Category Archives: Reflections on teaching

#sol16 March 30 Find your tribe: A slice

March 30, 2016Family, Reflections on teaching, 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!

The teacher is sincere and she loves my son. “He’ll be fine when he finds his tribe,” she said matter-of-factly at a parent-teacher conference in the fall. I’ve been thinking about that comment ever since. I want him to find his tribe.

Some of his tribe is in this old commercial.

Some of his tribe can be found in picture books biographies about people who were different and made a difference. Albert Einstein in Odd Boy Out by Don Brown is a great example.

Today I read The Inventor’s Secret: What Thomas Edison Told Henry Ford by Suzanne Slade and I can’t wait to read it to my own kids. I’m especially looking forward to sharing it with my son the inventor, who just this morning was mixing vinegar and baking soda on the hallway rug.

In this story, you meet Thomas Edison and Henry Ford as children. They are both curious. They both got in trouble. They both found each other, and others in their “tribe.” They both made a difference.

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Later in the story, Henry Ford is jealous of Thomas Edison’s success. He wants to know his secret. Finally he finds it out: “Keep at it.” Growth mindset anyone?

The other day, my son had his feelings hurt by people he considers friends at school. It was mean. It will probably forever stay with him and shake his confidence with friendships and kindness. I want to tell you the story, but it’s his slice not mine. So instead I will read him stories, and find ways to support his crazy ideas. I will try to help him keep at it, discover his way, and find his “tribe.”

#sol16 March 21 A Slice of Synthesis

March 21, 2016Family, Reflections on coaching, Reflections on teaching, 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!

On my way to school my mind was spinning with all of the inspiration from The Saturday Reunion. I was trying to synthesize it all. I was thinking about love and acceptance of my kids, both at school and home. Andrew Solomon’s words resonated with me as soon as he spoke, and then last night we read Michael Hall’s Red.

Have you read this? I hope you have, and if you haven’t – go buy it now. Then buy a copy for every parent and teacher you know. Or, I guess you could lend your copy out… but wouldn’t it be fun to just start handing out this book about love and acceptance and being your true self? Give it to everyone you know who works with children…

Thinking about Red led me to think about Lucy Calkins quoting Maya Angelou.

Which of course made me remember the rest of Lucy’s talk,which is only partially represented in my notes:

I started dreaming of the traditions I can start when I go back to the classroom next year. I reflected on my beliefs about reading and writing and how school needs to be an authentic place for challenge and for joy.

As I walked into school, I smiled dreaming up the toolkits I can make, a la Kate Roberts. I was brainstorming skills, strategies and processes that I can pull together, using the structure that both she and Cornelius Minor demonstrated on Saturday. Cornelius reminded us that teachers have tenacity and we need to take what we do invisibly as readers and make it visible for students. Kate showed us tangible ways to do that with purposeful, practical tools.

I made my way to my office thinking about Carl Anderson’s message that assessment means to “sit beside.”

Then BOOM. On a nearby door, I’m hit with another message:

Oh, Pennsylvania Department of Education… Please go to a Saturday Reunion. Listen to Lucy. Help teachers “build worlds in their classrooms,” where students can find their power as readers, writers and learners. Lead teachers “not with mandating, but with influence – bring out the great talents of your people!”

I know it’s just a little yellow sign. But it made me wonder if there is an emergency TCRWP hotline. Kate Roberts? Cornelius Minor? The departments of education in this country could use a little shaking up. I’m not afraid of working hard, and I expect my students to do the same. “There’s no easy in being an effective teacher.” Kate said it. I agree.

So, tonight as H drew a superman sketch, E practiced drawing cubes and Mr. Thought challenged L to draw different emotions, I started taking some more notes on my Saturday Reunion learning.

I know I’ll learn more as I synthesize, and I also know that I’ll never ever get the markers back in order. That’s okay. Learning is messy.

Then before bed, E read me Little Quack. As I listened, I realized Mama Duck has been to the Saturday Reunion. She loves and accepts all of her children. She is in the water with them. She knows her ducklings, and her content. She breaks down the skill and encourages them to jump in, to just start. She even has a mini lesson. (Look closely, and you’ll find some math too.)

I decided that this was the perfect way to synthesize my day, because a book and a bedtime snuggle might be the best tradition of all.

#sol16 March 20 Slice: Select All. Delete.

March 20, 2016Reflections on coaching, Reflections on teaching, 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!

Type type type type type type type

Select All.

Delete.

I’m inspired. But, I have to sleep.

Oh – I want to tell you about New York. I want to tell you about my Beyoncé day, my friends, my sessions, my learning. But my thoughts are still scattered in my notebook, my iPad photos, and the google docs my friends have shared with me. So, I type type type type type. Select All. Delete.

