Parents in the Middle School ELA Classroom

What would you do if you were not afraid?

This question was posed by our new superintendent on Opening Day in August. Our principal then shared it again later that same day, and I heard it again in our ELA department meeting. In the last three years, I've tried so many things in my class (getting wheels on our tables, Genius Hour, the Cardboard Challenge, letting students decide so many things during our days, painting the tables with whiteboard paint, using iPads for whatever we could, trying to go paperless...), that I hadn't really thought I could answer that question when it came to education.

During our third annual Cardboard Challenge, however, I spoke to a parent (why do parents of my students scare me?!), and she mentioned that parents "don't really get invited into the classroom" after their children reach 6th grade. Hmm... THAT would be frightening! Inviting parents in? Why? For what reason could parents come into our ELA classes? Over Thanksgiving break, I made the decision to just TRY it. Here's what I did...

I decided parents could come in to give a book talk or read a picture book. I checked out the calendar. I created a Sign Up Genius site that included a "how to" on giving book talks, and all the possible time slots available. I posted it on our class Weebly. I added the invite to my two-week update email home to parents. And then...
I waited.

All good things come to those who wait... It's been so very good!

Responses have started coming in... Here are our results from January:
From January 13th - January 30th - only HALF a month of school, we've had the following visits:
     Book Talk - Sarah's Key by Tatiana de Rosnay*
                       - To Kill a Mockingbird by Harper Lee
                       - The Fault in Our Stars by John Green
     Picture Books - A Stranger in the Woods by Carl R. Sams
                             - When the Relatives Came by Cynthia Rylant
                             - There Is a Bird On Your Head by Mo Willems

I have created a playlist of the parent book talks and have put them on our class Weebly. As for the picture books, you just have to be there to enjoy them! For the most recent, Mrs. L. asked the class if they'd read other books by the same author, and then even read it together with her daughter - just the way they used to at home!

It was so much fun to watch, that we had to recreate it with more students. In February, we have a grandmother coming in to read The Sweetest Fig, and in March we may have an author (parent connection) Skype with us to give a book talk on his own book!
*Bonus: Mrs. J. donated Sarah's Key to our classroom library, and a student is already reading it!

Note: I think it's a nice touch to have a note ready for parents in the office when they're coming to visit. I wrote on an index card a simple message with a thank you in advance and directions to our room.   --->

Am I still afraid of having parents come in?
     Absolutely!
Will I continue to have parents join us?
     Of course I will!
So... what's stopping you?
What would YOU do if you were not afraid?

Let's step out (and stay out for awhile) of our comfort zones and face our fears!

Want to see more of what we're doing? Follow @KirrClass for updates!

Update as of May 31, 2015...

     Ben's Grammie read The Sweetest Fig.

     Jenna's mom read Goodnight Moon, Goodnight iPad, and the poem "Sick."

     Elise's mom gave a book talk on The Wishkeeper, and we Skyped with the author, Maximillian Timm.

     She later came in to read us a story she and Elise had written - with student names as characters!

     Ben's Grammie read The Right Word (about Roget's Thesaurus).

     Ashly's dad read Dream Big, Little Pig

     Max's mom read More Parts

     Blake's mom read The Circus Ship

Totals: FOURTEEN visits from parents in five months. Success!

Quick Tip #11 - Reluctant Readers

"Picture Books" - NOT!

Hook those reluctant readers with books such as these...

Note: Not all photos from Humans of New York are appropriate for all audiences.

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Stellar Surveys

This is a "How-To" post for students.

You want answers to your questions. Should gum be allowed in schools? Is knuckle-cracking bad for you? What flavor cake do you like best? Which material should I use to make hats? Would you purchase my creation? What should I practice drawing? It's time to create a stellar survey!

