Blog Challenge Lessons

This post is week 8 of 8 in the 8 Weeks of Summer Blog Challenge for educators. 

It's list-making time...

1. Any educator (or any person, for that matter) can make a blogging challenge. Penny Christensen shows us how here!
2. I can be accountable to a challenge I didn't even expect to do.
3. I can appreciate Penny creating a blog challenge - it must be a bit difficult! Thank you, Penny!
4. I don't like to be told what to write. I kept looking at my lists of things I'd wanted to write about, and I tried to match them to the question I was supposed to be answering (even kind of for this one).

To answer the prompt for this week: What will I keep from this blog challenge moving forward?
     I know I don't like to be told (or suggested) what to write, and will continue to keep this in mind when I'm asking my own students to write as I have in previous years. It's pretty engrained now! I feel I write better when it's something I NEED to write.

Have you started blogging yet? Do you need a nudge? The "resistance" chapter (9) in Shift This has reasons WHY educators should blog (at least as a personal reflection tool), and LOTS of help is here for you on this page of the Weebly. If you need a reminder, tweet to me @JoyKirr and let me know how often you'd like to write. I currently remind two other educators, and can easily add you to the list!

Please keep writing - and share YOUR thoughts and ideas. You never know who you'll impact, and how far it will reach. 💕

BLC Brave

#BostonStrong and #BostonBrave are hashtags that reek of resilience of Bostonians in the wake of tragedy.

After attending the BLC (Building Learning Communities) Conference for my sixth (and final) time, I'm thinking of bravery - from Bostonians and others from around the world.

So many educators are much braver than I. Every time I attend, I'm amazed at the travelers that make it here. I'm nervous about making a flight, and they're coming from Australia, South America, and Lebanon...! I met a young lady named "Miracle" and an older gentleman named "Rejoice." Of course, everyone speaks English, and many are fluent in at least one more language. I feel surrounded by educators that are so caring and know so much more than I do.

One instance of my own bravery was the healthy grading session I facilitated. I've done this before (thanks to Matt Miller pushing me out of my tech zone when he asked presenters to do something without tech for his Ditch Conference in 2017), and every time the success of it depends on the participants. This time, teachers were very respectful of each other, played "devil's advocate" with excellent points, and brought up concerns many teachers have. I heard from one participant that "things felt a little hijacked" at one point, so that tells me that I could try to limit participants' responses, as some were using more speaking time than others, for sure. Those that participated were brave - others could disagree with their points at any time. I'm so glad we had as much lively discussion as we had!

Due to Stacey Roshan & Bobby Pollicino's session on staff meetings, I started a Flipgrid of "gems" I've learned at BLC this year. I wanted to do one grand one, but did six smaller ones... If you attended, please add your ideas - adding your two cents not only shows your bravery; your take-aways can affect countless students! If you did not attend, please check out what we've learned.

Caitlin Krause reminded me of my own fears when it comes to being brave once again in her session on storytelling. "The reason sharing is brave is because we must be vulnerable and trusting and open to judgment. Remember this - We each have a voice. We each have a story to tell. Our stories - and those of countless others - matter. When you share a part of your story, you're sharing is a gift. Take the risk, and be interested in others' stories, as well." Yes. Yes. Yes.

She shared these fears...

[adapted from Writing for Your Life]

Yes. Yes. Yes.

Good friend and educator in my own district, Carrie Baughcum came to Boston on her own to share her passion for learning mascots and visual thinking.

Seeing her get comfortable reminded me of her bravery. I don't know if I could travel alone to a place I've never been before... My favorite time with her was connecting and sharing stories from our families, yet it's Sylvia Tolisano's quote she brought up that will stay with me for a long time.

It's not simply about running. This quote can be applied to ALL of our learning. It can be applied to our bravery, as well. I'm not sure what chapter I'm on when it comes to bravery; I only know many people will be braver than me, and many people won't be as brave as me. And that's perfectly okay. There's no need to compare where we are on our journeys.

