#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.

"She's like I would be in the future had I not met you."

Grocery shopping. Bob (Hubby) and I are walking the aisles, and he ends up next to an elderly woman and starts talking with her about something he'd just seen or heard. She kept walking, either not hearing him or ignoring him. He smiled, said, "Have a nice day," and then we got the butter.

Bob will talk with ANYone. ANYwhere. About ANYthing (except politics and religion). Earlier in this shopping trip, he asked an employee how his fourth of July had been, and they were engaged in a lively discussion for about a minute before they parted ways. Bob and I have been together for about ten years, and he's had this affect on me. I can now conjure up the courage to strike up a quick conversation with someone, whereas I would have hesitated or walked away ten years prior. He's shown me how. He's shown me that people like to talk about themselves - just ask a question.

That was yesterday morning. Today he said something to me about the woman ignoring him, and I replied, "It's okay, Love. She's like I would be in the future had I not met you."

It struck me then. I needed to write this down. How might I be (unwillingly and willingly) affecting the people around me at school, students and peers alike? I've got a fairly new team of teachers to work with this year, so I'm going to think about how I act in the classroom.

Burst out in song (and dance, at times) - I LOVE to sing. When we play music in class (as students are walking in or during some other activity), I'll be singing my heart out if I know the words. I'd love it if, when they left me, they considered bursting out in song when they hear their favorite tunes, too.

Calm - in the face of chaos. I'm not always calm - like when we're celebrating - yet I am calm when there's an emergency, blood, a scream, a spider, etc. I can be calm when I need to be. Most of my seventh graders are working on this; some have no desire yet.

Considerate - of their ideas. I love to ask students what they think, how they would change something we're doing, and then when the tides turn and they simply tell me without even being asked, I love to take the time to take their ideas into consideration in front of the class. I ask, "How would this benefit us? What might be a problem we encounter? Other ideas? What does everyone think?" I actually push this idea and ask my students to practice it when I have an idea I'd like to try. If they poo-poo it early, I ask them to ask the class those questions, as well, to consider the idea before they judge it so quickly.

Honest - I never lie to my students (unless you count lying by omission - for their and my benefit). I tell them that up front, along with a story of how I used to lie all the time from when I was about 12 until maybe 22 or so. (Feel free to judge - I was bad.) This also helps me tell them that I'll spot a lie a mile away, so just be up front and truthful with me. I respect honesty and will be more upset if they lie than if they tell it to me straight. I have no need for lies in my life, and I hope they do respect my honesty.

Kind - Of course. Right? Is this a given? I hope so. And I believe all teachers are trying to help their students be kind to one another, as well. Big time. At every grade level.

Life-long Learner - I am always seeking more information. Reading, blogging with questions for others, YouTube how-to videos, asking my students for more information and their stories...  This summer I'm doing a 30-day challenge (hopefully it will last all 67 days of my summer) so I can learn how to play my banjo. I hope my students see this drive in me to continue learning, no matter how old I get. I hope I can inspire them to follow their own interests and goals IN class, and then take that OUT of class once they leave me.

We don't have a crystal ball to see the future... We do have the choice to be the role model we believe our students need. I will choose my words and actions carefully.

via Pixabay + Keynote + GIPHY

How might your students change a teeny bit after they have met YOU?
What is your hope for them?

Comments welcomed and appreciated, as always. Let's keep the conversation going!

This blog post goes out to all those fabulous educators that constantly influence me... THANK YOU for the kind word, the nudge, the ideas, the conversations, and the kindness you have shown. You are true role models and I have grown because of you. I still have much more growing to do, so thank you for staying near! Hugs!

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

Duolingo Lessons Learned

I'm on a 170-day streak on my free version of Duolingo. And I'm excited about it.

Let me backtrack - I took four years of French (7th, 8th, 9th, and 10th grade). Then it got difficult, and I wanted an easy life. So... I started Spanish in 11th, and continued it in 12th. My senior year I added a year of German. In between, I took a week of Russian offered through our library, and two American Sign Language classes in the summers offered through the community college. I went on to teach students who are Deaf or hard of hearing, so the sign language helped, obviously. The rest of the languages helped when reading or watching some movies, but that was about it.