Five Tips to Creating Stellar Surveys
1. Design your survey first. What is your goal? What do you feel you NEED to know in order to guide your research? Do you want to include opinion questions? Questions on a scale of 1-10 (with explanations of which is which)? True/False? Multiple choice? Rankings? Open-ended? How long or short should it be to keep the attention of the people responding? How can you word each question to ensure an honest answer? This step is a TON of work! Done right, it will pay off when you start seeing responses.
2. Use a Google form or a site such as Survey Monkey. This way, you can easily access respondents answers in a pre-made spreadsheet. You can also share these results with others, with one link. The best reason to use a Google form or Survey Monkey is that it's easy to share - through email, Twitter, on your blog, on your class website, or on this Survey Central document. The more results you get, the more accurate your research. Click here for Google form directions.
3. Do not make every question "required." You will turn off many possible participants if you do.
4. Include a question about age. Use age ranges, such as 5-10, 11-15, 16-20, etc. This way, you can organize responses to fit your needs.
5. Leave room for the unexpected. If you are using multiple choice, consider using "other" or "none of the above" as a choice.

If you use another tip, please let me know in the comments, and I'll add it to this list!

Survey Central

Calling all teachers of Genius Hour / 20% Time / Passion Projects!!

Problem: Getting answers to your students' surveys...
Solution: A survey CLEARINGHOUSE!

Why didn't we think of this before? I've created "Survey Central" - a place where teachers can add their students' surveys, and ask their own students to view other surveys and help their peers.

SURVEY CENTRAL

(tinyurl.com/GHSurveyCentral)

"View only?" Can't edit this document?
     Simply ask for permission by clicking "share" and then "request access." I didn't make it editable by anyone, as we want surveys that are appropriate for all students, without spammers adding who-knows-what.

The first survey was one I saw on the #geniushour hashtag this morning - that's how they get seen. Please continue to share your students' surveys to the hashtag on Twitter, and add them to this document. Then be considerate and tweet out the survey link as well - so other students can benefit and get data for their research. Let's continue to try to create life-long learners!

Share this post with students for tips on HOW to create stellar surveys.

Kudos to Mr. Kirr for generating the name of this clearinghouse document!

Quick Tip #10 - Classroom Culture

Creating Positive Classroom Culture with Exit Slips

Another idea I've tried, because brilliant & kind people have shared them with the world...

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Best Books of 2014

From my meager list of 79 books read in 2014 (my personal challenge was 73) - my favorites...

A Book ALL Educators Should Read:
     Choice Words by Peter Johnston
          This is, hands down, the BEST book I've read for my profession. I couldn't stop reading it once I started. Everyone who works with children should read this treasure. Ever since I found out about how teachers shame students (even without being conscious of it), I've been more aware of what words I use. This book will hopefully help me convey the message to students that they truly DO matter. Their actions, words, choices... all of it matters, and we are all on the same journey - together. If you work with children, and you care about them READ THIS BOOK. This coming year, I will try to use these ideas with adults, as well...! (Quick tip blog post on how to use this book when giving feedback on writing...)

Books My Seventh Graders Should Read:
     The Pregnancy Project by Gaby Rodriguez
          Well, the girls should read this one, at least... I was hooked from the first two pages. I purchased this book thinking of high schoolers' 20% projects... The impact from this project was nationwide. The writing wasn't the very best, but it wasn't written by a writer - it was written by a young lady who wanted to change stereotypes, and help young teen females. I will recommend this to young ladies - I think any young lady could handle the message, as it is stated often and in various forms.

     The Hate List by Jennifer Brown
          Okay, maybe not in seventh grade, but eighth, and definitely in high school... Mature? Yes. So many issues were brought up from this story of a school shooting - I think the author covered most of them. Not in too much depth (or I'd be crying the entire time), but enough to make you think about every aspect of your behavior and the behavior of others. It's a great reminder that EVERY person has a story. Get to know it.

Reluctant Reader (7th grade):
     The Running Dream by Wendelin VanDraanen
          LOVED it! So glad a group of 7th grade girls recommended it to me. It's on our Rebecca Caudill list this year, and we used it for our all-school summer read. Everything in it is totally appropriated, and it has powerful messages. I'd recommend this to any sports freak and anyone who has difficulty with something in his/her life. It teaches the message of "one day at a time..."