Please keep sharing your stories. Please keep listening to other people's stories. Let's learn together.

If you'd like to see other lessons I've learned from this conference, check out the BLC tag I've used through the years. Thanks for the great times, Alan November and all the passionate, caring educators I've been able to learn alongside these six years. I truly appreciate all your conference has done for me and for my students.

I'm using this as my blog post #7 for the #8weeksofsummer blogging challenge - I'm not sure where I am on my "summer learning journey." I do know that I'm moving forward, and that's all I can ask for.

One Shift for 2019-2020

I've been meaning to write about this, and I'm glad this week's (week 6) prompt in the #8weeksofsummer blog challenge has this fitting question:

How are you planning to implement change next school year?

One of my larger changes to make next year is the "Question of the Day" (QoD). For the last few years, my QoD has looked like this, and has been near the front of the room by the door:

"When you eat dinner with your family, do you exude good manners?" - Yes, Sometimes, No.
One student added - "I don't eat with my family."
This was very telling, as I found out the boy who created the column ate by himself in his bedroom each night.

I reused the paper questions from year to year, and students also created their own questions (some of the best we had). My reason WHY for the QoD is in Shift This was originally for attendance and to provide a place for students to share their opinions. Not everyone answers, however, and I found that I loved hearing the chatter around the questions better than using it for attendance anyway. I loved seeing extra columns (such as the one above) that spoke volumes about the students and got me to head over and talk with those students further.

One shift I made last year was another board with more magnets with student names on them. That one looked like this, and was further in to the classroom (near the far wall):

My reason WHY for this SEL component is that the social-emotional status of my kids is not something else that I put on my plate - it IS the plate. Knowing how my students are doing will help me set the tone for the class. If they're not emotionally ready to learn, it doesn't matter what I do in that 80 minutes of my time with them. So... we talked about how to find where your magnet goes for when they walk in the room, and we started sharing ideas as to how they can self-regulate, depending on where they are in the quadrants. This is a simplified "mood meter," thanks to the ideas from Marc Brackett and his RULER approach.

WHY I'm shifting this aspect once again...
Not everyone was moving their names under the QoD, and it's a royal pain to set up each morning (I know, I know - it's not crazy bad, just enough to really get under my skin by the end of the year). It also has to be "multiple choice," and I'd love to ask students more open-ended questions. I want to move the SEL "mood meter" to the front of the room. I want that to be more prominent and I would like to take it more seriously. Also, I think I can ask more open-ended questions in a different fashion. My co-worker Karen next door would also like to have discussion questions at the start of every class. Therefore, we're going to use questions students created towards the end of last year, and the questions I've been using. I'll house them all on this document HERE, and we'll project a different one each day. (This document will always be under construction. It's kids' ideas, my favorites, and certain ones are day- or content-specific questions. I also have to be aware of the students in my room and make sure to not trigger any traumatic experiences. The questions I've used before are here.)

What I'll do...

1) Move the questions of the day to the projector - to start our day with students discussing the question with each other. After a month, I'll have them use something called a "conversation carousel" of sorts - Everyone gets a list of everyone's names. They cross out their own. They talk with everyone on the list before they talk with them again (there are columns so they can write the date next to the person's name). They can use this to discuss the QoD with lots of different people.

2) Move the SEL mood meter to the front of the room. Some students, I imagine, will not want to be public about this, and I want to respect their privacy. Thank goodness for Tara Mollo who I happened upon on Twitter - she uses cups and popsicle sticks for her students to share where they are on the "Zones of Regulation" scale. Thanks to Tara, I'm going to put colored cups (to correlate with the mood meter colors) below the grid so students can anonymously add their names there. I can then scoop them up and chat with those kids privately without anyone else knowing. I'll also provide coping strategies for students - we'll practice these together, and then students will have tools to use the rest of the year and in all of their classes. Here is a document of what my co-worker Yvette and I have tried so far.

