Expectations

The first week of school - prep, meetings, set up, and kids coming in - is a TON of work. I tried not to work at home this past week, so I stayed a teeny bit later at work. Of course, I get there an hour or more early, but I love being at work in the mornings -- there's so much promise, and I feel invigorated and ready to work.

This past week was not a lot different from previous years... there were some scheduling glitches that we've never seen before, but even if they don't get worked out, the kids will survive. There were new students who don't speak English, there were new-to-our-school students that weren't on the "new student" list, and I have a student who was missing for the first two days who was suddenly off my homeroom list. Communication hasn't been the best since COVID, but we make do with what happens.

What's different at the start of this year is the expectations I put on myself and how I respond to them. 

The less I talk, the more I learn - about myself and about others. I learned a bit about myself this week. In my teacher role, I expect a LOT from myself. These expectations are ones I put on myself - they're not anyone else's doing. I've only got myself to blame for how busy I may be. When I did what my administration expected of me, it truly wasn't a lot. I had to find some documents that were in various places (pre-COVID everything was provided in a folder for us - but again, so many changes happened, and we were always updating them anyway), I had to ask about a couple of things, but what the administration expected of me was pretty minimal. It was all the things that I expected of myself that were myriad. Truly, they are countless. 

Here are a handful of instances that made me pause this past week...

• I expect myself to shake everyone's hand as they enter, and ask them their name. It always caused congestion and confusion. This year, I simply said "good morning" or "hello" or "welcome," and started learning their names once class had begun. 
• I expect to have all my students' names memorized the third day (or so). This week, I gave myself until this first full week is finished. (Today - Thursday, Day 6 - I got them all right!)
• I expect to have all my decorations up and all my supplies out. This year, I just did one bulletin board (that we'll add to as the year goes on) and I only took out the supplies we'd need the first day.
• I expect to share all procedures the first few days. This year, I'm sharing them as they're needed. Students don't need to know them all yet.
• I expect to send an email home to parents every month, and even though that's still my expectation (it used to be every week pre-COVID 😳), I'm not going to tell them it's going to be monthly, just in case I don't make time for it.

I did ADD an expectation. In my Google calendar, I have after-school meetings in red ("tomato" as Google calls it). Red to me means "Oooh. This is important." This year, I also put our days OFF in red. Those are just as important. Now the color red won't just mean MORE work.

I know I'll run into more work that I have actually given myself, and I look forward to reflecting and noticing whether this work needs to be completed right now, or if I don't get around to it, if it needs to be done at all.

Here's the bulletin board I'm excited about this year...

I'm going to have the kids vote on the lessons that work best for them and then highlight the ones that "wins" with a different shape behind it (courtesy of a friend at work).

Small Wins Are Bigger These Days

I feel things more (stronger?) these days. Hot is hotter, ice is more painful, contentment stays with me longer. I'm feeling all the feels from this first week back at school. Today I'm at peace, so I'm going to take a few moments and share a few small wins from three days with students...

I've got a few self-proclaimed readers. One, after checking out a book from our classroom library, just keeps reading (even as I'm giving directions). As I nudge him to close his book, he says, "This is going to happen a lot. My teachers are always taking my book away." This is a good problem for me to have. (Even if it's not so great for the other teachers on the team.)

At least TEN students checked out books from our classroom library so far.

We found out that our homeroom students speak eight other languages: Romanian, Polish, Hindi, Greek, Spanish, Assyrian, Lebanese, and Arabic.

One class was 10 minutes longer than my longest (I had a 30-min class, a 60-min, and a 50-min class), so I took them out for a walk around the building. One student walked with me the entire way, and we took turns asking each other questions and sharing stories. 

As I was going over classroom expectations (which I'd stopped doing for a number of years and now I'm back doing - because it's needed), one student was upset that I'd put the cushions away if they weren't used properly. Another replied, "No, it's okay, because it's a privilege, not a right." <<Insert hug here!>>

Five students shared their quick writing with the class already. One started to share, then realized he couldn't read his own handwriting. He took it in stride and he may decide to improve it. (??)

Our school librarian had us check out books from the library on the third day of school!

I get to eat my 40-minute lunch with great colleagues.

My co-homeroom teacher greets kids at the door with me (and we have time to socialize!).

Yesterday, one of my classes found the bookmarks I've made for them. :D

I'm giving out intermittent rewards (T-Wolf tickets students can use as currency for a new school store), which the students and I are excited about!

This year, my co-planner and I decided to do what we saw a sixth-grade ELA teacher do - collect the sticky notes that students are supposed to bring in. I found this awesome big jar we've had at home for awhile. Now we have a place for them, and everyone will be able to use them!

When I did our first read-aloud (First-Chapter Friday - Ghost Boys was yesterday's pick), I thanked the students for listening so well, even though I hadn't gone over that expectation. One student said, "We know when to be quiet." I smiled (NOT through a mask - another win!) and replied, "I would think so, but it's difficult to get back into school mode after a summer off. Thank you for practicing this skill with us today." And I felt corny, and old, and totally okay with all of it.