     Memory Boy by Will Weaver
          I put this one off for a bit too long, I think. It grabbed me from the beginning, and since it was an easy read, I enjoyed breezing through the action mixed in with flashbacks of weeks before the volcano had erupted... I will suggest this to students who have fierce memories, and ones who liked Hatchet.

Graphic Novel:
     Page By Paige by Laura Lee Gulledge
          I really enjoyed this quick read, and I understood it! (I'm not a big GN fan.) I have the perfect student for this book - one that doesn't know who she is, and is constantly battling herself inside her head. Things don't always go her way and either she thinks it's all her fault, or she blames her mom for everything. There are three instances of language (that really don't need to be in there to make it effective! UGH!) that make this book "young adult." A 7th grader might not catch what they mean and gloss over them (I hope).





Historical Fiction:
     Fallout by Todd Strasser
          What if? What if your family was the one to build the bomb shelter - with enough supplies for your family ONLY - and six other people decided to join you on the day the bomb was dropped? This story kept me reading. I didn't like the way every other chapter was from a different time (in the shelter, then three days prior), but it came together nicely. Some mature parts.



Mystery:
     The Perfect Shot by Elaine Marie Alphin
          I'm glad I read this sports mystery, even though I really don't care for sports or mystery books! this book has it all - the dangers of racism, justice, murder, policemen-gone-bad, court, prejudices, history... I liked how it had almost an adult book feel to it. (Our local library has it in the YA and adult sections.) I'm glad it ended how it did - sort of a happy ending, and sort of not. The very end was predictable, but not all that happened in between. Good thought-provoking book. I'll have to figure out who the right kind of person is who'll want to read this one... Favorite quote - "How you act on the court is how you'll act off the court."

Nonfiction:
     Humans of New York by Brandon Stanton
          Thank you, Yvette, for this great gift for our classroom! I engulfed this one and it will have a place of honor on our shelves. (Some content may be too mature for 7th grade.)
          Page after page is decorated with humans - each one has a story. Do you know it, or do you pretend to know it? With seventh graders judging 1,000,000 ways to Sunday, this is the perfect book to share with them.


Poetry:
     Seraphina's Promise by Ann Burg
          I thought this book about Seraphina's promise to herself (and to her baby brother who had passed) was very sweet. Filled with Haitian Creole phrases and melodramatic rhythm, this book written in prose was the perfect companion to me on my snow/cold day off of school. I don't know if you can count it as historical fiction, but it does include the earthquake Haiti suffered in 2010. I'd recommend this to anyone who likes books in prose, quick reads, and who appreciates all they have. I have some very simple quotes from this book that say a ton about life.

Science Fiction:
     Ready Player One by Ernest Cline
          Woah. This book sucked me in from the first page. Being a teen of the 80s and a video gamer (alas, I've tamed that addiction), I loved the premise of this book. I know just what 8th graders need to read it, too! There was one sexually-mature page, and quite a bit of foul language, but I was able to overlook those and see the point of the story - get out and ENJOY this world!!



Adult:
     Unbroken, by Laura Hillanbrand
          I started this book a couple of years ago, and loaned it out when I was at chapter five - about 30 pages in. I picked it up again and finished it in three days. I don't know what to say except that I doubt I will ever read another book like it. The fact that Louis Zamperini actually came away unbroken and lived with unbridled effervescence until this year is astounding. Stellar role model and inspiration... We're heading to see the movie for New Year's Eve tonight - I hope they do it justice.

I Can't Believe I Kept Reading It:
     Lolita by Vladimir Nabakov
           Actually, I didn't read this entire book this year... It took me two years to finish! As my ears got red and I felt I had to hide while reading this book, I can't believe I actually finished it! I don't know what to think about it, but I'm glad I read this book I've only heard whispered about! ("Didn't you have to read Lolita in college?" Nope!)

