Typically I meet a difficult challenge by planning something to look forward to.
For example, I have a few challenging projects to complete over February vacation. The projects are related to my school efforts, but not tightly connected to the day-to-day teaching. That's why completing the projects during the vacation time is perfect. Yet, I'd rather be taking off for a getaway.
I won't fret, and instead, recognize that in a few months, I have a number of special events planned--the kinds of events that bring great joy to me and my loved ones.
At school, the other day, when students shared their ideas about bettering the class, one student essentially shared a similar thoughts to this post. She said that she liked the way that I shared the schedule with them about what we have to do and what's to come. She said that helps her a lot. I knew, as she spoke, that in some ways she was stating what I'm stating here--it's easier to stay the course if you have something to look forward to, something beyond the challenging efforts.
I told the girl and the rest of the class that I'd update the class website to demonstrate that kind of planning. I'll also review the planning aloud with the class too.
Friday, February 17, 2017
Beware of Judgement; Move Ahead with Compassion
A bit tired and overwhelmed, I wanted to judge another who was not readily available to help. Yet as I thought about the judgement, I also remembered the great number of efforts this individual has done on behalf of me and others, efforts that I'm not nearly as good at or consistent about.
Rarely, if ever, can we point our fingers at another to say they're not doing their part or they're not doing enough as the truth is there's enough work to go around for all of us and typically everyone is working with care to do their part.
I further thought on this matter and recognized the many ways people could judge me with phrases such as she didn't attend that event; she forgot that anniversary; she didn't complete the activity and more. The reality is that none of us can be all things or do all well, but together, however, with compassion, care, and collaboration we can do a lot and do it well.
Our good work, thoughtful process, and important share matters in this regard. When we come together regularly to plan, think ahead, create, and analyze, we have to be cognizant of the potential possible.
The same is true for our students. No student has it all, and no student has nothing of merit to bring to school each day. At their core, I believe that every student is earnest desiring the best for himself/herself and others. They continually reach to gain what they need and want for themselves and others. The key for the teacher is to figure out those needs and wants which are very clear in some places and much less clear or easily identified in other ways.
I want to keep these words in mind as I move forward into this busy Friday before vacation and Friday before a family member's special 87th birthday celebration. There's lots to do, but most importantly I'll reserve judgement and move ahead with compassion and gratitude. Onward.
Rarely, if ever, can we point our fingers at another to say they're not doing their part or they're not doing enough as the truth is there's enough work to go around for all of us and typically everyone is working with care to do their part.
I further thought on this matter and recognized the many ways people could judge me with phrases such as she didn't attend that event; she forgot that anniversary; she didn't complete the activity and more. The reality is that none of us can be all things or do all well, but together, however, with compassion, care, and collaboration we can do a lot and do it well.
Our good work, thoughtful process, and important share matters in this regard. When we come together regularly to plan, think ahead, create, and analyze, we have to be cognizant of the potential possible.
The same is true for our students. No student has it all, and no student has nothing of merit to bring to school each day. At their core, I believe that every student is earnest desiring the best for himself/herself and others. They continually reach to gain what they need and want for themselves and others. The key for the teacher is to figure out those needs and wants which are very clear in some places and much less clear or easily identified in other ways.
I want to keep these words in mind as I move forward into this busy Friday before vacation and Friday before a family member's special 87th birthday celebration. There's lots to do, but most importantly I'll reserve judgement and move ahead with compassion and gratitude. Onward.
Thursday, February 16, 2017
Show Me Your Work: Math Precision
Students worked to complete a math assessment.
Prior to the assessment I shared the best strategy for the assessment. I noted that I had given the assessment countless times and knew this was a good strategy.
As part of the strategy, I told students to complete their calculations on paper, not in their heads. As students turned in the papers, I checked to see if they did their work on paper and if they didn't, I sent them back to show me their work.
Afterwards students agreed that their work was more precise once they completed the work on paper.
Many young students are reluctant to persevere enough to carefully show and check their work. That perseverance and precision often separate children who succeed on assessments and those that don't.
Of course precision is only one piece of the math puzzle and we don't want to be so obsessed with precision that we forget the "sloppy copy," broad and big learning that often takes place on the way to precision. That's why one assessment or activity does not tell the whole story about learners and a well rounded curriculum program is preferable to narrow programs.
Prior to the assessment I shared the best strategy for the assessment. I noted that I had given the assessment countless times and knew this was a good strategy.
As part of the strategy, I told students to complete their calculations on paper, not in their heads. As students turned in the papers, I checked to see if they did their work on paper and if they didn't, I sent them back to show me their work.
Afterwards students agreed that their work was more precise once they completed the work on paper.
Many young students are reluctant to persevere enough to carefully show and check their work. That perseverance and precision often separate children who succeed on assessments and those that don't.
Of course precision is only one piece of the math puzzle and we don't want to be so obsessed with precision that we forget the "sloppy copy," broad and big learning that often takes place on the way to precision. That's why one assessment or activity does not tell the whole story about learners and a well rounded curriculum program is preferable to narrow programs.
Seeing Yourself in the Curriculum
Our small RTI group read a readers' theater version of Cinderella since students had been writing fractured fairly tales. As we read the elevated vocabulary in the text, I was reminded of the wonderful Rogers and Hammerstein musical, Cinderella. I played the song for students as we talked about the vocabulary and script.
The children watched and listened. One child sat back in her chair with not a lot of interest.
Then I said, let's watch a more updated version of the same song, and I showed the one below. The little girl in the seat looked on. "I want to watch the whole movie," she responded. Clearly she identified with the second version of the song more than the first.
It's important as we teach that we think about what students identify with and that we find time to connect that identification with the materials we use to teach and learn.
The children watched and listened. One child sat back in her chair with not a lot of interest.
Then I said, let's watch a more updated version of the same song, and I showed the one below. The little girl in the seat looked on. "I want to watch the whole movie," she responded. Clearly she identified with the second version of the song more than the first.
It's important as we teach that we think about what students identify with and that we find time to connect that identification with the materials we use to teach and learn.
The King of the Hill is Typically not a Good Teacher
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In schools, sometimes, there are professionals who want to be King of the Hill. In fact, I think that all of us at one time or another are ego driven in this way. The truth of the matter is, however, that the good teacher is not "King of the Hill." The good educator does not push or shove his/her way to the top, but instead collaborates in ways that make everyone they work with (students, families, colleagues, citizens and administrators) winners. I believe that rather than a hill, good educational organizations and systems have greater "flattened" hierarchy, the kind of leveled playing field where everyone has a chance to rise.
As I continue my teaching, I'll think to myself, Does this or that action support a King of the Hill mindset, or does it support a teach all children well mindset? This is an easy vision to keep in one's head and a quick check that "Ambition supports mission, rather than the other way around when ambition trumps mission." Onward.
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