Can I really say that?

So, I’ve been thinking lately, but as my lack of posting here shows, I have not been writing about it. I could and have come up with all sorts of reasons, which I will not bore you with here.  Anyway, I decided to make a list of topics I would like to write about, if I could get myself going.  I love to make lists, which is a post for another day.

But, here’s what happened. A lot of the things I would really like to write about didn’t seem like a good ideas once I took into account the whole “public” part of blogging. I have to say here that I am probably more cautious in this area than many. I have read many interesting blog posts by educators that I would not have been comfortable writing. These were not posts that were insulting or offensive.

I’m not sure how much the public/private school thing impacts this discussion. I, like the vast majority of teachers in independent schools, have a year-to-year contract; I am no longer a member of union as I was when I taught in the Chicago Public School system.  I teach in a competitive independent school market where there are a number of top-notch schools competing for students. If any school’s enrollment goes down because they cannot attract students then there go the jobs. I know that I am completely foolish to write assuming that no one will see it. First of all, I used my name so that it would be more public on purpose and so that I would not be fooled into thinking that I could actually be anonymous anyway. Plus, I know for certain that at least a few of my current class’ parents have seen my blog.

As I said, I have a low tolerance for airing laundry of any variety, unless it’s real laundry, in which case I hang it all outside and my neighbors are welcome to see what color underwear we wear at our house. When I started writing this blog I wanted to write about more than just my classroom.  I was not looking to chronicle the  days and weeks of 5E. There are plenty of things that go on in my room that I am happy to relay to the masses my one or two readers. There are even plenty of mistakes that I have made that I have and would freely share. Where I am having second thoughts is in just those bigger issues that I was interested in from the start.

Here is a list of some topics that I have seen others write that I would be uncomfortable with:

• Ideas about administration reorganization
• Thoughts on how to maintain interest in teaching the same thing
• Opinions about the requirement or lack there of for teachers to use technology
• Teacher evaluation
• Teacher pay
• Teacher evaluation and its connection to teacher pay
• Ideas about balancing supporting students and honestly reporting progress
• Administration’s balance of supporting teachers and parents
• Teacher frustration with student interest level

I may not be as young as I used to be, but it’s not as if I’m about to retire anytime soon. I like and need my job. I am in no way looking to go down in a blaze of any sort. So, I guess I’m wondering what other people think? How cautious are you, would you be, or recommend me to be?

#5thchat to the Rescue

Photo by FreshAlex online used under creative commons license

So, I wasn’t thinking about having a super interesting evening when I got home from school on Tuesday. Honestly, I had a frustrating day and might have been ready to wallow in it, just a little. I figured I wouldn’t participate in #5thchat on Twitter because I just wasn’t in the mood. (If you are not familiar with Twitter chats, there is a hashtag, #5thchat or #edchat for example that all who are participating add to the end of their tweets. Then by using the search option in Twitter or columns in Tweetdeck one can follow all tweets with that hashtag and “have a conversation” with lots of folks you may or may not know.)

Well, I am so glad I did participate! What a chat it was! Sometimes Twitter chats are on topics that just don’t take off or just don’t grab me, and I can’t always guess which ones will be which. Tuesday’s topic was creative ideas for teaching novels. (Here is the archive.) So many great ideas you really will want to read it.

To be honest, I am a gatherer. I gather ideas as well as stuff. To me the gathering and input of ideas and images is energizing. I love a good conversation or brainstorming session where anything goes. One of my colleagues jokes that she like to “watch me think” because she can see the wheels start to turn. Now, she does not say that great ideas are always the result, just that it amuses her to watch my head spin. So, given that I love to gather, this chat was a particularly good one. I finished the hour not only with a renewed energy in general, but specifically with a more positive feeling about the rest of the week.

And finally, I may collaborate with another teacher on a project in January. I’d say for one hour of my time, that’s pretty good return.

Conversations Update

So, I’ve been thinking more about having more individual conversations with my students. And so I told them.

This morning I was updating my class on a few things at the beginning of the day, typical stuff. I also explained, like I did in my last post, that I had so enjoyed talking with a 5th grader from another class and it made me think I would love to get a chance to talk with each of my own 5th graders. I have to admit, I wasn’t expecting much of a response one way or the other.

