Holy Grail of Teaching

Hubby asked me years ago...

          Is there such a thing as the "Holy Grail" of teaching?

I quickly replied a hearty "No." It was a balance of this and that... and a mixture of curriculum and community. Curriculum is always changing, so there's no way to pin it down. Kids are always different, so there's no perfect combination. The culture of the room swings with the times, so there's no one way to teach.

For the last two years, I've been reading - and re-reading - The Daily Stoic: 366 Meditations on Wisdom, Perseverance, and the Art of Living by Ryan Holiday.  I've been taking notes this time around so I can whittle down the lessons to a couple a week and eventually one big lesson per month. And, of course, I've read other books about stoicism and mental health. (Those posts are here.) I continue to grow a bit, fall back a bit, grow a bit more, and fall back a bit less. I'm on a good path right now. I'm working on "sharpening the axe" - making sure my mental health tools are sharpened even on my good days, so the bad days won't impact me as much. Today, right now, I'm steady. I'm in the moment. I'm soaking up life.

Hubby and I reflect a ton on each day that passes. What went well, where we could've done better, what made us laugh or ponder... And this school year I've been able to remember a TON more about each day. I've had more to share when I get home. I believe it's due to me being more present in each moment. I'm trying to speak slower and even move slower, because I realize when I'm going faster is when I mess up, say something that I might regret later, put my foot in my mouth, or step over someone else's thoughts (or even toes). Slowing down has helped me stay in the moment. I'm observing more. This helps me remember more.

Reflecting once again last night, I had an "aha" moment. Maybe there IS a "Holy Grail" of teaching. Maybe it's simply this:

          Be in the moment.

Simply BE. 

Listen. 

Give our attention to the moment, the people in it, and our surroundings.

As my goal is to slow down, I'm using more "wait time" in class. When I do so, when I stop my mouth from saying anything, when I stand or sit still and simply observe, it seems as if things get better. As if they go smoother. 

When someone is blurting out or making odd noises while I try to instruct, I simply stop. I breathe. I look around. I wait. And the distraction ebbs. 

When kids are working all around the room and I feel as if none of them listened to the instructions, I stop. I breathe. I look around. I find those who DID pay attention, and I ask them to help their peers. And more students are able to work.

When I don't know what to say to my friends at lunch after one of them shares something heartbreaking or something that angers me, I stop. I breathe. I look at them. I wait. And either something comes to me or it comes from another friend, and I don't say the wrong thing. I am able to keep giving my full attention. I remember more of what was shared, so I can follow up with it another day.

I'm having a good year. I may have more well-behaved students this year, but I will take some credit because I am often able to slow down and observe situations better than I have in the past.

Classes will never be perfect. There will be students who don't do their work. Students who distract themselves and/or others. Students who are absent often. Students who will never like the content. Students who struggle. Students who are bored because it's too easy. Students who don't like me - for whatever reason. These are all out of my control. I have a lot in my control - my thoughts and my actions. How I'm responding this year is making a big difference for my mental health. If I'm able to make the environment better for my own mental health, I'm thinking it's going to affect my students in a positive way, as well. I'm (quietly) excited to keep trying...

A Slice of from this week...

Just because... some days are harder than others.

Some days I'm not 100%.

Or even 78%.

Some days I submit to the relentless questions and arguing and whining.

And some days I yell.

Some days I want to stomp and hold my own tantrum.

And some days are better.

The sun seems brighter.

Seventh graders seem funnier.

Or helpless.

Some days I can push up to 93%.

And some days I laugh.

Some days I want to repeat once again.

Here's a snippet from this week...

...thanks to the "Spin It to Win It" contest between classes.

Spin It to Win It Show & Tell

I love getting ideas from teachers on TikTok.

The Spin It to Win It idea is from Monica Genta (@monicagentaed), and I explain it to my students in this video. Monica's podcast is here.

My last class - who has figured out how a few things that helped them win the monthly contest this month - chose "show and tell" for their reward. We dedicated 20 of our 80 minutes to the end of class Friday for this event. I had no idea who would want to show something, and I was pleasantly surprised at how it went!

One of my (mostly) quiet students shared some awards/ribbons for robotics and karate - I could tell he was proud, and many students were impressed.

Three of my social students (sort of) got a routine together, along with snazzy hats and music coming from a stuffed monkey, and then they did a "fit check." EVERY student in class was smiling and/or giggling. How fun, and how great they were able to enjoy the spotlight!

And then... "The beast" showed up... One parent dropped off their son's bearded dragon, Dino, and he stole the show. Luckily for me, the beast doesn't walk fast, has no fur, didn't poop (I hear it's terribly stinky), and was able to be kept in a shoebox until the end of the next period.

If I were able to share students' smiles, I would - I think we all enjoyed those precious 20 minutes. I don't think Dino would mind being in this post, so...

Head over to Two Writing Teachers for more slice of life stories.

The Only Thing I Can Control...

I've been reading at least one "self-help" type book a month since the fall of 2020. I've been trying to apply the myriad lessons to my teaching life. I keep thinking I've simplified them, to make them easier to remember, but none have really stuck with me... yet.

This week, this is my focus: 

         I will not let a 12-year-old's words or actions dictate what I say or how I act.

