How's it going? Chapters 1-3

How's it going? is one of my favorite pieces of writing that I've read in a long time.  Carl Anderson sounds like a writing workshop god.  Because my classroom does not have a "writing workshop" time of the day--I was unsure what I could actually gain from this book.  Although I whole-heartedly believe that my students are writers and authors, I've never been one to "confer" with them on their writing pieces.

As I read through the first few chapters, I realized right away that Anderson takes on an attitude of expecting his students to be writers.  I love how he mentions conferences as conversations, "Although today I see conferences as a means to get to know students and as a powerful way of teaching them to be better writers, I have never stopped considering these one-on-one talks as conversations" (2000, p. 6).  This is something I'm definitely already doing with students.  As most of us know, kids can talk a lot.  And often they want to talk about themselves, and what they are proud of.  My students come to me a lot and talk about the writing or illustrations they are doing.  Up until this point, I have used these conversations as a means to understand their thinking and usually annotate or write dictation for their writing.  Anderson is helping me see how I can use these conversations to teach my students what they can do to be better writers.  I'm extremely inspired by the work he is doing with students, however, I'm left wondering what this looks like in a Pre-K/K setting.  Most of my students are not formally writing sentences, however, they are amazing visual and oral story tellers.  I'm wondering and thinking about ways to adapt his conferencing model to meet the needs of my students.

Anderson talks a lot about teaching the writer not the writing.  How can we help our students become better writers and not just help them improve one piece of writing? He points out a student's ability to teach themselves, "When conferences are times when students teach themselves, they not only learn about strategies and techniques they can use the rest of their writing lives, but they also learn about being writers who can teach themselves at any time while they're writing" (2000, p. 9).  WHAT A GIFT!!! I love Anderson's approach of helping create lifelong writers who are always finding ways to be better writers.

Finally, within the first few pages of the book I read a sentence that I felt was challenging and heartbreaking, "we need to remember that we are writing teachers, not therapists" (2000, p. 8).  I found this idea to conflict with my pedagogical model.  I believe that not only are we writing teachers, but we are math teachers, science teachers, meditative teachers, listeners, friends, thought-partners, parent supporters--the list goes on and on.  It's hard to imagine a classroom where a teacher can only be a writing teacher.  And although Anderson goes on to say that writers are most impacted by a teacher that truly cares for them--this sentence is still playing in my mind.  As I consider my conversations with my students over the next few weeks about their writing and their lives--I wonder how I can straddle the line of teacher, not therapist.

Back in the Swing of Things!

Hello all! I could not be more excited that it is finally 2015 for many many reasons! First of all, I always enjoy the Spring semester with my kiddos more than anything else. Maybe it's because we're all more comfortable with each other, maybe it's because I enjoy the units/themes we're covering, maybe it's because I like noticing their development progress to this magical place.  Either way, I'm enjoying 2015 so far and I'm pretty excited about GRADUATING in May!

That being said, I've really been feeling the tension of teacher-by-day and graduate-student-by-night lately.  Ideally, my hierarchy of priorities would look like this:

1. Friend
2. Community member
3. Teacher
4. Student

Unfortunately, it looks more like this:

1. Student
2. Stress
3. Anxiety
4. Pressure
5. Friend
6. Community Member
7. Teacher

One thing I noticed as I looked over my daily highs/lows of this past month was that I was way too focused on creating the perfect lesson so I could get the perfect video so I would have a decent submission for my EdTPA and Key Assessment Video.  For the past 2 weeks I've had my camera and tripod set up in the classroom and I've been recording mini-lessons, large groups, morning meeting and small groups.  However, every time I pushed that record button I would immediately stress out if one of my students did something a little distractive or unkind.  All I could think was, "this is such a poor reflection of me as a teacher".  I noticed myself feeling angry and upset over my students' actions during "recording times". I finally had enough last week and decided to put away the camera for a while.  I wanted to get back to the heart of teaching for me--which is the students.  I'm reminded of a quote from Chip Wood's Yardsticks, paraphrasing, Wood says it is the job of the school to meet the developmental needs of the child--not the other way around.  In other words, I need to be a good teacher to my students, and that might mean that I don't get to film a lesson for my key assessment.  It is not my students' job to look good on camera.  It's their job to have fun, learn about what they are interested in, be loved by their peers and teachers, and grow under a kind leadership.

Because I was so anxious and stressed about grad school related things, it made the highs of this past month even sweeter.  My highs are all related to seeing the beauty of a child learning and operating in their identity.  It always comes back to this idea that Freire talks about in Pedagogy of the Oppressed,

“For apart from inquiry, apart from praxis, individuals cannot be truly human.  Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (Freire, 1970, p. 72). 

