All posts by onathought

#sol16 March 5 A slice of sleep

March 5, 2016Uncategorizedonathought

I am participating in the March Slice of Life Challenge: A slice a day for all of March. You should do it too! Thank you, Two Writing Teachers! Readers, check out their site, and start slicing!

We were going to watch a movie,
"after the kids fall asleep"
You know how that goes, 
well, all the reasons it doesn't.
A 6 year old's shower isn't "quick"
The Weird School book is pretty funny
The tween finishes just "one more" Fixer Upper on Netflix
But mostly, 3 kids want to snuggle

I know, I know
there will always be movies to watch
but there won't always be
sweet babies to snuggle

I drifted to sleep 
during the third snuggle
Keeping her company
the room, dark
the music, soft

#sol16 March 4 A Slice of Toast

March 4, 2016Slice of Lifeonathought

I am participating in the March Slice of Life Challenge: A slice a day for all of March. You should do it too! Thank you, Two Writing Teachers! Readers, check out their site, and start slicing!

I walked down the hall today with my teacup in my hand. I had been invited to join a special 6th grade reading celebration: “Toast and Tea and Time to Read.” It was the perfect middle to my Friday.

As I walked into the class, students were settling at their desks, books facing out, ready for instructions. Their teacher reminded them that the purpose was to read, and everyone got organized around the room in various comfy spaces. I was stationed at the tea, the teacher managed the toasters. As students started coming by for tea, I grabbed a copy of John Green’s Paper Towns that was calling to me from the shelf next to the counter.

It was a mostly calm job. I pushed the lever down to fill the mugs with hot water, with only the occasional close call when students got distracted by the sugar packets and started to move their mugs out of the stream of water. Some students seemed to be tea-making experts. I also heard many a whisper of, “I’ve never had tea” and watched students fumble to get their tea bag ready and into their mug. I found myself explaining the skill of making a cup of tea. Suddenly I heard myself teaching tea strategies: “Put the tea bag in, with the tag hanging out. We’ll pour the hot water on top of that. Now keep the tea bag in there for awhile so it can steep for a few minutes before you drink it. You can take the tea bag out, or just leave it in.”

I laughed at myself, as I realized I was conferring about tea strategies. A tea workshop!

The goal of course, was for everyone to have a relaxed time to read. One of the skills for this “Toast and Tea and Time to Read” was to be able to make that cup of tea. There were a few strategies for making tea: Tea bag in first or after the water? Adding sugar, unwrapping different kinds of tea bags. Each time a new group of students came to the tea line, I quickly assessed. Do they know how to make tea? If not, what kind of help do they need? Most of the time I was conferring with one student at a time in a Research-Decide-Teach type of conference. However occasionally, I noticed that a few students needed the same strategy and we had a strategy group. I might not have my own classroom right now, but I’m putting these workshop skills to immediate use! Thank you, Jennifer Serravallo! 🙂

Of course, I looked over at the toast table across the room. I heard the toasting conferences a bit as well. “Decide which kind of bread. Do you want it toasted? Oh no – you can’t put the bread in the toaster after you bite it. We don’t want to have your mouth in our toaster!”

Luckily I already know how to make tea, and toast. So after my groups were done, I did just that, sat down, and read Paper Towns. Modeling, of course, the main goal of the day.

49 hours of PD! Jennifer Serravallo Reflection 1

March 4, 2016Reflections on coaching, Reflections on teaching, Uncategorizedonathought

Jennifer Serravallo asked us, a conference audience of over 400 educators, to think back on our experiences as reading students. As teachers chatted for a minute about their memories, Jennifer walked around, listening in before she brought our conversations together. We laughed as we collectively remembered. There were SRA kits and trying to get to the aqua card.

Who can forget round robin reading when we counted lines so we could practice our part instead of listening to anyone else read? I know there were reading groups in elementary school, but I don’t remember if I was in the red robins, cardinals or blue jays. I was a fluent reader early, and I do remember being bored. I read ahead because I was either just reading at my quicker pace to lessen the boredom, or to make sure there weren’t any tricky words or names that would be stressful to read aloud. (Michael vs. Michelle, for example was a huge stressor for me!) Reading practices have grown since we were in school as students, and looking back feels like a good reflection as we examine our instructional practices.

According to research cited by Jennifer, “When things are challenging (And what could be more challenging than teaching in today’s educational climate?) we are more likely to revert back to how we were taught, than how we were taught to teach.” Take a moment with that idea. I did. (It probably applies to how we parent too!)

