School years fly by anymore. I thought it'd be so easy keeping up with this blog, but it's not. It slips to the back of my mind and then the old adage, "out of sight out of mind" is in full swing!
School.
S is a student I taught almost three years ago. She's been through third grade twice and was retained somewhere else along the line. She's still plugging her way through Elementary School. It's hard for her. But she's always smiling.
Two weeks ago, she saw me in the cafeteria and she said, "Mrs. Nations, when you gonna get me some McDonalds and come eat with me?" I thought it was a strange request. I haven't even brought my own son McDonalds to eat with him. I stopped to talk to her more.
"S, why do you want me to bring you McDonalds?"
She replied, "Because I just want to eat with you. And I thought you could bring me something good to eat when we do."
With eyelashes batting and smile fully engaged, I couldn't resist her. "S, I promise I'll bring it. It's going to have to be in two weeks because I have meetings this week and part of next."
You would have thought I'd just handed the girl the $20,000 gold star from Kid Nation!
I reflected on it afterwards. It was kind of an "out of the blue" request. But somehow it seems important to her that we connect. If I really get honest and sift through all the reasons I'm in education today, that is the core reason: to connect with kids.
This is the week I have to go to McDonalds for her. It's the week she's been waiting for. So today when I saw her she said, "If I haven't had a good day, will you still bring me McDonalds?" I thought that was an interesting question.
I asked her, "How long have you known me? And what do you think the answer to that question is?" She told me that she knew that she had to behave to get the lunch.
Tomorrow I plan to bring her McDonalds for lunch. And I hope that somehow in the course of our conversation I have the chance to once again remind S just how special she is. I hope that she will take this insignificant act and store it in her memory bank so that one day she'll be able to say, "I remember when Mrs. Nations brought me lunch and we ate and talked together." And I hope that somehow in the course of a happy meal she feels connected. For then I will have done my job for that day.
Tuesday, October 23, 2007
Wednesday, September 05, 2007
MOST Days I Like PB&J
I truly do like a good PB&J sandwich every now and then. I have my favorite peanut butter (Jif-Reduced Fat-Creamy) and my favorite jelly (Smuckers Grape). Add a nice cup of cold milk, and I am suddenly eight or nine or ten again.But, around the second week of school, I really hate what the PB&J represents. You see, the school lunch program is a federally funded program. It is designed so that all children can get a well-balanced meal at lunch time (regardless of socio-economic status). Normally, an elementary school lunch consists of a "main dish", vegetable, fruit, and milk. Occasionally there is a roll or something thrown in there as well. On most days, I think they do a decent job of providing meals for our students.
But, on day seven of school, things CAN change for students. If you are a child who has a parent that neglected to fill out the application for free/reduced lunch OR you are a child of a parent who simply isn't responsible enough to hand you your lunch money, YOU are no longer "entitled" to the lunch that everyone else gets. Nope. YOU get PB&J. And for good measure, they'll add the milk! One sandwich and a milk.
Now, picture every five year old you've ever known. They're little. They have interesting thought processes. But the beginning of school is one GIANT training ground for them. Many of them think the people in the lunchroom are "giving" them a lunch everyday. In fact, these are the kids who genuinely LIKE their school lunches. They certainly have little or no understanding of "accounts" and paperwork and applications for free/reduced lunch. I'm not even sure they understand the "IOU" slip they get when they haven't paid. If English is not their first language (and many fall into this category), then they REALLY do not understand.
Add to this picture what I "got" to see and do today. For every child who fits in the category I described above, the scene goes like this.
1. Pick up my milk.
2. Tell the lady whether I want macaroni and cheese or a ham and cheese sandwich.
3. She adds carrots and a roll to my meal.
4. I get to pick out a fruit. I can choose from a banana, pineapple cup, or grapes. I choose grapes.
5. I go to the lady to pay and put in my PIN number.
6. The lady at the "money table" announces, "NOPE. You don't have any money left. You have to have peanut butter and jelly."
7. She picks up my tray and returns it to the first lady who gave me all the stuff to begin with.
8. She brings me a tray with ONE measly sandwich on it and smiles at me when she says, "Remind Mom to send money in with you tomorrow." And then she sends me to join my class while THEY eat mac&cheese and/or their ham&cheese sandwich.
9. While this was happening, one of my classmates is standing with their parent in line waiting to pay for their meals. The parent looks at the lunch lady with great pity because she knows SHE is not "like my family".
Can you imagine the devastation? Can you imagine the confusion? Can you imagine if that is the ONLY "real" meal that child will get today? Can you imagine what happens when a child has no "Mom" at home? Can you imagine what it feels like to be the "most" responsible person in your house and yet be shorter than everyone else and basically ignored?
Yes, MOST days, I like PB&J.
Today, however, is not one of them!
Friday, August 24, 2007
A Reflection on the New School Year...