I'm grateful for all the last two years has taught me. (I won't go so far to say I'm grateful for the challenges that have helped me learn these lessons, but I suppose that's really what it is, right??) I know there will be more tough lessons in the future, should I choose to see the challenges as a tool for learning. I always learn the best from my mistakes, rather than from someone just telling me how to do something. I hope these lessons stick with me for the next six years, and I hope this year is much better than the last two as a result. 

Lessons I'm Using

This blog... it's been all over the place. It's true to it's name, however, for I am CONSTANTLY learning. Life has offered up many challenges and time for reflection and then time to put to use what I'm learning.

My first week of the 2021-2022 (2022?!) school year is finished. We had three days with staff only and two days with hallways jam-packed with students. I'm tired, and I'm happy.

Usually when I think I "learn" something, I go ahead and make that same mistake again. I kick myself in the pants and get frustrated that I didn't actually "learn" that lesson. For my first sixty days with students, I'll be sharing #LessonsLearnedDuringPandemicTeaching via Twitter - one per day. I know I'm going to make more mistakes, but I think I may have actually learned these things I've done each day this past (first) week...

Five Lessons Learned that I'm Actually Using:

Stay hydrated - I drank all the water in my huge water bottle!

Don't use time to complain - I don't think I complained about anything. At one point, I sympathized with another teacher (or group? I can't remember), but I didn't add my own two cents. Instead, I shared what I liked about the new situation.

I can't help in some situations, and I have to be okay with that - This lesson was brought home by Mandy Froehlich in one of her presentations or articles shared awhile back. Last year, I let everyone else's stress become mine. My stress hangs out in my shoulders, then leads to migraines that made teaching more difficult than it already is. This year, I listen, maybe ask a question, then note in my mind that this is not for me to fix. If I think of something that can help, I'll share, but many people just want an ear that listens. I can do that, and then I can move on to what is important in my own life. I haven't needed pain medication yet this year.

Be Present - I know some people balk at the "Teach Like a Pirate" gig Dave Burgess has going on. I don't think they've read the book or heard him speak. (I wouldn't have asked the Burgesses to publish my own books if I didn't believe in the message.) The "I" in his pirate acronym is for "Immersion." When I read the book, that was the one lesson I thought I took away from it. I knew I'd have to be my best in EVERY class, not just the classes before lunch. I just had to immerse myself in the moments. I'd gotten away from this lesson, however, and now I'm back! I need to immerse myself in every moment. Be present in every moment. Good or bad, happy or sad, I need to LIVE it. This past week, I didn't multitask. I gave my full attention to what was going on around me. I soaked it in. It was good for me.

Go slow / Take things as they come - There were a couple of times I wanted to tell the kids something else that was related to something we were sharing, but I let it be. The kids dictated what came next, and I was still able to share that bit of information, just at a later time. Another time, a student came to me asking about his locker right when the starting bell rang for class. I used to stress about these things. Instead, I followed him to his locker. It took me less than a minute to help, and when I got back to the room, no one had hurt themselves - or anyone else. So far, so good.

I don't regret anything I did or said this week. The start of this school year, masked, full classes and hallways, has been just dandy. I'm looking forward to putting more lessons to work for me in my 27th year of teaching!

My School Year Prayer for 2020-2021

My Prayer / Hopes / Dreams / Wishes for 2020-2021 - a year like no other.

At the start of my 26th year as a teacher, I pray...

...for the teachers, that they may make the connections they seek, and that they are a beacon of light to their students on this difficult journey.

...for the parents, that they find balance in work and play and school and discipline and really listen to their children and learn along with them.

...for the children, that they find school engaging, relevant, and are aware that we all love them and want to help them learn and make their world better.

...for the parent-teachers, that they find childcare and balance somehow.

...for the administrators, that they not act until they know in their heart they're doing the right thing.

...for those who want in-person schooling the way it was, that they find patience and perspective.

...for all - strong internet.

...for those who are scared, that they find ways to keep covered and distant until we find a vaccine, and that they reach out to others who will lend an ear.

...for those who spew hate, that they find quiet and peace to another route to try.

...for my family, that I may not bring sickness home with me, and that they, too, stay safe and not share it amongst themselves.

...for myself, that I may find strength to combat hate with patience, be creative with ways to know my students through a screen, and that I may continue to try to look after my own mental and physical health while trying to be the best I can be in the classroom.

...for those I have left out because I still have a ton to learn in my own life, that they may know there are people in the world trying to see you, trying to hear you, and trying to include you. 💚

------------------------------

Photos from my school (which has educators teaching students who are home):

First days - meeting in the gym.

I threw away my footstool/seat & Yvette's (broken but usable) gaming chair. 

Karen threw away her blue round seat, too.

This is new (to me) furniture, borrowed from another classroom. It now fits 15 students.

Specific Ways I Will Be an Ally

I've been writing this blog post all summer. It was going to be titled "Specific Ways I Will Be Anti-Racist in School This Year" until I quickly realized I need to be this way ALL THE TIME. EVERYWHERE. Writing it for all to see will not only hold me accountable, but I hope it will help you, reader, with tools you can use alongside me, as an ally to our children and peers of color. I do not have all the answers. What I have here is a beginning.

From today-years-old, I pledge to do the following:

When I hear something from a peer that doesn't sit right with me, I will stop whatever I'm doing.
I will say calmly, "I'm uncomfortable with something that was said."