This is my one small yet important shift for next year that I'm looking forward to trying. I think it could benefit all of us in the room, and it's something I know I can incorporate without added work on my part or the students' part.

What change(s) are YOU planning on implementing next year, and what are your reasons why? Feel free to comment below, or write your own blog post with an explanation and share that link in the comments! I'll share it with others, of course, so we can all learn from each other and keep the conversations going!

#WeNeedDiverseBooks

#WeNeedDiverseBooks is a movement that's been going on since 2014.

I've always thought of this from a children's book point of view, and I started looking through my myriad classroom books. I tossed some, gave away some, bought some, and since I've noticed that I do need more diverse books, I've been READING a ton more - so I can share them with my students.

Then my viewpoint shifted this past week when I engaged in a direct message conversation with a teacher I respect about how many of the educator books out there are written by white authors.

This tweet from a different educator I respect - Mike Mohammad - struck a chord with me...

Although I have written one of those, and read six of them, I noticed that a couple of these above are not written by white authors, and that is a good sign. I do believe, however, when we look at the newest educational books that are being published recently, most are written by white men, with white women starting to chime in, as well. Are BIPOC (Black people, Indigenous people and People of Color) not represented enough? (Are they not represented enough in our schools, as well?) I believe they are not. I believe we need more. Since I have not yet read all of them, I don't know if this is true, but are most of these rooted in what we (as authors of these books) know from experience? I know that Jennifer Casa Todd's had references to research, but do any of the others? Mine has links and names of people where I've learned certain things, yet I'm not sure if any of them (except in the homework and grading chapters) are researchers. So I responded to his tweet in a different way...

Are you the next author of a book that will inspire educators to have the courage to address racial inequalities in our lives? Are you the next person future teachers will look up to because you wrote of what needs to be said and done in this newest time of turmoil? Are you the next one to publish a book with research to back it? If not you, who do you think it could be? Please share this post with them.

The author of the blog challenge I'm in asks this question this week - 

I write lots of posts and keep them in "drafts." When I'm finally ready to share my feelings or thoughts, I go back to the post and click "publish." This post was in my drafts for a bit, then I saw the question today for the #8weeksofsummer blogging challenge. Yes. It's not only my goal for this summer, but it has been for a year now, since reading Being the Change by Sara K. Ahmed. 

• Read more books by authors who are not white. 
• Share more writing in class by authors who are not white. 
• Talk about it in class - the races of the authors we read - so students know that they're out there, and we need more of them in our classrooms. 
• Let our students know that THEY can be the ones to write the next book or poem or narrative - and publish it so others hear their stories.

Some (white) people will overlook this post and not share it with the world. I used to understand that; I kind of still do. I am learning that my silence means I'm okay with it. I'm not okay with ALL voices not being heard equally. I try to make sure this happens in my classroom, and I am now trying to make sure this happens in my life outside the classroom. My BHAG? For summer? Nope. For life? Yes. 

Spread kindness. Stand up for equality. Get kids reading. Get kids thinking. 

They're all linked together.

Note: This post does NOT mean that if you ARE white, you should not write. Nonononono. In fact, if you are a teacher and teach writing, you should be writing. We can all be awesome role models for our students through reading and writing - ALL KINDS of books and articles and blog posts. I'm sorry if this post reads otherwise. That was not my intent.

Optimal Conditions for Learning

I'm taking on an eight-week blogging challenge, and the question this week was...

"What are optimal conditions in which to learn, for you, and for students?"

Immediately I had two students in mind. I'll call them Ava and Alvin.

Ava's optimal conditions for learning would include a quiet space on her own, a pencil and paper, in a typical classroom chair at a desk. Ava seems willing to learn anything, any day.

Alvin's optimal conditions for learning would include his music flowing from his earbuds, his computer, on a rolling chair anywhere in the room. Knowing why the learning is important will help Alvin stay motivated to focus.

