Before Remote Learning Day 1

 Our district has finally decided due to the "metrics" released by the state.  We will be completing our first quarter online.  We start September 14th and will be online until at least November 15th.  Up until this point we were planning for a hybrid schedule.

I usually try to take summers mostly off, with some playing around in my classroom here and there, but this summer I have been using almost every nap time to watch webinars, create online content, and go to virtual town halls.  Though part of me is sad, I am relieved to finally know what it is I'm going to be doing this fall and that I will be safe.  Because of my Lupus I was really concerned about the decision for fall.

Distance Learning Professional Development

So I have been scouring the web for resources to make next year the best possible, and here's what I've found.

Best Practices: Online Pedagogy

Teaching to the Top: 026. Tips for Organizing your Digital Life

What is a Flipped Classroom?

Interview with Zaretta Hammond

Collaborative Classroom Interview with District Leaders

Best Practice in Distance Learning

Whoa.  This has been quite the journey.  On Friday, March 13th we were told we were leaving school for two weeks and here were are, the sixth of July, and we don't know if we will return in the fall!  My optimistic self has been assuming all this time that we will go back to school in the September, but it's looking like we're getting half and half of our kids back at best!  Our governor is saying that if people keep going out and not wearing masks and the numbers keep rising we WON'T OPEN SCHOOLS IN THE FALL!  I don't know that I can handle more distance learning, but I have no choice, my family depends on me.  I can't stand the uncertainty.

For now, my school is assuming we will be taking on the hybrid cohorting strategy where Mondays are a teacher work day and cohort A comes to school Tuesday and Thursday and B comes to school Wednesday and Friday.  Of course each kiddo must have the standard 35 square foot bubble (where did they come up with that number!? That's right they must have a 3.3377905866 radius of empty space around them at all times).  Anywho, I'm on the reopening committee and we've been discussing things like contact tracing, how to get kids off the bus and into their classroom without touching or breathing on anyone else, how recess will look with each kid having a 35 square foot bubble, etc.  All of these questions are baffling, and really, arbitrary, because the kids will not follow all of the rules and procedures we put in place, but as always, we will do our best!

So, as this planning continues I am working the most during the summer that I ever have preparing for what I'm assuming will be the most challenging year of my career.  I am trying to research on the web, listen to podcasts, read blogs and books and anything else I can do to prepare.  I'm having a hard time finding info because there just isn't much out there!  I will share what I find with you, though!  While I am doing this, here are the questions I am grappling with (maybe you have answers!):

1. What online resources will I use?  I don't want to use too many and overwhelm my students and families, so I feel pressure to narrow it down to the best ones.
2. What will I do at school and what will be done at home?  Time is precious in a normal school year, and now we have less than half of the time!  I'm researching the flipped model, but I've had some resistance from my team about this idea.
3. How will I organize student supplies? As the kids our supposed to have all of their own supplies and keep them in their backpacks, how will I make transitions seamless?
4. How will I make the transition from school learning to home learning seamless and easy for parents? 
5. How will I maximize my time so I can best meet the needs of my students without spending every minute of my day at school?  My team and I have talked about splitting subjects and each making videos for different subjects including read aloud.  I'm also looking at time savers such as email templates, etc.

The Creativity Deficit

As I was walking through my new school today I was noticing the beautiful artwork. Cute, water color leaves, curly paper pumpkins, spooky fall landscapes, and something hit me. Each piece was beautiful, and nearly identical. So close I bet the kids can’t tell which one is their’s. Doesn’t it seem odd and contradictory that these amazing Pinterest “art” projects don’t leave any room for creativity? They do make spectacular parent gifts and some even teach artistic techniques, but is the product truly art?

The age we live in...

This is kind of a quirky post, but I just had a strange glimpse of the age we live in.  Today one of my students told me that I should friend his mom on Facebook.  I feel so weird about this, but I also feel weird when I run into a parent in the store and I have beer in my cart.  It's like if I'm not the perfect person they will deem me less than fit to be a teacher.  Many of my colleagues friend parents from our school on Facebook and see no problem with it.  I usually don't unless they work at the school.  What do you think?