We have just finished the first week of school. As most of you probably already know, I work in a school that services some of our most needy students. And along with needy students, occasionally, come needy parents (or guardians). One of my "other" duties is Parent Drop-Off and Pick-Up. Now I LOVE this part of my job! I get to talk to parents and grandparents every single day. And some I have connected with over the years. It also gives me a glimpse into their worlds. In some cases children are living in their cars. In others, their cars are chaotic reflections of what their homes must be.
This week, a few "truths" have popped back into my mind via my contact with parents and students:
They are NOT keeping their smartest kids at home!
No matter how chaotic and crazy their worlds seem, most really do care very deeply for their children.
For the most part, parents want what's best for their kids.
And they want them to achieve better and more than they did.
Many believe that their children act the same way at home that they do at school. While some do, some really don't.
It really takes time for those parents who live in a world of distrust everyday, to develop trust for school and educators.
Some really have very limited or NO resources to help their children with academics beyond the school day.
Some are downright scared to set foot on a school campus because they have horrible images of what school was for them.
BUT
No matter what world they come from or home life they lead, ALL parents and their children deserve to be taught by passionate and committed educators!
It's my dream that one day this will be true in every classroom across the country.
Monday, June 18, 2007
June and July...Time to Refresh
Refresh....Rejuvinate...Regenerate....
It's what real educators do in the Summer Months. Even when I am eating watermelon and watching children splash in the pool, my mind is never far away from the next school year. Lesson plans and ideas marinate in my mind like the drenched meat waiting to be cooked on a backyard grill. And in August, "heat" will be added via district, state and school mandates, visions, and missions and a new year will begin to sizzle around us.
I LOVE this time of year...it's filled with sweet anticipation...a new zeal...and a faith that we can, and will, make a difference in the lives of children...I can taste it. Can you?
Happy June and July!!
It's what real educators do in the Summer Months. Even when I am eating watermelon and watching children splash in the pool, my mind is never far away from the next school year. Lesson plans and ideas marinate in my mind like the drenched meat waiting to be cooked on a backyard grill. And in August, "heat" will be added via district, state and school mandates, visions, and missions and a new year will begin to sizzle around us.
I LOVE this time of year...it's filled with sweet anticipation...a new zeal...and a faith that we can, and will, make a difference in the lives of children...I can taste it. Can you?
Happy June and July!!
Tuesday, September 26, 2006
Of Visqueen, Duct Tape and Shorts Too Tight...
At my school, I have to do morning and afternoon duty. I actually like it. My duty is the parking lot. I get to make sure the cars keep moving and the kids are safe. I like it, though, because it allows me to greet many of our parents in the morning. I think the added benefit is that I get to glimpse their world even if it’s only for a moment. It helps me understand just why some kids behave the way they do.
My school serves children who come from a wide socio-economic status range. We have the kids who are fed and clothed and cared for extremely well. They are kissed an hugged and reminded to do well on their spelling test when they are dropped off at school. They are well-dressed with hair perfectly in place.
And we have those kids who are fending for themselves as they figure out where their next meal is coming from. They are often yelled at, as they, disheveled at best, struggle to step over papers, trash, toys, and other “stuff” just to get out of their cars. Their backpacks are often open and books and papers are spilling out. Their shoes are untied. Sometimes they are not completely dressed.
Recently, I was in the parking lot and I started to notice a trend. Many of the cars that transport our disheveled kids in the morning are held together with visqueen or duct tape. I didn’t really think about it too much except that I remembered when my car window was stuck down a couple of years ago, I couldn’t get that visqueen on there tight enough to save my life. It ended up ripping when I drove and I was freezing. Many of our parents, though, are almost masters at this. Their “windows” are on tight and appear that they will not rip anytime soon.
Today, a car was sitting in our drop-off area and not really going anywhere. Sometimes this means the child simply doesn’t want to get out. Sometimes it means they are still half asleep. I went over to see what was happening. As I peered through the visqueen window, I could see a young boy (age 7) was in the back seat crying his eyes out. Mom was frantically trying to get him out of the car. He didn’t want to come. Suddenly, she handed me a $10 bill and said (in broken English), “His shorts too tight. Buy new.” She told the boy that I would help him in his native language. It took a few more minutes (and some words that I couldn’t begin to translate), but he finally got out of the car.
She just trusted that I would take her money and get the boy shorts. I don’t know if I would hand someone (even if they were wearing a school id badge) ten dollars to get my son shorts, or not. Once the boy got out of the car, I thought, “I’m adding this to my parent pick-up experiences.” I took the money and gave it to a patrol to take the young man to the office and get him some shorts that fit.
Here’s what I have noticed, people who are living in poverty, have to access resources differently than people who are not. They are, however, rather resourceful when they need to be. When you can’t get a car part fixed, you can usually fix it with a little visqueen or hold it together with a little duct tape. This includes when your brake light covers get broken—you use red duct tape for that.
And when you are late for work, and know that it could mean that you won’t be able to buy groceries this week if you lose money, you just might hand anyone a $10 bill to take care of your son’s clothing needs.
