They're Compliant, Yes,...but are they ENGAGED?

Several years ago I worked as a Summer School Literacy Coach. It was my job to train teachers who were going to be working with some of our most striving learners in reading best-practices and then be available to work with them side-by-side in their classrooms throughout the summer. I was new to the district in which I was working and found myself surrounded by many veteran teachers.

Most of the teachers I worked with that summer were quite willing to listen and implement some of the current reading strategies---even if they were coming from a “young teacher”. They had to keep the kids for five hours, and only do reading, so they were hungry for activities that would sustain these youngsters. There was one, however, who made it quite clear to me at the outset that she’d never taught any different for 30 plus years and really had no intention of doing so that summer either.

Prior to starting summer school, we conducted a HUGE literacy center workshop complete with make and take opportunities so teachers had some “tricks” in their bags to help students practice and apply reading skills and strategies. We focused on those centers that regenerate themselves and require little or no effort on the teacher’s part. One of these centers was “Read the Room”, where students use unique pointers to wander about a print-rich classroom and practice reading the walls.

Not too long into our summer adventure, many of the teachers with whom I worked were happily implementing the centers and strategies we discussed in our introductory in-service.

Imagine my surprise when one day I arrived on campus and the “conscientious objector” excitedly pulled me into HER classroom to see her students practicing their literacy skills. Feeling quite proud (and perhaps a bit cocky) that “I had broken through to this staunch critic” I excitedly entered the room. What I saw next, couldn’t have snapped me back to reality any faster.

The children, twenty 2nd graders, were lined up in rows. They all had a basal textbook open on their desk. Their hands were folded neatly on their books. Their eyes were facing the chalkboard and the teacher perched on a stool at the front of the room. Norman Rockwell would have loved this picture, I am sure, as it screamed “turn-of-the-century” American classroom. The teacher excitedly tapped me on the shoulder and said, “See?” I looked in the direction that she pointed and I still found myself questioning just what the commotion was all about.

There, in the corner of her room, I saw one little girl, meekly walking with a large pointer in her hand, mumbling something barely audible to any of the rest of us. The teacher smiled a HUGE “I-did-it” smile and said, “See, I’m doing what you said, we’re reading the room!”

She was so proud that she’d “given in” to one of the strategies we’d suggested. She’s right that ONE child was, I think, reading the room. But she just didn’t get it! One of the key points of the whole in-service was total class engagement. I’m pretty sure she missed that part.

It’s a picture I will never forget. I wanted to tell her “NO! You don’t get it!” I wanted to take over the class and show her how to reach into the emptiness that was on almost every face at every desk. But, you see, she “had a good class”. They were sweet boys and girls who were willing to sit obediently while one child roamed the room trying to read the print. They even obediently raised their hands when the girl was done and asked to be “next”. She thought she “had them” and was doing the right thing.

Let’s face it, “in her day”, that would have been considered a good teacher. She had control. Children were behaving. No one was up and moving around. Had a principal walked into that room 30 years ago, and even in some places today, he or she might have said, “Way to go, Mrs. B!”

I fear that too often we “miss it” though. We miss those opportunities to engage our students…really engage them. Instead, we settle for compliance. And the more I ponder it; the more I really let my mind wrap around it, I am certain that deep learning that lasts is found when the learner is totally engaged. It’s messy. It’s social. It requires kids to take risks. It is not “top-down” but “side-by-side” learning and doing.

It should be the goal of each educator to “go for that place” each and every day with each and every student. I am reminded of the motto of our district at the time this incident took place: “Every Child, Everyday, Whatever it Takes!” What could be more clear than that?

Valentines...Some things never change

It's the end of testing week (well, the first round anyway) here in our state and tomorrow's a teacher work day. Kids are excited that they get a four day weekend and that today is Valentines Day.

Last night while filling out cards with my own third grader, I was reminiscing about my own Elementary School days. And I realized that some things ARE still the same. Oh the cards are more elaborate than ever. I mean thirty years ago ours just had pictures and a little sentiment on them. Theirs have punch outs, stick-ons, and all sorts of doo-dads to make them more exciting. But despite the intricate design, the heart of the day is still similar.

So what is the same?

• We still allow kids to exchange them in school


• Kids still share candy on this day


• The little sweet hearts are still around


• They still don't like giving a card to the "kid they don't like" even when the teacher says each person must give a card to everyone


• There are still young romances that "pop up" around this date


• Teachers still "lighten the load" a bit on these days


• Kids and teachers still smile and delight in this simple exchange

So much in our system has increased in complexity since "my days". Sometimes it makes me downright SAD!

