs you by the wrist, directs you where to go So make the best of this test, and don’t ask why It’s not a question, but a lesson learned in time
It’s something unpredictable, but in the end it’s right. I hope you had the time of your life.
So take the photographs, and still frames in your mind Hang it on a shelf in good health and good time Tattoos of memories and dead skin on trial For what it’s worth it was worth all the while
It’s something unpredictable, but in the end it’s right. I hope you had the time of your life.
It’s something unpredictable, but in the end it’s right. I hope you had the time of your life.
Thanks kids for giving this teacher a teaching experience of a lifetime.
To many people, my morning would have been considered a complete bust. Leaving my house at 6:30 a.m, before the sun started to rise., I quickly got across town to CCHS where I would be picking up a vernal pool gauge to replace the one that was stolen from our vernal pool site. The streets were mostly quiet, as was the parking lot at the high school when I pulled in. A few stray students carrying poster boards quickly scooted across the lot into the quiet school. Heading down to find S-1, I thought about how quiet it was. Finding the door, I tried to open the door and it was locked. I turned the corner and tried the other door. Locked. No custodian in site. I turned and headed back to my car, thinking of a Plan B to get the gauge. 6:45 a.m and I needed to be at Ripley at 7:30 a.m. to give the accountant some money to pay for our turtle crossing signs.
45 minutes to kill. What was I going to do? I’ve wanted to do a blog about the TOT box. So, I headed back to Concord Center, where I headed to Main Street Café. I thought a cup of hot tea, a muffin, and 45 minutes of free time to write my blog would be great. And it was. A steaming cup of Bombay Chai tea and a delicious raspberry mocha muffin in a quiet café were just a delightful treat. Sitting at a window seat, I started to type up the blog that has been in my head for about five days.
35 minutes later, I decided I ought to head over to Ripley to both deliver my transcript and to deliver the cash for the signs. Again, a quiet building awaited me. Sitting down at the circular table in the waiting area, I started to leaf through a wonderful collection of student writing. Folks started to trickle in, looking at me puzzled to why I was sitting at Ripley on a weekday morning. So, I told my story to the first two colleagues. Then Diana walked in. “So good to see you, what are you doing here,” she inquired. I told her my story once again and she said for me to give her the money, that she would deliver it to the accountant so I wouldn’t be “wasting my time.” I thanked her and headed out the door pondering that line, “wasting my time.”
As I headed back to Thoreau, unfashionably late for me, I came across a wonderful scene of old farm equipment laying in a frosty field. Yes, I should have stopped and photographed it. But that seemed much too decadent on an already laid back morning. The morning to most would be a bust. I didn’t get my gauge, I didn’t give the money to the person I was looking for. I did manage to give my transcript to HR. (but that could have been ponied over). But maybe it wasn’t a bust. Being able to sit and write a post, enjoy a cup of tea and a muffin, read some wonderful student writing, observe some beautiful scenery gave me an almost Zen start to the school day. Maybe I didn’t strike out. Maybe I gained a quiet hour of time to just sit back and relax. Maybe a waste of time is what we all need to do from time to time.
As I sit here typing this, a mere 15 minutes before the students arrive, I again feel slightly guilty that I should be doing more. But, perhaps this waste of time, this quiet, is what the doctor would order during this crazy season.
This is next the blog that I wrote during my 35 minutes of down time:
Totally Off Topic, TOT. I don’t really remember how we got this saying, but this fall, a student will raise their hand, and preface their comment by saying, “This is totally off topic but…”. I am also guilty of the same offense, mainly due to my 50+ year old’s brain not being able to recall what I need to tell them five minutes later. Sometimes I can answer their totally off topic comment, sometimes I need to keep talking about what I am teaching at that moment and I can’t answer that question.
So, several weeks ago, one of my students raised her hand and said “Can we have a box for our totally off topic questions?”. Our TOT box was born. A student volunteered to decorate a box, I pledged that at the end of each day to do “TOT” time, and a great idea was born.
The next day, a beautiful red and white striped TOT box appeared with the student. We placed little note pads at each table group. At the end of that school day, we held our first TOT time. The range of questions is quite wide from what is Kyla’s favorite cheese (Kyla is my dog) to why do students learn different ways of doing math than I did to why is kidnapping known as kidnapping when it’s not always a kid who is taken. I never know what to expect when I pull out a slip of paper other than the question intrigued one student enough to write it, so it will be interesting to see what they wrote.