I re-read a blog post from George Couros, and the line that got to me was, "Never let an 8-year-old ruin your day." Yup. And how do they ruin my day? I LET them.

You might think this is common sense. If so, you've probably never taught middle schoolers. If you've taught them, you KNOW how difficult it can be to snap at them, to yell, to grit your teeth and say something that you'll probably regret later. Only to feel like crap afterwards, knowing you weren't your best self. The pot can only hold so much steam before it blows, and 12-year-olds know how to push all your buttons. So this is my goal this week: to not let a 12-year old's words or actions dictate what I say or how I act. The ONLY thing I can control is what I think. (I'm learning this from reading about and trying to practice Stoicism.) The next thing I can (usually) control is how I act.

I still have my "pause button," and I'm going to use it.

Here's a snippet of how I did during one instance in one class yesterday... 

     We'd been reading quietly (a slice of Heaven for me), and one student had been "in the bathroom" for ten minutes. When he returned, he shouted, "Mrs. Kirr! I was walking down the hall and some boy called me Black!" Many of the kids laughed. He loves to get people laughing.

     I closed my eyes. I took a breath. I looked at him. I said quietly, "If you'd like to report this, you may head to the office. If not, you may sit down and read quietly."

     "But Mrs. Kirr! I am NOT Black! I don't like that he called me that!"

     I repeated quietly, "If you'd like to report this, you may head to the office. If not, you may sit down and read quietly."

     I don't know how many times I repeated this. Maybe two more times? When I shifted to go get a yellow sticky note as a warning (before writing this incident in a form we've been using - see this post), he went to sit down. The rest of the kids got back to reading. I felt proud of myself.

And today...

     Once again, we'd been reading quietly (a slice of Heaven for me), and one student was tickling another student. The other student laughed, or I wouldn't have even noticed. I quietly told him to get back to his seat. "But I thought it was free seating today! Why do I have to go back to my seat! I didn't do anything! I'm reading, Mrs. Kirr!" I quietly pointed to his chair. "It's not fair! I wasn't doing anything! Why doesn't anyone else have to move! It's not fair!" I quietly pointed to his chair. 

     When he finally went to his chair, I whispered, "I'll answer your question now that you're here. You were tickling ___ and we're supposed to be reading."

     "I wasn't tickling him! I was getting something off his neck!" he "whispered" back.

     I quietly responded with, "And you were supposed to be reading." And then I walked away with my book. After a few more huffs and puffs, he opened his own book.

I don't like getting riled up by an outright lie or a made-up story.

I know I can't win an argument with a 12-year-old.
I like how I feel when I stay calm and simply repeat myself.

I like how these instances are over fairly quickly, and I feel like they're small but mighty "wins."

I hope this lesson will stick with me.

Head over to Two Writing Teachers for more slice of life stories.

We've got a plan this year.

I saw this tweet the other day, and I found myself disagreeing:

If I'd seen it in May, I would've most likely agreed.

HOWEVER... one of our six teams (we currently have two at each grade) at our middle school tried something out last January through June, and they shared it with the staff. We have since adopted it, and student behavior is better than last year (at least in my small slice of the school)!

Here are the steps:

• Teachers identify the behaviors that are unwanted.
• Why are these behaviors a problem? Staff comes up with reasons and puts it in student-friendly language as to why students should care, too. Many of ours include that we want school to be a safe, welcoming space for all students.
• Teachers agree on ones they'd like to use/reinforce.
• Share these specific behaviors - and the reasons why they should not be occurring - with students. (Our teachers made a slideshow that helped with consistency presenting them in homerooms. We then put these slideshows on our Schoology pages. Here are some: classroom disruptions, unkind words or actions, inappropriate Chromebook use, hoodies up, earpods in, late to class, etc.)
• Let students know that when they do one of these behaviors, it will be counted as a "minor." When teachers record these minors, there's a simple form to fill - teacher name, student name, major or minor, check the box for which type of incident it was, then fill in any other information that is pertinent.
• Let students know that certain behaviors will be considered "majors," and students will be meeting with an administrator right away if this happens.
• Teachers should also create a system that spells out the consequences. Ours is 3 minors = 1 after-school remediation where a teacher meets with the student, fills in a form with them, and then emails home with what the minors were for (grabbing them right from the spreadsheet) and what the student's plan is to stop this behavior. Add to this chart the next steps for consequences. (We've got one or more lunch detentions and we've also added when administration will be called in.)
• Have a practice week with students. During this week, teachers point out the specific behaviors that are disrupting learning and let students know that those would be considered "minors."
• Once the next week begins, teachers fill out a form for each minor.
• The responses for the form go onto a spreadsheet teachers can see, and it magically (I didn't create it - it's magic to me) adds up the minors in another sheet. For us, the number is highlighted once it hits three minors for one student.
• During our team time, we decide which of us is going to sit with that student after school to fill out the reflection form with next steps.

One thing that's great about this - parents see the exact behaviors their child is doing. Ex: Student shut off another student's Chromebook during work time... or ... During quiet independent reading time, student shouted "Skibbity toilet!" etc., etc., etc.

Another great thing about this - ANY staff can issue a minor.

One more? Administration is also documenting the majors, and the fact that parents were called.

Let's add one more benefit - most of our "what not to dos" are clear. Was that a disruption to the class? Yup. Did you come in after the bell? Yup. Most (no, not all) seventh graders own up to their actions.