You're Next:
     What were your favorites of 2014? Please leave yours in the comments so we all have more great books to devour! Here's to 2015!

Quick Tip #9 - Student Engagement

Have students read your read aloud to the class!
This one: The Day the Crayons Quit by Drew Daywalt

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Questioning Using Padlet

At the start of our short unit on science fiction, we're focusing strongly on questioning. Here were our plans for our the first five days. Keep in mind that I have an 80-minute block, and we spent 10-15 min on grammar and three science fiction book trailers from this list at the beginning of each day.

Day 1

"Evil Robot Monkey" by Mary Robinette Kowal

1. Discuss the goal of the lesson - to write as many questions as you can about this story. Make sure students have something with which to write, and on which to write.

2. Discuss WHY we're writing questions. What's the point?

3. Students read the story one time independently, writing down their questions.

4. Students share their questions with their table groups, and see which ones their friends can help them answer.

5. Teacher reads the story aloud, asking students to write down more questions, and/or cross out questions that were answered from this second reading.

6. Each table group gets a device, and is asked to go to a Padlet site and add the question(s) they consider important or interesting. Ask them to have only ONE question per box. I tried this with each student the first time, and it did NOT go well. Doing this in groups of three or four makes the Padlet questions much easier to manage.

7. Students return the device when they're finished (makes managing the rest of the Padlet easier).

8. Explain the three ways of thinking listed below. I convert this to types of questions - ONE at a time.

Taken from Whole Novels for the Whole Class by Ariel Sacks...

9. I introduced the "Literal" question idea, typed it on the Padlet on the left side, and asked students to find the questions that go under that "literal" label.

10. When I introduced "Inferential" and "Critical," I did the same.

This is how our Padlet ended up looking like for "Evil Robot Monkey"...

We noticed...

--> We're missing question marks!

--> We have some vague pronouns (which "he" do we mean?).

--> One didn't fit into any category from this class (Spencer's on the bottom right).

--> One we could not agree on. --> Spencer - "is this a school for animals"

--> One had two questions on one box, so we put it on the bottom in the middle - students decided that the first part was literal, and the second was critical.

On this night, #ELAchat was rockin' with ways to keep students engaged. One I tweeted about was Padlet today. I received this tweet from Karen Desjadon with a link to what a Padlet looks like EMBEDDED in a blog:

Days 2 & 3

"Dark They Were and Golden-Eyed" by Ray Bradbury. 

1. Review WHY we are spending so much time asking questions.

2. Begin reading the story - students' job is to write questions as we read.

3. After a certain page, I handed out this reading check, and we did questions 1-4 together, discussing which type of question each one was. 

4. After the entire story was finished, students shared their questions about the story at their tables, and were able to get answers to some issues they did not understand.

5. We completed an "elements of science fiction" chart for this story, and gave evidence as to where the elements were in this particular story.

6. We revisited the questions from the reading check. Instead of answering the next five in class, we opened up the Padlet once more, and categorized them under "literal" and "inferential."

7. We discussed trends we noticed - 

          Why were there NO critical questions on this reading check?

          Why were there almost an equal number of literal and inferential questions?

          Why do teachers have literal questions on their work for students?

          Why do teachers have inferential questions? What do the answers show the teachers?

8. We circled our two (three in one class) inferential questions, and I let them know I'd be grading these, along with the other literal questions. I gave them two different grades, and redos ended up looking like this.

Day 4

"Zero Hour" by Ray Bradbury

1. Review WHY we are spending so much time asking questions. How will these questions help us in "real life," as well as in school?

2. Begin reading the story - students' job is to write questions as we read.

3. After reading this one, students got into groups, shared their myriad questions, and came up with one or two to which they wanted to know the answers.

4. Each group received an iPad on which to put their questions. This time, the definitions for each type of question were already on the top of the Padlet. However, I did notice that they just put their questions any place, and we ended up moving them around again together.