During the 2017-2018 school year, I had a student who, when he started at our middle school, did not speak any English. We had another one this year. They both spoke Spanish at home. We've also had students who only speak Russian or Polish or any number of languages... and then they are immersed in our culture and become assimilated fairly quickly. I'm always amazed at all the English they know when they graduate 8th grade! I'm amazed that they become fluent in (at least) two languages so quickly.

This year, just before winter break (?), I thought it was time to brush up on my Spanish. Duolingo was the way I decided to refresh myself. I currently complete at least three lessons every morning, and I LOVE it. When I have extra time, I add another quick lesson. I wondered why there was such a draw for me to this app. I'm toying with the idea of buying a year's worth of the PRO version, as I have iTunes gift cards from my parents that I haven't used yet. It's pricy, but who knows? It may give me the help I need to feel comfortable speaking with someone (who is very patient!) in Spanish.

Here's what I've learned about why I'm so excited to use this app. Of course, reflecting on my own lessons learned brings up questions as to how I can provide this type of learning in my own class:

• I don't receive a grade. I simply am told if I'm right or if I'm wrong. If I'm wrong, they provide the answer, and then they give me the same question again at the end of the lesson. Knowing I'll be asked again helps me focus on the feedback they provide. No grades - feedback only. THIS I know how to do (after four years of practice)!
• I'm now listening without looking at the words. I'm trying to figure out what they're saying before I look at the words. I feel I need this challenge, and I can choose to challenge myself one day and take it "easy" the next. How can I include different modalities for my students to learn?
• Now that I know how the words are spelled, I can focus on the accent marks. I didn't care about them before, because I'd still get the answer "right" even though I didn't include the accent marks. I feel like I can handle them now, and feel proud when it doesn't give me any suggestions about them. How much does me "picking on" students' grammar in their writing affect their desire to write more?
• When I'm doing well, it becomes addicting. How many lessons can I get in this morning? Can I do just one more before I leave the house for school? Can I do another easier one before we head out for the day? When I'm doing well, I run the batteries down on my phone. How can I encourage my students to try more lessons on their own?
• When I'm busy in the mornings, I can choose easier lessons. When I have time during my day, I go back to longer lessons and feel proud when I move up a level on those. When do I let my students choose an easier vs. a more difficult lesson?
• Since I begin my day with it, I find I practice it for the next half hour in my head, often unknowingly. My husband will ask me a question, and I'll try to answer in Spanish. I find myself thinking in Spanish when the topic is familiar. How can I get my students thinking about reading and writing throughout the rest of their day?
• When I see my other team ELA teacher (who used to teach Spanish!), I know I can practice with her. I can also practice with my students. How can I provide more time for my students to "practice" reading and writing with master readers and writers?

Reflecting on my use of Duolingo reminds me of a quote I have kept from George Couros - Are we simply aiming to engage students, or genuinely empower them? 

I feel empowered after more lessons on this app.

I want to learn. 

I want to be able to communicate with new students who feel isolated.

This type of learning is relevant to me, because I'll be able to USE it and feel good about myself.

What are more ways I can do this for the students in my own care?

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

2018-2019 Digital Scrapbook

JUNE
- The day after school gets out... I found myself at Edcampd13 in Bloomingdale, IL. Got to hang out with Kim Darche and a teacher from my own school - Sue Klarner!
- Remast conference - hosted a two-hour healthy grading workshop and then gave my very first keynote presentation! (No evidence that I was there except for this photo of all of us - LOVED working with pre-service and new teachers!) Gooooo Jackrabbits!

- ISTE - downtown Chicago. Mixed feelings about this one - the application process was INSANE, the cost was OVERPRICED for educators (even presenters), and getting there was a hassle. I can't imagine how those that came from out of town felt. With all that being said... I was able to meet (some old friends) these passionate educators (one of the best things about such a large conference):

 

 

 

 

 

 

JULY & AUGUST
- For some reason, there was one week in July when I was asked to do podcasts...
   I Wish I Knew EDU - Teachers on Fire - Shawesome Education
- BLC18 - Building Learning Communities - now THIS is a conference I LOVE. EVERY SINGLE TIME.  Olivia, Pana, Aaron, Alan, Caitlin...  just a few of the MANY MANY passionate educators who were there to support each other and our messages. So very grateful for this first larger audience Keynote opportunity, as well! Shift the Language!!