So, why do the students love TOT time? I asked them about what they like. “There’s the ability to ask questions that don’t necessarily fit into a subject area’, “It’s fun”, “We can have fun and learn at the same time”, “It lets us be more social”, “we can expand subjects to learn even more things that we want to know”, :It gives us time to hear the teacher’s opinion on unrelated topics”, “It’s a great way to end the day”, “Some of the information could be useful later in life”, “It gives us a way on suggesting how to improve our class.”
The last time I used a box in class, it was a problem box. I had one class that loved to fill that up with sometimes really trivial problems. The TOT box has been such a positive addition to the class, and the students initiated it all. TOT – sometimes it’s great to let ourselves go totally off topic!
And the last blog of the day:
A Delightful Day Continued…..
So, my hour of “free time” this morning was a completely wonderful way to start my day. And the wonderful day continued once the students arrived. If any of you have seen Jerry Maguire, you might remember his manifesto about sports management. Not all the words apply, but some of these words do ring true:
“And to those young agents who never met him, Dicky Fox always said the same thing when asked for his secret. “The secret to this job,” he said, “is personal relationships.”
“Love the job. Be the job”
Today, I had the opportunity to live all three parts of that manifesto. Today was what I envision education to look like and feel like. Today was DPC Day in the class. Time to take advantage of the snow-free ground and run some real life experiments. Not experiments in a box but real experiments created by the students. Questions that they formed. Questions that they care about. Questions that led to more questions.
Before we started though, we had a real treat with an author/illustrator Brian Lies during our library time. I got to come during the last part of it and was struck by his message. “Practice makes better”, “pick something that you really enjoy and pursue it.” All great messages for young people to hear.
So, a little after 11:00 a.m., we set off to the Great Outdoors. Meeting under the gazebo, the expert groups gathered their equipment and set off to start their tasks. One group tallied the amount of students that ran up and down the hill during all the recesses during the day. In addition, they measured the rate of water as it ran down the steep eroded hill. They started doing some outreach with the younger students about erosion and started to graph their data. Another surveyed all the invasive species on campus, pulled garlic mustard (why is this stuff still so green?) and ran soil pH tests. The River Experts calculated the flow on the river, analyzed the temperatures and pHs of the water and evaluated the types of rocks on the river’s bed. The Path and Stone dust Experts completed very thorough experiments, conducted pH tests and created wonderful visuals to their results. Finally, the storm drain experts “unearthed” a lot of debris from the storm drain pipe, tracked the path of the water as it flows to the river, ran pH tests on soil and water, and came up with a slew of new questions. Watching my students take charge of their learning, be totally engaged and interested in their learning was mesmerizing. I continue to marvel at their growth, their confidence, their enthusiasm. It was a wonderful day that integrated all that I feel good teaching and learning should encompass.
Twelve hours later, the sun is well down and I am back in a quiet house. I have an inbox full of vokis and blogs to review. But for now, I am allowing myself the luxury once again to finish writing, to pursue something I love to do (blog) and to reflect on how much I love what I do in life. This day was one where I was batting 1000 for sure!
Changing grade level has left me much busier than I thought it would. The curriculum has changed since I last taught 5th grade. My classroom too has changed (physically) and that too has been more of an “adaptation” than I thought it would. Getting use to the students, since I have 21 out of 23 from last year, is not so much of a change. But they have changed. They are now the “top of the food chain” and that in itself lends to a change in some of their behaviors. Reminding them to be “role models” since they are now the role models is a change. Looping has its many benefits, but one perhaps non-benefit is that the students are use to some things in a too comfortable fashion. So, I’ve had to change up beginning of the school year activities since they already know my bag of tricks. It is a change getting use to the new activities that fifth graders get to participate in. It’s a change only having about one hour and twenty minutes of instruction time after lunch compared to having just about two hours last year. You get the picture, there have been a lot of changes. I haven’t had the energy to blog for awhile. I miss it. One of my colleagues told me that if I was inspired, I would do it. There’s been a lot of posts running around in my head, but due to the fact that life has got in the way to my actually doing the writing online, they have stayed in my head. So today, I decided to write one post, and since we are doing essays in class, to create a series of short “blog-says” on some of the posts that have been running around in my head.
A quick note about the photographs. Before starting my writing, I went onto my iPhoto library to look for some pictures that I had taken. In my library, there was a roll of images from one of my students, who took these during a trip to Cousin’s Field this week. They are spectacular and much better than any of my current images. I am not sure if this one child who gave me his camera is the photographer of all of the pictures (there may be more than one student’s work), but I do want to credit one of my fifth grade students with these photos.