5. Sort some of the questions, until you have at least SIX under "inferential."

6. Have students weed down the number to FOUR "great inferential questions." I explained a "great" question as one we THINK we know the answer to, but we'd have to find hints from the author in the text itself.

These are the four one class came up with - notice the two they rejected are crossed out. We moved them away from the list.

7. Quickly delete the other questions (hint: click the trash can on each first, then go back and click "OK, Remove" on all of them for a quick clearing).

8. Move each of the four remaining questions to a corner of the Padlet, signifying the corners where discussions will take place in the room.

9. Ask students to bring their text to a corner of the room and be ready to answer that question using support from the text. (5-10 min)

10. Have each group select a spokesperson to share the ideas of the group. (5-10 min)

We noticed...

--> One question from one class (I can't remember it!) they realized was NOT an inferential question, but a critical question, as they could not find any hints in the story to suggest an answer. They thought they had an answer, but realized they were relying on their background knowledge instead of the text.

--> It's fun answering our OWN questions, instead of the teacher's questions!

Day 5

Continue with "Zero Hour." This is not part of the Padlet activities, but I had to share this one!

1.  Ask the following question of the students - Who is responsible for the alien attack?

2.  Give them this sheet, asking them to be ready to defend their answer. 

      (This idea is from Michael W. Smith & Jeffrey D. Wilhelm's book, Fresh Takes on Teaching Literary Elements, 2010.)

3.  Ask students to go to the four corners of the room, depending on who they think is the MOST responsible, sharing text evidence.

4.  Students write in response to this question after the discussion.

The Following Days...

We cover these stories during our science fiction unit, and this will lead into great fishbowl discussions to answer questions that are more critical!

Honored

I don't know what the Edublog awards are, except for the fact that on some blogs they have "badges" for being nominated or a finalist for their content. Makes sense, as it's from Edublogs.

What's this, then? What's this "Best Individual Tweeter" idea? Seymour Simon sent me a tweet to this today, and I am truly honored -  not to be nominated - but to be in such stellar company. I already follow more than half of these tweeters, and I love that their tweets are all about education. They are professional, kind, and generous. Thank you to those ... um ... who do I thank for this??  However I got on this list, I'm just very honored to be in such great company!

Check out the list to start following passionate educators. While you're at it, check out the years prior!

Best Individual Tweeter - 2014 Edublog Awards

Quick Tip #8 - Student Engagement

Peer feedback is so very important... Let's make the effort to have this time more often!

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Quick Tip #7 - Reluctant Readers

Books with funny titles...

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Quick Tip #6 - Student Choice

Choice when turning in an essay... that will benefit you and students in various ways!

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Quick Tip #5 - Motivating Readers

When you're giving book talks, supplies to have on hand for a book talk lottery...

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Quick Tip #4 - Student Choice

"Question of the Day" - I cut a sheet of magnet (that can go through the printer), ask students to write their names on them, and then have students answer the question each day...
**BONUS: This is also an easy check to see who's not in your class - which names haven't been moved?

2017 Update... I've since modified this SLIGHTLY... and here's the post where I share how I create quick magnet strips. Want to see more about the question of the day? Check out the Shift This blog posts about them here!

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Quick Tip #3 - Writing Motivation

Using what I've learned from Choice Words by Peter Johnston, I've changed how I craft my comments to students on their writing...

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Quick Tip #2 - Motivating Readers

One way to motivate readers...

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Quick Tip #1 - Reluctant Readers

I am starting a new vlog series - quick tips - that I want to remember in the future!

These will be ideas that have worked in my classroom, and ones I don't want to forget. I won't worry about extra noises in the background, what I wear, if my hairs are all in place, or what I sound like. I am doing these for my teaching. If they happen to benefit you, too - GREAT! I'll label/tag them "Quick Tips" and then what they relate to (reluctant reader, struggling writer, genius hour, ants in the pants, etc.).

