Changing Days: What's Important

As the days as we know them are changing due to the coronavirus, I am thinking about what's most important before I venture into school today.

A simple, positive routine
I'll make sure that our student routine is simple and positive--that's good for all of us.

Organization
Making sure the classroom is organized and ready to be closed if needed is important--this virus catches easily so it's best to be prepared for that just in case.

Contribution, calm
At times of uncertainty, it is important to be as calm as possible and contribute as well as you can. I don't want to add to the confusion.

At-home projects
Since many events are cancelled, this is a good time to get started on at-home projects such as organizing photos, perhaps planting seedlings for a spring garden, deep cleaning. . . . .

Family gatherings at home
Planning a festive St. Patrick's Day celebration at home.

This is a time of worry, particularly for those of us with elderly parents, college students, and populated people schedules during the day. Yet, the way we deal with this is important and potentially life saving for ourselves and others.

Frazzled

Must say that this pandemic has me a bit frazzled simply because the typical predictability I'm used to has been replaced with cancellations, quandary, speculation and the effort to understand a phenomenon new to me--the phenomenon of a new virus, a virus that lacks good testing, a vaccine, and understanding by experts.

I am thankful the the wise and preventative measures so many are taking to mitigate this threat. I'm okay with a bit of change in exchange for less lives loss--that's the right thing to do. As an educator, how will I react to this coronavirus reaction as well as typical-last-third-of-the-year trying-to-fit-it-all-in worry.

First, if I'm a bit stressed by it all, it is likely that the children and their families are stressed too. To combat this, I'll make the school day a bit more routine and predictable than usual. I'll also make sure that we have time for open circle discussion, outdoor recess, and meaningful just-right learning activities. I'll work to relieve the stressors in school that I can in order to alleviate some stress for all of us.

Next, this is not the time of year to rewrite or make big changes to the curriculum program. I'll rely on the curriculum program elements that are in place now and put my energy into supporting the children with those efforts. I'll take advantage of the time gained from events cancelled to catch up on a number of projects, research efforts, and more. Onward.

Limitless Opportunity to Learn

The Internet and relatively easy access to technology provides a limitless landscape for learning. I am struck by the potential and need for prioritization this presents.

In a field of countless choices, how and what does one choose?

While I don't have all the answers, I have a few plausible paths.

Question Driven
Make your learning question driven. What do you want to know and why do you want to know it? For example, I want to know about the science standards I teach because I know students love to learn science, science is important to their good living, and I want the learning experiences to be memorable and meaningful. I'm happy to have a good guide of main topics to use as I dig in to learn more science and information, skill, and concept related to all the areas of the curriculum I teach.

Goal Focused
Where am I headed? Who do I want to be? What lifestyle do I want to embrace? These questions help me to set goals, and those goals help me to focus my learning. For me, I want to teach a top-notch, engaging, and empowering learning program in a warm, welcoming environment that puts children in charge of their learning as much as possible. I want to work with the broader teaching/learning community including education organizations, families, colleagues, administrators and students as I work towards that goal. Personally, I want to continue to invest a warm, welcoming home and family life as well as continued interest and enjoyment related to arts and nature.

Regular Updating
In a world of quickly changing events, needs, and knowledge, one has to continually update goals, questions, and direction. A regular diet of good media, reading, conversation, study, analysis, and reflection help you to update in positive, helpful ways. This flexibility is essential. For example, with respect to the advent of the coronavirus, expected events are changing hourly requiring me to rethink plans and preparation. This is the way life is.

Avoid Dead Ends
Some dead ends are unavoidable, but in general dangerous paths of destruction are often avoidable by embracing a positive mindset and behavior. Most of us are aware of pitfalls that lead to dead ends, and as much as possible we need to avoid those.

Lend a Hand
In times of limitless choice, we can become selfish and narrow minded since the choices are everywhere. We can continually work to better and better our situation, yet that narrow, single focus can be a hardship to us and others. We have to make time to contribute to one another, help out, and lend a hand. That's critical to our own well being and the well being of others.

The week ahead: March 9, 2020

The week ahead is another busy and positive week. What is taking center stage:

Climate Change Fair
Students will present their climate change research and action presentations this morning.

Mindfulness with Gabriel
Mindfulness expert, Gabriel, will visit our classroom for a third time to teach us mindfulness strategies.

Teamwork
Our team will meet to discuss a large number of items and plans for the weeks ahead.

Science Planning Day
I'll meet with grade-level teachers across the system to review and coordinate science learning efforts.