Blog-Say One: The Importance of Providing Different Tools for Student Learning
I am a firm believer in having students be able to express themselves in different manners. Over the past two years, first with the “Digital Farm” and then with “CBL and DPC” last year, I have been so blown away with giving students the freedom to present their work in different manners. Students who didn’t like to write with pencil and paper created web sites, video games, and movies. Students who are not exactly the best with drawing taking gorgeous digital pictures (proof — the picture at the right). Instead of book reports, students this year created beautiful book trailers, incorporating and evaluating music for their movie as well. Watching the students themselves become bloggers is equally satisfying. One post last week talked about how at that point, the class had created 399 posts on their Kid Blog site. (and I thought I was a hot shot with 110 blog entries on this site). I have seen the students interact with one another so respectfully on this blog site, encouraging one another about a story that one boy has written, to another one pondering big questions like why do politicians keep insulting one another. Through their own blogs, they have found that our classroom extends beyond the physical space of our room’s walls. A coming attraction in our room is the arrival of the iPads this week. On Friday, the students became editors of each other’s September writing sample. I approached three students and asked them how we were going to get everyone their comments. One started off that they could cut the paper up into strips. I kind of shrugged at that suggestion. “What about doing a podcast with the comments?” The wheels of our mind started turning. I rushed over to get my new iPad, told them about Audio Boo, and we were off. “We could create Vokis, we could do this, we could do that.” Then I heard one child say, “why don’t we just write it down?” and another one quickly said, “Because Mrs. Erickson wants us to go ‘digital'”. I want my students to be able to leverage all different types of platforms to display their learning. To strengthen this argument, my oldest son will be graduating from college this spring and is just starting the job search. Over a cup of tea last week with a dear friend, I mentioned that he had a phone interview. She just sent me an article entitled “Your New Job Security Starts Here: A stable work future isn’t about finding a lifelong employer. It’s about being able to land the next professional opportunity – which means mastering the digital job hunt.” This article includes making your own website, a video biography, being ready to have a video interview, becoming a blogger, and stepping it up with social media. These are all tools that we use to enhance our learning in my classroom, and it seems like learning these tools is essential in the workforce that my students will one day be entering.
Blog-Say Two: When Just Good Enough is not Good Enough
During this past summer, I blogged about the passing of my band teacher Al Yesue. At Back to School Night, I dedicated my year to him. During our first personal essay unit, my model for the children was about Al. My three main points were that Al taught me to believe in myself, that he taught me to go outside my comfort zone, and finally he taught me that “good enough is not good enough” This paragraphs reads as follows:
“One lesson that Al taught me was that “good enough” is not good enough. You can get by in life by putting the bare minimum or you can get the most out of life by putting in your very best effort into everything you do. I remember that hot summer night in July. Lined up on the parking lot at Riverside Park, we returned to “the line” once again to play the opening measures of Holst’s “Jupiter” once again. I couldn’t understand why we were sent back again and again to re-do it. It sounded good enough. But to Al, it didn’t sound “good enough”. He wanted it to sound great. He wanted us to play it with feeling. He wanted us to play it liked we meant it. So back to the line again. And again. And again. For three, long hot hours we kept going back and repeating those three measures. At the end of that night, we weren’t necessarily happy that we spent three long hours doing the same thing over and over again. But in the long run, it taught me to always put 100% into anything I undertook. Thirty-five years later, I am still practicing this life lesson. “
In teaching, I don’t feel it is right to “be just good enough.” I always am looking at better ways to engage my students. I am always looking for new things to learn. I never teach a unit the same way twice. I am quite comfortable going outside my comfort zone for the good of my students.
But this week, it was the students’ turn to learn this lesson. On Friday, October 7th, we took our first unit post test in math. The day before, we had reviewed the material for the test. I told the students that there would be a “challenge” problem that I couldn’t tell them about but that as a whole, they were excellent math students and they would do fine. I told them about how much I enjoy watching them consume “Dynamaths” and how much I enjoy them being excited about “tiny tests”. I overheard one student say “She’s giving us a pep talk.” The next day, I handed out the tests, reminded them that they could do this, but to be careful. A week later, the corrected tests were returned to me. I was dismayed as I looked them over during lunch. The scores overall were not good. Concerned that I had not done a good enough job teaching the students, I went upstairs to ask our math specialist her take. “The tests are full of silly mistakes,” she told me. “It’s not that they didn’t know what to do.” I suddenly now knew why Al made us keep playing those three measures for three hours. I now knew how dismayed he must have felt by our complacency, we were champions, but he believed we could be better than just “good enough”. I had to approach the children gently, as for some of them, they had never received such a low score. I talked with them that at time our failures lead to our best learning. This was a new beginning.