We had three "heavy hitters" on our team last quarter, and those three have since cooled down this quarter (so far). I think it's because the parents are more aware of what's going on, and the administration gets involved after a certain amount of minors. Of course, other students who didn't pop last quarter are now getting minors and staying for remediations this quarter, and now we're hoping to get off-team staff to help with the after-school remediations.

When I first heard of this, my worry was the time that we'd need to spend after school with kids. I found out at the end of the quarter that I issued the most "minors" for my team. (At least five were from when I had a substitute... And maybe it's harder for some students to behave during an 80-min class even if I mix up quiet sitting and louder movement times??) I've also done my fair share of remediation meetings. It hasn't been terrible. It's actually nice to have the time to sit with the child who is great one-on-one and just has time with impulsivity when their friends are around as an audience.

As I write this, I think of Sebastian in The Little Mermaid... "If you want someting done, you've got to do it yourself." Our teachers had been asking for a laid-out-easy-to-follow discipline plan since at least January of 2021. I'm thankful for the staff at our school who created this, implemented a trial period, and then shared it with our entire school. We voted to use it, and I'm so excited we've got a system in place that both students and staff can use!

P.S. I loved this article from ASCD about how student behaviors could be cognitive in nature...

Pause Button

I need a pause button for my school life.

Hubby and I were listening to a sports TV show, and the two hosts were bickering back and forth. This was on a Friday evening, and my patience had run low. I took the remote, pointed it at the television, and clicked the pause button. I sighed, and I realized as I told Hubby, "I need one of these at work."

I've gotten better at pausing during the school day. Before school, I may listen to a minute of the HeadSpace app and just breathe five deep breaths. During my lunch period, I make sure I stop working for a bit and listen well to my peers/friends. After school, for sure, I sit down with Hubby (outside - ahhhh), we share our day, and then sometimes I just sit and soak up the sights and sounds around me.

There are times, however, when I react (poorly - not my best self, that's for sure) at school. It's happened twice this year - both times on a Friday afternoon - when I get so worked up, my blood pressure rises, my patience goes out the window, and I'm close to tears on my way home solely because of interactions in my last class. I've noticed it's usually when one child (or two or three in that class) keeps talking back to me about something they're upset about. I KNOW I won't "win" that discussion / power struggle. I've been reminded of it many times - from experience, from the awesome behavior book Running the Room (Tom Bennett), from another book Pause, Ponder, and Persist in the Classroom (Julie Schmidt Hasson), from the professional development I attended ("The more you yak, the worse they act..."), from MORE experience... and yet STILL... sometimes a seventh grader has me wrapped around their finger and I fall for it - AGAIN. 

I just made myself a pause button. I put a button on the top of my ID tag.

At least half of us (me) in the discussion/argument will pause. It's all I can control.

When I do take that pause, I will close my eyes, take a deep breath, and either walk away from the situation or let the student know we'll continue the discussion later if necessary.

Behavior in the Classroom

I got to go to a PD session that I enjoyed - and I also got some ideas to take back!

Practical Strategies for Improving the Behavior of Attention-Seeking, Manipulative and Challenging Students (Grades 1-12)

It was put out by BER (Bureau of Education and Research), and provided by Cindy Jones, who will be retiring very soon. I pre-judged her, as she shared her age as 75, and I thought that there was no way she had been with students since pandemic teaching. I was wrong to pre-judge, of course. She had a wealth of experience, and she's worked with children in terrible situations - for them and for her. After listening to many of her stories, I realized that I had it good in comparison. Throughout the day, she shared reasons WHY children may be acting up. I won't put all those reasons here - they're good to know, for sure. For this blog post, I want to document the actions we can use to help with these behaviors. Cindy put on a "workshop" - she told us to shop for ideas we'd like to take back for us or for our peers - there was no need to use it all. Some things she talked about that I won't include are building relationships, rewards, and contracts.

Two types of students who attract our attention for myriad reasons:

Golden Retrievers

     No matter how much attention they get, it's not enough. Praise publicly, correct privately. Give them attention up front, asking about the puppy or the football game. Move close to them as you're teaching. Drop their name during the lesson. Distract them ("___, what are the instructions?"). Ask them for a favor. Clarify desired behavior ("When you finish your work, you may..."). Give affirmations.

     Consider using Compliment Cards. Have these pre-made, so they're easy to find and hand out. Students can make their own as well, should you have a box of them for them to use.

Wolverines

     These children want control at all times. They are often oppositional and disrespectful. Praise and correct privately (or use non-verbal gestures). They're testing you. Give two choices ("Would you like for me to help you get started, or would you like to get started on your own?" "Would you like to do this now or after school?"). Use Teflon Responses. Use distraction. Change the subject. Dodge irrelevant issues ("We're not talking about that.  We're talking about...." in a calm tone). Use empathetic statements. Don't take it personally and get furious - instead get curious. Discuss misbehavior later. Acknowledge that you can't make them do things and you hope they make good choices. If they do damage, have them make restitution. When they argue or refuse, say, "You do or you don't. I hope you make a good choice."