But, right away a few kids perked up.

• Can we talk about white boards? I am really interested in them right now. (Ok, something else for me to brush up on.)
• Does it have to be about school? (No.)
• This is going to be so fun.

So, I kept going with some logistical options: lunch in the room, before classrooms are open in the morning (Now that it is colder, rather than outdoor play, students have to wait in the lunch room. Not as appealing as the playground.), recess if anyone is interested. I also have a few students who are not able to participate in PE at the moment for various reasons. So, I might grab them during that time.

Anyway, I’m looking forward to chatting with my students and am glad to know that at least some of them are also interested. Now, to think about how not to make it seem like an interview. I am sure with some students it will just become a real conversation. With others it will be harder. I think I’ll start with some of the easy chatters first to warm up.

I can’t wait to hear what they have to say.

(Photo by Timothy Morgan used under creative commons license.)

Dinner Table Talk

So, I’ve been thinking about conversations I do or don’t have with my students. Two events got me thinking about this.

First, I was at school a few Saturdays ago for an open house event. This year there were a number of 5th graders there too. They were adding a student perspective, which I thought went well. Anyway, I had a 5th grader in my room as we waited for the tour groups to come by. We had quite a bit of time to chat. This student is not in my section and so I don’t teach her directly. Well, we had such a nice conversation. It began with movies, turned to books, then desserts, and finally candy. There was a little horseback riding talk in there too. How great to get a chance to know this students.

Second, my daughter had a friend over last Friday for a sleep over. (It was almost just an over as there was very little sleeping. I personally believe that no one needs to be playing with LEGO at 5 am, but that’s just me.) Anyway, my daughter and her friend are in 3rd grade and are both pretty good readers, meaning that they are reading some of the things that I read with my fifth graders or that I read to keep up with the fifth graders, though I am sure with a different level of sophistication. We had a lovely conversation over spaghetti about the books we have read recently. We each had some to suggest to someone else. We compared Harry Potter to Percy Jackson. (FYI, the girls thought Percy Jackson was a better series, due to Harry Potter’s frustrating perfection! My daughter and I are recommending Project Mulberry. I also suggested Cosmic.) Everyone was excited and enthusiastic.

cc flickr photo by Cliff1066

These two events got me thinking about the conversations I could have with my students. I would love to be able to have such intimate conversations with them. We began this process of getting to know each other with our 5E Identity day and students are blogging about topics of their choosing, but after the two conversations I just described I am reminded it’s time to pick up the conversation. Of course, there would have to be many more topics of discussion as not everyone wants to talk about books. I’m fine with that. As I think about my students, I suspect I would need to brush up on some sports stats, a bit about Mars, construction practices, swimming, and geology for a start. I’m ready for yoga, skiing, horseback riding, eggs, art, dessert, books, and general sports.

Now, how to make it happen? I am really committed to this. Thinking about how to work the schedule, I’ve always got the option of small lunch gatherings in the room. Hmmm. The wheels are turning, the smoke is coming out of my ears. I’ll keep you posted.

Any ideas on logistics are more than welcome.

What’s a good average?

So, I’ve been thinking about probability, the probability of getting selected for things.

Last week I heard back from 2 different things I “tried out for.” First, I found out that I did not get picked to be part of Seth Godin’s “Medicine Ball Sessions.” This was not a big shocker as it was a long shot for many reasons. My super-supportive husband, upon being emailed this information, replied, “Seth is dead to me. We’ll drown our sorrows in crafts.” (We were going to a craft show that weekend. So nice. And, side note, I bought a great hat at the craft show. Sorrows officially drowned.) Then, on Sunday I heard that a proposal that I worked on with 2 other teachers did get accepted for EduCon, which is very exciting and a little nerve-wracking at this point.

But this got me thinking about averages. Because it’s all about perspective here. If I think about it as a test average then 1 out of 2 is not so great, to put it mildly. However, if I change my perspective to batting averages, then I’m batting .500, which is quite a different story. So, I’m choosing to go with batting averages on this one. I like the sound of it a whole lot better.

Sometimes is all in how you sell it, even if you’re just selling it to yourself.