One of the biggest transformations I'm starting to see in my kiddos is directly correlated to my new "behavior management system". It's in quotes because for me it's not so much a behavior managing method, as it is a tool for me to notice and encourage my students in their learning and growth as young people.  In the past I've used the clip chart to track behavior, however, I found it created more fear controlled behavior than positive reinforcement.  Therefore, this semester I developed a chart that is circular.  You are ALWAYS in a positive characteristic.  Throughout the day when I (or my co-teacher) notice positive behavior in our students we verbally praise the student for their efforts and move their clothespin to that particular characteristic.  We've also been discussing on a daily basis what it means to be kind, or honoring or responsible.  It's not a perfect system, but it helps me notice the kids and find meaningful ways to celebrate what they are doing.

All in all, January has been a challenging month for many reasons.  I'm so thankful to have the opportunity to be in this program at GSU--I've become a better teacher and I'm still becoming a better teacher.  It's not without it's faults, and it is certainly one of the most stressful endeavors I've ever been a part of.  But I guess I wouldn't change it.  As Dr. Lynch says, "ONWARD!".

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (1970, p. 72).

 

Pathways Blog Chapters 10 & 11

"Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively" (p. 163). 

This quote jumped out to me immediately, because it reminded me of the discussion we have in our classroom on a daily basis.  One thing that the Morning Meeting Book helped me understand was the importance of building off each others' ideas, instead of just saying the same thing another person said.  Therefore, during sharing time we do a lot of "questions and comments" from the audience.  I've recently tried to cultivate a language frame with my kids of, "I agree with Jonah because..." or "I disagree with Kiley because..."--and in this way I'm asking them to express their ideas with reasoning and build off of what another student has said.  I had no idea this was part of the CCSS! However, I'm glad we're already incorporating some of this into our daily routines.

"They can hear lulls in the conversation and jump in to say, "what we are mostly saying, so far, is. . ." (p. 164). 

This quote made me laugh out loud.  Partly because I thought, "no. no, there are no kids that can do that".  But then I remembered some of my interactions with kids in these grades and I though--yeah sure they can.  I also thought--I know plenty of adults without this ability! I often find this lack of understanding the rules of conversation to be awkward.  How funny that something so "academic" can impact our social/emotional development.

"The emphasis on visual supports brings us to another point. The CCSS open up the definition of speaking and listening to include nonverbal forms of communication and viewing and interacting with multimedia" (p. 164). 

One thing Hawkins et al hints at is the opportunity for oral presentation of all types of writing genre, not just argumentative.  I have to say, I agree with them.  I think if you are to be culturally relevant to a student, as well as allow creativity to flow, there should be an equal honor of all types of writing and oral presentation.  Too often, I think the standards committees get carried away trying to turn students into passionate and argumentative citizens--but what good is an analytical thinker if they can never describe what matters most to them, if they can never present something to edify others? This idea made me think of what Hawkins et al said in an earlier chapter that all writing is composed of stories (although sometimes presented in an argumentative style)--therefore the narrative writing style is hugely important in argumentative writing.

While reading the piece on the Speaking and Listening standards emphasis on multimedia, I couldn't help but think about how in love I am with podcasts.  I'm currently OBSESSED with Serial (if you don't know about it, stop what you're doing and listen to it immediately).  When I listen to the narrative podcast, I can't help but analyze the way Sarah Koenig is presenting the story, or criticize the way she interviews those involved in the story.  I can obviously spot her bias, and how her bias influences me! This kind of metacognition process didn't happen by accident, it was provoked in my by some pretty awesome teachers throughout my life.  However, I'm so thankful I have this ability and I know if I taught older students I would introduce them to my favorite podcasts and ask for them to analyze and argue about the narrative process that is being woven into these stories.  When I consider this kind of learning that I engage in on a daily basis, I'm reminded that although these standards seem lofty and often too high expectation for children--it's not impossible to cultivate this in our students and expect that they rise to the occasion.

I'm deeply moved by the words of Michael Fullan, "change or die".  My dad had bypass surgery about a year and a half ago.  Before, he was a pack-a-day smoker.  After his surgery, I talked to him on the phone and the first thing he said to me was, "I'll never smoke another cigarette again".  I wish I had been there in person to record him saying those words, because a year and a half later, my dad is STILL a pack-a-day smoker.  Truly, if death is certain, yet a person still needs support to ACTUALLY change--then yes, we should expect the same for teachers and the education system.  I've found that the interactions with my grad school cohort over a group messaging app has motivated and encouraged me more than many other things education related.  Collaboration, understanding, encouragement, and connectedness to others with the same passion and beliefs about teaching is invaluable in the school climate we are in now.