It gives a whole new meaning to the words “Whatever it takes…” Doesn’t it?
My school serves children who come from a wide socio-economic status range. We have the kids who are fed and clothed and cared for extremely well. They are kissed an hugged and reminded to do well on their spelling test when they are dropped off at school. They are well-dressed with hair perfectly in place.
And we have those kids who are fending for themselves as they figure out where their next meal is coming from. They are often yelled at, as they, disheveled at best, struggle to step over papers, trash, toys, and other “stuff” just to get out of their cars. Their backpacks are often open and books and papers are spilling out. Their shoes are untied. Sometimes they are not completely dressed.
Recently, I was in the parking lot and I started to notice a trend. Many of the cars that transport our disheveled kids in the morning are held together with visqueen or duct tape. I didn’t really think about it too much except that I remembered when my car window was stuck down a couple of years ago, I couldn’t get that visqueen on there tight enough to save my life. It ended up ripping when I drove and I was freezing. Many of our parents, though, are almost masters at this. Their “windows” are on tight and appear that they will not rip anytime soon.
Today, a car was sitting in our drop-off area and not really going anywhere. Sometimes this means the child simply doesn’t want to get out. Sometimes it means they are still half asleep. I went over to see what was happening. As I peered through the visqueen window, I could see a young boy (age 7) was in the back seat crying his eyes out. Mom was frantically trying to get him out of the car. He didn’t want to come. Suddenly, she handed me a $10 bill and said (in broken English), “His shorts too tight. Buy new.” She told the boy that I would help him in his native language. It took a few more minutes (and some words that I couldn’t begin to translate), but he finally got out of the car.
She just trusted that I would take her money and get the boy shorts. I don’t know if I would hand someone (even if they were wearing a school id badge) ten dollars to get my son shorts, or not. Once the boy got out of the car, I thought, “I’m adding this to my parent pick-up experiences.” I took the money and gave it to a patrol to take the young man to the office and get him some shorts that fit.
Here’s what I have noticed, people who are living in poverty, have to access resources differently than people who are not. They are, however, rather resourceful when they need to be. When you can’t get a car part fixed, you can usually fix it with a little visqueen or hold it together with a little duct tape. This includes when your brake light covers get broken—you use red duct tape for that.
And when you are late for work, and know that it could mean that you won’t be able to buy groceries this week if you lose money, you just might hand anyone a $10 bill to take care of your son’s clothing needs.
It gives a whole new meaning to the words “Whatever it takes…” Doesn’t it?
Monday, August 07, 2006
School's Open!
The students returned today. It's always so fun to see them arrive with their new pencils, backpacks, and uniforms. They are eager and wide-eyed. This is the beauty of elementary age kids. They are literally vessels awaiting a refilling of sorts. They are ready to be filled with new books, thoughts, ideas, and problems to solve. It's up to us to be keenly aware of what each vessel needs.
It's a big task. And it's not easy. Staying aware of what kids need means being a "kid watcher". We have to know what they CAN do and where their deficiencies are. Then, we have to teach somewhere on the edge of that information. It has to be enough to stretch them while also affirming who they are and what they know. In my opinion, it's like a great balancing act. And to do it with 20+ kids at once is quite a feat.
Yet, it happens everyday in schools all around the world. I want to celebrate that. I know that each teacher who believes in the kids he or she teaches IS making a difference. And for that, I am grateful!!
Here's to a great school year!!
It's a big task. And it's not easy. Staying aware of what kids need means being a "kid watcher". We have to know what they CAN do and where their deficiencies are. Then, we have to teach somewhere on the edge of that information. It has to be enough to stretch them while also affirming who they are and what they know. In my opinion, it's like a great balancing act. And to do it with 20+ kids at once is quite a feat.
Yet, it happens everyday in schools all around the world. I want to celebrate that. I know that each teacher who believes in the kids he or she teaches IS making a difference. And for that, I am grateful!!
Here's to a great school year!!
Sunday, July 30, 2006
Invigorating!
I am totally invigorated! I spent the past four days doing three different trainings for teachers! All three trainings focused on getting the Differentiated Instruction block organized around Literacy Centers.
Wednesday was spent with new teachers in our district. Some are brand new and others are simply moving from another district. It didn't matter which category they were from, their eyes reflected the excitement and tension of beginning a new school year in a new place. They are refreshing. They come with so many ideas and are ready and willing to try them out in their new surroundings.
Thursday, I spent with an entire staff. It is also fun to talk to teachers who have been in the field for quite some time. One teacher came up to me and told me that she was in her 36th year! And she said, "I'm learning things today." That is exciting!
I really view myself as a life-long learner. I am constantly willing to view new things and review my practice. Admittedly, though, there are times when I don't WANT to let go of my past and do something new. I only hope that when I have been in the field for 36 years, I am STILL able to say with a smile, "I learned something today!"