 

(Photo by meddygarnet used under creative commons license)

It’s worth a shot

So, I’ve been thinking about Seth Godin. I haven’t been thinking about him personally, but his ideas and writing.

I have read several of his books (Tribes, Linchpin,Poke the Box) and read his blog sometimes. Someone mentioned a recent post of his on Twitter and once I read one, I started scrolling back and read a few more, including one announcing a 3 day workshop he is having. I read the post, followed the link, and applied. We’ll see what happens.

One of the things that I appreciated about his explanation of the event was the value he put on being face to face with people, even if they had already read his books and were familiar with many of his ideas. I am finding this to be true in some ways as well. For example even though I participate in a many virtual communities and think Twitter is super fantastic for teachers, I have really valued attending conference recently. I have attended a number of unconferences or edcamps as well as EduCon and ISTE. Sometimes I get to meet people with whom I have interacted digitally and sometimes I meet new people, but in both cases those interaction, in real-time, were really worthwhile.

So, I don’t honestly expect to be chosen for this 3 day event. It’s not aimed at educators, and I would need a significant break on the cost, but I can’t win if I don’t play.

(photo by Incase used under creative commons license)

Costume or no costume?

So, I’ve been thinking about Hallowe’en. It is not one of my favorite days at school.

Now, I have quite a sweet-tooth. It’s not the candy I have a problem with; although, I see no excuse for candy corns. What I don’t like is dressing up and marching in the parade. Or, to be more specific, I don’t like being dressed up in some goofy costume, like the students, and marching past their parents, who are not in costumes. I would have no problem being in costume if it were just the students. I will do all manner or ridiculous things in the classroom or beyond for my students. I will dress in costume, admit to all sorts of faults and flaws, and generally do what it takes to be as effective as I can be.

I know, I don’t HAVE to dress up. For the past couple of years more and more teachers have been opting out. It’s not officially required. I do it because the kids get a brief kick out of it and I think many would be disappointed if I didn’t. (One of my students, a boy, dressed up as me as a student: school uniform, purple hair, suede boots. Fantastic!)

The thing about it is that it just makes me feel very unprofessional, and I find it uncomfortable to parade in front of the parents in costume. It’s like those silly dress-down/spirit days. I will wear the pj’s, clashing clothes, funny hats every time for the kids. But, one year one of the days coincided with an all school assembly where parents were in attendance. So, here I come in my pajamas (they were perfectly fine-looking by the way) walking my class into the gym.

As I think about it more. I think the issue is that when I am in costume and the parents are not, I don’t like the divide I feel. No one has ever done or said anything to make me feel this way. But it’s sometimes hard enough to be taken seriously as a professional when you teach elementary school. Being in a Hallowe’en costume doesn’t help me.

Does this bother anyone else?

(photo by Kwbridge used under creative commons license)

The Friend speaks my mind

So, I’ve been thinking about 2 things a Friend said at Meeting for Worship last week. Actually, it was after the official rise of meeting when the community was gathered for a celebration and saying farewell to a weighty Friend (not necessarily a heavy friend, just someone whose opinion is respected and whose ideas carry weight in the community) who is moving out of the area. The Friend who spoke shared these two quotations (I have linked to where I found the sources):

1. a Northwest Native American story that is an answer to the question of what to do when one is lost:

Here is the answer the elder gives:
Lost
Stand still. The trees ahead
and bushes beside you
Are not lost. Wherever you are is called Here.
And you must treat it as a powerful stranger.
Must ask permission to know it and be known.
The forest breathes. Listen. It answers.
I have made this place around you.
If you leave it you may come back again.
saying Here.
No two trees are the same to Raven.
No two branches are the same to Wren.
If what a tree or a bush does is lost on you.
You art surely lost. Stand still.
The forest knows
Where you are. You must let it find you.

According to this site, Bert Hoff’s, it was translated by David Wagoner.

2. a quotation from Victor Hugo, “Be like the bird that, passing on her flight awhile on boughs too slight, feels them give way beneath her, and yet sings, knowing that she hath wings.” (source)

Both are thought-provoking and were such relevant ideas for the situation. And, both are so applicable to life in the classroom. These two ideas–of not really being lost if we can just alter our perspective and of being able to sing as the branch gives way beneath us–sum up exactly what I want for my students.