Teaching, danger, and mental health

Last week I had to teach my students how to defend themselves in case a dangerous, armed person came onto our campus.  It breaks my heart to teach my students how to become a difficult target.  My hands shake as I answer questions about what kinds of things make good projectiles, answer a million "what if" questions with "use the tools I have taught you and your best judgement.  You will not be in trouble if you are truly trying to protect yourself," and hedge their fears with "this kind of situation is unlikely, but we need to be prepared and practiced just in case." 

Yes, I will prepare my kids for the reality of this terrible danger and while I am very thankful for Alice training, it makes me absolutely nauseous to think of a situation where I would have to protect my school babies with my life.  I have my babies at home.  Last week was the first of many of these drills for the year.

Just the pure fact that so many people are willing to hurt and kill innocent children and adults is proof that we have a mental health crisis on our hands that we are totally unprepared to deal with.  In our current system we have no tools to help people with mental health issues unless they have the means and the drive to pursue it themselves.  And even still, our model for "treating" mental health problems is to punish for transgressions, not to teach strategies to cope and overcome.  Mental health is a dirty little secret that is pushed down with rewards, blame, and punishments until it festers and boils over.

This criminal system starts in the school system.  We have an insane rate of violent, suicidal, and antisocial behavior in schools right now.  Teachers are often expected to just deal with problems that are not within our training to handle.  We are not trained psychologists.  Every day we feed hungry kids, let kids sleep in our bean bags that don't have a safe place to sleep at home, look for lice, problem solve, teach positive character traits that sometimes aren't encouraged at home, and so much more while also trying to teach the curriculum.  The problem is, we don't have the time or the education to treat mental illness.  Don't get me wrong: do I believe in consequences?  Absolutely, yes.  But do I believe consequences teach people how to be functional in society?  No.  Consequences motivate us to make good decisions, but do not teach us what positive behaviors are.

Besides this, anyone who thinks teachers should carry guns has never met me.  (To illustrate this point: I often have a hard time locating my pen and unlocking the gate from the staff parking lot and I curl up into a ball when confronted with tickle torture).  Conversely, I think it would be tragic and disadvantageous to replace good teachers with good marksmen.  Guns are not the answer.  To find the answer, everyone of us will have to move toward a paradigm shift.

Mistakes are Steps Toward Learning

It was February of 2011...

When You Need a Home Run and all you get is first base.  It was a good lesson, but what I needed was amazing.  Last Friday I was observed by the big dog, an important observation for my reapplication next year (as I am on temporary status).  Three things I took from this experience: first, teaching is about connecting with students, second, stay true to your theories of teaching no matter how difficult your situation makes it, and third, how important context is in education.

The lesson: 3rd Grade Order of Operations (keep in mind that we have 60 students)
Anticipatory set: I activated prior knowledge and connected to students' experience by using a narrative advance organizer.  I drew 6 pictures depicting three directions: pour, shake, and open and orange juice bottle.  I then discussed that sometimes order is important in directions.  Then I showed the different outcomes for changing the order of these instructions.  I then asked kids to come up with the right order.  I then introduced order of operations.

Next, we made a flip booklet on which we numbered 1. Parentheses, 2. Multiply/Divide, 3. Add/Subtract.  Under the flap we put the signs of the operations, an example and "left to right."  I then modeled how to use the tool, and students practiced how to use the tool with some guided practice on their whiteboards.  I had a worksheet to practice further, but my cooperating teacher suggested that just practicing on the whiteboard would be more effective.

The critique:

Although he thought the metaphor was very effective and the kids understood the concept, I've got to move faster.  There is just too much curriculum to cover to spend so much time waiting for everyone to get it.  So and so were drawing on their whiteboards under their desks.  He commended me on checking in on the success of so many students.

Today:

This was my first taste of the bias in the system.  What he was saying: the ones who are privileged enough to access the curriculum from the standard entryways will get it, the others may catch on eventually, or maybe not... but who cares, move on.