Fractions
Students will continue their fraction study using many models, discussions, and practice exercises.

Curriculum Prep
I'll spend a fair amount of time xeroxing curriculum packets to use with students in the weeks ahead. I've tailored these packets to this year's students and remaining standards' objectives. I will also spend time preparing for an exciting upcoming professional learning event and do some work related to the data pilot our team is involved in. Further, I'll pull together photos and projects related to the Climate Change Fair and host those projects on the project website.

Science
I will begin to organize the remaining science lessons into science-in-a-bag small group investigations in order to fit it all in at the end of the year. This means organizing the science supplies in easy-to-acces, easy-to-use ways. Students' first science-in-a-bag will occur this Friday.

It will be a busy, but positive, week ahead. Onward.

School Year 2020-2021 Planning Document

I began this post on March 8th with no clue that we would spend the final quarter of the school year teaching online from our homes to the homes of students. Today, I feel ready to think about the year ahead and plan for a good year whether it is online, in real time or a mix of both. 

2020-2021 Success Criteria
There is great satisfaction in teaching well. To work with a team of colleagues, students, families, and administrators to prepare and implement positive learning experiences to elevate students learning, self-concept, happiness, and capacity is a terrific way to use your energy and focus your time.

As I think of prioritizing and targeting efforts for the 2020-2021 school year, I'm thinking about the work I will do to support students' learning paths, paths that lead to success with learning-to-learn strategies, social emotional learning, collaboration, communication, and academic standards.

School Year Prep and Planning Chart 

Spring/Summer Prep for 2020-2021

• Pack up classroom items. Get rid of old, outdated materials - complete
• Update  website for 2020-2021 TeamFive - will do this summer
• Update move-up letter/supply list and presentation place on TeamFive 2020-2021 Website - done
• Keep a supply list throughout the year and order supplies - ongoing.
• Virtually Meet with upcoming students - planned

Summer Planning Meetings 

Grade-Level Team

August: 

• Discuss start-of-year signature project  My Three Words  Use the project as a way to teach students how to use a number of digital tools. 
• Review curriculum map: Look over last year's curriculum - make decisions about what to keep, what to change and timelines
• Create schedule and weekly teaching pattern review with the team; 
• Careful attention to scheduling so that all scheduling best meet individual/collective student needs
• Revisit the curriculum night presentation, decide if you'll include movie/slideshow. Prep this time/place for Curriculum Night presentation with principal.
• Discuss study protocols and learning menu.
• Spend initial weeks focused on protocols, building a class community, teaching the tools we'll use, and creating students' online showcase portfolios.
• Review  Family-Student-Teacher Conference protocols, dates, and focus
• Review first days of school focus/lessons including SEL lessons (see below too)
• Review goal list: look at results related to last year's goal; focus on organizing the best materials for teaching the subject including website, Google form practice tests, online tools, hands-on experiences, performance tasks. 
• Discuss science and social studies priorities. 

Grade-Level and Special Educators

• Review all ed plans, chart student services and needs to prepare for scheduling meeting

On my own

• Update curriculum websites
• Review Graspable math and all online tools we use.
• Review biomimicry unit for upcoming year.
• Review, revise, and set up Class Data Chart - keep in mind fall/spring conference data reports; Assess/analyze MCAS scores prior to school year. (when scores arrive)
• Review and organize lessons for the first six weeks - get a power start with the math curriculum

Teacher Prep Days at end of August:

• Plan to purchase items that help you to be personally ready and energized to teach--inspiring signage, healthy snacks, cards, little gifts. . . .
• Organize all materials and classroom set up 
• Focus on the parent handbook and needed signatures at Curriculum Night
• Focus on the student handbooks and signatures during the first days of school - Xerox copies
• Ask about required school forms during set-up days to plan accordingly
• Communication Protocols, establish routines, plans to recognize each child: lists, schedules.- ongoing 
• Ordering: Check orders, put away all supplies. - last week in August 
• Set up sub notebook, update field trip notebook
• Work on protocols and policies for classroom during first days of the year

First Six Weeks of School Year

For Teacher

• Complete Mandated Online Trainings: This takes about a half day. Make sure that the trainings are up to date at time of completion. Summer/Fall 2019
• PLC Start: Establish overall focus, norms, roles, protocols, and note taking document.
• Send out forms, notices right away--and have extras at parents' night for parents to fill out there if needed. 
• Curriculum Night: Establishing the Learning Community, Extended time: one hour in gymnasium with a presentation/sound (date? time?)
• Send out weekly newsletters
• Evaluation Professional Learning and Practice Goals: Update goals to reflect system-wide goals, summer work, review with admin., continue efforts to meet goals.
• Determine Buddy Program Time and Focus