My own conditions change based on where I am. Right this instant it's in a favorite chair with a pillow on my lap and laptop on top, drink by my side, fuzzy socks on my feet, and quiet throughout the house. I also need a REASON to learn, as that helps with my motivation to continue learning.

I don't know if this question can be answered, except individually. What are your thoughts? Please leave a comment below as to your thoughts and YOUR optimal learning conditions.

This post is week 4 of 8 in the 8 Weeks Summer Blog Challenge for educators. 

Teaching with Transparency

I was asked to present at the first ever USQ Conference - practically in my backyard in Schaumburg, IL. USQ stands for "Unhinging the Status Quo." What a great concept! Here's what the website said:

In order to present, however, I needed to present with students. OKAY! First names that popped into my husband's head were Robert and Rosann - our niece and nephew, going into 8th grade. Hmmm... this might actually be a great idea.

I composed and sent an email to them - asking them to answer without talking to the other one until they were finished with their thoughts. I asked this question: How would you change school (reasonably), and why? They both wrote about different things - homework and tests, bullying and isolation... and yet there was a theme that wove through them both. Teachers need to be more transparent. Here's our opening slide that the kids created:



The day prior to the conference, Rosann told Grandma (my mom) that this is going to be the most important thing she's ever done. That's pressure. I hoped and prayed that she felt the same when we were finished.

After the day we had, this may have been the most important thing I, myself, have ever done for these two young learners / leaders. They were on cloud nine that they could share their message. Other students were able to present and share their ideas, as well. There may have been as many as 20 students from various schools (Michigan, Illinois, and Jack McConnell's family came from Georgia - that's a whole 'nother post) attending and presenting. There were multiple times throughout the day that "non voters" were asked for their opinions, and they often took the microphone and added their ideas to the conversation. I don't know if I've ever seen them so empowered. Oh, I hope they keep this feeling with them as they grow further.

Some valuable tweets I'd love to keep here forever...

Next steps?

• Keep finding ways to open the lines (be more transparent!) of communication among educators and students.
• Keep providing opportunities for student input when making decisions related to education.
• Keep providing opportunities for students to share their ideas and teach us.
• Provide the venue (microphone included!), listen to ideas, follow through using their ideas, and students will learn to trust us and will want to help where they can.

We're working towards providing students with more and more say in school matters. Their voice matters, and their ideas are incredible. Let's keep moving towards providing them with the opportunities to make a difference in their own education.

What are your plans for providing more opportunities for students to provide input and lead?

Many many thanks to Sara Wilke, Dale Truding, and Nancy Wagner for this chance to help these two students (and so many others!) blossom and lead. Many thanks to Megan Hacholski and Michael Abramczyk - the volunteer social media ambassadors who shared our learning so we the rest of us could be truly present. BONUS: Here is USQ's post about Robert & Rosann's message.

This post is week 3 of 8 in the 8 Weeks of Summer Blog Challenge for educators. I went off-prompt for this one. It does relate, as it shows how I can be a leader and follower all in one day - just like at school... 😉

What has contributed to the educator you are today?

What has contributed to the educator you are today?
This is this week's question in the "8 Weeks of Summer" blog challenge.

I was actually thinking of this very thing yesterday morning. We (Hubby and I) were headed to Milwaukee for #USMSpark (Hubby golfs there), and the venue and people are familiar to me. I'd be seeing a few new faces, and I was really looking forward to it. I've been fortunate to be a "featured speaker" in the past, and this year I've only got one presentation, so I could relax and enjoy learning more from others instead of talking. Our keynote speaker Monday morning was Angela Maiers. If you don't yet know her, she's all about helping children do what they WANT to do - what matters to them. Knowing I'd learn from her once again, it took me back to when things started really changing in my teaching life.