If I hear it in the classroom, I will stop whatever we're doing.
I will say calmly, "I just felt something shift in the room. I wonder if anyone else felt it."

I may follow up with any of the following:

• Who else was uncomfortable?
• Why do you think I am (or "we are") uncomfortable?
• I don't find that funny.
• We don't use hurtful words in our school.
• I'm surprised to hear you say that.
• That statement was racist. Why do you think it would be racist?
• What do you mean by that?
• Tell me more.
• What point are you trying to make by saying that?
• Did you mean for that statement to be hurtful?
• Using that word (or those words) doesn't help others feel safe or accepted here.
• I'm having a "yeah, but" moment - can you help me work through it?
• I need time to process. Let's come back to that in a moment.
• Do these words unsettle you? I have some resources if you're willing to learn more and be more comfortable talking about it in the near future.
• We wake up each morning and want to do what's right for our students. Let's focus on the impact those words could have on all of our students.
• Let's confront challenges together, even when they're uncomfortable.

Besides using the language above...

• I will have these phrases ready (literally in my pocket).
• If someone else speaks up before me, I will echo their message with support.
• I will ask students how they want to feel in our class. We will curate their answers and make a plan as to how we can accomplish this. I will share my responses with students (above), so they have tools for helping our classroom be all we want it to be.
• I will provide students phrases to use when they feel prejudice against them, such as, "I don't feel good when you say that" or "I don't feel respected right now."
• When I provide book talks, I will add descriptions of the authors. For example, I may say, "The author of this book, ____ is a cisgendered Black American woman." Calling out the authors will let students know that anyone can become a writer, let students know that I support writers of all races, genders, etc., and it will help me make sure my classroom library becomes even more diverse. 
• When students are in partners or groups, I will ask them to first find out a difference they have with each other, and then something they have in common.
• I will post a message that says, "Black Lives Matter." I want my students of color to know they matter to me just as much as everyone else. I want them to know our class (in-person and virtual) is a safe space. (Thank you for pointing that out in a webinar on Aug. 6, 2020, Dr. Tron Young.)
• I will create a space of curiosity - where we all have room to learn from multiple sources, especially each other's stories.
• I hope to have an activity or writing prompt where I can ask students, "Share your earliest memory of race" or "When where you first instructed about race" or "When did being your race first impact you" or "How has being your race impact you?" (I'd love help with wording this one.)
• I will work towards finding a way students can change the skin tone of their "reactions" via Zoom, so we see our differences in color in multiple ways.
• I will use Rudine Sims Bishop's idea of "Mirrors, Windows, and Sliding Glass Doors."
• When we are discussing ideas for school, I will inquire as to which perspectives we're missing.
• I will continue to read (voraciously) and share perspectives of BIPOC.

If I do not speak up against biases or prejudices, it means I condone it.

I will make mistakes.

I will work towards being comfortable - with being uncomfortable.

I will renew my pledge to be an ally and to be anti-racist each and every day.

I will continue to strive to be a better person and better educator.

Resources I've used to help me with what I plan to say or do:

• Speak Up at School
• Use Media to Teach Better, Know Better (PBS)
• White Fragility Reading Guide
• On Race, Being White, and Education Right Now
• Mindset Changes Needed for More Equitable Schools
• Flipgrid Community Panel Discussion on Race, Equity, and Justice
• So You Want to Talk about Race by Ijeoma Oluo
• This Book Is Anti-Racist... by Tiffany Jewel

Would you like to join me in this pledge? Put your name in the comments below, along with your Twitter handle, and I'll connect with you once a month to see how we're doing and where we can use more guidance.

The Dreaded Check Engine Light

Three and a half hours into our six-hour trip pulling the camper trailer to Cedar Point, we were laughing and sharing thoughts and ideas. Hubby and I are great travel companions.

"The check engine light just came on."

Silence.

Why is it, when the check engine light comes on, we gasp or become worried, when it's supposed to HELP us? Bob (Hubby) has a more positive outlook about it. He says the check engine light is a sign of something we're going to need to take care of.

My "check engine" lights are as follows:

• A headache is creeping down, and my neck has some nasty thick taut wires.
• I snap at something my husband says.
• I growl at something my students do (or don't do).
• Yawns are happening in the morning's shower.
• I'm dehydrated (checked by the level of my water bottle).
• I snack (a lot) after dinner.
• I cry. Sometimes for "no reason."

These signs show me I need to take better care of myself.
     My engine uses fuel to go.
     My check engine light shows me I'm low on fuel.
     My fuel is food, water, sleep, and peace in my mind.

When fuel is low... what do you do to fuel yourself?

The start of this school year had me teacher-tired to the max. Here's what I've done about it:

• Gotten outside whenever I could. This might only mean putting the top down on the convertible - everybody would benefit from having a convertible, in my opinion - or it may mean taking one class outside for a lesson, to read, or simply for a break. It could also mean getting out for a walk or a bike ride. Even 10-20 minutes fills me a bit. Since it's in the 30s here now, it means walking outside, or sometimes even simply sitting outside (as my body is telling me I must be going to hibernate soon...)
• Gone to bed earlier. I don't want this to be a habit, as I feel way past my 46 years when I head to sleep before nine... it worked for me in September. I'm now back to my 9pm bedtime.
• Eaten better. I loaded up on vegetables when I should, and got plenty of water throughout my day, even if it meant I'd head to the bathroom between classes. When there were treats in the school office, I took one, and then I didn't take another for home or for my lunch the next day.
• Stayed calm in school. When things weren't going well in class, I stopped. I breathed. I regrouped. I began again. I think the students caught my vibe, as well, and they, too, calmed down a bit. When the team of teachers was frustrated about something, I'd simply listen, and this kept my blood pressure steady.
• Talked. I've talked with my husband. I've talked with my teacher friends. I've gotten support from them, because they seem to know what I'm going through.