So here's my first one - Using a Timer to Help a Reluctant Reader

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Passion-Driven Learning Presentations at the K12 Online Conference

I'd never heard of the K12 Online Conference, and yet I was asked to be the "keynote presenter" for the Passion-Driven Learning strand for this year's online conference. Humbled and anxious, I accepted, not knowing the work I'd have to put into it. I could criticize my own video until I'm blue in the face, but I am proud of the message, and stand by it. I am also very thankful to those teachers (Sheri Edwards, Denise Krebs, Oliver Schinkten, Paul Solarz, Gallit Zvi) who came through for me by sending me clips of their answers to questions I wanted to include.

My (@JoyKirr) K12 Online Learning Conference Keynote presentation from October 27th:

On the K12 Online blog, this presentation is here.

Here is the complete schedule of the 2014 K12 Online Conference presentations, and I've pulled out three here that are pretty specific to the group of teachers who follow this blog. See the complete listing for so many more fabulous presentations that make you contemplate all sorts of ideas and issues!

Bart Miller's (@BarMill) presentation (& resources) is one of my favorites from this strand. I need to watch it yet again, take notes, and then... take action.

Here is Bart's written transcription of his presentation.

Michelle L. Haiken's (@TeachingFactor) presentation & resources:

JoAnn Delaney's (@jdelaneyJoAnn) presentation & resources:

Again, see the complete listing for so many more fabulous presentations. I've learned so much watching them, knowing that the next time I'm asked to create a video, I've got to step it up a few notches!

Comments or questions on these videos? Please leave them below.

Third Annual Cardboard Challenge

Additions / Changes that made this year even better than last year...
     Give students a paper reminder for guidelines the Monday prior.
           Use only the supplies you bring - don't count on others for supplies, including adhesives.
           Have a title, your first name(s), and directions ready to display.
           Be nice to customers, and do not give up!
           (Only one group forgot their cardboard - but they created a game anyway!
           And not like last year, only ONE student came totally unprepared!!)
     Ask students the day prior to name who is bringing what for their group.
     Invite parents the weekend prior - and give them specific times. TWELVE parents came!
     Remind parents the night prior - letting them know it's still on.
     Create a "Welcome" sign.
           This year I added our article from the Imagination Foundation website, too!
     Set up part of the room for creating, and the front part of the room for final displays/games.
     Stop the class a FULL five minutes to help students decide who is bringing what home
           or use the time to recycle their project.
     Make cardboard strips to tape onto the wrists of students (great reminder!) who are
           bringing home their games after school.
     Have bandages ready for when you slice your finger with the box cutter...

With these changes, this was our best year yet! Many thanks to Caine's Arcade and the Imagination Foundation for starting this wonderful idea!

More articles and blog posts on why this day is so very valuable...

     Innovation: Error and Insight

     Why We Do the Cardboard Challenge in ELA Class

     Reflecting with Students
     Cardboard Challenge Reflection Part 1 (What I Did NOT See!)

Jury Duty Ramblings

I'd gotten the notice about a month ago - Jury Summons for October 8th at the Daley Center downtown. That's cutting it pretty close to the Cardboard Challenge date, isn't it? No worries - every time I call the night before, they don't need me. Well, I guess that was in my former life. I called last night - they "needed" me.

I wrote detailed sub plans for the new digital curriculum and shared them with colleagues I knew would get them to the sub and be able to explain the myriad nuances. I looked at the map as to how to catch the blue line from Rosemont, and tallied up the cost. Got money from my honey and my bag ready to go - including one professional book (and highlighter, of course), one juvenile book, my watch, phone, and iPad. I awoke at the same time as usual, but took my time in the morning. I was anxious. To the 10th power. I did NOT want to postpone the Cardboard Challenge tomorrow. This was my only true worry. It might just be my favorite day of the year. The question kept going through my mind - What if a STUDENT was absent Thursday? Would I postpone it for him? Was it fair to postpone it, or should I just let them enjoy the day without me? A generous coworker said she'd help with it if I couldn't make it - should I just let it go on? On, please don't let me be chosen for a jury!