Even today, as I look back at this draft post from 2011 I still feel the chains of the system.  I find many creative ways to improvise and adjust, but regardless we are still pulled forward through the years of curriculum, regardless of the abilities or prior knowledge of our students.  Are students are pushed through as well.

If you are wondering, I did not get the next year's opening.  Besides being green and needing improvement in many areas, the principal and I did not agree in many fundamental areas.  He told me I have "unshakeable patience" and should be in special education.  Which I very much considered, but decided it was not the right choice for me -- God bless special educators.  On the bright side, I got hired at the perfect position for me the next fall: a 4/5 blend in Southern Oregon.

I have a confession

Here it is: My line is not silent.  Maybe you students are blessed with someone to talk to.  Someone to tell their stories to.  And maybe their weekends aren't filled with stress and uncertainty.  At our school many of our students aren't so lucky.  The problem is, we have SERIOUS learning to do.  For these kids could not afford preschool and many of their parents did not read to them, and when they come to school their minds are only half focused on learning.  So we talk in line.  Of course I teach them about being quiet and respectful to other classes, but without fail I am ALWAYS talking to a student about his/her weekend/worries/excitement/questions/dreams...etc.  Yes we get sideways glances from staff.  But here's my opinion: when did you, as an adult, ever walk in a single-file line, silently going from one place to another?  Others are amazed when our sometimes blobby line composes itself to become restricted to the right side of the walkway to make room for passersby, not because they were trained to walk in a line, but because they were trained to pay attention to the needs of others. 

I'm back

It's been almost 2 years since my last post.  I've truly missed my blog and I've made it my goal to return to posting weekly.  A lot has changed since my debut on this blog.  I have an amazing five-year-old boy who is full of spunk and endless energy.  Subsequently, I was diagnosed with Lupus in his first year of life.  It was a truly horrendous, miraculous, and life-altering experience.  Now I am managing my symptoms and living a full life.  Though that shadow is always there, I refuse to let it control me or hold me back.  Throughout this 4 year battle I thought I was broken, never to be a functioning human being again.  Then, after two soul-crushing Rheumatologists later, I found Dr. Rudy Green, and he helped me find my way back to health.  I'm happy to say months later we had a beautiful baby girl.  Our miracle we thought for a time we'd never have.
Yep, I woke up next to a beautiful little 7-month-old ball of warmth who has reverted back to waking up for night feedings.  This morning I even found spit-up crusted into my Fit Bit.  I couldn't be happier.
During the darkest hour of sickness I found out so much about health, the food industry, fitness, parenting, big pharma (as they call it), doctors and their training, meditation, myself, and more.  It has really been a transformation.  I am a different person now.  Stronger, more resilient, more aware.  And for that, I am thankful.  (Do I want to go back to the pain... Hell no.)
Yes, I am thankful for the days I fell asleep in my car in the driveway when I got home from work because I didn't have the energy to walk to the house.  The days when my husband had to put my socks on for me.  Thankful for all the well-wishers who were checking to see if I was ok (because it took me soooo long to limp from my car to my classroom), which touched my heart and broke my pride.  (Everyone needs their pride broken now and again).  So here I am, transformed.  Like a phoenix from the ashes.  And thusly, I will be dividing this blog into three areas:

Stories from the darkness: My battles with Lupus
Teaching: aptly named
Rising: lessons of life, parenting, health, and love

Be the change you wish to see in the world

Inspiration

Active Students, Active Minds

2015 - 2016 Read Alouds

Selecting my read alouds this year was particularly difficult.  This difficulty was in part due to the fact that I have 5 kids in my class from last year, and that I am teaching 3rd-5th grade this year.  I wanted to choose books they could all relate to and enjoy, that they hopefully hadn't heard read aloud before, and that would incite thoughtful discussions.  So here are my choices:

Harry Potter and the Sorcerer's Stone

I've always been hesitant to read this book aloud because of the controversy (I've also always had Jehovah's Witnesses in my class), but this year I took the opportunity to read it.  It was THE BEST read aloud I've ever read.  The kids LOVED it and begged me to keep reading.  Many began reading the series.