Now that we're in the middle of our second term already, I find I need to remember these tips, as that "teacher tired" may sneak up on me soon once again before it's time for our winter break. Hence the reason for me sharing them with you now.

What are your tips when you're low on energy? What am I missing?

Thanks for sharing in the comments below, so all readers can learn from you!

Not the Perfect Start

Well, it was not the perfect start to the school year I was hoping for…

Last week was our first week of the 2019-2020 school year. The first three days were with teachers, figuring out our rooms, and figuring out which students needed which accommodations, which had allergies, birthday planning, etc.

The very first day that students came, Thursday, was hectic to say the least. I went through that day with sore shoulders and neck and the start of a headache. Some classes on Thursday were 15 min. long, and a few were 90 minutes long, depending on which classes we had. It was a go-go-go day. Waking up Friday morning, I believe I was as tired as I have ever been. I’ve never felt “teacher tired“ like that before. Before I even ate my breakfast, I threw up (I couldn't find a way to put this nicer). I figured it must be the start of a migraine, and it had been my plan to not have a migraine this entire year ahead.

The students I have this year seem to be happy to be there and ready to learn (for the most part). I was supposed to be happy and ready to teach. I had read myriad articles, listen to myriad podcasts, read inspirational quotes, and was ready to be well this year. Teacher wellness has been on my mind since the ‘17-’18 school year when I had five migraines to contend with. During the ‘18-’19 school year it was down to three. This past Friday, I was not happy to teach. I was hurting, exhausted, and was skeptical of how this school year was going to go.

What had happened to my plans for being well? Here’s what I’ve been doing:

• Vitamin B-complex (supposed to help prevent migraines)
• DanActive once a day (this kept me healthy when my mom was going through chemo)
• Water every day
• Eat relatively healthy
• Walking outside whenever I can
• Getting outside every day (my relaxation)
• Learn / practice something new for 30 min/day (the banjo)
• Read & Write
• Plenty of sleep (to bed at 9pm)

What was good about the first two days was the students, and my attitude in front of the students. I was calm. I was patient. I was enjoying their ideas, suggestions, and comments. I feel as if this will be my best year yet (as the last few have been)! I am doing more upfront in regards to sharing WHY we’re doing certain things in the classroom, and I’m less reactive to things said or done. I’m listening more, and things are going smoothly.

Another good note - some teachers were chatting about asking administration to change the first day schedule, as well - that should help exhaustion levels of both teachers and students next year. 

I pushed myself this summer. I thoroughly enjoyed each day, yet I didn’t stop to relax as much as I normally would during the summer. I often do “too much” or “too many things at one time,” and this summer was no exception. It’s time I slowed down my HOMEwork, so I can handle the schoolwork.

My plan moving into week two is very similar to my summer plans:

• Vitamin B-complex
• DanActive once a day
• Water every day
• Eat relatively healthy
• Walking outside whenever I can
• Getting outside every day
• Practice the banjo for 15 min/day
• Read (& Write if time)
• Only look at social media in the mornings on weekdays
• Plenty of sleep (to bed at 9pm or before)

I was fortunate to get outside THREE times on the first day of school (with homeroom and my second and third classes), and then again for lunch and my last class on Friday. I’m excited to keep this up, as I believe it’s healthy for us - for our bodies, souls, and the culture of a class. 

As I reflected today by writing, I notice my teacher wellness took a nose dive Friday. I guess that’s what happens when your body has taken a toll. I’m all better today, and I’m relaxing for the week ahead. I’ve gotten outside with the top down on the convertible to go for a walk at the arboretum with Hubby (see the photos below), had my water, finished my banjo practice (20 min outside), and am going to read a bit. I only spent 30 min on schoolwork yesterday, and will only spend 30 min on it again today - just not right now. This writing has helped me see that I simply had a set back in my health. I’ll probably catch a bad cold or get sick at some point this school year, as well, and that’s to be expected, no matter how much DanActive I have. ;) 

--> I’m going to remember the advice of Dan Tricarico in The Zen Teacher: 

Do something for YOURSELF every day. (For me, this means getting outside.)

--> I’m going to remember the science Lisa Bush shared in Teaching Well:

We cannot run on fumes. It’s unhealthy for our body and our mind.

When we’ve got the MOST WORK to do, that’s when we need to take

time (30-60 min.) for ourselves.

--> I’m going to remember David Irvine’s quote in Lisa’s book (above):

“Self-care is more than a luxury. Self-care is a responsibility.”

--> I’m going to remember what Matt Miller keeps sharing -

MED - The Minimum Effective Dose:

When you’re a teacher, the work never ends.

I don’t need to make everything perfect.

I only need to make it work well for me and our students.