Prayer came in to play. I usually only pray for God to keep me, my family, and my friends safe and healthy. Never to not be chosen for jury duty!! How trivial! I sometimes think that if I pray for trivial things, I won't be heard as much when it matters... So today my prayers were of gratitude, each time a different panel number besides mine was called.

I made the best of today, even though my nerves were on the fritz. On the "L" I read, and when I arrived early, I took in my surroundings. I scoped out the building and figured out how to get through the metal detectors and to the 17th floor. Once I received my sticker, I snuck over to the big window and took in the buildings.

As it turns out... 

I did not serve on a jury.  

I do not have to return tomorrow. 

The Cardboard Challenge is still ON.

I came away from today grateful & humbled. I came away from today with more questions than I've had time to think of lately. I thought I'd document them for myself - to return to when I'm worried about something such as missing the Cardboard Challenge. Most of these thoughts stem from the view from the Daley Center's 17th Floor...

So many people. So many stories. No one the same. People struggling, physically, mentally, financially... Others rushing by on the phone, some speaking another language. Pigeons surround Garrett's popcorn shop, while customers line up outside the door. Workers on scaffolds in the street, cranes lifting huge items onto roofs, police with bullet-proof vests watching walkers. Tourists heading into Macy's (Marshall Fields!) while locals sell StreetWise newspapers. Wind whipping around corners and the sun warming faces.

Who am I to think I can make a difference? Some people went into education thinking they could. I fell into teaching - I didn't even think kids liked me. Some days I feel I can make a difference, but days like today make me feel so very tiny.

I read a book today - Don Wettrick's Pure Genius: Building a culture of innovation and taking 20% time to the next level. He wrote of change. Of spreading the message of your one class, or your one idea you tried. Of using social media to get the message heard. He included words from a prior student, who wrote about sawdust. Yes, sawdust. It used to be considered useless, until someone decided to make particle board out of it. I look around this massive, busy city, and all I can think of is "Dust in the wind. All we are is dust in the wind." What if... What if I started thinking of ideas as sawdust? What if I took this time I had today and wrote down my rambling thoughts and shared them with others? Would it inspire others to share? If I kept it up, would I be able to make something out of this dust I'm made from? What are all these people in Chicago doing today? Are they sharing ideas? Are they making new connections, or making previous connections stronger? Are they spending time with family, letting them know how much they are loved?

This city overwhelms me with its diversity. With its myriad stories. Sometimes life overwhelms me. So many decisions each day. What's my priority supposed to be? Can I really call the Cardboard Challenge a priority? What's the litmus test here? It's engaging to 90% of my students. It's something they'll always remember (hopefully). It's something the parents can enjoy as well. It's something for us to remember throughout the year when we talk of perseverance, creativity, collaboration, and failures. It's a time for past and future students to join, and teachers as well. It's a community-building experience. I think it passes the test. I think it's okay for me to want to be there tomorrow, even if I am only a speck of dust on this big, beautiful world.

I have soaked up this day. I said hello to strangers on the street, smiled at vendors, given a dollar to a musician, taken photos and videos to share with my love, and gotten my fingers orange with Garrett's cheese popcorn (yes, I brought some home to share, as well). I am grateful I do not have to serve on a jury tomorrow, and therefore not feel guilt at postponing the Cardboard Challenge. I also know, however, that my world would not have ended should I have needed to head back downtown tomorrow. I would hope my students would understand how much I wanted to be with them on this special day. I know that others have so many more worries than I do, and I have nothing to complain about. This makes me even more grateful for all I have. This, too, I think we need to spread. Even though we are just a speck of dust, our smile or compliment or "Have a great day" can make someone else's day a bit brighter. I wonder what they're going through today. All these people out here in this huge city...  All these stories... Not one the same as another.