Diamond Willow

Some kids loved this book while others were unsure.  Everyone could relate to the childhood issues and love of animals.  Many of the kids were excited to hear the "secret message" on every page hidden in the diamond-shaped poem.

The City of Ember
The kids were unsure about this book at first.  It reads like a roller coaster with a very long build-up.  Of course the end is very exciting and goes by fast.  About 3/4 of the way through they started begging me to keep reading.

The Hundred Dresses

This book is a classic and, regardless of the setting, the kids relate to the timeless issue of bullying.  They also enjoyed using the clues from the book to determine the timeframe in which the book takes place.

Confessions of a Former Bully

I actually read this book out loud every year, regardless of the fact that I usually have repeat students. The kids relate to the characters, understand the metaphors, and enjoy practicing and using the strategies to stop bullying.

Philosophy for Children

I finished my first PD summer read: Bid Ideas for Little Kids.  I LOVE the idea of discussing philosophical questions with young learners.  It is something my family did around the dinner table as long as I can remember.  Not only do I believe kids capable of grappling with difficult questions, I think it is imperative to developing their own personal set of values.

The book is a quick read and I would recommend it, though I did find the first three chapters a tad condescending.  (Thomas Wartenberg, the author, feels the need to constantly reassure the reader, that though they are not philosophy majors, they can still teach philosophy. So much so it gives the feeling that he is implying that the reader is not quite as smart as he is...).  That being said, the rest of the chapters are very useful and immediately applicable to the elementary classroom.

If you're not feeling like investing $24.95 in the book, Thomas Wartenberg has made a wiki with all the important information, and more!  teachchildrenphilosophy.org

Evaluating My Priorities

As this new opportunity dawns (see previous post) I have delved into the world of evaluating my priorities as an educator.  As teachers we are bombarded with often conflicting ideals, strategies, and theories about best practice.  Is direct instruction the "right way," or project based learning?  Should learning be teacher or student driven?  Should I Teach Like a Champion or Teach Like (My) Hair's on Fire?  There are so many different views of teaching and learning, as well as child psychology, there is no way to sort these all out into one neat path to "best practice."  We often depend on research to sort this out for us, but some of the research is even conflicting.  From my meager four years of teaching I have discovered one resounding truth: it's all about balance.  Balance between the teacher and the learner, the product and the process, the subject areas, and so on.  Because, when it comes down to it, every teacher and learner is different and, thus, will require a different path to enlightening, motivating, joyful learning.

With this said I began reevaluating the choice of "Teaching for Tomorrow" as the name of my blog.  Why did I choose this years ago?  Should I change it to be something more practical?  More witty?  No.  I chose that title because it is the primary motivating factor for my being a teacher.  I want to make a difference in the literal and figurative tomorrow of my students, my community and my world.  It is my desire to make every day seem a little brighter, more interesting, more curious, more hopeful, more fun...  Therefore I will do everything in my power to meet my students where they are, to help them rise their highest potential, create interesting, motivating and effective curriculum (using whatever strategy/style/theory I see fit), inspire them to make a difference in their lives, community and world, and to have fun doing it.

So what does it mean to "Teach for Tomorrow?"  Teaching for Tomorrow is preparing students to make a difference in a world that we can't even yet fathom.  Teaching them to be thoughtful problem-solvers, considerate community members, curious learners, reflective collaborators, and whatever else it takes to make a difference in the world of tomorrow.  Now, I can take the next step forward into this new land with my priorities straight, my mind open to new possibilities, and my heart dedicated to making a difference (no matter how small).  So, read on, reader and take this journey with me!

The Journey Continues - Just a Bump in the Road

Tumultuous as my life has been in the last few months, I am excited to say that I will be at the forefront of a new and exciting opportunity in my school district.  My small-town school is going to be the host of a new project based learning magnet school.  Next year will be our pilot year, hosting two 3rd/4th/5th blend classes.  Yes, you read that correctly, I will be having a mixed-age class next year from 8- to 11-year-olds! This is a scary, yet utterly thrilling prospect.  I will have the chance to work with my students for three years!  As I have already been teaching in a 4th/5th blend for three years (and LOVE it), including third is a welcome addition to my already differentiated class.