For Students:
(Note that these notes will likely be updated over the summer)

Day One

• Greet children at the door with a smile and ask them to bring their bags in and find their table space and start with the morning work. (Tables will display children's names). Morning work will be a class name word find. 
• Ask students to say their names, check off the attendance list. Discuss importance of names and why it's important to say each others names with respect and accuracy. Talk about TedTalks as a resource for positive learning. Show this video.  Then talk about what the video teaches us about respect for each other's names. 
• Review supply list. Make sure that every child has supplies he/she needs. Organize and store supplies. Collect summer math study packets (review in evening).
• Make beautiful name cards: Have students proudly make a name tag. Teach supply use with a simple lesson about where drawing/making supplies are and how to use them. Walk around the room and listen to children's name conversations, observe their comfort level, respond in welcoming, interesting ways. 
• Introduce recess protocols, play equipment, and have a recess. Have snacks available for students who may have forgotten a snack--you don't want anyone to be hungry. 
• Introduce myself via the three word project. Teach computer protocols. Let children work with computers to create their three word posters using Google Drawer. Observe students as they work on this project, help out in any way that you can. 
• When students begin to tire of the activity, gather them on the rug. Talk about the day so far and ask if students have any questions. Tell them that I am there to partner with them and serve them well throughout the year, and my goal is that they learn successfully all year long. Ask what they think I can do to help them. 
• Review and practice transition and lunch routines. Then time for lunch.
• After lunch, discuss our "survival theme" briefly and begin read aloud: Hatchet. Allow students to sit up front on the rug or sit at their tables. Students may drawer quietly as I read. 
• Talk about the fact that students who play together generally get along better. Share and discuss kickball rules and play a class game of kickball. 
• Students return to class. Review homework: The Big Day paper and student/family member surveys--a way for children to express their needs, interests, and thoughts about the first day of school. 
• Review end-of-day routine, dismissal, and have a few minutes to play. 

Day Two

• Greet children at the doorway and collect homework. Ask them to read and follow the start-of-day schedule which includes sign-in, readiness tasks, and morning work. 
• Morning work: students are invited to continue working on their My Three Words projects.
• When students have worked a bit, start the first lesson which is a lesson on good listening. Begin with the question, Why does good listening matter? Then ask, What makes good listening difficult or easy? List students' ideas. Then have students exemplify what poor listening looks like and what good listening looks like. Partner students up and have them interview each other with a few questions, ask them to use good listening behaviors at they listen to their partner's answers. The questions may include:
• What is one activity you over the summer in your home that you really enjoyed, and why did you enjoy that activity?
• What is one activity you did in fourth grade that you really enjoyed, and why did you enjoy that activity?
• What is one activity you hope we'll do in fifth grade, and why do you hope we'll do that activity? 
• Have students then create sticky notes with a headline that answers each of those questions and their first names--create a sticky note graph of that information together, and tell them that you'll use that graph, in part, as you think about the best ways to help students learn, be happy, and work together this year. 
• Recess
• Tell the story of our United States Constitution, and review school handbook which is like a constitution for our school. What makes our school handbook similar or dissimilar to the United States constitution? Active Reading: The Student Handbook: What do we do well and what can we get better at--how can we shortlist the handbook rules and protocols to a memorable phrase, sign, poem, or acronym? How can we make these rules and protocols are own?
• Work in teams to determine our class government? Share ideas. Work on using handbook and class government ideas to write a class constitution. 
• Review lunch routines. Lunch
• Read Aloud. Review protocols for sitting and behavior during read aloud. 
• Independent reading - review protocols, let students read quietly.
• Class game time - about 30 minutes
• Closing Routine

Day Three: First transitions

• Review names, jobs, and routines again.
• Math: What's Your Name - See Magnificent Math website
• Science: Begin with teamwork focus, then composting

Future Lessons

• What is the Declaration of Independence? 
• What was the context of time, place, and experience that led Thomas Jefferson to write the Declaration of Independence and what does the phrase "All men are created equal" mean today? How can we rephrase this for our classroom?
• Read the Declaration of Independence together. Discuss history of "All men are created equal" and if that stands the test of time? How can we rephrase that statement for modern times and for our grade-level team?
• Review transition, recess, lunch routines. Recess
• Review timeline project. 
• Time Line Prep: parent interview, template, Dream Me activity, and ImportantChanges (Integrating SEL p. 82-84) Coordinate with tech teacher. Prepare for the project which will be completed in tech class. Self Awareness with Timelines: Students will create a time line that includes a parent or guardian's main event before they were born from birth onward, their own main events, and 4-5 events they imagine for their future. This will be done in technology class. Prepare for this activity with early-year homework and classwork including "Dream Me" activity from chapter 6 in Integrating SEL. 
• Read Aloud