I’m so tired. But, I have a slice called “Left! Curb!” One called “The bad french fries.” and even one I like to call, “The Cupcake Engagement.” Plus, I know you can’t wait to hear me gush about Kate Roberts and Cornelius Minor – and I even have pictures that illustrate how they are my new BFFs.

But every time I type a slice, it doesn’t work. So I type type type type type. Select All. Delete.

I have to sleep. But I have good stories to tell! Like, last night,when we couldn’t seem to find a bathroom even though it was desperately needed. I want you to help me count the Starbucks that we tried, and tell me why I can get coffee in my hometown late at night but in NYC Starbucks closes at 6:00.

It’s a good story, but after I type type type type type, I just select all, delete.

I’d love to slice about how I almost got out of the city but veered the wrong way, so we drove back in. But you know… select all, delete.

#sol16 March 18 A slice of Ready to Learn: TCRWP Saturday Reunion

March 18, 2016Reflections on coaching, Reflections on teaching, 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!

TCRWP Saturday Reunion is tomorrow!
bags packed
snacks packed
iPad charged
pens ready
car washed
car vacuumed, mostly
maps printed 
yes, printed 
(better safe than sorry) 
TCRWP app downloaded
(there's a schedule on there!)
slice written

#sol16 March 15: 30 second slices

March 15, 2016Family, Reflections on teaching, 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!

30 Second Slices

30 seconds at home before school…

I run down the stairs, find my boots, slip them on. Zip them up. But where’s my phone? Find my phone. Grab the coffee. (Thanks, Mr. thought!) Kisses and hugs. And time to move ’em out!

“Did you pack E’s inhaler? Did they load their backpacks?”

Make everyone drink some grape juice (wards off the stomach bug, knock on wood) and it’s “Van time! Come on! Get in! Strap in! Let’s Go! We’re late!”

(Later I will notice that they all forgot their jackets.)

30 seconds in middle school…

Students wave and call my name. Some ignore me. I walk into a mindfulness class with a few students I know, some I don’t. We settle in and the visiting mindfulness teacher tells us that mindfulness is about paying attention. “Ask yourself: What do you notice? What do you need?”

30 seconds in the primary hall…

A girl swings her purple jacket around, she’s dancing a little jig – her jacket hits me, but not hard. I smile, and her teacher scrunches her face in an “I’m sorry.” I assure her that it’s okay, no big deal. We should all dance a few more jigs going down the hall.

A boy walks towards me, says something in the way of a hello, and gives me a great big hug. I don’t know him, and think he might be mistaking me for someone else. . . but when a first grader gives you a hug. . . you just hug them back.

#sol16 March 13 A slice of a book on a shelf

March 13, 2016Reflections on teaching, 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’ve finally been ordered. Taken off the warehouse shelf, slipped into a box with other books. We are silent on the truck, anxious to get to school. Soon! Soon children will choose us! I think I have a good chance at being a top pick. My cover is shiny, and my blurb… well, it makes you want to open me and find answers! I’m exciting – a real adventure.

I don’t like to brag, but since it’s just you and me… My characters are unmatched. There is friendship, and perseverance and that’s just in the first few pages! Now, I’m not technically a true story — but in the children’s hearts I will be. I just know it. I wonder whose favorite I’ll be. I heard that one of the books that went to a classroom last month has a waiting list of kids who want to read it! Wow… to be that famous!

I feel the box being unloaded. A school! We are at a school! There must be readers here… real readers. I wonder how often they get to read. I wonder how long it will take until the edge of my cover is worn. Then I’ll know I’ve really arrived.

Being put on a bookshelf at a school is even better than I thought it would be! Books on my left, books on my right. I feel myself getting comfortable, even though it won’t be long before a real child picks me up! I’m ready!

Wait. This is a pretty dark, pretty small room.

Is this a closet? I can see and hear grown ups coming in and out a bit, but not kids. They must be teachers, since they are wondering which book will go with their lesson. They picked another book.

That’s fine. I mean, I can wait.

Someone picks me up. She’s not sure if her children will like me. She tells someone she needs to read me first before she lets the kids read me.

That’s fine. I mean, she will be very careful with me, I’m sure. That’s good. It must be weird to have a lot of kids reading you, talking about you, learning all sorts of different things.

I hear more teachers talking – they need to be sure that the book they pick goes with their lesson, That makes sense. What if they weren’t talking about friendship and perseverance but they read me? They say they aren’t sure I’m the right level. I might be too hard, or too easy…I’m back on the shelf.

That’s fine. I mean, I’m sure they know best. What if a child was reading me and didn’t know some of my words? What if they read me too quickly? What if the children disagreed about my message, or my theme, or my characters’ motivations? Yikes.

I’m a book. I don’t know… was I meant for all of that thinking?

I do wonder though. I wonder when I’ll get to come out of this closet. I wonder what it would be like to be chosen by a child.