The third training was done in a neighboring county. It included 80 K-5 teachers and administrators. Their zeal and enthusiasm was also refreshing. Many told me they had spent many days already in training this summer. Yet, they got up early on a Saturday to come talk about teaching and learning in the elementary classroom! Amazing!
I love this profession! I have such a great opportunity to talk to teachers from all around our state and country. This allows me to see the greatness that really CAN be found in public education!
I hope that no matter where you are on the continuum of teaching, whether a beginner or standing at the door of retirement, that you find yourself a learner this year! As Marcel Proust says:
The voyage of discovery is not in seeking new landscapes
but in having new eyes.
May we all find new eyes with which to view the coming school year!!
Wednesday was spent with new teachers in our district. Some are brand new and others are simply moving from another district. It didn't matter which category they were from, their eyes reflected the excitement and tension of beginning a new school year in a new place. They are refreshing. They come with so many ideas and are ready and willing to try them out in their new surroundings.
Thursday, I spent with an entire staff. It is also fun to talk to teachers who have been in the field for quite some time. One teacher came up to me and told me that she was in her 36th year! And she said, "I'm learning things today." That is exciting!
I really view myself as a life-long learner. I am constantly willing to view new things and review my practice. Admittedly, though, there are times when I don't WANT to let go of my past and do something new. I only hope that when I have been in the field for 36 years, I am STILL able to say with a smile, "I learned something today!"
The third training was done in a neighboring county. It included 80 K-5 teachers and administrators. Their zeal and enthusiasm was also refreshing. Many told me they had spent many days already in training this summer. Yet, they got up early on a Saturday to come talk about teaching and learning in the elementary classroom! Amazing!
I love this profession! I have such a great opportunity to talk to teachers from all around our state and country. This allows me to see the greatness that really CAN be found in public education!
I hope that no matter where you are on the continuum of teaching, whether a beginner or standing at the door of retirement, that you find yourself a learner this year! As Marcel Proust says:
The voyage of discovery is not in seeking new landscapes
but in having new eyes.
May we all find new eyes with which to view the coming school year!!
Friday, July 14, 2006
I LOVE this time of year!!
It is July. I can almost "smell" the start of school in a few weeks. I have been to several workshops and am once again re-charged for a new year.
Florida celebrated with a Literacy Coaches conference this week that was outstanding. They sponsored 3600 Literacy Coaches and Principals from throughout the state for this three day event. I expect them to post handouts and presentation notes any day here.
As I watched all the Coaches and their Principals this week, I realized a couple of things:
First, this relationship differs from school to school. For some, the conversations are limited and relatively non-existant. For others, the relationship is an integral part of the culture and climate of the school.
Second, many of the coaches are at differing levels of expertise. Some, truly are literacy experts. They know current reading research and best-practice. Others, though, seem mis-placed. Almost like fish out of water. They have that glazed look that says, "I don't know what I'm doing, how to do it, or why I should."
Events like the Just Read Florida conference can help close the gaps that DO exist from person to person and school to school. It helps to give a shared experience and then highlight the potential of the Literacy Coaching position at a school site.
Florida is doing something else that I believe will help close the gap that exists. They have created the Florida Literacy Coaches Association.
This is an organization that supports coaches and anyone else who wants to support coaches and their role in helping increase student literacy skills.
I love this time of year! I am re-generated, rejuvinated and ready to go. Happy July!!
Florida celebrated with a Literacy Coaches conference this week that was outstanding. They sponsored 3600 Literacy Coaches and Principals from throughout the state for this three day event. I expect them to post handouts and presentation notes any day here.
As I watched all the Coaches and their Principals this week, I realized a couple of things:
First, this relationship differs from school to school. For some, the conversations are limited and relatively non-existant. For others, the relationship is an integral part of the culture and climate of the school.
Second, many of the coaches are at differing levels of expertise. Some, truly are literacy experts. They know current reading research and best-practice. Others, though, seem mis-placed. Almost like fish out of water. They have that glazed look that says, "I don't know what I'm doing, how to do it, or why I should."
Events like the Just Read Florida conference can help close the gaps that DO exist from person to person and school to school. It helps to give a shared experience and then highlight the potential of the Literacy Coaching position at a school site.
Florida is doing something else that I believe will help close the gap that exists. They have created the Florida Literacy Coaches Association.
This is an organization that supports coaches and anyone else who wants to support coaches and their role in helping increase student literacy skills.
I love this time of year! I am re-generated, rejuvinated and ready to go. Happy July!!
Sunday, May 07, 2006
Literacy Coaching Thoughts
It's hard being a Literacy Coach. It means that you need to be "up on" all the latest research and trends in the reading arena. It means that when you are modeling or having collegial conversations, you need to be the best you can be. My favorite time of the year is when I get to go get my "literacy vaccination" at the annual International Reading Association Convention.
Last week, I did just that.
There were MANY highlights. I will try to share some things in the coming weeks. I want to share this quote, though, that my friend Suzi shared with me:
"If you're not drawing any critical fire, you're probably not making a difference at all."