 

What are YOU doing this school year to stay happy and healthy?

A Master List

I love to have an organized (as much as possible) Google Drive.

One file (spreadsheet) I have in my drive each year is a "Master" list.
I've made a copy YOU can copy and make work for you HERE.

Click the hyperlink above, open the spreadsheet, click "File," then "Make a copy" so you can have your own!

Each tab is explained here:
*NOTE - The "2/4" on any tab is simply my first class (it's a block of two periods - period 2 and 4). I make a copy of these tabs labeled "2/4" for my 5/6 and 8/9 classes. It's not in this master form, because I have no clue how many classes you have. 😉

ALL - This tab is where I keep everything vital that is kept on our online PowerSchool system. I like it all in one place. It's easier to find for me here, and I can add IEP information, parent notes, or whatever. I can also organize them by class, last name, homeroom, etc.

HABIT TRACKER 2/4 - The habit tracker is what I use to track habits - positive and negative. It's kept on a clipboard in the room, and I add to it daily, depending on what students are standing out. Keep track of behaviors week to week help me communicate with students and parents with concrete data. I've modified this page MANY times, and I explained it more in this post from 2015. It's very useful, and that's why it's the second tab on this spreadsheet.

Positive Comm - Yup. I keep track of who I email home for positive notes. I don't want to leave anyone out, and I don't want to "bug" parents "too many" times... I mark it green when a parent responds, so I know who is connected and who I may need to reach through different means (phone call, different language, paper note home...).

Email Long Lists - Because I have a hard time making new groups each year in my GMail, I simply copy the emails from the first tab here - one for my classes, and one for homeroom. When I email, I simply have to copy and paste into the "BCC" section (to keep the email addresses confidential). I need these lists for our two-week updates, at the very least.

Confidential - Any behavior plans or health issues guest teachers (formerly called "substitute" teachers) may need goes here. I print it out and put it in the guest teacher binder for days I'm out.

Birthdays - I organize this one by date instead of by name. I delete them once we recognize it in some fashion.

Homeroom First - Just a spot to put my homeroom kids here - first names first. I print one out for the first day of school, so when students tell me their names, I can write down how to say them. I use this list throughout the year to check in permission slips, etc.

2/4 First - Same as above, just for my class (and I'll add 5/6 and 8/9, too).

Convos - First names only here - I put them all in, and when I pass them out to students, they cross out their own name. This is for various discussions we'll have with others in class. I hope it promotes getting to know EVERYone. When you chat with someone, put the date in the box next to their name. You don't chat with them again, then (for whatever activities we'll be using these for), until that first column is full. There are two on a page so I have half sheets for each child. I don't remember the teacher (on Twitter) who called it a conversation carousel - sorry!!

Fishbowl - First names here, too. I use this when we're practicing fishbowl discussions, so I can share the results with students - as a whole class or individually - as we reflect.

Summer Reading - At the start of the year, I'll pass this around to the kids to see who read which books off our list. This information will help me when we chat about them, or put them in groups for book talks about these books the first few days.

MAP - We use NWEA's Measures of Academic Progress as one test, and I like to give students goals for the next time they take the test, so I keep the info here, and only share with students when they ask or when we're setting goals.

Notes - Just a note-taking sheet of sorts.

Choice Topic - Once we're in choice mode, this helps me keep track of who chose to do what - whether it's what type of feedback to receive (video or written comments), what they'll share for "Teach Me Your Talent," or what they'll choose to research, etc.

*Another NOTE - My own tabs will be in triplicate, as I have three core classes, so I'll have three Fishbowl pages and three Summer Reading pages, etc.

Please let me know in the comments if this helps you this year, or let me know what you would add to this master spreadsheet!

Choosing the "Right" Words...

...was so difficult for this writing-on-all-the-Ticonderoga-pencils gig to prepare for school to begin!

After I started writing one set (I eventually made three sets of 30), I thought more about the words I chose, and how one slight shift can make a huge difference.

For instance, if I wrote "be kind," it sounded like a demand, or at least a request. By changing it to "thank you for being kind," I'm making an assumption (usually a no-no) that they already ARE kind, and I'm still encouraging kindness. I modified it even more - "thank you for choosing to be kind," as then students can see it as a choice they have. They often think they have no choices. This is one they can make on their own, every chance they get.

I found many of my words meant the same idea, and were said in many different ways.
"You matter" is now written as "you are important," "your perspective is worth sharing," "we need your ideas," etc. Words strike people differently, and I didn't want to leave any messages unclear.

Here is one set:

The words I used this time around:
     Smiles & laughter:
     People smile when they see your smile!
     Your smile lights up our days!
     Smiling makes you happier.
     Your laugh is infectious.
     Keep smiling!
     Life is good.
     Regarding tough times:
     Dream big!
     You can do this!
     You've got this!
     You will persevere.
     Keep on keepin' on...
     Embrace the struggle. (Added thanks to @innovatenlearn.)
     Reach out if you need anything.
     Appreciation:
     Thank you for being caring.
     Thank you for your positive attitude.
     Thank you for being you.
     Thank you for being a friend to others.
     Thank you for choosing to be kind.
     What are you grateful for? (The grammarian in me wants to say "For what are you grateful," and then I think... these are for 7th graders. Would they relate?)
     Mattering:
     You matter.
     You are important.
     You inspire others.
     You are loved.
     You have a contribution to  make in this world.
     Your perspective is worth sharing.
     We need your voice to be used for good.
     We need your ideas.
     This world needs you.
     We're happy you're here.
     Our lives are better with YOU in it.
     Be the change you wish to see. (Thanks to @blocht574.)

