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!!
Monday, June 18, 2007
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"!
Tuesday, October 11, 2005
This year I became a mentor at my school. Our Title I school has many students that are living in poverty and need a support system. One program that we started last year is called, "SOS--Save One Student". The idea is that each adult who can will select a student (or two) and develop a relationship with him or her.
I chose P (a fifth grade girl who was in my Literacy Champions program two years ago) and her niece (yes, you read that right), T--a third grader who is struggling. I love both of these girls. They are both full of vim and vigor. They have attitude that exudes from almost every word they speak. They are tough on the outside, but VERY soft and lovable on the inside. They make me smile on a regular basis.
After getting her breakfast at school yesterday morning, T came to me crying as if the world was ending. Through her sobs she explained that they told her she could not get lunch today. Then she proceeded to tell me that she "hates peanut butter and jelly" and how unfair it is that she would have to eat that because they lost the form her Mama sent in. Picture all of this being said by a child is just taller than three feet with the head bobbing side to side. (I should explain that with the federal lunch program if the free lunch form is not returned, then you have to have peanut butter and jelly until you either pay or bring in the application.)
I realized then that we had a choice. She wasn't going to be able to let this go. There was NO WAY she could go on to class and focus on learning to read better. She was too locked in on that peanut butter and jelly sandwich that she DID NOT deserve (in her opinion). I tried to calm her down and suggest that I could call her Mom and see where the form is. She wouldn't settle down. My choice, when it came right down to it is this: she could eat peanut butter and jelly at lunch or she could learn. I chose learning. I went into the cafeteria and made the two day deposit for lunch into her account.
I am not writing this story because I want any praise. I simply want to make it clear: For students who come from poverty and underpriveledged living conditions, it is very difficult to settle down to the task of learning when the basic needs go unmet. The sense of "fairness" is very high---whether we agree with it or not.
I went to T's classroom to tell her that her lunch would be there for her and that she had to get the form filled out and returned tomorrow. We wiped her eyes and talked about the focus she would need for learning. When I asked her teacher how she did that day, she said "great". And all it took was to have a "non-peanut butter" lunch!!
I chose P (a fifth grade girl who was in my Literacy Champions program two years ago) and her niece (yes, you read that right), T--a third grader who is struggling. I love both of these girls. They are both full of vim and vigor. They have attitude that exudes from almost every word they speak. They are tough on the outside, but VERY soft and lovable on the inside. They make me smile on a regular basis.
After getting her breakfast at school yesterday morning, T came to me crying as if the world was ending. Through her sobs she explained that they told her she could not get lunch today. Then she proceeded to tell me that she "hates peanut butter and jelly" and how unfair it is that she would have to eat that because they lost the form her Mama sent in. Picture all of this being said by a child is just taller than three feet with the head bobbing side to side. (I should explain that with the federal lunch program if the free lunch form is not returned, then you have to have peanut butter and jelly until you either pay or bring in the application.)
I realized then that we had a choice. She wasn't going to be able to let this go. There was NO WAY she could go on to class and focus on learning to read better. She was too locked in on that peanut butter and jelly sandwich that she DID NOT deserve (in her opinion). I tried to calm her down and suggest that I could call her Mom and see where the form is. She wouldn't settle down. My choice, when it came right down to it is this: she could eat peanut butter and jelly at lunch or she could learn. I chose learning. I went into the cafeteria and made the two day deposit for lunch into her account.
I am not writing this story because I want any praise. I simply want to make it clear: For students who come from poverty and underpriveledged living conditions, it is very difficult to settle down to the task of learning when the basic needs go unmet. The sense of "fairness" is very high---whether we agree with it or not.
I went to T's classroom to tell her that her lunch would be there for her and that she had to get the form filled out and returned tomorrow. We wiped her eyes and talked about the focus she would need for learning. When I asked her teacher how she did that day, she said "great". And all it took was to have a "non-peanut butter" lunch!!
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