As the year progresses, I want them to feel lost in something new, to feel overwhelmed by an idea for in doing so they will learn (with guidance) to find reorient themselves. We will have to practice being lost lots of time so that when that feeling of being lost comes over them, their reaction can be to stand still and look around with the understanding they can be found.

Similarly, as my students find themselves on shaky ground (be it in math, social studies, language arts, or a playground drama) I want them to learn not to fall to the ground and cling to an old idea or habit, but rather to sing out confident in their wings. Perhaps that means asking for help, perhaps that means trying again without getting upset, or maybe it just means taking a deep and trusting oneself to have those wings.

I have much more thinking to do on these two ideas. This Friend has spoken his mind and in doing so has spoken mine. I just didn’t know it until now.

You can’t teach it all

So, I’ve been thinking about social studies and history. I am the co-chair of the PreK-12 social studies/history department at my school. One of the issues we are always coming up against is the fact that history is not getting any shorter, in fact it’s getting longer every day. We can’t teach it all in 4 years of high school, we can’t teach it all even if we add in 3 years of middle school. And, expecting that content that gets taught in lower school will not need to be taught again at a more sophisticated level is a pretty high-risk move. So, that leaves us thinking about what to take out.

The careful reader will notice I did not talk about “covering” anything. If we are just interested in covering the material, and we are ok with going at break-neck speed, we could cover a lot. However, that gets us back into a high-risk situation–a high-risk that not a lot will get remembered. If that is the case, why spend the time at all? Well, as you might imagine as the department co-chair, I happen to think that history and social studies are important and worth doing well.

That brings us back to what to cut out, because seriously folks, there is no way to do it all. We need some depth not just breadth.

So, here are my questions. Feel free to answer some or all. (I could really use some comments here. Not only has it been a bunch of posts since I have had any responses other than spam, but I would love to get some ideas.)

• How much US history is too much?
• Are some time periods more equal than others?
• How important is geographical distribution?
• Can some topics/time periods be breezed through lecture style to leave more time for others to get in-depth treatment?
• Is so, which ones?
• Ancient history, how much time should it get?
• Medieval history, an important and interesting time or understand the feudal system and move on?
• How much time to spend on art, music, literature, and culture of the time?

Did I mention I would love some ideas?

(Super cool photo by Nat Tarbox used under creative commons license)

Is a peer edit a good edit?

So, I’ve been thinking about peer editing. Honestly, there is no way that I can read and edit everything that my students write. And, just as honestly, there is no reason for me to do so. I get that I am the paid professional in the room, but that does not mean that I am the only person from whom students learn or even the only teacher in the room.

I have noticed that the group of students I have this year seems very interested in reading and sharing work as they write. Great. Let’s do more of that.

Being a good editor, peer or otherwise, doesn’t happen without practice or guidance. We’ve been working both angles. The other day we had worked on a web to pull apart a few particular sections of the story in The Island of the Blue Dolphins. We’ve been working on turning making inferences into a bit of a math problem (information in the story + background knowledge=inference). We had worked through several short passages in a guided format and students had another example to do independently at home. Then, they were to use that information to write a paragraph that answered the bigger question we were investigating.

This was the second question/go-round with this strategy. I had students work over their paragraphs in a couple of ways. After having written at home, I worked with one small group at a time to review, again, what would make both a good paragraph and a good answer to our question. We also talked about constructive criticism: what it is and what it is not. Students reread their writing and made some changes. Then, they switched papers and gave each other comments on post-it notes. Finally they made any changes they wanted before I got to read and assess their “best work”.

In class I was impressed with the seriousness with which the students commented and worked at editing their short paragraph. The effort was certainly there. But, what it would look like as a product? You just never know.

Last night I was reading over the work. Most of them made some real changes. This is no small feat for 5th graders, in October no less. I gave everyone comments as well, although I am not asking for another rewrite on this one. More than anything I was glad to see the openness and seriousness with which they approached the task.

So my final call on this one is that it was a good peer edit–the process was definitely positive. And, the products were not all that different from what I would have expected from a second draft after I edited, with the added bonus that students got to practice editing in addition to being edited. It’s a good thing.