Now reflect on Jennifer’s next point: It takes 49 hours of professional development to outgrow your current practice, before you are trying new things that impact students. 49 hours! This number put me in immediate reflection mode: Is there enough time for teachers to learn? What slice of that 49 hours of time have I helped with as a coach?

As a new instructional coach these past several weeks, I have have been immersed in differentiating reader’s workshop professional development for teachers. Teachers choose a selected component to learn about and work on. They may want to learn more about conferring, small strategy groups, assessment or mini lessons, for example. As I plan for sessions centered on reader’s workshop, I spend hours learning more about the components. I read, listen to podcasts, watch example videos, take notes, etc. I know I’ve spent over 49 hours immersed in these workshop topics.

Teachers want varying levels of change — to tweak or to try something completely new. One thing seems consistent with all the teachers I’ve been lucky to work with: They always want to do what’s best for their students and what makes sense to them as teachers. As I spend 2 half days with teachers, along with their other grade level inservice time, I wonder about how quickly we can expect any tweaks or changes to happen. I know when I’m teaching, I often think I should be able to do something new right away — my coach would remind me to chill out when things weren’t working exactly how we envisioned it the first time. We need to be patient, coaches and teachers together. Learning is a journey, right? It’s going to take us at least 49 hours to get where we want to be –so let’s buckle in and enjoy the ride!

I learned so much at the conference with Jennifer Serravallo, and I hope to reflect on many parts of that learning in the days to come. I must have had a great time, as this was my reaction to meeting her. . .

#SOL16 March 3 A slice of right now

March 3, 2016Uncategorizedonathought

I am participating in the March Slice of Life Challenge: A slice a day for all of March. You should do it too! Thank you, Two Writing Teachers! Readers, check out their site, and start slicing!

Tonight’s post is a form from an inspiration 2 years ago.

Right Now I am. . .

Trying to remember how to slice every day

Thinking about all the now-too-fuzzy snapshots I could have written down

Paying attention more than I’d like to the debates my husband has playing on his phone

Taking too long to write

Drinking tea as it gets cold – but no snacks after dinner…

Deleting almost finished “slices” that were more like information than moments

Looking around at the mess of the week

Deciding not to clean (there’s always tomorrow)

Listening to my wheezing, snoring 6 year old on the old baby monitor

Wondering if I should nebulize him now or right before I go to sleep

Making new tea

Wishing so many wishes for safety and health and peace

#sol16 March 2 A slice of untouched tea

March 2, 2016Family, Slice of Lifeonathought

I am participating in the March Slice of Life Challenge: A slice a day for all of March. You should do it too! Thank you, Two Writing Teachers! Readers, check out their site, and start slicing!

I snuggled the kids until everyone was peacefully asleep. I made some tea, opened my notes from today’s Jennifer Serravallo conference and started to dig in. I wondered which part of the day I would slice: Funny travel stories? Dinner jokes? Gems that came up in my notes from the amazing learning? (I mean, Jennifer Serravallo, folks!)

Ideas started to form.

And then the coughing started.

So sometimes a slice is just that – an interrupted brainstorm, an untouched mug of tea, an open laptop, and a coughing child. . . because when your 6 year old is recently diagnosed with asthma, the coughing is even less fun than normal. There is only so much waiting you can do — waiting and listening to that cough cough cough — before you make your slicing excuses and head upstairs to check on the breathing, to stop the coughing.

#sol16 March 1 Slice

March 1, 2016Uncategorizedonathought

 I am participating in the March Slice of Life Challenge: A slice a day for all of March.  You should do it too!  Thank you, Two Writing Teachers! Readers, check out their site, and start slicing! 



Slice!

March 1
Dust off the blog
Find time to write
at lunch
after bedtime
early morning

March
Warn friends and family.
“You might be in a slice.” 
“This is a slice.” 
Jot notes on phone
to remind myself of funny moments
made incomprehensible --
jumbled by autocorrect

March lens 
find focus in
moments 
minutes
feelings
lessons

March on!
Gather ideas
celebrations
poetry
lists

March, every day.
Warm up my brain
When? Why? Where?
find a slice

Every.
Day.

March - Read.
March - Reflect.
March - Write.

March - Slice.

Hearts & Muscles – A book… pre-review

February 18, 2016What Are You Reading?onathought

Shhh… I’m fairly sure you aren’t supposed to write about a book you are ABOUT to read but haven’t read yet

I’m not exactly a rule follower.