I LOVE this thought. It's hard being a Literacy Coach. Sometimes it does mean that you are in the line of fire. Yet, when we analyze the "fire" it is usually from people who are outside of their comfort zone.
I'm going to hang on to this thought this week.
Last week, I did just that.
There were MANY highlights. I will try to share some things in the coming weeks. I want to share this quote, though, that my friend Suzi shared with me:
"If you're not drawing any critical fire, you're probably not making a difference at all."
I LOVE this thought. It's hard being a Literacy Coach. Sometimes it does mean that you are in the line of fire. Yet, when we analyze the "fire" it is usually from people who are outside of their comfort zone.
I'm going to hang on to this thought this week.
Friday, March 17, 2006
Monday, February 13, 2006
Testing Blues
I received a frantic email from a teacher over the weekend. She is doing her very best to have kids prepared for our state exam. She has taught them well....and last week, she gave them a practice test. They blew the practice test. Now, she's in a frenzy. I think she is questioning if what she has done was OK...and/or "enough".
We work with some very low readers. They struggle. They lack background knowledge to help them understand what they read. It's not easy for them. These are not excuses...but they are conditions that exist with this population.
She is an EXCELLENT teacher. She works very hard. She is compassionate and passionate. She cares deeply for her kids. She teaches well.
I don't think questioning your practice is a bad thing...but I think she is actually doubting her ability to teach. This is wrong.
So, how do I help her to trust herself AND do the healthy type of questioning? I don't want her to be so uptight about this test. I want her to know that in the end she did the best that she knew how (and then some)...at some point, the student has to take over. I want her to know that she is an excellent teacher and that our profession (and our school) is better for her being here. I want her to know that this one test is not the be all and end all of proficiency measurement.
Most of all...I want her to trust herself and her ability to work with kids in powerful ways.
We work with some very low readers. They struggle. They lack background knowledge to help them understand what they read. It's not easy for them. These are not excuses...but they are conditions that exist with this population.
She is an EXCELLENT teacher. She works very hard. She is compassionate and passionate. She cares deeply for her kids. She teaches well.
I don't think questioning your practice is a bad thing...but I think she is actually doubting her ability to teach. This is wrong.
So, how do I help her to trust herself AND do the healthy type of questioning? I don't want her to be so uptight about this test. I want her to know that in the end she did the best that she knew how (and then some)...at some point, the student has to take over. I want her to know that she is an excellent teacher and that our profession (and our school) is better for her being here. I want her to know that this one test is not the be all and end all of proficiency measurement.
Most of all...I want her to trust herself and her ability to work with kids in powerful ways.
Tuesday, January 24, 2006
A Great Day...
I love the old bumper sticker that says: "Won't it be a great day when schools have all the money they need and the military has to hold a bake sale to buy a bomber?"
Our county is in the middle of a campaign for a new tax referendum. This tax basically would ask home owners to give about $1.00/day (on average) to the school system. The school system in turn plans to use the funds to maintain teacher salaries, continue special programs, and generally "beef up" the school system a bit more in the areas of technology and educational opportunities.
Some teachers are upset about it. You see, also tied to this tax is the requirement that teachers (especially secondary teachers) will make some shifts in their instructional delivery. It means that teachers are going to be held accountable for teaching students using best practices.
Is that a bad thing?
One of the things that has bugged me since the day I became a certified teacher is that there are pockets of mediocrity out there. And worse, there are some people who simply should NOT be in a classroom. And we protect them. These are people who have no passion...they are simply marking time waiting to retire. Working under the radar. We allow it to happen and we allow them to be influences on new children year after year.
I wish there were also a bumper sticker that said: "Won't it be a GREAT day when every child is taught by a passionate teacher who believes his or her students have the potential to make a difference in our world?"
I hope the tax passes. But more than that, I hope that I see the day when passion and excitement for teaching and learning is alive and well in EVERY classroom everywhere. Kids are worth it!!
Our county is in the middle of a campaign for a new tax referendum. This tax basically would ask home owners to give about $1.00/day (on average) to the school system. The school system in turn plans to use the funds to maintain teacher salaries, continue special programs, and generally "beef up" the school system a bit more in the areas of technology and educational opportunities.
Some teachers are upset about it. You see, also tied to this tax is the requirement that teachers (especially secondary teachers) will make some shifts in their instructional delivery. It means that teachers are going to be held accountable for teaching students using best practices.
Is that a bad thing?
One of the things that has bugged me since the day I became a certified teacher is that there are pockets of mediocrity out there. And worse, there are some people who simply should NOT be in a classroom. And we protect them. These are people who have no passion...they are simply marking time waiting to retire. Working under the radar. We allow it to happen and we allow them to be influences on new children year after year.
I wish there were also a bumper sticker that said: "Won't it be a GREAT day when every child is taught by a passionate teacher who believes his or her students have the potential to make a difference in our world?"