And two days later, we took a pre-test in our next unit. For some, more of the same carelessness. But for one student, who had done quite poorly on his post-test, he was almost perfect on this one. I pulled him aside and told him how well he did on this one. And he said to me, “I know I am better than a student who got a 59% on the last test.” He got the lesson that “just good enough is not good enough.” I marveled at his insight in learning this lesson at such a young age. And I hope some of the others also catch one for as a teacher, this was one frustrating experience, when you know your students can do well and then they don’t.
Blog-Say Three: Parking Valets, Eye Technicians, Respect, and Confidence.
Two years back, I wrote a post called “Japanese Flower Arranging, A Glaucoma Eye Test and Teaching”. I concluded that “I need to be reassuring, and make sure they fully
understand what we are doing and why. I need to scaffold tasks for them at times and then gently sit beside them as they attempt it on their own. If they are nervous about doing something, I need to acknowledge their feelings, while at the same time encouraging them and providing them with the information for them to be successful. I need to laugh with them, and nod and smile at them. I need to remember what being a learner truly feels like.” Last year, due to the unfortunate incident with my elbow, my eye appointment did not happen. So on September 27th, when I headed off to that appointment, I was feeling confident after the experience that I had the last time I was there. (in case you don’t read this old post, I hate that Glaucoma test more than any other medical exam) . I was late leaving school and was already flustered when pulling into the Emerson parking lot. Since my foot was in a boot after an unfortunate encounter with a large tree root, I debated about using the valet to park my car. But the line was long, and I was already running late, so I headed to the parking lot. If you have ever been to the Cummings/Emerson parking lot, you will know that it is a nightmare on most days and hours. And the minute I pressed that button to get the ticket, I had begun to regret my decision not to valet. I headed down one long aisle of cars and then up another where I saw a car leaving its spot. Up that aisle I swung and quickly pulled into the spot. Then I realized, that I was much too close on the passenger side to the other car’s driver’s door. There was no way they could get into their car. And looking at how close I was, there was no way I was going to be able to pull my car out without hitting the other car. Panicking, I hobbled over the the valet and asked him “Can you help me?” This young man calmly asked me what he could do to help me. I told him I had parked too close to another car and that I couldn’t get my car out of that spot. Seeing my distress, he said, “Lo0k, you must have an appointment. Just give me your key and I’ll take care of it.” Hobbling into the building, I thought his mother would be proud of how he helped this damsel in distress. My calmness had eroded over the past fifteen minutes. I was hoping for Marian, the same technician that I had the last time for my eye exam. But instead of Miriam, a young technician called me in. I explained that she was going to have to talk me through the exam, hopeful for the same success that I had two years ago. But she did not have the same bedside manner. She was impatient with me, and I could not sit still when the machine came towards my eye. I jumped again and again. I could sense her aggravation building towards me. “Let me try it one more time, ” I asked her. “No,” she said, “I’ll have to have the doctor do it.” Sitting back out in the waiting room, I felt like a failure. Tears, not from the drops, ran from my eyes. My ophthalmologist was wonderful and we were able to get the test done, but my confidence had deflated. Heading back outside to the valet station, I remembered that I had left my computer in the car, something I never do if my car is unlocked. I went over to the valet who told me he would go and get my car. The cost for valet parking is $5.00. When he came back with my car, I handed him a twenty dollar bill and told him to keep the change. He asked me if I was sure, and I said I appreciated how much he helped me. He was respectful of my situation, he didn’t say “lady, I can’t do that.” He just did it.
This mere 90 minutes reminded me of the importance of respecting my learners and of inspiring my students to be confident. The valet respected my distress while the eye technician did not respect my fears and left me feeling like a failure. I will keep this lesson in my on when working with my students who are having difficulty with a topic. I need to be respectful of who they are as learners as well as trying to get them to be confident in themselves and their abilities.
This year in class, we have instituted a “respect” card as well as a “confidence” card every day. This has been rewarding to watch the students helping one another. They are respectful of each other’s learning styles. I love seeing a quiet student speak up confidently while answering a math question or saying “I think I nailed this math facts quiz.” We have now weaned it from my selecting the person to them nominating one another.
Confidence and Respect.
It felt really great to get some blogging done, before heading back out to do some errands. I guess my short “blog-says” could have been three different posts, but I think as a trio, they fit well together.