I, for one, am glad that there ARE still those simple moments of joy in the classroom....even if I have to look harder to FIND them!

What's it all about, Alfie?

{Note: This post was originally added to my personal blog last year and I have decided to share it over here as well. The reason it came to mind again today is because I learned that a Kindergarten student at my school lost his Mother to murder this week. It reminds me of many stories of struggle and tragedy that our students face.}

When I was little, I took piano lessons. I hated practicing songs that I didn't know. I remember when my Mom bought me a book that was simple versions of "songs from the 70's". I learned to play this song titled, "What's It All About, Alfie?"

This morning I found myself humming it...as moment by moment at school revealed more and more horrible things. We were informed that a student would have to be tested one on one today. It seems this 12-year-old youngster was arrested last week on sexual battery charges on another student at my school!! Then another person came in and told us there was a second student being investigated on ANOTHER sexual battery charge in a totally unrelated incident. And if that wasn't enough, the Department of Children and Families is investigating two different families on horrific charges of child abuse.

THEY ARE KIDS!! Or are they?

This boy is 12 years old. His mug shot is on the police website for his arrest. Anyone can see it. The girl may attend our school as well. And I ask myself HOW does this happen?

I live in a relatively affluent city. Most of our schools are filled with upper middle class to the rich and wealthy kids. There are pockets, however, of total poverty here. My school represents one of those pockets. Many of our kids go home and don't always know where their next meal is coming from, where their parents are, and where they will sleep at night. Some learn crime from their older siblings, parents, and neighbors. Many have at least one parent who is incarcerated. Some have parents who speak little or no English. They simply came here looking for something better than they had in their country and they are doing the best they can to make their way in this place.

Regardless, the state testing continues. I get angry when I contrast the many children at my school who are sitting hungry, lonely, afraid and angry, in front of test booklets they cannot read today with those students in other schools across the city whose major concern is that they didn't get BOTH $180 pair of jeans this past weekend. It's true. Yet, those are the stories that no paper and pencil test results reveal.

They never have and they never will.

So, today, I find myself humming...."What's it all about?????" I don't know WHO Alfie is...or was...but when I looked at the lyrics this morning to see why this song was coming to my mind...I was a bit stunned:

What's it all about, Alfie?
Is it just for the moment we live?
What's it all about when you sort it out, Alfie?
Are we meant to take more than we give
or are we meant to be kind?
And if only fools are kind, Alfie,
then I guess it's wise to be cruel.
And if life belongs only to the strong, Alfie,
what will you lend on an old golden rule?
As sure as I believe there's a heaven above, Alfie,
I know there's something much more,
something even non-believers can believe in.
I believe in love, Alfie.
Without true love we just exist, Alfie.
Until you find the love you've missed you're nothing, Alfie.
When you walk let your heart lead the way
and you'll find love any day, Alfie, Alfie.

May we all find a way to reach out and extend love to someone less fortunate than us this week. May we learn to reach across racial and ethnic boundaries. May we find a way to bring light into darkness; love where there's hatred; hope where there's despair. After all, "without true love we just exist, Alfie...Until you find the love you've missed you're nothing, Alfie!"

And, THAT'S what it's all about!!

Introducing...

Here's a "project" that I am working on at school.

First I want to share a little history. Here's a picture of Ms. Ineeda Word (Me) in our "Jungle" several years ago. She's on the right side pictured with Professor Sayit Clearly (a 4th Grade Colleague) and Granny Write (My Assistant Principal). Here are Ms. Ineeda Word and the Professor with Captain Wanna Write (Our Math Coach--in camo) and Captain Hook (my Principal). We are looking at good "Hooks" in student writing.
We had a great time each week talking about what good writers do. But like every good show, that one ran it's course. We were on for two years here at my school and figured it was time for a new "gimmick".

Our Jungle morphed into our school's Jungle Book set for last year's school-wide play:

Sooooo...this year we introduced the "Fab Five Farm" based on the "Fab Five Elements" of good Reading instruction: Phonics, Phonemic Awareness, Vocabulary, Fluency and Comprehension.