 

    

Thanks, Paul Bogush, for this photo of the Grand Ballroom at the Park Plaza!

- I "attended" three online summits! #StrobelSummit, #DitchSummit, and #HiveSummit

September
- I was able to be in on the ground floor when Teachers Connect hosted it's first "chat!"
- Hooray! I was accepted into our middle school committee that's discussing standards-based grading!
- EdCampML (middle level - their first!) was held at Concordia University just north of Milwaukee. Beautiful campus, and passionate teachers attending. I came home with a bottle of wine for my raffle prize... another first!

October
- EdCampWalkersPoint (their first!) was held at their newest middle school in Milwaukee, and had the BEST edcamp lunch EVER! Maybe half or more of the participants had never been to an edcamp before, so there were some quiet sessions at first, but each teacher seemed very passionate about what they do.
- Educators Grow Podcast with John Wawczak

November
- My district sent me to the Secondary Reading League's 42nd Day of Reading - with Cris Tovani!
- Teach Better Podcast with Rae Hughart and Jeff Gargas

January
- 10-Min Teacher podcast with Vicki Davis
- The cold did not stop us from heading to #EdCampMadWI. I brought homemade cards and blank cards and proposed a letter-writing session! I'm hoping to do this at every edcamp I go to from now on. It was very valuable for the six of us that were there. Afterwards, Bob tried his first Wisconsin cheese curds!

- P3 Podcast with Noa Daniels - I've GOT to try this with my students!

February
- I was able to visit Dunlap CUSD #323 (#323Learns) to be their keynote speaker and facilitate two sessions on healthy grading and one on personalized learning. Look who I was fortunate to see - and they sat in the front rows to support with smiles and nods! If I could've changed anything, it would be that I could learn from THEM in their sessions! Stefanie Pitzer, Stefanie Crawford, and Jodi Gordon, Don Sturm, and Mandy Ellis!

          

- I was able to "attend" ICE19 "after-hours" three days the last week in February! I was able to meet "old" friends once again, see a pal from Boston, and meet new people! 

Boston pal Matt Joseph BOWLING at the PearDeck party at the Punch Bowl, "Tech Rabbi" Michael Cohen and Shawn McCusker, & beautiful Mandy Froelicher!

April
- I was fortunate to head to Prospect High School (down the street from my own school) to meet with readers of Shift This and try to help answer questions. I shared stories of resistance that were not included in the book, and was able to provide some resources to help with their questions.
- EdCamp Chicago came back! This one was right near me at Lake Park High School on 4/13.

May
- Video conference with Meagan Parrish's peers regarding Shift This
- Video conference with Niki Monkul's peers regarding Shift This

June
- The end of my 24th year teaching... More summer fun this month that will be in next year's year-in-review!

Book Giveaways

Here's the scoop. I was near the end of reading The Zen Teacher by Dan Tricarico, and thought of an idea... Clean off that shelf - at least somewhat.

I quickly rounded up books I'd already taken notes on in my Google Docs, and then started typing in the notes from the ones I had highlighted and written in but not taken digital notes yet. Once I stacked them up, it was a pretty tall list. It made a lot of room on my shelf. I did NOT round up the books I like to take with me when I present (I have a duplicate copy of Pure Genius I'm keeping), the books I still use for reference, the books my district provided for a book study (those will stay in our school), or the books that I just love dearly and can't let go.

I accumulated the following books in various ways...

• I won some at EdCamps. 
• I won some through raffles, or by answering questions in presentations.
• I was sent some to review on this blog.
• I was sent some because my work or a quote was in them.
• I was given a couple because I'm loved.
• I traded Shift This for a couple of them.
• I actually purchased some.
• I'm a connected educator. You aren't yet? It's time to become connected.
• None of them were purchased by my district or school to use for the classroom (one was for a book study outside the ELA curriculum).

I read them in various ways...