In my head, I’ve been writing a post about nonfiction. I’ve been calling it “Falling in Love with Non Fiction.” (Just a little homage to one of my favorite books, Falling in Love with Close Reading by Kate Roberts and Christopher Lehman.) Everyone seems to be talking about how important nonfiction is. “We need to teach our students how to enjoy, how to read, how to understand nonfiction.” I get it! I’m on it. I hear you, nonfiction pushers! Reading Nonfiction: Notice and Note is next in my professional book pile, I promise. Just testerday I told a teacher that I can feel my brain beginning to switch over from thinking people just need to chill out – to really seeing past the common core and PSSA reasons. I understand the heart of why kids need to be reading more nonfiction: We need to teach kids to be life-long learners via nonfiction reading. They need to know how to get and understand information. See? It was going to be my next post. I have a lot to say about it. But not right now.

Last night I fell extra in love with fiction, even though I haven’t read this book yet.

My college friend’s new book is getting a lot of publicity (one of my favorite interviews is on NPR here). So, when I heard Sunil would be at the local bookstore, I jumped at the chance to say hello, hear him speak, and of course get my book signed. Mr. Thought couldn’t come, so it was just me and the kids. Three tired kids. Three tired kids who learned a ton. (And one tired mama who took notes on her phone!)

We walked in just as he was reading some inappropriate language. Oops.

(I don’t think my kids heard it all… and what they hear, we talked about: “He’s a grown up. He used those words for a reason. He’s a writer. . .” and as H put it, “He was just using it as a describing word, mom.”)

It was almost bed time, and E asked a couple of times, “When will he be done talking? I’m thirsty for water.” But, they listened. I love that my kids heard a published author talk about writing, and hard work, and empathy.

I heard these things too. I heard Sunil tell the story of how his finished manuscript was stolen. How he had to start again. My teacher brain yelled, “Perseverance! Stamina! Grit!” I heard him talk about how you have to write every day – you have to “sit at the desk every morning and hope the muse meets [you] there.” My teacher brain yelled it again, “Stamina! Structure to guide creativity!” Sunil said he loves the sound of words, but that meaning is more important than sound. My writer brain is thinking on that. Then he said that his book is about people, and empathy. My whole brain just nodded in agreement: Empathy! In his NPR interview, Sunil says, “We live in an age where revolution — you don’t need to pick up a rifle. Sometimes empathy is enough. Sometimes empathy is a revolutionary thing.” Empathy. I think we need empathy at least just as much as we need facts.

Sunil talked about why this book, about the real life Seattle WTO protests of 1999 was a fiction book. He could have written nonfiction; the protests were a real event. I’m sure there was enough drama during the protests to write a hefty piece of informational writing. Pardon my paraphrasing here… He said he chose to write this as fiction because that way he could make connections and expand on characters. His fiction book happens during the protests in 1999, but the book teaches us more than that. It teaches us about people–their good and evil side, and about current events that parallel those in 1999. It connects to past riots, and those sure to come. It gives characters– people– a voice for what is in their hearts. This was a good reminder to me about one of the reasons I love fiction: Fiction teaches. It isn’t false or just pretend. Fiction books have stories that teach us, sometimes even more than nonfiction.

I’m looking forward to reading this book. So here’s my book pre-review… I think it’s going to be awesome, and I give the book reading, discussion and signing 5 stars.

Slices of Valentine’s Season

February 16, 2016Family, Reflections on teaching, Slice of Lifeonathought

This is part of Two Writing Teachers’ Slice of Life. Find out more, and join in here.

Valentine’s Day has never been my favorite holiday. I can take it or leave it. I don’t need overpriced roses, a giant teddy bear or a big heart of chocolate.

For as long as I’ve been a teacher, I’ve turned Valentine’s Day into a celebration of affirmations and appreciations. It’s a tradition that my kids’ school does in every classroom, and I’ve mostly stolen it from them. Every student writes to every other student: A true compliment, affirmation, or message of appreciation. Every year my students are nervous. They don’t believe they will be able to say something nice about everyone in the class. They don’t believe people will have nice things to say about them. Every year they are wrong. Every year it is a wonderful day of school: We pass out affirmations, read them and celebrate how amazing we all are.

I love watching my own kids create their Valentine’s every year too. In kindergarten all of the work is done in school, but by the time kids are in second or third grade, some must be done at home. Especially if you are working slowly at school, like certain 9 year olds I know… H was concerned because he wanted each affirmation to be special. It was a flashback to last year, which was the first year he agonized over each shape.