Then... My husband came in from the garage to show me his progress on his newest whirligig that he's making for a friend of ours. I saw that Ticonderoga tucked behind his ear - it looked naked! I asked him if I could write on it. I wrote, "Your creativity makes others smile." I know I'll be doing this once I run out of these pencils... For each student that needs one, I'll look at them and find a personal message meant just for them, and then find that ultra fine point Sharpie!

I'm thinking of pre-sharpening them when I get to my good pencil sharpener at school... Too much??

Please comment below any messages that you might share with your own students!

The Wall

It was a beautiful day to be at the beach. Sure, the water was only 54 degrees, but the niece and nephew were in it, playing for hours. Bob and I were sitting, soaking up the sun, watching the kids squeal and splash, when a family came by with their chairs and supplies. They began to set up a line of chairs in front of us. It was no big deal, really. We could still see the kids over their chairs - most of the time. I stood to see the kids at one point, and one man in the group said, "Oh, we're not in your way, are we?"

What do you say to that? Bob quickly replied, "Hey, whatever. Don't worry about it." He's my polite man.

I sat back down, and then ... it happened. We saw their chairs more clearly. Maybe I should say we saw ALL of each chair more clearly. They were the kind that have a hood of sorts on top. After a very quickly orchestrated maneuver by one of the women in the group, all five hoods were up, and then a towel was put over each one, to make the wall complete - and solid.

Our new view.

They knew what they were doing from the start. It was obvious they'd done this before. I started laughing. I took a video. I took this photo. I thought it must be a joke they have going - How many days this summer can we make a wall in front of people and get away with it?

Now what to do? How do we react in this situation? What do we say, if anything?

Bob got up, and said, "Let's move." He found a place not too far away, and started moving our (smaller) chairs and bags. I started fuming then. I do not like confrontations, but... but... nope. I do not like confrontations. So... I decided to - nonchalantly - stand in front of the person who did not go in the water. I stood about ten feet in front of him, hands on hips, watching my niece and nephew. For maybe one full minute. Well, at least until he got up to get something from one of their coolers they'd brought. It didn't make me feel any better.

I did it again, later, in front of one of the women. I counted seconds this time, because I wanted to stay there for at least three minutes. I didn't feel any better.

---------------------

I think of this wall and wonder how I'll respond to negativity at school, to things I know are not right, to words that are rude. Will I simply walk away and find another spot? Will I ask them a question back? Will I make a stink of some sort?

Afterwards, will I "could've / would've / should've" until I'm dizzy from my thoughts? Will I forgive myself for my new mistakes I'm sure to make? Will I be able to let go of guilt and move on with my day / week / month?

I worry about the start of the school year.
I worry about making the right decisions - reacting the right way.
I worry about not thinking things through before I respond.
I worry that my responses won't make me - or the person I'm responding to - feel any better.
I worry that I won't say the right things.
I worry that I'll ask leading questions (such as "We're not in your way, are we?").

I have these worries, and I need to push them to the back of my thoughts - not front and center. No matter the mental, emotional, or physical walls / obstacles / problems put up this school year, I am not going in blindly - I do have a plan.

My plan for this school year (and every school year):
     Breathe.
     Keep myself mentally and physically healthy.
     Be the best person I can be every day.
     Remember that each moment is a chance to start again.

Does every teacher go through these worries at the start of every school year? What do YOU do when these feelings strike? How do you mentally prepare for a new school year? As always, I'd love to read your thoughts in the comments below.

Getting to Know You...

Asking students for feedback is always a double-edged sword. You're going to get answers that you love and cherish, but they might as well be invisible, because the answers that are tough for you to read seem to eclipse anything bright and cheery.

This year is no different. I've got a fairly (very?) long survey I offer students. (It changes from year to year, but click here for this year's version.) Some complain about it, and some seem to enter their most deepest secrets as they type, type, type their answers.

Here are a few reasons why getting to know students is oh, so important...

Last year, during the last week of school, I asked students what went right this year in ELA - what could they celebrate? In one class, they started talking about all we did NOT do... I was actually thanked for not yelling at the kids, or telling them I'm going to chop off their knee caps or light them on fire. Their words - not mine. This year, I have students who are fearful of such a thing - yelling or embarrassing them in front of others. Granted, sometimes I feel as if I'm "too nice" - on days when I have patience, I can calmly let students know what I need from them, and then slide on over to students who need help or are acting out and quietly have a discussion. Hearing that students will be embarrassed if I raise my voice (or - Heaven forbid - threaten them) reinforces the fact that I need to stay patient. I'm sure, just as with every other year, there will be a day when my own issues or troubles creep into the classroom and I snap a bit and get loud and sound strict. Maybe it won't happen this year - maybe I can keep in mind that many of my students have specifically asked - through the survey - to not be yelled at or cut down in front of the class. Makes me think of Brene Brown and shaming once again...