#sol16 March 12 A slice of Saturday

March 12, 2016Family, Reflections on coaching, Reflections on teaching, 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 started a slice over 6 hours ago – when the Advil and Sudafed had finally kicked in. I took my books and laptop out to the deck while my kids played in the yard. I read a bit about vocabulary instruction, underlining passage while I watched my children get to know the neighbor kids. It was a slice for sure — my reading about teaching while I parented. So I got my laptop out, and started to write.

And then…

And then E fell and bumped his head, I got ice, kids went to the neighbors, I had an actual conversation with my husband. The kids came back to eat sandwiches before racing back to play. I tried to listen from my spot on the deck to make sure my kids were playing nicely. Then L called me over to look at a cool swing. I stayed to watch the boys play basketball, then to talk to the neighbors. Then E fell again and hit his head at the bottom of the slide. Kids played some more and we met the neighbor’s dog. When we got home, we watched some Netflix, made some dinner, watched some more Netflix. (Hey! No netflix judging! Did I mention I’m sick?) I tried and failed to solve some sibling conflicts and then got everyone ready for bed. E said he felt dizzy, so I was worried (re-read the head bumps part above). Mr. Thought reassured me that E’s just tired. But, E was too busy making up riddles to sleep. Most of them started with “There’s a man stuck in a room with nothing in it but….How does he get out?” I knew I should tell him that it’s time to go to sleep… I knew I have to write my slice. But man, he was so cute and serious about these riddles.

Mr. Thought kindly brought me my laptop. I told E that I have to write my slice. He asked “What’s a slice?” and as I explained he curled up near me. “Oh, so it’s called a slice because it’s a slice of a story? Can I tell you another riddle? There’s a man stuck in a room with one window, and all he has is a shadow. How does he get out?… I didn’t tell you what the shadow was! It was the shadow of a tree, and he climbs out!”

Soon, he was asleep, and then I wrote my slice.

#sol16 March 8 A Slice of Going Beyond

March 8, 2016Family, Reflections on teaching, 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!

My poor children. I find it nearly impossible to turn my teacher brain off when I’m helping them with their school work, or even just reading with them.

My 9 year old has a big project due at the end of the month: The 3rd grade “Going Beyond” project. H’s inquiry is “How does the brain work?” I’m sure we should have been working on it for the last few months…Let’s just say that homework is not our specialty around here.

I made him bring all of his things home for spring break, though. The other day we bought fun index cards and some poster supplies. This morning, we sat together at the kitchen counter and started working. One thing I have found out about H is that writing can be a deal breaker as far as stamina goes, so if the assignment isn’t about writing specifically, I scribe for him. Reading is another challenge that we are working on. It’s a balance, always. What do we do for him to help modify the assignment, and what do we push him to accomplish on his own?

We sat at the counter, with our colored index cards, post-it tags, and his favorite brain book. He organized his cards. I noticed later that he had put a quarter in front of each stack. I’m not sure why… but it made me laugh. As we read, I led him to agree to first take notes on the parts of the brain, and he carefully put post-it tags on important other information.

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“What should I write about that?” I asked over and over.

“Just write what it says!” he replied a few times. I tried to explain that we can’t just copy someone else’s words. I’m not sure I have him convinced about that yet.

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He was working on his attention getter: A paragraph that you can read even though many of the letters are mixed up. It’s actually a hoax, and as we wrote down how to explain that to his class, I asked him what the point of sharing this was. I was trying to have him bridge the hoax to the rest of his presentation. He took offense for a minute, misunderstanding my question, and that’s when I knew his stamina was at an end. We had worked for over half an hour on a beautiful spring break morning. I would call that a success. We worked for a minute or two more and then he said. “Okay. I’m done.” We piled up his cards and notes and book. I hope later we can have another work session. I know he will feel proud when he is ready to present it to his class.

Reflecting on the work this morning, I was reminded (of course!) of some of the conferring notes I had taken at the recent Jennifer Serravallo conference.

Now, I wasn’t technically conferring with my son. I was working with him. But, I’d call it pretty close. Jennifer told us that kids do their “best work when you are just with them.” I’d say that H benefitted from the time I was with him. I gave him feedback, I named the things he was doing well, I told him what I thought he should do next. I worked with him. I’m supposed to put myself out of a job as a teacher, by equipping my kids with strategies and a desire to read. I take that on as a parent too. This morning, I did some of the work to show H what to do, we did some of it together as well. Somehow I have to get him to work with other kids, and then do it alone. Knowing my son, it will be a slow and steady marathon to that independence when it comes to reading and writing. Third grade is almost over, I hope his fourth grade teacher is up for the challenge. You could say that working with H takes a little “Going Beyond.”

Maybe I should buy his fourth grade teacher a few Jennifer Serravallo books.

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. . .

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.

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“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?