I hope the tax passes. But more than that, I hope that I see the day when passion and excitement for teaching and learning is alive and well in EVERY classroom everywhere. Kids are worth it!!
Tuesday, January 10, 2006
Whose Key Are You?
Last night, I started watching "Country Boys" a documentary on PBS. It is a three part series that documents the lives of two teens from Rural Kentucky for three years. The film shows clearly the effects of poverty on children and their families. It also makes it very clear that you can have some monitary resources, but be missing other resources (i.e., family) and have trouble. The boys attend an alternative high school.
The thing that struck me the most was the importance of that significant adult in your life. It is that mentoring-believing-in-you relationship that is the key to moving kids from a place of no hope to hope. It was the theme in "A Framework for Understanding Poverty" by Ruby Payne.
In the movie, Chris is heard saying, " I am the lock and my mother is the key. If she wanted me to finish my work, I would do it." This is how it is...there is someone out there who is the key for each child. The hard part is recognizing it. It's hard to know when you are the key for someone.
I often wonder what it is that kids might remember about our school. Will they remember that there were adults that cared about them? I hope so. Will they see us as keys to helping them get "unlocked"? I hope so.
I think the question that I will post near my desk somewhere is: "Whose key are you today?"
The thing that struck me the most was the importance of that significant adult in your life. It is that mentoring-believing-in-you relationship that is the key to moving kids from a place of no hope to hope. It was the theme in "A Framework for Understanding Poverty" by Ruby Payne.
In the movie, Chris is heard saying, " I am the lock and my mother is the key. If she wanted me to finish my work, I would do it." This is how it is...there is someone out there who is the key for each child. The hard part is recognizing it. It's hard to know when you are the key for someone.
I often wonder what it is that kids might remember about our school. Will they remember that there were adults that cared about them? I hope so. Will they see us as keys to helping them get "unlocked"? I hope so.
I think the question that I will post near my desk somewhere is: "Whose key are you today?"
Sunday, January 08, 2006
Word Walls
Word walls are an important way to build the prior knowledge of young students. Here is a fairy tale word wall that I created when I was doing a fairy tale unit with my second graders. All of the images were downloaded from Google image search. This is an extremely valuable resource when it comes to finding pictures of many different things.
These pictures could also be copied smaller to make mini-dictionaries.
Friday, January 06, 2006
Deep Thought for a Friday
Here is a great quote that is worth reflection:
Sir William Haley says:
Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it.
Interesting, isn't it?
Sir William Haley says:
Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it.
Interesting, isn't it?
Wednesday, January 04, 2006
To Move or Not To Move
Today I handled an interesting situation. A teacher emailed me to discuss a first grader (we'll call "H") who is going to be nine-years-old in a few weeks. Nine years old in the FIRST grade! He is doing pretty well and is not a behavior problem. She is concerned about his placement---you think???
As we checked his history we found:
1. He has been bounced between three schools over the past four years. In fact, I think I counted about 7 registration slips for when he would start a new school.
2. He has also been bounced around between households. He has been in custody of three different family members.
3. He missed 46 days of school last year---that's a whole quarter!
And we wonder why children get "left behind"? He literally is going to fall through the educational system's cracks if someone doesn't intervene. Thank God for the first grade teacher who is SO kid-oriented that she caught this one.
Once again, I find myself in the position to "play God" with a child's future. At my school I end up in the midst of these conversations and meetings that determine a child's placement. I don't like it. It is such a rock and a hard place. If we promote him now to 2nd grade...he'd be more appropriately placed age-wise, yet he would be missing some of the skills and strategies readers get in first grade. If we don't promote him now, it's almost a sure thing that he will drop out of school before he graduates and become another educational system casualty.
We decided to take a middle ground with this one. We will keep him in first grade on paper, but send him to a second grade classroom to give him the opportunity to make up for lost ground. At the end of the year, we will use the data, his performance and current information to determine whether he will go straight to third grade.
It's his best chance at this point...otherwise, he will turn 13 in the fifth grade.
I am hoping that this time, the decision was a good one and that we have paved the way for a child to have a chance when he thought things were hopeless.
As we checked his history we found:
1. He has been bounced between three schools over the past four years. In fact, I think I counted about 7 registration slips for when he would start a new school.
2. He has also been bounced around between households. He has been in custody of three different family members.
3. He missed 46 days of school last year---that's a whole quarter!
And we wonder why children get "left behind"? He literally is going to fall through the educational system's cracks if someone doesn't intervene. Thank God for the first grade teacher who is SO kid-oriented that she caught this one.
Once again, I find myself in the position to "play God" with a child's future. At my school I end up in the midst of these conversations and meetings that determine a child's placement. I don't like it. It is such a rock and a hard place. If we promote him now to 2nd grade...he'd be more appropriately placed age-wise, yet he would be missing some of the skills and strategies readers get in first grade. If we don't promote him now, it's almost a sure thing that he will drop out of school before he graduates and become another educational system casualty.