More than one student has already written a cry for help for ELA class - either for reading or writing - sharing how difficult it is for them.

More than one student has an "annoying" sibling that makes it hard for them to do homework. And at least one of mine misses a sibling that just left for college.

One student has said that both parents are busy - please give him extra time to get in papers signed.

Many of them have great questions for our class that they didn't share during our first week together. Now I can share the answers this week, and calm some of their fears.

Some students are coming to our classes with a chip on their shoulders - they've not had positive experiences up until now, and they're already not looking forward to being with us. It's good to know it's not always personal - some of them come with some baggage that I wouldn't have been aware of had I not asked...

Here are their answers this year to "The perfect teacher is..." I'll be asking them to be the same.

Of course, this is changed and added yearly to our classroom blog here. :)

A Pleasant Surprise

Second day of school - first "normal" ELA classes.

I've spent two days doing what I love - with a great group of students. It's the end of that second day, and a new staff member to our school appears in class. Yippee! I introduce her to students, and she easily becomes a part of our day. Students finish the reading challenge, we chat about what they did well and where they can improve, we go over materials needed for tomorrow, we chat for two minutes on building stamina for reading starting tomorrow, and we move to the front of the room for "storytime." ;)

I'm able to read The Important Book by Margaret Wise Brown to my students, just as I describe in Shift This (and in this blog post)...

This last class of the day actually acts differently from the first two - they are a gregarious bunch, and they actually react to what I'm reading instead of patiently waiting for me to finish. They make faces showing they don't agree with the text, asked a few questions under their breath or to a friend, and quickly did not agree with the author when she said the "most important thing about an apple is that it is round." THAT was refreshing to know. When it's like pulling teeth to get my first two classes to discuss, this class will be active, I'm sure.

Thank you to Lauren Salsinger for this photo to capture this lesson I love...

Green Lights

I've been on a roll lately - green lights every time I drive, bike, and even walk! Oh, how sweet it is to not have to slow down and instead just keep cruising...

My 2018-2019 school year is full of green lights, as well. The start of our year so far has been very positive - the message has been to "build relationships," "share your strengths," and "love your work." Oh - and another one - it is not expected we are checking our school email after 4pm!

Meeting with my closest ELA colleagues and work friends, the message has been, "Why not?" and "We could try it!" Many years this message appears and then drops off, but this year it seems it may become constant - thank you to our administration for this leeway, as well!

I'm not going to question WHY. I'm going to imbibe in the HOWs.

My own personal goals for this school year - to revisit when it becomes more difficult:

• Students come first.
• Do not compare yourself to others.
• Don't loan your brain out to negative thoughts.
• Do not boast.
• Exalt others.
• Be a role model for students and peers.
• Be grateful for all you have.
• Listen to concerned parents and share what you love about their child.
• Remember that you are a professional - continue to research and share findings.
• The kids need you.
• Go outside, put your shoulders back, head tilted up, and breathe.
• Know that you are loved and blessed.

I seem to have this feeling at the start of EVERY school year. I'm full of excitement and anticipation and... dare I say it... I'm ready. I'm ready with the ideas of many other educators, previous students, an open heart, and more research to come.

There will be challenges; I'm realizing after 23 years that the year will not be perfect, no matter how hard I try. Gratitude gets me through challenges, so I thought I'd make another list that helps those red lights turn green once more. I'm so very grateful for...

Love
Health
Family
Home
Food
Choices
Courage
Research
Faucets
Plumbing...

I could go on and on. I'm also grateful I'm in a position where I can slow down and stop at those yellow and red lights, to reflect and recharge. We can do this. Teaching is most likely one of the most stressful professions. It can also be one of the most rewarding.

I truly believe - with all my heart - this will be my best year yet.
I pray that is it also my students' best year yet.

Here's to the 2018-2019 school year!

What are your green lights this year? What are you excited about?

First Days Poetry

For a few years, my co-worker and I have been reciting the poem "If I Were in Charge of the World" by Judith Viorst to our classes the second day of school (our first day with classes is too short). We then provided students with a template, and they chose one or all stanzas and wrote their own versions. Of course, we'd model one, as well. The last few years, however, about 1/4 of my students said, "We did this last year!" So... it was time for a new poem.

"Introducing a New ME" by Kelli Dakos

We know many 7th graders like to share about themselves, and I'm sure we'll learn a lot from them by what they write. (This poem, however, reminds my husband of Toby Keith, and that just makes me like it even more.) 😉

I thought I'd share my version here, to mark the occasion of my students starting a week from today!

That's version 1.0. I'm sure I'll come up with other ways of writing it before the week is through!

What's YOUR "New ME"?

Immersion

I turned down presenting near Cape Cod MA the first week of school.

Massachusetts? September? Oh, how beautiful it was, I'll bet!

Miss the first five days of school? I wouldn't. I couldn't.

Plus, I didn't write Shift This so I could go present. Travel is not my favorite thing (unless it's Hawaii in February - I can pack for that). I like consistency. I had already been presenting "plenty," sharing the benefits of Genius Hour learning, and lately the lessons I've learned from shifting the culture in my classroom. Since school has started, I've been totally immersed in school.

I've been trying to create a community of readers. We've begun our newest pilot, which results in me and my ELA counterpart planning day-to-day. It's tough feeling like a rookie again (and again and again - every year), but it is what it is.