• I highlighted some.
• I wrote notes in some.
• I wrote a chapter of one.
• I used sticky notes in some.
• I took digital notes for some.
• I highlighted, wrote in, and took digital notes for some.
• I used some to help me with Genius Hour or going without points/marks.
• I actually didn't read some of these, or started them and realized they were not for me (and I'm not telling you which ones). Reading is so very personal - we all have our own tastes and needs when it comes to books. I hope you win one and it helps you on your educational journey!

They're in various conditions...

• Some are in perfectly new condition.
• Some are written in.
• Some are highlighted.
• Some are signed by the author(s).
• Some have sticky notes (although I tried to clear most out).
• Some pages are dog-eared.
• Some bindings are broken.

I'm celebrating...

• life
• my 40s (I'm loving my 40s and there are 40 books here)
• our profession
• being so fortunate to have owned and read (most of) these books,
• being so fortunate to have learned from them, and used the authors' words to transform my thinking (and teaching, in many cases),
• books, in general, and...
• the fact that WORD SHIFT comes out this summer! 

HOW TO HAVE A CHANCE TO ACQUIRE ONE OF THESE BOOKS:

• You must provide an address in the United States. (It costs the price of the book for me to send it elsewhere - I'm so sorry to my friends on other parts of the globe!)
• You must look at the book descriptions online to find out what they're about if you don't already know.
• You must fill in the Google form below.
• You may fill in the form multiple times.
• You must wait patiently for the month to be over.
• All winners will be announced and contacted by July 1st.

I understand, once these books are out of my hands, they are yours to do with as you please. I only ask that you do not sell them. If you don't want the book after you read it, please give it away. Please do the research to see which you can benefit from, and which to leave to someone else. Winners' names will be added to this post after the contest is complete. The books are in order here by title:

Assessment 3.0 by Mark Barnes -- WINNER: ANDREW BROERE
The Best Lesson Series: Literature - 15 Master Teachers Share What Works edited by Brian Sztabnik -- WINNER: SANDRA HENDERSON
Book Love by Penny Kittle -- WINNER: KERRY HANNING
Code Breaker by Brian Aspinall -- WINNER: KAREN BURKE
Common Core English Language Arts in a PLC at Work Grades 6-8 by Douglas Fisher and Nancy Frey -- WINNER: BRITTANY SCHMIDT
Digital Citizenship in Action by Kristen Mattson -- WINNER: JOSHUA BODEN
Ditch That Textbook by Matt Miller -- WINNER: KRISTEN WILTON 
Drive by Daniel Pink -- WINNER: EMILY PHARMORNSUWANA 
Eight Myths of Student Disengagement by Jennifer A. Fredricks -- WINNER: JENNA MOLLER
The Element by Sir Ken Robinson -- WINNER: KIMBERLY ISHAM
Escaping the School Leader's Dunk Tank by Rebecca Coda and Rick Jetter -- WINNER: MIKE STEIN
Falling in Love with Close Reading by Christopher Lehman and Kate Roberts -- WINNER: CONNIE HAMILTON
The Flexible ELA Classroom by Amber Chandler -- WINNER: MEGAN LEE
Flipping 2.0 compiled by Jason Bretzmann -- WINNER: DAVID ISBELL
Flipping Your English Class to Reach All Learners by Troy Cockrum
Hacking Assessment by Starr Sackstein -- WINNER: TRACY MAILLOUX 
Hacking the Common Core by Michael Fisher
Hacking Education by Mark Barnes and Jennifer Gonzalez
The Human Side of School Change by Robert Evans
Instant Relevance by Denis Sheeran -- WINNER: MEGHAN KESTNER 
It's Like Riding a Bike by David M. Schmittou
Kids Deserve It! by Todd Nesloney and Adam Welcome -- WINNER: JULIA GALVAN
Make Writing by Angela Stockman -- WINNER: VICKI STUCZYNSKI 
The Passion-Driven Classroom by Angela Maiers and Amy Sandvold -- WINNER: AMY BROWN
Pure Genius by Don Wettrick -- WINNER: MARIE BOWERS
Reading in the Wild by Donalyn Miller -- WINNER: ELIZABETH GONSALVES
Reclaiming Our Calling by Brad Gusftason -- WINNER: TRACY MITCHELL 
ROLE Reversal by Mark Barnes -- WINNER: AMANDA DAUPHINAIS 
Shattering the Perfect Teacher Myth by Aaron Hogan -- WINNER: TJ RAINES 
Spark Learning by Ramsey Musallam -- WINNER: LAURA VON STADEN
Steal the Show by Michael Port
Stories in EDU compiled by Jason Bretzmann and Kenny Bosch
Teaching with Tablets by Nancy Frey, Doug Fisher, Alex Gonzalez
Thrive: 5 Ways to (Re)Invigorate Your Teaching by Meenoo Rami -- WINNER: MARLA DUNCAN
Unmapped Potential by Julie Hasson and Missy Lennard -- WINNER: LISA GAEDE
Well Spoken by Erik Palmer
What Color Is Your Brain? by Sheila N. Glazov -- WINNER: MORGAN BOLES 
What Connected Educators Do Differently by Todd Whitaker, Jeffrey Zoul, and Jimmy Casas -- WINNER: TRACIE ROBERSON
Who Owns the Learning? by Alan November -- WINNER: KATHRYN FINCH
The Zen Teacher by Dan Tricarico -- WINNER: KAREN FIELD