As the end of 2010 draws to an end, I feel like I am at a crossroads. Twelve years into my teaching career, I am probably halfway in my teaching career. While I know teaching is indeed my passion, I wonder what the next twelve years may look like. I know in 12 years, there has been a multitude of change, and I’m not sure that all this change is for the best. 12 years ago, MCAS was only administered to students in Grades 4, 8, and 10. Now students are tested every year starting in grade 3. For a high performing district like the one I am privileged to teach in, high scores can sometimes be a curse if you don’t meet your AYP. 12 years ago, my students had two recesses a day. Now, due to ensuring you are teaching a certain number of minutes in core academic subjects, my students only have one recess a day. 12 years ago, my students extra-curricular activities usually consisted of one sport per season. Now my students (especially in the spring), do three to four sports in a season.
But on the positive side of change, in the past 12 years, I have seen myself more evolve into a facilitator; learning alongside my students. Technology has allowed my students and myself to construct mini-Mars rovers, Skype with 4th graders in Japan and England, create digital stories and podcasts, evaluate data about Blanding’s turtles that is shared on-line, and find resources for all of us to learn about a particular topic. My students and myself have become bloggers, they are able to program using Logo Path and Scratch, they can be global citizens by supporting entrepreneurs through Kiva and supporting the earthquake victims in Haiti. In the past 12 years, they have become stewards of their local environment by being aware of the importance of the river behind our school and head starting threatened species. They have become good community citizens by being involved with our local Council on Aging. My classroom often looks like what I imagine Google or Facebook’s offices look like: kids strewn all over the place, with laptops, working on what seems likes 20 different things, but all talking with one another. It can look on the chaotic side, but if you step in and listen to their conversations, they are impressive. All these ventures are not scored on a report card, a standardized test result, or a high school transcript. Yet, I see these activities as essential in creating students that today’s leaders in business say they need. My students do know their math facts, can write a pretty good narrative piece, and can analyze a character’s motives. They do well on our standardized tests. But the most important skills to me are indeed the ones that aren’t graded in today’s educational world.
So, I sit here on New Year’s Eve really at a crossroad. I read several interesting articles recently. Being on Facebook, I am able to read many interesting articles. One, from Time.com, “How to Bring Our Schools Out of the 20th Century” and the other from Boston.com called “Learning from Finland.”. Both articles were certainly thought provoking, much along the lines of what I heard at BLC 10, from Tony Wagner, and at MassCUE. This new year brings a new movie called “Race to Nowhere” that also looks like it will provoke a lot of good conversation. My crossroad comes in that with this latest culture of standards and standard tests, where do we fit in the real learning? How do we focus on depth where we are asked to cover many different topics? Where do we fit in some down time in our day? Where does mindfulness fit into our day as well? Where can we integrate students’ passions into the school day? When can adults have these conversations in a constructive way? Thoughts to ponder as we head into 2011.
For many reasons, during this past month, my life has resembled a “Series of Unfortunate Events.” I don’t want to go into the details, but let’s say, I’ve not been on my “A” game this past week.
But fortunately for me, my class has been on their “A” game and then some. It’s always so gratifying to see kids just embrace learning. I love when they get excited about doing CBL or watching Yertle and Bowser. I loved watching them do some reader’s theater skits with their reading books on Tuesday or having them set up my pillbug tank for my grad students on Wednesday. It’s also gratifying watching their growth in these first few months of school as was evident at the end of the school day when we played the math game known as “detonation.” But the absolute utmost high moment of the week happened on Wednesday night when I opened up my school e-mail.
Usually when I see a multitude of “red flags” meaning unread e-mail messages, I grimace. But this time, the plethora of flags were something very different. Their homework assignment on our newest blog, Room 305B Responds was to write about the physical attributes of our Blanding’s turtles, Yertle and Bowser, as well as watch a video about an incident that happened in our tank. So, when I started opening up these e-mails, I was really surprised to see that these were not only students’ responses, but students responding to each other’s posts. The replies were thoughtful to each other. They were connecting what the writer had said about the turtles to their own lives. They were complimentary of each other, while offering constructive comments on how to improve their posts. They were everything that I had hoped that my 21st century learners would do. They had become true bloggers. And most importantly of all, they had applied all the social skills training that they had learned through the years. This was applied Open Circle.
Today in class, I brought up the blog and showed them their comments. I asked them to discuss what type of internet etiquette they needed to follow. Then, I asked the students whose posts had been commented on how they felt about receiving feedback from their peers. One girl beamed and said she felt like people read and liked her writing and this made her feel really good as well as she felt like she had a real audience. Another boy was also really touched that people had responded to his blog in such a positive manner. It was a great conversation and it really made me proud of these kids! So, I have lots of e-mails, but in this case, I’m not grimacing at all these red flags!