I've been trying to shelter my students from anyone joking, "Just kill me now," teasing from so-called "friends," the stress of a test coming up in another class, and even the fear of getting a "B" in ELA. I've got many students I want to take home and protect from the world.

I've been trying to stay immersed with students in school because of all the pain that comes once I step back into the "real" world. Cars beep at me for not moving (even though I see the ambulance coming behind us), people tweet accusations at each other, perhaps because they feel braver not saying it to their faces, friends in Houston, TX are still battling flood damage, relatives in Naples, FL are helping neighbors clear roads, Puerto Rico is in "apocalyptic" conditions due to Hurricane Maria, and Mexico is coping with earthquakes! All this - only in the Americas. It's as if I can't find enough time to learn of all the other problems in the rest of our world.

Courtesy of Pixabay

My biggest lesson from Teach Like a Pirate by Dave Burgess - be immersed in the moment.

So. What HAVE I been doing?

Well, Wednesday night this past week, I spent creating a new video for parents. We've got a new online gradebook, so I created NEW directions for parents. Hopefully, with this video "how to," they will delve into their child's classes on the new site and spend time looking at feedback and next steps.

My time this Saturday was spent getting ready for midterms in 7th grade. This is tough when you don't give marks/grades throughout the quarter. And how phony this seems! Why am I spending so much effort on this? Why do so many people still obsess about grades? Yet here I am, reinventing the wheel once again - because I don't want to cause waves with parents, and because I want students who want "As" in every class to be comfortable not knowing their grade. Yesterday, I created this midterm for this quarter this school year. (We haven't even gotten to writing yet! That unit is next in the pilot. I am excited for the day when we can mesh both reading and writing workshop... soon, I hope!) How easy it would've been to just look at that electronic grade book and KNOW who should get a midterm report?! Here is what our new midterm in ELA looks like (today - who knows how it will change by the time I decide to copy them tomorrow morning...):

This will be a mix of my information (I'll fill it in tomorrow) and the students' information (I'll pass them out and ask them to fill in the parts with the arrows on Tuesday).

Just thought I'd update readers - I feel like there's nothing I can do to help the rest of the world right now, so I'm focusing on what I can - my tiny corner of the world. I'm immersing myself in my classes, and hope to have some sort of effect on 68 students who join me for ELA class.

They Just Sat There

Our first few days of school are built around getting to know each other, and establishing some sort of routine. The first day I have students goes way too fast! We read First Day Jitters by Julie Danneberg, and I share that the first day of school is nerve-wracking for me, too.

The second day of school, I read to them part of The Important Book by Margaret Wise Brown. We discuss the "most important thing about an apple" before we read that page. At the beginning of chapter two in Shift This, I explain why I read this book to my scholars...

This year, I found myself going one step further. I went back to the page in the book where the author says that the "most important thing about snow is that it is white." WHITE?! I looked at my new seventh graders, and said, "You just sat there. You didn't say anything. Your faces didn't even give me any hint that you disagreed. You just SAT there. Is the most important thing about snow that it is white??" They immediately shook their heads and provided some of their own answers, which included wet, cold, falls from the sky, makes us have to shovel, great for sleds, for making snowballs, etc....

I nodded and repeated their ideas and then I felt myself getting agitated. I added something along the lines of, "Still. You just sat there. I think years of school have done this to you. Years of being asked to sit quietly and listen. To comply. For sure, I want you to hear my words - I feel as if I do have some wisdom to impart, but I also want you to ask questions - to share your opinions - politely, of course. When we are reading something you disagree with, I hope you ask us to stop for a moment and consider your thoughts and ideas, and we will, in turn, listen and respond to you."

I went on and on (rambling, ironically, as they sat there listening) until finally I said, "Thank you for listening and considering what this year could be like. I'll get off my soap box now."

As I reflected on it this weekend, it hit me - THIS is why my classroom management skills are lacking! THIS is why I have never gotten "distinguished" as a whole on the Danielson framework! I've been okay with it in the past - knowing I have tons still to work on, but now I know one giant reason why. I want my students to (eventually) run the class. It's messy!

I set the tone at the beginning of the year that I'm here to listen to students, and respond to their ideas. I'm here as a guide... a facilitator. I'll give them lots of time to practice, make mistakes, and practice again. I'm okay with the extra bit of noise or transition time if what we were working on was valuable to their learning or improving. Although I don't make working on my classroom management a priority, there's no doubt I'll continue to brush up on my classroom management skills year after year. However, that word "manage" may always strike a sore spot with me, due to personal reasons. I don't feel as if I need to earn "distinguished" in that realm. My students just sat there when I said the "most important thing about snow is that it is white." I don't want that. I want them to speak up when they think I'm wrong. I want them to stand up for something they believe in. I want to hear their ideas, and know that they're thinking - not just consuming.

I get many comments via Twitter. I'd LOVE to read your comments down below - keeping the comments all in one spot helps me when I revisit this idea. Please help me understand my position and help me grow by leaving me YOUR thoughts, ideas, and stories about this subject!

Quick Tip #29 - Teacher Growth

Don't judge...
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Quick Tip #28 - Teacher Motivation

Let's make this our BEST YEAR EVER.



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