Update 6/30/19:
I am NOT looking forward to only one person winning each book! I've got to get over the guilt of not being able to send one to everyone, and instead, be happy that I AM able to afford to send these off to good homes.
Winners will be announced TOMORROW!

30 Seconds

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

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

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

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

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

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

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

Quick Tip #32 - One Big Idea

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Legacy

While reading Fewer Things Better by Angela Watson, I came across the chapter of "Aligning Time with Priorities to Build a True Legacy," and I stopped reading. She caught me off guard. I hadn't a clue what I wanted my legacy to be, nor had I ever really stopped to think about it. I've always wanted to "be a good person," but HOW do I want to do this?

Another question I had to consider was, "What do I want to accomplish in my life?" I took out my notepad and jotted down my accomplishments up until this point. Of course, the first things I thought of were all the things I have NOT done. You don't need to see my list - go ahead and stop reading to create your OWN.

Next came the wondering... have I accomplished what I wanted to accomplish in my life? Well, not if I don't even know what legacy I want to leave. I checked out Angela's workbook pages that go along with this chapter, and still had a difficult time. I had to think of "legacy" as not something HUGE, but small somethings. What would people say about me when I'm gone? What will they think I stood for?

As I wrote down the ideas that came to me throughout the day, I considered their importance. I feel as if they're all connected, as they all work with each other. As I wrote each one, I considered my school days as of late. Some students are in the mindset that school is already over for the year. It seems as if they're asking, "Why should I care about Mrs. Kirr or her class?" It's been difficult to be patient with the disrespect I've been seeing - towards me and towards classmates. This week, however, when I began to write this information down about who I want to BE, I saw my students differently. I acted a bit more purposeful. I wanted to show them who I wanted to BE. I wanted them to know that I'm not budging from these priorities in my school and home life...

What do I want people to think of me once I'm gone from their lives? I hope they say "Joy (Mrs. Kirr) was...

• caring, kind
• inspiring to teachers / a leader
• a role model for kids and peers
• herself - and proud of it
• a reader, a writer, and a constant learner
• grateful, which made her happy... and
• present in each moment." *

* I'm currently working on doing this at all times - it's difficult for this multi-tasker, but it will keep me mentally healthier and happier, I believe. I've been working on it since reading Teach Like a Pirate in 2013 when Dave Burgess talked about IMMERSION!

Oh, I want more, for sure. I want to be more giving - of my time and resources - to those outside of my profession. I am not in that season of my life right now, however. I feel that will come more when I'm retired and can focus on others in my community and at large. What do YOU want? What kind of life do you want to lead? I believe we all have our own legacy living in our hearts. Once we get the words straight in our minds, they will affect our actions. And once we know we're doing what we need to do for our heart, we'll be able to take care of ourselves and those young learners in front of us so much better. Things will fall into place. Our profession won't seem as overwhelming. We'll be able to be better teachers of students first, and curriculum next.