Last year, H’s friend who liked cheese got his Valentine affirmation written on a 3-D wedge of cheese crafted from construction paper. This year he made a miniature version of one friend, a detailed picture of Spongebob farting for a classmate that loves Spongebob and humor. There was a mustache, balloons, a finger trap and more. Each classmate was thoroughly thought about before H decided what shape, picture and decoration should go on his creation. He had already written the actual affirmations at school. (Thank Goodness.) Each time I tried to convince him that it would go more quickly if we just cut out some hearts, he would respond with frustrated concern, “I don’t want some kids to get boring ones. That would just hurt their feelings.” I so appreciated the creativity and kindness behind his mission. But the amount of hours spent, construction paper dropped on the floor, and tears over making things perfect was maybe a bit much for my personal stress-level!

My big kids celebrated Valentine’s Day on Thursday, and that night I listened as they read their affirmations from their classmates.

“You are so helpful.”

“I always picture you as a scientist when you grow up.”

“You are humorous and kind”

“You are great pal to hang around with”

My daughter even wrote heartfelt affirmations for her brothers, who drive her crazy most days.

Image 1.jpg

“Maybe Valentine’s Day is one of my favorite days.” I thought for a moment, as my heart gave a little tug, “Maybe I have time to write affirmations for my students.” I reminded myself that not only did I not have time… I’m also not their teacher any more!

Checking in on Facebook, I was met with a Facebook memory from last year’s Valentine’s Affirmation Party Eve.

That was a little heart-tugging too, but I got over it. “It’s nice to not have to write 50 love poems this year,” I told myself.

My first meeting at school on Friday was with a teacher who used to teach at my kids’ school and was my daughter’s teacher. I noticed her morning message was about their Valentine’s Day party and affirmations. I was wistful, but okay.

I headed over to the middle school, where I found a book with my name on it on the lost and found table. When I walked into my old classroom to put the book away, I found my students passing out compliments, with construction paper hearts at their tables. I still may have been okay, if the kids didn’t shout hello… if one of the boys hadn’t jumped up and given me a hug… if another hadn’t said, “Wait! I have something for you!” as he ran out to his locker to get me a box of chocolates.

If not for the hug and the box of chocolates, I might not have gone back to my office to cry.

Maybe Valentine’s Day is more important to me than I thought. It is one of the touchstones of each school year. Years ago, I tried to explain this idea to an intern. I wanted her to understand that a school year has an ebb and flow, and know that there are certain benchmarks, like seasons to the energy of both teaching and learning. This year, leaving the classroom in January, I am reflecting on that ebb and flow. Certain seasons, like Valentine’s, I miss. However there are some I won’t be shedding tears over this year. (Can you say PSSAs?)

What season of teaching do you love?

A slice of The Fools

February 2, 2016Family, Slice of Lifeonathought

This is part of Two Writing Teachers’ Slice of Life. Find out more, and join in here.

If you were here with me, in my little corner office,

you might expect it to be a quiet little writing spot. Oh, but you’d be mistaken.

Since sitting down to write my slice (which was going to be about choice in reading), an entire band has assembled. We have banjo, djembe, voice (complete with microphone) and crazy 6 year old either bothering everyone or using the makeshift drum.

I think this started after dinner when the kids were inventorying our musical instruments. Fast forward to my writing session, and suddenly I was overhearing this:

“Who wants to be banjo?”

“I’m the leader.”

“No you’re not. I start it! “

“That is not a weapon. We will not treat musical instruments like that.” (That’s Mr. Thought chiming in.)

“Shhhhh… We’re going to have a concert.”

“Everyone be quiet! Our performance area is in here. Oh mommy’s in here. “

“That’s the office.” (Mr. Thought again.)

“Shhhhhhh”

“Stop shushing.”

“Guys! Everyone on stage!”

“What should I play? The Drum?”

“No, I’m the drum.”

“What am I?”

“You’re the trumpet.”

“What? I don’t even know how to play the trumpet.”

“Well, then just try your best.”

“Only one instrument per person!”

“Daddy – you get the drum.”

“Shouldn’t Daddy get the banjo?”

You may wonder why we have all of these musical instruments. Since the only one any one of us knows how plays is the piano.

Way back in college I bought Mr. Thought a Djembe, which he used to play some.

A few years ago, I bought Mr. Thought a banjo. Banjo lessons are on his to do list.

There’s also a trumpet and a flute, part of an odd assortment of things my parents keep bringing over to our house now that we’ve moved.