Days Ahead in Homeroom

• Review TeamFive website together. Introduce computer use, protocols, safety, digital citizenship. 
• Marshmallow-Spaghetti Towers
• Build a tower with four pieces of paper that can hold a quarter.
• Team Talk: What is a learning community? What makes a learning community successful? What matters when it comes to being a successful learner? What matters when it comes to being a positive learning community member?
• Complete class constitution, sign, and hang up for all to see. 
• Set up showcase portfolios and complete Happiness Surveys at start of year. Review this with colleagues -- front page cover ideas and back cover potentially "one word posters."

Days Ahead in Math Class

• Names, collecting summer homework, Create math class norms, math study spaces/groups and routines for the math classroom. 
• History of people: introduction to timelines. History of people, skin shade, timeline - "The past affects the future." video
• Review norms, introduce and begin Name Value activity
• Introduce Math Reflection Journal (in 3-prong folder). Complete part of the assignment together and assign the rest
• Work on Name Value activity.
• Complete What's Your Name name value activity. Students who are done work on Symphony Math. 
• Symphony Math practice, follow-up goal setting with Symphony Math.
• Systemwide Assessment if ready. Possible facts assessment.
• Collect Homework. Review That Quiz and let students practice.
• Pattern exercise. Pass out next week's homework, pass back last week's homework.
• Boaler "Everyone can learn math" Ted Talk. Making Mini posters about a positive math mindset. (Teacher professional day)
• warm-up on facts and arrays: playing a math game
• Review order of operations with "How Many Ways Can We Make 48?" Pick up/pass back homework.
• Introduce new homework. Introduce unit one: Place Value
• Place Unit continues
• Follow Standards-Based Scope and Sequence in days ahead using systemwide scope and sequence, unit guides, Boaler's grade five book, and other resources.

We may want to embed this language in portfolio efforts (specific ideas from SEL book) 

• Your one word project and Video with Students. Teach/Review Google Draw.
• Personal Assessment: Godilocks Games (p. 94-95) is a good activity for children to do an early assessment of themselves. This will provide good information for teachers and family members as they goal set with and for students.  (SEL book)
• What is a Hero? Who are your heroes? Identifying honorable characteristics, finding people to look up to, learn from,  and follow in real time, history, and literature, sharing the story of Malala.
• What is your point of view or perception? The birds story, a discussion on classroom needs, wants, and desires.
• Peer Pressure: Do I Dare Do It (Integrating SEL p. 84-86)
• Study Skills: What do you really think? (Integrating SEL - chapter 6, Socratic Method)
• Humor Helps: Integrating SEL p.89-90. I'd like to turn this into an activity where students can create a cartoon, write a paragraph, or write and act out a script. I may integrate this with the writing, art, and/or tech teacher. Students love the integration of humor into the classroom and as one who is very serious, I can see how helpful this would be. 
• Behaviors at School: To get a head start on conflict resolution and language related to bullying behaviors, students and teachers will use the pyramid on top of the page to discuss the kinds of behaviors that can happen at school, and the appropriate ways to prevent and if needed respond to those behaviors in an effort to build a more caring and helpful classroom community. 
• STEAM Teamwork: Crossing the peanut butter pit (Integrating SEL - chapter 5), Alphabet Actors (p. 94), Can-moving activity (p. 102) and similar activities such as note card towers (p. 108) and marshmallow or gumdrop structures.
• Where do you want to live? Introduction to environmental education (Integrating SEL - chapter 6)
• Solar Ovens STEAM activity - embed SEL questioning and activities from Integrating SEL, chapter 6 egg drop activity.
• Resilience/Grit Activity. Integrating SEL p. 86-87
• Curiosity: A Critical Element: Use this lesson from Integrating SEL, Chapter 6 as introduction to current events learning/teaching.
• Think Positive activities and study Note that several of these activities can be integrated with physical education and music class too. 
• Self Control Lessons (Integrating SEL chapter 5)
• The Conflict Within (p.106) - this might fit nicely with the writing program
• Trust Walk (p. 104-105)
• Difficult Choices (p. 105-106)
• Deserted Island (p. 107)
• Reflection (p. 109-110)