Some ideas we can use:

Beginning of the Year Relationship Agreement

     Create one chart for each class, or combine the charts into one with student consensus/buy-in. Have four quadrants: student to student (no drama, positive vibes, one up to it, kind words and actions, help each other, share), student to teacher (pay attention, kind words and actions, be responsible, smile, follow directions, put forth effort), teacher to student (listen, be patient, give warnings, provide affirmations), and student to classroom (pick up after yourself, care for supplies, hands off others and their items, follow seating expectations). On Fridays or Mondays, go over how everyone did and how we could all improve. Choose one thing to improve upon. (I used to do this as a plus/delta chart - I've gone away from it for various reasons.)

Affirmations

     Some of these I thought were a bit below my grade level (7th grade), and some of them made me laugh, no less. Cindy shared different kinds of body movements + catch phrases we can provide for students who are doing well. "You are worthy" + stretching arms up and then moving them down as if bowing to the student. "Do, do, do, do, you did a good job" + disco fever dancing like John Travolta. "Go (name)" + washing machine action. Then there are small ones - the "microwave" is a teeny wave with your pinky finger. The "flea clap" is your thumb and pointer finger clapping (like the number 20 in sign language). I also liked the silent cheer - like clapping for a Deaf audience - hands up, open, and shaking. A peer of ours shared the Confetti Cannon extension on Chrome, too. She said we'll probably get pushback at first, but then students will start asking for affirmations.

Brain Breaks

     Cindy gave us many ideas for brain breaks, and I was reminded that kids need breaks to feel more connected (to each other and to their teacher) and to shift their mindset (and their feelings about the class, or the teacher, or stressors). Ideas to use: look for hidden objects in a picture, visual puzzles, thumbs up/down/sideways for trivia questions, word or math puzzles, pen flips, draw in the air to answer a question, stand up if a statement is true, take six steps with your partner to share an idea, "would you rather" questions with a partner, question of the day, "have you ever" questions ("I have!"), "My Bonnie Lies Over the Ocean", etc. I've got a book of them that I haven't used yet this year. It's okay to take two minutes for this. She knows that kids can be derailed by this, but says it takes about a week and a half for them to get in the groove and keep it to two minutes. My 12 year olds need state changes after 12 minutes, maximum. "Give me a thumbs up if you can..." repeat the last sentence I said... tell me one thing you just learned...

Cue/Signal Cards

     Create small (business-card sized) cards with cues you feel you need to give often. They may say things like, "Please get started on your work," "Please consider if what you want to share is good for our class," "Eyes on your work," and include good things too, such as, "You're doing great today," and "I'm proud of you," and you can use them to relocate students "Please take your book and move to ..." Cindy had a poster of Alaska in one end of the room - for kids to "chill out" and work independently. She had another poster of Hawaii - for kids to go on a little vacation. They can't live there, as it's very expensive. They could go there to draw or fidget or breathe. 

Empathetic Statements

     Note: If these are overused, you're probably not really listening. They'll catch on and know you're not really empathetic. Stay out of judgement, and recognize the emotion. 

          I am so sorry to hear that.

          That must be really difficult.

          I was worried about you.

          It sounds like you're angry / sad / upset.

          I am here for you and ready to listen.

          I know what it's like. You're not alone.

          I don't know what to day. I'm just glad you told me.

          How can I help you?

Music

     Use low-volume spa or classical music or nature sounds during quiet work (or Yanni, Jim Brickman, Kenny G...). Use something like "Conga" when students are up and moving around for an activity. One quote she kept saying, "The more you yak, the worse they act."

Pivot Praise

     The person near the person misbehaving... "Sarah, thanks for getting your work out. John, thank you for sitting so quietly and waiting patiently."

Regulate Ourselves

     Before we learn, we need to be regulated. Breathing ideas: Headspace app, smell the rose, blow out a handful of candles, figure eight, hand breathing, 

Teflon Responses

    Don't get into a power struggle - you'll lose. Cindy said that being in a power struggle is like wrestling with a pig. You both get dirty, and the pig enjoys it. Instead, use Teflon Responses... These should be said with a neutral voice and a neutral face. If you can, after you say it, walk away / move along. Some responses I liked: 

          Hmm...

          I see.

          I argue at 3:15. Come back then.

          I will ponder that point later.

          I'll be interested to see how that works out for you.

          I see things differently.

          I'm moving on now.

          And now it's time to...

          You've mistaken me for someone who wants to argue.

          You and I can talk about that later.

          I hope you make a good choice.

Transitional Warnings

     Let students know what's coming next. "In five minutes, we'll be returning to our seats."

Where am I wrong?

     In the hallway or without an audience is best. Let the student know... "The story I'm telling myself about why you are behaving this way or note doing your work is... Where am I getting it wrong?"

Wrong - Right - Praise

    Tell the student what they're doing wrong, what you want them to do, and praise for any compliance. Ex: You're talking to a peer. Please read your book independently now. Thank you.

This past week:

I tried the Teflon Responses the most. I also used the "Wrong-Right-Praise" twice. I was able to move on to the next thing I had to do without more resistance. However, it made me feel like a robot. I know my face looks much better when I smile, and I felt as if I was being a cold non-feeling robot when I put on my Teflon/neutral face. It doesn't feel like me. It's no fun. I'll keep using bits and pieces from what I've learned, and it's going to be a work in progress.