My Affliction

My blog has been relatively untouched in the last few months because the last six months have been an excruciating journey on the road to discovering what ails me.  In the beginning of January I woke up with sore wrists... a couple weeks later my shoulders were hurting, too... fast forward a month and every joint in my body was aching... in another month the pain was unbearable.  Teaching in a time in my life when putting socks on put me in agonizing pain is the single most difficult thing I've done in my life (not to mention simultaneously caring for my beautiful one-year-old son).  Keeping up a happy appearance, maintaining my patience, and managing my work and day-to-day responsibilities was almost more than I could handle.  I came home at the end of the day and could barely pry myself off the couch.  It took nearly a month of tests and labs and medications to finally uncover the culprit.  In this time I frequently wondered what I would do if I couldn't teach--a tormenting thought.  Finally, I was told I have Lupus.  Earth-shaking as it was to be diagnosed with a life-changing auto-immune disease, at least I finally knew.  After the diagnosis it took almost another month for the medication to start working.  Here I am, at the end of the school year finally feeling like a functioning human again.

Grammar Worksheets

Check out my TpT for a new grammar worksheet FREEBIE!

2014 - 2015 Read Alouds

Fresh New Read Alouds!

On average, the population of children at my school face adveristy with some serious, adult issues in their daily lives.  From alcoholism to parents going to jail, these kiddos often struggle with focusing on school work because they are so low on Maslow's "Hierarchy of Needs," or whichever model you use to assess student needs.  My focus this year with read alouds is children (and animals) rising above the difficulties in their lives.  This summer one of my goals is to read each one of my read-alouds for next year (some of them for a second time).

Here's my plan:

September: The One and Only Ivan by Katherine Applegate

• Adversity faced: Unexpected responsibilities and friendships
• How it's overcome: Work and understanding, reevaluating what is important

October: Wonder by R.J Palaccio

• Adversity faced: Having disabilities, looking different, being an outsider, starting a new school
• How it's overcome: Empathy, compassion, and acceptance

November/December: The Family Under the Bridge by Natalie Savage Carlson

• Adversity Faced: Homelessness, building a family
• How it's overcome: Teamwork, family

January: The Tiger Rising by Kate DiCamillo

• Adversity Faced: Alcoholism, losing a parent, losing a friend, new school, being an outsider
• How it's overcome: Making surprising friends, learning to trust, caring for others, letting go 

February: Among the Hidden by Margaret Peterson Haddix

• Adversity Faced: Being alone, in hiding, a forbidden third child
• How it's overcome: Making friends, being brave, standing up for what you believe

March: Touching Spirit Bear by Ben Mikaels

• Adversity Faced: Crime, bad decisions, abuse, helplessness, anger
• How it's overcome: Reflecting on bad decisions, deciding to make a change and stop the cycle

April: The Captain's Dog by Roland Smith

• Adversity Faced: Difficult journey, depression, uncertainty
• How it's overcome: Perseverance, teamwork, friendship, trust

May/June: The City of Ember by Jeanne DuPrau

• Adversity Faced: Saving the community
• How it's overcome: Teamwork, hard work

A Few Picture Books I plan to read:

Postcard templates

I designed this template for a unit I am working on for United States Geography.  I plan to have students use this template during a study on a selected state.  They will draw a picture of one important location from the state and write a letter to the class as if they were visiting the location.  I also am going to send mystery postcards from mystery locations and have the students research where the postcard came from.

This template could be used for many activities, though.  Such as: students could write a postcard from the prospective of a character from a book and draw a setting; foreign language students could choose a location from the country they are studying, print a picture and write the postcard in the language they are studying, in math students could draw a tessellation...  The opportunities are endless.

Summer Goal: Improve my Knowledge and Practice of Differentiation

Materials

Learner Profile Resources

IB Learner Profile Guide

Advance Organizers

RAFT Assignments

Sample KUD's

See My Reading Journal for Responses to these texts