The lights are dimming… I think the show is about to begin.

L starts us off, on her microphone — a birthday gift a few years ago… nice and loud, as birthday gifts often are. “….Let me just remind you that we haven’t practiced at all. In fact, we haven’t ever picked up these instruments…”

Mr. Thought interrupts. “Can you mention that your guitarist hasn’t ever learned to play guitar?”

“You mean banjo?” I chime in.

Mr Thought doesn’t miss a beat (pun intended). “Can you mention that your banjo player has never played the ukulele?…

L continues, “Introducing, “The Fools!”

The music begins. And my banjo playing husband sternly reminds, “H! The drums should not be the dominant sound. They should be more of a background sound.”

Happy Tuesday from my Fools to you. 🙂

Celebrating Kindergarten

January 31, 2016Celebrate, Reflections on coaching, Uncategorizedonathought

This post is part of Ruth Ayres Celebrate Link up. Thanks, Ruth for this great opportunity to celebrate.

You are a new coach, trying to pop into as many classrooms as you can in between meetings and planning and other work. It’s amazing how much you learn popping into classrooms. You celebrate getting to work with so many amazing teachers every day.

You decide you need to pop into Kindergarten. You haven’t really been there yet, and it just seems like a good day to do a little pop in visit.

You walk into the first kindergarten with an open door. Children play blocks and lincoln logs as they start their day. (Every time kids get to play, you celebrate.)

You make plans with that teacher to stop by in a few minutes for reader’s workshop, and walk across the hall to pop in to another kindergarten: Everyone is dancing! You didn’t want to intrude, so you hang back at the door until the teacher smiles and invites you in, “Ms. Thought, you can join our game!” So you celebrate and dance with the 6 year olds: you stop and start with the music, and try to be as cool as these little dancers. You stay for a morning message, and calendar complete with a mystery shape game! And then literacy workshop begins. You take in the beginning literacy signs all around, with words and letters, pictures and cues: all made with fun and creativity. You listen to energetic and clear directions (Kindergarten teachers know how explicit directions need to be!) Students will go on a hunt for animals around the room, and spell them on their recording sheet when they find them. But wait! Before they go, they have to make sure they won’t be cold. Their teacher shows them a bag “Reach in without looking, pull out a scarf!”

It’s hard, but you get up, thank the teacher and walk next door, telling yourself that you’ll just pop in there for a few minutes. Reading workshop is beginning and students are choosing their first work. You stroll around, check in on the iPads, listen in to the Words Their Way lesson, and then sit on the carpet to see what books the students are looking at from their new collection. A boy sidles up to you, and you ask if you can read with him. Looking through books together, you help him with some letters, read some pages, and notice when he starts to hold your hand.

When students gather between their workshop rounds again, he sits next to you, and a few other students do to. You decide to stay for one more round. Another boy comes up and asks you to come with him to the teacher station, so you ask the teacher. “Can I come hang out with you? This friend invited me…” and she smiles, nods and reminds you not to be fooled by those eyelashes! Too late. You sit and watch the kids excitedly spell pot, mud and map in “adult spelling.” with letter tiles. You tell them they are ‘spelling superstars!’ and that you are very impressed. Mr. Eyelashes says “Me? I’m a spelling superstar?” Oh yes. He is.

You celebrate these kindergarten superstars by staying for just a little longer. You read with kids, who flock to you: you’re fast friends now. You read, you listen, you point out letters, and even try to pronounce all of the spanish words in one of the ABC books. The girl sitting with you finally says, “That’s okay- don’t worry about that one.” Your new friends sit next to you, put their arm around you, ask to sit in your lap, and ask for one more story. You partner read with one girl, and keep accidentally reading her pages. She reminds you to take her turn, and you both laugh.

You read about trains and teddy bears, dogs, coconut trees, fairy tale characters, and ABCs. You celebrate the books and their kindness. As you get ready to finally say goodbye, you tell them, “Friends, thank you for making me feel so welcome in your classroom. I had such a great time reading some of your new books with you. You were so kind to me, and that meant a lot to me. Thank you. I can’t wait to come again.” You look around at all their genuine, sweet faces. Their teacher asks them, “How does that make you feel? Here?” and taps her heart. The kids look happy, some are tapping their heart and saying “It makes me feel happy!” So you celebrate with them and feel happy too. You start to get up and Mr. Eyelashes looks up at you, “I wish you were my mommy.”

You probably deserve a medal for not crying, and you go through the rest of your day with a smile, celebrating Kindergarten!