The End Justifies the Means....Right??? November TIP

I hate to say it, but I'm glad this month is over.  I'm wiped.  I'm tired. I need a break.  That being said, as I reflected on this past months highs and lows, I have to say I'm quite impressed with my accomplishments as a teacher, in my practice, and our collective progress as a classroom family.

There have been a few key moments that have made me smile that I would like to highlight:

Small Groups:

We've made a lot of progress in our small groups in the way of mathematics and literacy.  I wanted to really amp up our math engagements and have them be fun and entertaining for the kids--but also meaningful to them and useful to me.  So I developed and replicated some math games that were taught in teacher directed small groups. The idea was that they would learn these games and the concepts behind them so well that they could play them independently with a partner.  This would give me the opportunity to spend time in smaller groups working on things that students needed a teacher for.  I also believe that kids are some of the best teachers, and so I knew that if some of the kids learned the game really well they could teach their partner if they were unclear.  Competition and sheer self-determination is a huge motivator! For the most part, this was successful.  Of course there were still a few hiccups, some students just didn't like the game, or were unsure of how to play so they made up their own game.  Usually consisting of throwing counters/dice at each other.  I knew this wouldn't fly when it came time to do rotating math centers, so I asked a few kids that I knew were struggling with the concepts of the game and asked them to play a few games with me during centers.  I also asked those there knew how to play really well to play next to me with another struggling student and this was helpful because the students that needed to learn got the support they needed and my "expert" players were teaching their peers.

Another small group engagement we did was a re-write of Falling For Rapunzel which was something we did last year.  This year however, I made rhyming a huge deal in almost every part of our day.  From reading books, to calling kids to the lunch line, to phonological awareness time. This re-write was so fun because I explicitly taught the kids to generate rhyming words that were real because they needed to illustrate them (like real illustrators).  Because generating rhyming words is an extending skill, we brainstormed rhyming words in a group and then picked the ones we liked the most to illustrate.  This was so much better than making kids generate a word on the spot and they learned that they needed a real word.  I was really impressed with their re-write and I think I almost like it better than the real book because THEY came up with it!



One of my lowest of lows has been managing one of my students that has a VERY difficult time transitioning.  Sometimes he has a total tantrum and screams (very loudly), "I don't want to clean up" and then proceeds to cry for some time. Often these screaming fits prevent him from participating in the next engagement because he's still recovering in the cozy corner from his frustration.  I've really struggled with finding patience and grace in my heart for this part of his development.  I go from one extreme of appreciating him where he's at and finding ways to supporting him to the other extreme of thinking, "what is wrong with him?...all the other kids are able to transition smoothly...why can't he?" And although I feel guilty thinking this way, I can't help but acknowledge that this has been a weak part of my teaching practice this past month.  Sometimes I ignore his outburst, or I try to rationalize, sometimes I even give him the squeeziest of squeeze hugs--and still the screaming, crying fit continues.  A few times I've warned him that we are about to clean up and he's responded by cleaning up appropriately, but other times the warning backfires and screaming and crying ensues.  My next step with this student is to create a frustration/transition book with him filled with his own strategies of what he could do if he gets upset.  I'm hoping there will be some progress from this, however, I would LOVE any of your ideas on how you help students who struggle with transitioning???

And finally, I've found myself shrinking back into a teacher that threatens and gets onto students on a regular basis. I'm really struggling with finding the balance between boundaries and negotiating power of students.  They are so young and impressionable and need guidance and support in the ways of respect, responsibility, kindness, and peace.  I need a quick Becky Bailey refresher or maybe just a week off from school to recoup.  Either way, I'm seeing the need for some personal change in my classroom so that I can be the best teacher that these kiddos deserve.  Here's to hoping for a delightful December!

If you haven't checked out my Tumblr that I keep for my classroom, please check it out! It's been so helpful for daily reflecting on what our day looked like and celebrating the beautiful kids I get to teach.

Here's a few awesome kids:

Pathways Blog 2

 "It is not surprising that the standards emphasize writing often.  Writing is just like any other practice--playing piano, running, knitting.  The more opportunity you have for practice, the better you get" (Calkins, Ehrenworth, & Lehman, 2012, p. 106).

What I'm continually struck by as I read through Pathways to the Common Core, is their devotion to writing.  In the past, writing has been tiered below reading, and acknowledged as lesser in the standards.  However, Common Core places writing almost equally next to reading. And this makes me excited.  As I dive further into the standards, I love how the authors always go back to writing across content areas and encourage teachers to work together with other subjects to use the 3 types of writing.  One thing I was not aware of is, "The balance tilts more in favor or narrative writing in the elementary grades and then tilts toward argument and informational writing in high school" (p. 105).  When I think about this, I resonate with what I've heard a lot of high school teachers say about a lack of creative writing in upper grades.  One of my friends teaches middle school and says he feels pressure to teach more informational--specifically argumentative writing above anything else.  I guess I tend to think that as long as children are writing, they are becoming better writers.  However, Common Core suggests there is a definite need for children to specifically be informational and argumentative writers in ELA portions of the day.

