#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.

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...

May

It's May.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

She's Scared to Ask

Last quarter, as I conferred one on one with Christine (not her real name), she confided in me that she's scared to ask for help.

On her own, she wrote a new goal for fourth quarter: Ask for help when I don't understand.

This past Friday, she hadn't turned in an in-class assignment. I went to her and asked, "Do you need help on the assignment you haven't yet turned in?"

Her reply was a head nod.

I then asked her, "Do you remember what your goal for fourth quarter is?"

She softly replied, "Ask for help."

I asked her to take it out so I can help her with it, and help her get closer to achieving her goal.

Penciled in - right on the assignment - she'd written, "I'm still scared to ask for help."

I looked her in the eye and reiterated, "I'm here to help."

-----

I'm so glad she was able to tell me her thoughts in our meeting at the end of third quarter. What great feedback for me!! I was aware that it was something to celebrate. However, I still confided in a coworker how meeting with Christine was upsetting to me, and that I didn't know what to do to fix it or help her. How can she be scared of me? ME? I feel as if I'm very compassionate in class. I feel as if I praise so many little things students are doing so we have a positive relationship. I feel as if I'm approachable and allow time for students to talk with me. How could she be scared of ME? My coworker tried to assure me. She, too, was scared (maybe that wasn't the exact word for her) to ask for help from any teacher. She, too, didn't participate. She, too, did her work, did well, and then went on with her day.

Yet here it is again. That feeling that I can't do enough. That feeling that I need to do much more.

I will continue to sit and chat with each child. I will continue to make great eye contact, smile, and praise for efforts, word choice, patience, etc. Yet it looks like I'll always need to do more.

I'm reaching out to my PLN today - what can I do to help students who are scared to ask for help?

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!