In the fall of 2011, I was the one chosen to "volunteer" to pilot curriculum with iPads (I'd never even touched one!), and four weeks later, I'd learned a TON. (I believe I wrote about this story in Shift This.) In February of that same school year, someone in my district thought it would be good if I attended a workshop in Michigan where we worked on a problem - "What's a problem in your school?" was the question Ewan McIntosh asked us, and then he gave us the rest of the day to work on this problem. This jaunt got me started on what was to be called "genius hour," although at that time it was "independent reading" - IN class (wha?! - that wasn't even considered in our school in 2012)!

That summer of 2012, leaders in my district sent me to Boston to attend the Building Learning Communities conference put out by Alan November. It was there that I first heard Angela Maiers. She put me out of my comfort zone not five minutes into her presentation when we had to introduce ourselves to the person next to us and state what our "genius" was. What was my genius? I'd never thought of this before, as I'd never been asked. I remember sitting next to JoAnn Jacobs (she'd come all the way from Hawaii!), and she seemed much more confident than I was. I went with "optimistic," as when I wake to see a new day, I see new starts, new chances, and new opportunities to do what's right. The rest of that hour was invigorating and inspiring. (Today's hour was about how teachers need to know that WE matter, too.)

In fact, that entire school year was transformative. Granted, it was my 16th or so year teaching, but it was only my third year with a classroom. Since then, I've been asking, "What's a problem, and what are you going to do about it?" Since then, I've gotten connected to thousands of educators on Twitter. Since then, I've blogged to reflect on my learning. Since then, I've read so many professional books to help with my teaching. Since then, I've been attending and presenting at many conferences - using some of my district's money, and some of my own and on my own time. Since then, I've been offering as much choice as I can (within the parameters I have) to students. Since then, I've been conferring 1:1 with students every day, and THAT has made all the difference.

Tag - you're it. What has contributed to the educator you are today?

By the way, YOU are a genius... and the world NEEDS your contribution! ~Angela Maiers

This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators. Check out #8weeksofsummer for more inspiration for YOU to write... #nudgenudge

Summer Reading - My Plans

I always want to read MORE. As much as I read over the summer, it's never ENOUGH.

This summer, I have a plan. (I don't usually!)

I'm going to read from two lists, for sure:

     Our SD25 Middle School Summer Reading list - "Reach for the Stars"
          (Kind of not fair, as I've read eight of the twelve already...)

     #ProjectLITBookClub 2019-2020 selections (Follow them on Twitter here!)

When I want something different, I'm either going to choose a book that is on a list of some sort, or an award-winning book - by authors who are not white. Yup. It's time for more diversity. It's time I truly focused on it this time, instead of just being "lucky" coming across a book by an author of color. That being said, I just received a book in the mail from a fellow white educator... I'll be reading that one, as well.

For my students, I shared with them (once again) this page on our classroom Weebly - it's got lots of ideas for summer reading!

Do you have a favorite resource for good books? What are your summer reading plans? Thanks for sharing and reading!

This post was a few weeks in the making. The inspiration to post it comes from this challenge:
This post is week 1 of 8 in the 8 Weeks of Summer Blog Challenge for educators.

Post-Summer Update...
I have now read the following books (some I read years ago) from the #ProjectLitBookClub lists (going across in order):
     A Long Walk to Water
     Amina's Voice
     The Bridge Home
     A Good Kind of Trouble
     Blended
     Other Words for Home
     Merci Suarez Changes Gears
     Crossover
     First Rule of Punk
     Front Desk
     The Parker Inheritance
     The Last Last Day of Summer (abandoned)
     Amal Unbound
     The Benefits of Being an Octopus
     Ghost Boys
     Time Bomb
     Refugee
     New Kid
     Full Cicada Moon
     Look Both Ways
     Ghost (the entire series)
     The Wild Robot
     The Stars Beneath Our Feet
     Wishtree
     Wonder
     El Deafo
     A Very Large Expanse of Sea
     Hey, Kiddo
     Internment
     Monster
     Scythe
     The Marrow Thieves (abandoned)
     The Prince and the Dressmaker