I've noticed that since I've written these down, I have already changed a few of my actions. Word choice on my tweets has changed even further, because I'm practicing being more present, I'm less judgmental, I'm more at peace with what is, not thinking of what could be, and I'm calmer. Simply calmer about issues that arise. It's only been a week, but considering what I want others to think once I'm gone has (dare I write it?!) helped me mature.

Resistance - Revisited

I was on my way to visit a group of local teachers who'd gotten together to for a Shift This book study. I had been asked to share stories of the resistance I've come across from our community.

I hadn't prepared anything, and didn't think it was necessary. If someone asks me to do a video chat with their group who read the book, I gladly agree if we can make a time work. No cost - it benefits me just as much as it does them, as I always hear something new or am asked a new question that helps me think and reflect once again. This time I wanted to show up in person since they were from the high school district that my own students will attend when they get to ninth grade. It's so much easier to feel the vibe in the room in person than through a computer screen.

I was driving the ten minutes or so and wondering... what is it about resistance that makes the shifts I've made so difficult? Why is it so hard for me to deal with resistance? Why does any sort of resistance break me down a bit (and often even make me cry)? Am I that unsure of myself and what I'm trying in the classroom?

Thinking back to the huge shifts I'd made (namely genius hour and going gradeless), I realized something that will help me the next time I encounter resistance. I would not be making these (difficult!) shifts without huge reasons for doing so. I made these shifts because I want my students to learn more of the curriculum. I made these shifts because I want to help make the curriculum stick. I made these shifts because I want my students to be lifelong learners. How can that be wrong? If parents or other teachers have a problem with that, I simply need to go back and share my "WHY."

I told this to the group at the high school, and also told them that if it does NOT work for a child, I'm free to backpedal. I'm free to discuss with them what's going on and make a decision with them as to what to do next. I truly want what's best for students, and I'm doing what I can in the limited time I have.

It's been a quiet year this year when it comes to resistance (knock on wood). Maybe it's because I communicate with parents every two weeks and also send good notes home. Maybe it's because I've been "gradeless" for a few years now, and parents have talked about it and figured it won't kill their children. Maybe... just maybe... it's because they, too, think it's a good idea and will help their child focus more on the curriculum and less on a letter or number.

It's time I shift my own thoughts about resistance. It's time I looked at resistance as simply another chance to chat about what we (together) believe is right and good for the children in front of us.

Let me know when you have a Shift This book study and want a virtual (or real) visit! I'd be glad to answer any questions and share any resources I can.

Teaching Well

I'm in the midst of Spring Break.

I want to do it all.
I want to read books that my students might love.
I want to write blog posts that teachers can read and be inspired by or learn something from or question and comment.
I want to catch up on movies I've been told are great - DVDs from the Library, as we don't have Netflix. I know - I'm on the "older side."

Knowing that I'm on the "older side" of teaching, I want to do more than school work. I want to live a full life BEFORE I retire. Currently, my husband and my students are my entire world. I am constantly seeking balance between school and home.

Today I'm doing a bit of both... it's part of my newest mental wellness plan. It's time for another book review - thank you to Lisa Bush for this next one. It was such a surprise to see it in my mailbox, and I got reading right away this January! (Because I was trying to take care of my mental health, I put writing about in on the back burner until I felt sure I would follow through with her ideas!)

I haven't yet shared about a book I was provided called Teaching Well by Lisa Bush (@purplesemicolon on Twitter and YouTube). If you can take just ONE of her ideas for having a healthier work life, you can probably be a bit more balanced with home life. One quote that stuck with me right from the start: "We have a right to live a rich and creative life beyond the classroom walls." Work for teachers does not end. There will always be work to do. At some point, we need to close the door and leave work behind. Instead of just surviving, we'd should be able to thrive. Therefore, we need to make the difficult decisions to put ourselves first. We are better, stronger, kinder teachers when we take care of ourselves. We canNOT run on fumes.

Another idea stuck with me - when we are the most overwhelmed with work is when we NEED to stop and make time for ourselves. Simply 30-60 minutes is all we need in order to recoup some of the energy we need. Lisa shares four pillars of wellness:
     1. Prepare for a good night's sleep.
     2. Manage stress.
     3. Put nutrients into your body.
     4. Stay hydrated.