And HEEEERE are the first two characters on the Farm:Reada Reada Pumpkin Reader (Me) and Ms. Sadie the Cowgirl from Tennessee (My Friend D). We talked about how to choose a book that is "just right" and now give tips that good readers use when they read books. The kids and teachers love it. Recently "Cousin Cletus" joined us. He loves to talk about eating at the Waffle House.

Now we hear that Pa Pumpkin and Ma Pumpkin and possibly Ms. Reada's little brother "Peter Peter Pumpkin Eater" might be on...

It's all for the cause...So, I'll leave you with Mrs. Reada's poem:
Reada Reada Pumpkin Reader Had a book that wouldn't teach her She learned to pick a book just right And now she reads both day and night!

Book Review: Schooled

I picked this book up quite by fluke recently and have to say it was a fun distraction for me! This book is published by Hyperion Books and is geared for the middle school crowd.

You might be asking yourself just HOW it fell into my hands? A couple of weeks ago, I was headed to the gym and looking for another book I am currently reading to while away the minutes on the ellipticle. I couldn't find the current title, so I picked this book up from a pile of potential reads that I've made for my DS 3 (an 8th grader).

I am really trying to "up" my knowledge of books for teens and tweens as I am excellent in the picture book arena, but seriously lacking the minute you move to chapter books.

Schooled is a book written about a 13 year-old boy, Capricorn Anderson, who has been raised by his Grandmother who is a hippie "stuck in the 60's". She is still living alone in a former commune and has home-schooled her grandson as she sheltered him from the world. The story takes place as she is injured and he's suddenly thrust into a local middle school and experiences total culture shock because his hippie lifestyle collides with that of eighth graders in 2007. It is a very realistic look into the culture and "pecking order" that exists for students in middle school and deals with bullying and peer pressure quite well.

Throughout the story is woven the important message of being true to yourself. Ultimately, I think you could sum up Cap Anderson (and this book) in one Beatles' song phrase: "All You Need Is Love".

(Note: I think this book is totally appropriate for kids who are mature fourth graders through middle school. It is definitely a fun read and may prepare them for what life is like in grades 6-8.)

They Announced It Today...

The reading series we're going to use for the next five years in our district was announced today. I think though, that the state of education almost demands that we define ourselves by the programs we teach. In our state, it is required that we use a program that is "Scientifically Based Reading Research." I always hate this time because I really would rather teach kids than programs. And I'd like to believe that every teacher in every classroom wants to do the same. But I don't.

And as much as I'd like to believe that every teacher (particularly at Elementary) would make educated instructional decisions for EACH and EVERY child in his or her classroom, the truth is some don't. So, in my opinion, we "idiot proof" those who choose not to think deeply about their students and individualize their instruction by giving them programs that require little, if any, decision-making. And by doing so, in some ways, we may water down those who used to trust their professional judgment.

Don't get me wrong. I don't hate programs. I only hate it when we, as educators, move mindlessly through them like we believe that some publisher somewhere knows and understands the students who sit before us each and every day. There's nothing wrong with research or even most research-based programs. They are tools. Resources. They should be one of many things we have in our repertoire.

When I teach kids, I teach THEM. If it's with the program, great. If the program doesn't have what they need at a particular point in time, I find what they need. I make no apologies. I am their teacher. It's what I am paid to do.

What do you do when it comes to determining what materials and resources to use with your students?

I KNOW You're Out There...

I keep telling myself, "there ARE teacher bloggers out there" and I believe me! But the truth is, I spend more time honing and posting to my personal family blog than I do this one. If you want to find teachers, then you probably need to post more often, right?

So here I am.

It's time to begin again. I'm hoping to add more regularly as I share reflections from the education front. What's going on in my "school world"?

We are preparing for our state test, the FCAT. This means we will begin our seven week Saturday School for third through fifth graders. they have the "opportunity" to come for an additional three hours on Saturdays to hone their Math, Reading, Writing and Science skills and strategies.

Actually we really try and make it a "camp-like" atmosphere and take the boring work out of it. Most kids really do enjoy their time there.

Does it help? Since our scores go up each year and our kids are coming to us more deficits each year, I'd say it's an important piece of the puzzle. The key is that this is but ONE piece as there are so MANY ways we support kids and their learning.

So we're off to another test prep season. What's happening in your neck of the woods?

How and Why Does Time Get Away?

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.

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!

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.

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!!

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?

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!!

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!!

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!!

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.

Quote for the Day

If better is possible, then good is not enough.

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.

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!!

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?"