30 Seconds

My last class of the day is a bit... rambunctious. They get out of lunch early and are at the door, clamoring to get in before my own lunch is through - before the first passing bell rings. It should not matter, I'm aware, yet I have to say - it's got 13 males and 6 females. It's got five males who seek attention. It's got six females who are quiet as mice.

So I tried something last week. I tried providing the class 30 seconds of getting out the noises - the fake farts, the "duh-DUH" that they've been enjoying blurting out, the talking they needed to shout, and the slapping of the thighs together or claps of their hands.

I counted down the last 10 on my hands, so they'd know when it was time to settle down.

I then turned off one of the light switches and passed out the quiet work (an article of the week along with a comprehension check).

Next time, it'll be 20 seconds.
Why?

• 30 felt a bit too long
• they actually got so loud I had to shut the door
• one of the girls came to me and let me know she wasn't a fan

What do you do when the maturity level has hit an all-time low (when it feels as if it should be getting better, as they're getting older)? Thanks for any tips you've got!

Troublemakers

Labels irk the heck out of me.

The fact that we label students as "troublemakers" really irritates me, even though I've done it myself.

I've been waiting (why have I been waiting?) to read this one for a bit, and it did not disappoint, as I read it in two days...

The canary and cage on the front have two meanings. The most obvious is from Maya Angelou's "I Know Why the Caged Bird Sings," and the less obvious is the one that distressed me the most. Miners used to take canaries down in the mines with them, as they served as warnings about the air quality. If a canary were to die, the miners had to get out. When a child is singing loudly, we need to heed that as a warning that something is wrong in this classroom. Most likely, it's the imbalance of power.

Most of what Carla Shalaby shares is about a child's need to feel free - to feel as if they're in some sort of control - to feel HUMAN.

The four students the author chose to focus on were in what seemed to me GREAT schools. She asked the principal to share two teachers of high caliber. And to those teachers, she asked, "Who of your students is the most troublesome?" These are the four she shadowed for a bit - at school, and when possible, at home. What I found kind of amusing and kind of sad is that the behaviors these four first graders exhibited were some of the very same behaviors I see in some seventh graders.

I can see and understand the messages she shares about the young black students not having any adults at school to look to for models. I can see how schools are conforming students to ... basically act white. When I think of my own students, the ones that I lose sleep over happen to be white. My school has a high white population (and I, too, am white). The author is upset about students' exclusion to a different part of the room or a different room altogether. I do not worry about physically excluding students, but I may exclude them unintentionally if I call them out on something in front of the entire class.

What I was really struck by was the conformity we expect of our students.

The author points out that educators want compliance because that's what's expected in schools. That's how we can get our lessons across, and that's how the school culture simply IS.

While she was sharing the stories of the four seven-year-olds, I couldn't help but think of my own students, and I was reminded of a few things:

• Students really don't have much control at school, especially compared to at home. No matter how much we think we have student-directed learning or choice or voice, this book forced me to consider how much I actually control, and how much the school culture actually dictates.
• Many students learn that the culture of school is to listen and obey.
• Some students are simply just being themselves. Their personalities may differ from those of the majority of the class, or else the majority has figured out it's safer to hide or squash their true personalities at school.
• "Different" is often perceived as causing trouble.
• Many (most?) children have a natural tendency to want to learn. What do we do at school that dissolves that initiative? We have a curriculum to teach. I wonder how many times our curriculum is not something each child would choose to learn each day...
• Teachers often pigeonhole children into doing what we do, and doing it how we do it.
• We may have 25 students in class. We don't always make the time to help answer questions from inquisitive minds, and yet we encourage them to be inquisitive. We want them to think for themselves, and when they do, it can cause a disturbance. We want them to be independent, but only under our parameters.
• We need to listen to individual students.
• We need to get to know our students even more.
• We need to let them know when we are proud of them.
• We need to notice and name the good they do.
• We need to see them (or imagine them) outside of school - how does what they're doing in school look like outside of school? Might what they're doing actually help them somehow outside of the school setting?
• Stop labeling students! Making trouble is a verb - not a noun. It's not something to fix. It's something to explore.
• Just because a student is a "good student" does not mean that he or she will succeed outside of school. Compliance does not always equal success. We put so many limits on students in school - how will they succeed when they're left on their own? We want children to find their identities, to figure out their strengths, to be confident, to have a voice in decisions... We need to give them the room to do so - without fear of punishment, or worse, exclusion.

At the end of the book, I still wanted MORE. I wish I could copy the entire conclusion and her note to teachers here. Instead, this will be your advertisement to read this book if you have not yet. The author does not solve our problems with these so-called "troublemakers." She leaves it to us and our students. I have a tiny idea of what I can do when I return to school after this two-week break, and yet I know my students will have to help me figure it out. They have many more ideas than I ever will, and maybe we can get to the root of what they need from me.

My favorite quote: 

How stressful it must be to be a young person in our schools! How unsafe and frightening it must be to wonder - as you witness the next punishment and rejection of one of your peers - if you will be next. That kind of conditional acceptance, subjective belonging, contingent care, must feel terribly threatening to children, whom we know are biologically wired to make illogical choices as their brains continue to develop. They make mistakes and they make bad decisions - don't we all? Especially when we are stressed, feeling unsafe, and suffering?

"Salon with a View" Spin-Off

When I read Stories in EDU, I took notes for my blog post about it. One of those notes was that I absolutely had to use ideas from Jason Bretzmann's "Salon with a View" in my last class.