When I began Teaching Well, I had two of the four figured out (sleep & nutrients), and I was working on the hydration. (I've been hydrating well since January!) I knew I needed to work on managing stress better, so that is one reason why I felt the need to end the #ShiftThis chat. There are other things I've done since then, as well, such as try to get outside every day. In the winter months, it gets dark so fast - so I've made walking as soon as I get home a priority (running is done for me - too much on my knees - waiting for biking weather next). Since many days I could not walk in the daylight, I got out in the dark anyway, and I've learned to like walking in the dark (no worries, Mom - I'm safe). This March, my husband has come on many more walks with me than in the past, as well, and it's helping his life, too.

What I loved most about Lisa's book is that she's got the science behind the ideas - the PROOF that teachers need to do a better job of taking care of themselves so that they may better take care of their students. As I flip through it again for this blog post, I have many notes that say "share with students." I have not yet shared these parts with them - probably because I had not yet practiced what I would be preaching. This is another point she makes. We, as teachers, need to practice all of the things we wish our students would do - whether it's reading for pleasure and research, writing, or getting a good night's sleep and eating healthy.

She's got some great ideas about working collaboratively with other teachers, changing the way we look at learning, and chunking tasks for preps and after-school time. We cannot "do it all," and we need to be okay with being mediocre at certain things, so that we DO have the energy and time and patience to give our students AND our families our best selves. Bonus - if you teach ELA, English, or the Humanities, you'll truly appreciate the specific ideas she throws in for us.

A bit of this book reminded me of The Zen Teacher by Dan Tricarico (@thezenteacher on Twitter) that I had read just this past November (see more here). This school year has been the year I've really wrangled with doing what I feel I need to do to stay mentally healthy.

I wish the same for you - Do your best while remembering to take time for yourself!

#ShiftThis... The Chat

The #ShiftThis chat is coming to a close a month from today. I need to explain my reasons WHY.

I. Love. The. People. The group of teachers that show up want to change things in education. They want to shift students' audiences (get the community involved!), assignments (towards more relevance!), attitudes (growth mindset, anyone?) and much, much more. You know who you are. I am so very grateful to all the passionate educators that have taken on moderating the chat on Tuesday nights. Take a look HERE at all of the fabulous moderators! We couldn't have had those wonderful chats without your valuable contributions.

So why is it ending? Technically, it doesn't have to end. Anyone can pick it up at any time and use the hashtag to share questions or ideas about shifting the classroom, school, district, or education in general. I am stepping down as facilitator, a year after I stepped down as the moderator. YOU can still be a moderator and I will support you by helping you publicize your topic and date and time!

I haven't answered the question, I know. There are myriad reasons why I feel the need to step down from the chat.

• I do not like to "sell" the chat. I feel that my Twitter feed should be much more than that, and yet I feel that when a person looks at my feed, all they see is #ShiftThis. I want to be able to celebrate others' ideas more than my own.
• I didn't write the book so we could have a chat dedicated to it. I am glad we had the two-year stretch so people now use the hashtag to share their shifts, and I hope to continue to see shifts educators and administrators are sharing.
• I feel out of touch with teachers on Twitter lately - I've lost touch with some educators because I'm totally focused on the one hashtag and creating tweets for advertising it that I miss the time browsing my feed and checking on those people that were there from the beginning for me. I know our connections morph as we use Twitter more, yet I don't want to lose sight of those educators who mentored me and have always been there. I want to support THEM now.
• I need to put my feelers out for other chats I could jump into and out of as they come by. I'd like to try some that I haven't been able to attend, since I often feel that one hour a week online in the evenings is enough for me. Tuesday at 7pm CST is a VERY popular time for Twitter chats. Sooo many good ones going on at that time. I'm excited to be able to join and learn from other chats and educators I feel I've been neglecting.

I have gained so very much from the inspiring educators who have joined the #ShiftThis chat the past two years. Thank you for all you contribute - to our chat and to many others! I love the fact that we are #BetterTogether, and I hope you continue to connect and contribute - #YouMatter!