We decided to take a middle ground with this one. We will keep him in first grade on paper, but send him to a second grade classroom to give him the opportunity to make up for lost ground. At the end of the year, we will use the data, his performance and current information to determine whether he will go straight to third grade.
It's his best chance at this point...otherwise, he will turn 13 in the fifth grade.
I am hoping that this time, the decision was a good one and that we have paved the way for a child to have a chance when he thought things were hopeless.
Tuesday, January 03, 2006
A New Year...but the Same Old
It's the first day back for students after Winter Break at my school. It's sad because for many of them breaks are not happy times. They mean more time in homes that aren't always happy positive places. They mean that they experience more dysfunction than normal. So transitioning back to school is difficult. It takes time and patience to help them get back in the swing of things.
It's hard sometimes to not want to "save the world". I want to help them see that things could be different. I don't necessarily think they need to live in my world...I just want them to break the cycle that grips so many of them. I want them to know that I believe in them and the people they can become. A hard message to deliver.
Today in many school where poverty abounds, we go on delivering the messages that are part of classrooms everywhere: I believe in YOU, I think you CAN, You ARE a learner, You can do GREAT things. It's a new year. I hope that I can deliver these messages in new ways. I hope that at least some of the children whose lives I touch believe them.
It's hard sometimes to not want to "save the world". I want to help them see that things could be different. I don't necessarily think they need to live in my world...I just want them to break the cycle that grips so many of them. I want them to know that I believe in them and the people they can become. A hard message to deliver.
Today in many school where poverty abounds, we go on delivering the messages that are part of classrooms everywhere: I believe in YOU, I think you CAN, You ARE a learner, You can do GREAT things. It's a new year. I hope that I can deliver these messages in new ways. I hope that at least some of the children whose lives I touch believe them.
Wednesday, November 30, 2005
Quote of the Day
Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not; it is the first lesson that ought to be learned; and however early a man's training begins, it is probably the last lesson that he learns thoroughly.
Thomas Henry Huxley (1825-95) English biologist and writer.
Thomas Henry Huxley (1825-95) English biologist and writer.
Sunday, November 20, 2005
Hooray!! I received my National Board Certification in Early and Middle Childhood Language Arts this week! This process was tedious, but reflective for sure. It certainly required that I look at and evaluate my practice in the area of Language Arts. And while I know this is not the "be all and end all" in certifications, it does seem to be gaining national attention.
Certainly, I am thankful for a process that requires educators to act as professionals and think deeply about their practice. I just wish it didn't take the incentive of extra money for some. I wish we all would be more reflective on our practice.
Now that the twenty year mark is in sight for me, I understand what makes teachers stick their heads in the sand and think, "I'm not changing." "The pendulum is just swinging." "What worked for me ___ years ago, should be good enough for kids today." In fact, I realized this summer in a big way that I have reached a place in my teaching life where I "could" be staunchly unteachable. Recognizing this was half the battle of dealing with it and moving on in a positive way.
Many teachers are reflective though. They just reflect backwards instead of forward. We get stuck in the "way it used to be" and the "way kids used to be" ruts. I think the world could be a different place if we would all reflect a bit more and then make necessary changes to be the best teacher for the kids that we teach currently. It may mean stepping out of a comfort zone for some of us. It may mean giving up some lessons we love. But in the end, it would create what I think we all want anyway: Kids who are more ready to become productive members of society.
And that's not a bad thing, is it?
Certainly, I am thankful for a process that requires educators to act as professionals and think deeply about their practice. I just wish it didn't take the incentive of extra money for some. I wish we all would be more reflective on our practice.
Now that the twenty year mark is in sight for me, I understand what makes teachers stick their heads in the sand and think, "I'm not changing." "The pendulum is just swinging." "What worked for me ___ years ago, should be good enough for kids today." In fact, I realized this summer in a big way that I have reached a place in my teaching life where I "could" be staunchly unteachable. Recognizing this was half the battle of dealing with it and moving on in a positive way.
Many teachers are reflective though. They just reflect backwards instead of forward. We get stuck in the "way it used to be" and the "way kids used to be" ruts. I think the world could be a different place if we would all reflect a bit more and then make necessary changes to be the best teacher for the kids that we teach currently. It may mean stepping out of a comfort zone for some of us. It may mean giving up some lessons we love. But in the end, it would create what I think we all want anyway: Kids who are more ready to become productive members of society.
And that's not a bad thing, is it?
Friday, November 04, 2005
Movin' On Up
In my state, there is a mandatory third grade retention for any child who does not pass our state's standardized assessment test. Under this policy, a child can be held back up to twice by the end of third grade. Over the past three years that the policy has been in place, it has been tweaked a bit annually. For the most part, though, it has stayed strong. It is part of the "No Child Left Behind Act".
I have seen kids who were 11 and still in the third grade...kids who truly HAVE been left behind. I have seen anger, frustration, and resentment. I have also seen success stories...kids who rose to the occasion and showed "on level" work by the end of the year because someone believed in them. Mostly, though, the stories have been very sad. Kids who have been behind since day one of PreK or K and are still lagging behind...kids who lack resources and support at home...kids who struggle at everything...are often the ones who are victims of this law. They don't seem any better off for their retention...they only seem older, taller and more aware of the difference in them and their peers.