You know the class. It's after lunch. It's two-thirds male. (Should this matter? No. Does it? Sometimes.) This class has a cluster of friends that are pretty loud, and there aren't enough corners in the room to separate the ones with the urge to chatter for the few moments they're supposed to be listening.

This class this year is also the class that did the best when we had our first fishbowl discussion. So... here's my spin-off of Jason's "Salon with a View..."

I sat down in my mom's rocking chair and spoke very quietly with my last class of the day. I had blue scratch paper, and I ripped it in half to show them that it didn't matter what was on the one side - the other side was for THEM to write on. I praised them for their listening and turn-taking skills in our first fishbowl discussion of the year, and told them that they were my best group. I emphasized that it wasn't easy to talk about that subject, because they were all in agreement, and yet they brought to the table research that the other groups had not, and they really made it an interesting discussion for me to observe. I then told them that my other classes were NOT going to get this special opportunity...

They were great listeners up until this point. Then they started asking questions and talking over each other again, so I waited in my mom's chair with my eyes closed and pointer finger over my lips until they were quiet. Next, I explained that they just witnessed what I see often in this class - many of them want to talk at once, and no one is heard. What if... what if... I explained... what if this class worked really hard and then were rewarded with more discussion time - with questions THEY wanted to ask?

As they got excited and asked more questions, I started passing out the scratch paper. I showed them where we keep it on the student station, and then found a gift bag we could use to keep them in. When the students who did not want to join in the discussions looked at me forlornly, I added that they did not have to participate - they could read their independent reading books. :)

We've been able to discuss a few since then! The first was a favorite of mine - "Reading or writing?" I loved how they debated the value of each!!

Next came "What is your favorite movie?" which really was just a chance to share their own favorites, and the latest was "Is water wet?" which got a bit heated...

Ahhh... seventh graders. I love the mix of crazy ideas and growing maturity! Thanks for this great idea, Stories in Edu!

May

It's May.

The seventh graders tell me there are 14 more days of school.

Our "torturous" plans? Reading The Outsiders at their own pace, bringing six ideas or questions to discuss with their book club groups. The best way to end the school year in ELA - no fabricated worksheets, posters, dioramas, whole-class discussions...

And yet... here is a snippet of my day today... (I'll be using "they/them/their" instead of "he/she.")

I just received an email from a student asking me if I'd looked at their revisions. Hmm... Since I'm not a mind reader, no. I did not know he revised. I never saw his name on the clipboard, and he never told me in person. So... I went to his document to check the revision history. There have been no revisions since May 1st. That revision on May 1st? MINE. I left him video feedback to show him how he could improve his writing. So... I left him more video feedback, basically asking him to not waste time for both of us. I replied to his email with this new link, copying his parent.

I had to give a short lecture today with my last class about how I need to make more decisions to help them learn (I made the seating arrangement), since they are not making good decisions themselves. They were mad at me, but they worked much better today than yesterday.

One student does not work. In any class. This student has the countdown on their assignment notebook and announces it each day. Won't even listen to The Outsiders on audio. Won't give it a chance. Has every excuse in the book to not work.

During our 4-min break in my block class, I have to keep an eye on one student so they don't sneak food or candy to friends and/or throw another pencil into the ceiling. This may mean leaving the classroom where there are other students I don't even know visiting friends. Which can cause more trouble? I'm not sure.

I've been showing book trailers for a week now - right before independent reading. One student today, after watching one for The Final Four by Volponi, asks, "Is this true?" Peers told them that it's a book trailer, and that we've been watching them for a week now.

Yet I keep coming back for more... for these students...

One student left the class a present - sticky notes - and put them on the student station for all to use!

One student happily moved over the magnets for the new "check in" for the day that Mrs. Rehberger set up for our co-taught class.

One student thanked me for creating the seating chart for my last class.

One student said they'll miss me when summer comes.

One student revised their writing and let me know - this student just keeps plugging along!

I learned how to create a password-protected Google form, and one student thought I was a genius!

One student - who struggles so much to understand when they read - is tackling The Outsiders.

One student made our question of the day - last-minute - "Yanny or Laurel?" **

Fourteen more days to make a difference. I'll search for opportunities.

The new lilacs that were planted by the back entrance/exit are blooming, and they smell beautiful.

**Yanny or Laurel debate - I hear "Yanny." Hubby hears "Laurel." Crazy, folks. Just crazy.

Have the Discussion

May is one tough month!

I had a rough day Friday. Seventh graders playing with fidgets, touching each other ("I was just kidding!" "He's poking me!"), blurting out, not wanting to work...

I believe it's tougher when you're not grading anything, but I admit I did that to myself.

So... I revamped my behavior tally sheet, and I started using it today in a new class (it's effectiveness in one class meant it was time to implement it in another).

The first forty minutes of class were pretty brutal, as I could not get two students who were bickering alone, away from the rest of the class. I needed to share our plans with the entire class for the next two weeks, and I didn't want to call them out in front of the whole class. (Although one time I had a "very stern" warning / tone / eyes - it worked for perhaps five minutes...)

Before I shared the "new" plan with two students, I sat down on the floor to have a quiet conversation (they were supposed to be starting to read The Outsiders, but they were not... yet).

"I have to show you something."

"He did it! I didn't do anything, Mrs. Kirr!"

"Stop. Listen. I need to show you something."

Once the arguing back ceased, I was able to share with them my thoughts.

"I do not have children at home. I do not know what it's like to live with 13-year olds. I have never had any brothers. I didn't grow up with any boys my age. I don't know what it's like to be around two best friends like you two. All I know is that Friday was very rough on me, and I knew I needed to do something so the last three weeks of school are fair to me - and to you. I'm tired of getting upset and frustrated, and I'll bet you're tired of me getting upset and frustrated with you, so I'm going to show you what I've devised that has seemed to help other seventh graders."

They looked at me with questions on their faces as I talked to them like this. It looked as if they were truly listening. Their mouths weren't moving, and they were looking at me in the eyes. I showed them the sheet, explaining especially the two sections I tweaked - "arguing about or ignoring specific teacher directions" and "tattling on another student in order to deflect from misbehavior being addressed." We talked about what those meant, and they acted like as if they understood.

I then asked them, in our 80-minute period, how many tallies they think they would be fair before I emailed home. They came up with four total. I agreed (it's what I use in my other class with the few I use it with)! I put the half sheet by each of them and said, "It can stay here with you. If we use it, so be it. If we don't, even better. Thank you for understanding and trying this method with me."

For the next forty minutes, I had no issues with these two students. I thanked them quietly for not disrupting class as they walked out the door. I heard back, "See you tomorrow, Mrs. Kirr."

Talk to the children.

Today was a good day. One day at a time...

Shift Report Card Comments Over to Your Students

So you don't want to go "without grades" yet, but you do want to BEGIN to go that route...

One way is to incorporate REFLECTION into more of what you do in class.

At the end of the quarter, why not let students choose their own comments for the report card / progress report?

Here's how I give this responsibility over to the students...

We currently have 100 comments from which teachers can choose. Many of these do NOT apply to ELA class, such as "Needs to study harder for tests" (we don't have "tests" for students to study for in ELA) or "Does not meet minimum class standards" (because if THAT happens, I'm not doing my job!), or "Shows all steps in math work." So I share with students the comments that DO apply - and there are still about 60 from which to choose!

Sixty comments is a bit much to look at. I go a step further. I separate them into "Comments that show room for improvement" and "Comments that show what you do well." I ask students to find one of each, and then explain WHY they chose those comments.

Feel free to make a copy of this document and edit your copy to add the comments your district uses.

What I can NOT tell from the choices students make is if they truly believe this is true or not. I often wonder... Did he put that comment on there because other teachers have chosen that one for him? Did she choose that comment because she truly believes she "contributes positively to the classroom atmosphere?" What I CAN do is ASK. I ask for students to chose one comment from each side (with a possible third comment thrown in if they'd like it), and then I TALK with them about the comments.

Here's what I find...

• There are miscommunications I can clarify, such as when one student chose "Is easily distracted" along with "Is attentive and a capable student." I don't have to ask how he thinks he can be both distracted and attentive, because I see the answer in his reason why... He wrote, "I attend class every day, and am capable." Ahhhh... Here's a great opportunity for him to learn what "attentive" means. 
• Some students are so very hard on themselves, and some think they are the best students ever. They are in 7th grade, so not everyone is good at reflecting yet. One more reason to do this!! 
• Other students are spot on. Check out these comments, and what students said about why they chose them, just from this past quarter alone...

Student-chosen comments, and their reasons why...
Is doing satisfactory work, but could do better.
     - "You can always try more."
     - "I am okay in reading, but I could look back in the text more."
Is not working up to ability.
     - "I could do a little extra."
Needs to listen and follow directions.
     - "Sometimes I need reminders to stay on task."
Needs to be prepared on a daily basis.
     - "I always forget my binder."
Is easily distracted.
     - "Sometimes I don't pay attention."
     - "I get distracted and off topic a lot."
     - "I just get off track. I have a short attention span."
Needs to improve organizational skills.
     - "Sometimes I can't find things in my ELA binder."
     - "My binder is a mess."  (So she took the time to organize it right then!)
Work is satisfactory, but could improve with less socializing in class.
     - "I sometimes talk a lot."
     - "I do talk in class, but my work still meets expectations."
Has some difficulty concentrating in class.
     - "Sometimes I get off task."
     - "Sometimes I zone off. I think I would do better by not getting distracted."
Greater care with assignments would improve performance.
     - "I know I can do better with some things."
Has weak grammar skills.
     - "Sometimes I rush through things and don't use my grammar skills."
Completes own work well, but is disruptive to others.
     - "I'm disruptive sometimes."
     - "I do complete my work, but I sometimes distract others when I'm done."
Completes work satisfactorily.
     - "I could do better."
Is attentive and a capable student.
     - "I know I can do anything if I try."
     - "I can do better, but I don't try."

Now these comments and reasons why are sent home to parents, so they can see their thinking and ask them about it, as well. They are not surprises to students when they get their report card, and they are not blown off... "Is a joy to have in class - I always get that one." (In fact, only a handful of students chose "Is a joy to have in class" this quarter!) Some parents, however, still think that I chose the comments, and sometimes I get an email that says, "Why would you say this about my child?" I cringe, and ask them to talk to their child or read what I sent home (the paper that shows the child's reasons). When a child says, "Is doing satisfactory work, but could do better," that actually means he or she is reflective. One parent said that comment should be reserved for a "B" student. I disagree.