This week, I saw a light, a glimmer of hope for the future of 12 such children. These 12 children had the right score on a district assessment. I am not sure who determined the "right score"...although I think it is correlated to our state assessment program. These 12 children met the "cut-off" to be promoted mid-year (right away) to the fourth grade.
Whether you philosophically agree or not, it is important to think about the self-esteem boost that this could potentially give some students and their parents. It is also important to realize that this could keep them from falling into the same trap again come testing time.
Each year, in May, I often find myself fielding calls from distraught parents and trying to offer them hope. Today I had the pleasure of calling some of these same parents (and grandparents) to tell them the good news.
The first call I made was to T's Grandma. She and I had spent hours on the phone at the end of last year as we talked about her hopes and dreams for her grand daughter. She told me that T's mother was in jail and she wasn't about to let that same thing happen to T. She was angry, hurt and frustrated with the system. After a VERY LONG phone conversation, she and I had connected. I promised that I would watch T's placement this year (and I did). I promised that we would have T tested for possible learning disabilities (and we are). And I promised that we would do all we can for her "little girl" (and we have).
Today when I called, I told her the "good news" and T's Grandma said, "Girl, you are lying! Shut up! You must be lying!" Then as the truth sank in and I assured her that I was speaking the truth--her joy bubbled up into our conversation! She said Monday is her birthday and she just received the BEST present ever. She promised to keep working with T and help her.
Every call was similar. There was the mother who said, " I have to rush out and get a cake and balloons. We need to celebrate!" There was the Dad that was obviously moved to tears as he choked, "I am so excited!"
I wanted to cry! Each and every call reminded me of the human element in all of it. No matter how nicely you try to package it...in our state we call it the "Gift of Time"...it's failure in the eyes of so many.
Offering these students and their families hope, I think, was one of the most powerful things we could ever do. These are the kids I'd like to "track"...I hope that this one act made a difference. I hope that they will realize that they ARE somebody and that they CAN be a productive and important member of our society.
No matter what happens in their future, I suspect those students might sit a little taller and try a littler harder on Monday. After all...they're "Movin' On Up"!
I have seen kids who were 11 and still in the third grade...kids who truly HAVE been left behind. I have seen anger, frustration, and resentment. I have also seen success stories...kids who rose to the occasion and showed "on level" work by the end of the year because someone believed in them. Mostly, though, the stories have been very sad. Kids who have been behind since day one of PreK or K and are still lagging behind...kids who lack resources and support at home...kids who struggle at everything...are often the ones who are victims of this law. They don't seem any better off for their retention...they only seem older, taller and more aware of the difference in them and their peers.
This week, I saw a light, a glimmer of hope for the future of 12 such children. These 12 children had the right score on a district assessment. I am not sure who determined the "right score"...although I think it is correlated to our state assessment program. These 12 children met the "cut-off" to be promoted mid-year (right away) to the fourth grade.
Whether you philosophically agree or not, it is important to think about the self-esteem boost that this could potentially give some students and their parents. It is also important to realize that this could keep them from falling into the same trap again come testing time.
Each year, in May, I often find myself fielding calls from distraught parents and trying to offer them hope. Today I had the pleasure of calling some of these same parents (and grandparents) to tell them the good news.
The first call I made was to T's Grandma. She and I had spent hours on the phone at the end of last year as we talked about her hopes and dreams for her grand daughter. She told me that T's mother was in jail and she wasn't about to let that same thing happen to T. She was angry, hurt and frustrated with the system. After a VERY LONG phone conversation, she and I had connected. I promised that I would watch T's placement this year (and I did). I promised that we would have T tested for possible learning disabilities (and we are). And I promised that we would do all we can for her "little girl" (and we have).
Today when I called, I told her the "good news" and T's Grandma said, "Girl, you are lying! Shut up! You must be lying!" Then as the truth sank in and I assured her that I was speaking the truth--her joy bubbled up into our conversation! She said Monday is her birthday and she just received the BEST present ever. She promised to keep working with T and help her.
Every call was similar. There was the mother who said, " I have to rush out and get a cake and balloons. We need to celebrate!" There was the Dad that was obviously moved to tears as he choked, "I am so excited!"
I wanted to cry! Each and every call reminded me of the human element in all of it. No matter how nicely you try to package it...in our state we call it the "Gift of Time"...it's failure in the eyes of so many.
Offering these students and their families hope, I think, was one of the most powerful things we could ever do. These are the kids I'd like to "track"...I hope that this one act made a difference. I hope that they will realize that they ARE somebody and that they CAN be a productive and important member of our society.
No matter what happens in their future, I suspect those students might sit a little taller and try a littler harder on Monday. After all...they're "Movin' On Up"!
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