And then there's Jimmy.* He chose comment #80 - "Maintains on-task behavior." In ELA, Jimmy does all his work, participates in class, revises his writing, reads at home and at school... and he chose this comment, which I think is quite boring. I went through the list and checked off about twelve other positive comments from which he could choose. He tells me, "I was trying not to be too narcissistic." Gotta love seventh graders learning how to reflect! (I had to look up how to spell that one, too!)

*Jimmy is not his real name.

My resources so far: "FaR" tabs of our classroom Weebly

                                    Feedback Instead of Grades LiveBinder for parents to inspect
                                    My own reflections on this journey

Tracking Student Behavior in a Non-Threatening Way

I've recently read the Kindle version of Hacking Education: 10 Quick Fixes for Every School, by Mark Barnes and Jennifer Gonzalez. (Thank you for the free copy, A.J. Juliani, Mark and Jennifer!) There are ten ideas in this book that many people can implement fairly quickly. I feel as if I've already tapped into many of them, so I'm writing about a new one (to me) that I had to run with right away.

I wanted to begin the idea of "Track Records" the minute I read about them. (I actually DID implement them the very next week!)

Background information... There are times when I KNOW - for SURE - that (we'll call her) Glinda was speaking the ENTIRE period with her friends. I know that on the days I am having a hard time, she must be speaking even MORE with her friends. I know I have biases, and I've always wondered how I could keep track of this - to see if it was really happening.

Another idea I've implemented the past two years is good emails home to parents. Sometimes it's easy to find something students do that make your (or another student's) day. Other times it's difficult to remember what happened in class once the students leave the room.

The idea of "Track Records" caught my eye. I created one, then another, and then tweaked it again. Finally, I settled on the format shown here. Behaviors that are distracting (or pet peeves, perhaps) can go on the left side of each day, and the positives can go on the right. I had my math brain going when I thought this - as on a graph, the left of the y axis is negative, and to the right is positive. I also created codes for certain behaviors. Here's what my own track records look like (this month - nothing is constant when you are reflective):

Click on this link to see the codes, then make a copy of the document to edit your own version.

This chart could also include tardy to class and late or missing work. These are behaviors that do NOT belong in a student's grade. Grades are meant to reflect achievement, not behavior.

Instead of shaming students...
     You can pull up their track record. You can see just how many times Glinda really is speaking when she should be listening. You can quietly pull the student aside and explain to him or her what you notice. Perhaps certain days are tougher on you (or her), and you can have this conversation about the data - not necessarily about the student. There is no need to shame students by pointing out disruptive behaviors in front of the class.

Celebrate successes...
     You can see who really contributes to class, and who you can rely on for their energy or optimism. Maybe one student has a TON of energy, and it can be redirected to help the class instead of hinder it. Use the chart to make sure you get in that positive word to students every day. Use it to send home positive notes to parents on the weekends. Use it to show students you CARE.

Great reflection and transparency...
     Try not to make this a surprise to students. Let them know that you keep track of behaviors - not to judge, but to have further conversations. We are all human, and we are all growing. Reflection is a huge part of this simple chart. This chart allows for the conversation to happen.

8/2/17 Added on to this post... I just caught this blog post from Jennie Tidwell... Maybe a Google Form would work better than paper on a clipboard??

8/3/17 Added this video to explain this idea in a video to @SFecich to her adult students...
It eludes to another post as well - Have the Discussion.

Quick Tip #17 - Classroom Culture

Behavior sheets - Here is the form I'm showing.

Full Transcript

Quick Tips Playlist

Spreadsheet View

"Off-Task" Students

Last night was the monthly #geniushour Twitter chat, hosted by @gallit_z and @mrsdkrebs once again. This time, I took away ideas regarding students who are considered off-task during the genius hour... 

First, what is considered "off-task" ? In my classroom, we currently do genius hour differently than others. (I'll get it together next year!) So in my room, "off-task" is...
a) when a student comes unprepared - with nothing to read b) when a student has no idea of what he/she wants to read c) when a student spends the hour socializing or sitting with no real goal.

So what should we do to prepare, so we don't have much off-task behavior? Ideas were garnered last night...
1. The freedom can be overwhelming. Give these students some scaffolding, so they can take one task at a time. In my case, that could be generating answers on an interest survey of some sort first.
2. Allow more time to plan, chunk, or outline.
3. Students can work with a partner, or in a group of three. This may help... or hurt, in some cases? Give it a try.

More ideas I received 5/4/12 from my PLN on Twitter, @HHG...
4.  Visual reminders... i.e. kids write current task on a post-it note on their desks
5.  Different work environments... i.e. stand up work area, yoga ball to sit on, etc. (I - Joy - received a grant this year for 5 yoga balls, and I have two rocking chairs being used already!)
6.  Allow students to self-select "body breaks" - teacher allows student to take 3min timer and do physical activity as needed
7.  Some students benefit from "fiddlers" - something to occupy hands to allow for better concentration (hence the squishy apples in my room)
8.  Sit students by organized friends

I look forward to our #geniushour Twitter chat each month, and I gain so much from it! Join in the first Wednesday of the month at 8pm CST! -@joykirr