One thing I loved about Chapter 7 (Composing Narratives) is how they talk about narratives as the most common form of knowing.  They give examples of TED talks and informational texts as argumentative texts that tell stories.  I'm convinced that narrative writing is one of the best types of writing because of the way it echoes real life.   In Chapter 8, I was initially surprised at the way the authors presented argumentative writing as a BIG DEAL.  Upon further reflection and a bit of convincing from the authors, I'm inclined to agree that argumentative writing is huge.  Although it doesn't seem so important until 2nd grade on up, the idea that arguments are part of the culture of college and career readiness is important to notice.  The authors argue that argumentative writing is so important to university success, that it should be made a huge deal in elementary school as well as high school.  I feel like in Pre-K we don't have a lot of writing that is argumentative--however, I feel like I support my students with a lot of verbal experiences to argue their ideas and opinions.  I wonder if this will be helpful for them when they start formally writing and are expected to write at this level?

October High/Low

 Happy November! What a complete whirlwind October has been! When I look over my highs and lows for this months I'm surprised by how much we were able to fit in! We were a very busy Pre-K classroom!

This month, I found myself trying to find a consensus for my highs and I found quite a few things that I would like to highlight:

One thing that made my month with the kids so enjoyable and interesting was the incorporation of  so many activities that the kids loved and I loved doing with them.  I've been inspired by Nurturing Inquiry a lot this past month, because the weather has been amazing and my school is lucky enough to have an awesome playground with a lot of opportunity for kids to explore their surroundings.  In his book Charles Pearce discusses hands on learning opportunities, "at last, with the hands-on philosophy spreading among educators, children have been able to touch, manipulate, and see close-up many of the amazing things previously reserved for the teacher herself" (1999, p. 4).   It's been so cool to see how the kids respond to getting outside and doing some hands on learning.  From the beginning of the school year I've had a lot of worm scientists.  Every day, a bunch of kids would bring me a handful of earth worms, eager to explore and observe the worms.  I'm a big believer in protecting and honoring living things, we we made sure all our exploring and observations were worm-friendly.  Another cool thing we did outside, was take a nap outside.  CRAZY RIGHT?! They LOVED it.  Check out this video of the SILENT nap we took outside!

Finally, we delved into more mathematical areas and I'm beginning to see the need for more engagements with my students.  Even though they are just 4 and 5, I think they still need to have a lot of support and opportunity to interact with math on a productive struggle level.  My hope is that students would begin to see math in all parts of their world and that it wouldn't become this unattainable area, but rather an area of interest.  

Counting different sets of items

Will a big pumpkin float?

Counting

My lows are some of the same things I struggle with, but in a different way.  I have students that have huge social/emotional needs and I want to be able to work with them and help facilitate healthy interactions with their peers.  I have one student in particular that struggles with coping mechanisms and if there is a conflict, it generally takes 15-30 minutes to help him calm down.  However, I'm a teacher of 23 four and five year olds.  I'm really struggling with the tension between helping my less capable students and working with those students that don't have a lot of conflict.  There just simply isn't enough time.  I worry that I'm not giving enough attention to my students that are performing at a more developed social/emotional level.  Sometimes the balance is off and I feel as if I've neglected helping a student work through a problem by telling them to take a break in the cozy corner to help another student work on writing skills.  Becky Bailey says, "anger management requires teachers to implement stress reduction activities in the classroom"(2005, p. 35).  I wonder if I am providing enough opportunities for students to learn about relaxing, focusing, and breathing.  I want to revisit some of the ideas Bailey suggests in the chapter on composure, so I can support all my students with conflict resolution.

As I look towards November, I'm excited to engage more with my students in mathematics instruction, more focused and explicit literacy instruction and a general excitement for the upcoming holidays by bringing in family cultures and traditions to our classroom.  Onward!

Also, check out my tumblr if you want to see how I photo-post almost daily to communicate with parents!

Book Blog 1--Pathways (Chapter 1-5)

The first thing I'd like to say about this book is--IT IS ROCKING MY WORLD! I'm totally engaged and for the most part, agreeing with what I am reading.  I love how the first thing the authors do to enlighten us is cause the reader to think about the mindset they bring to the Common Core, "We can regard the Common Core State Standards as the worst thing in the world" (Calkins, Ehrenworth, & Lehman, 2012, p. 3). However, we have the unique opportunity to think of these standards as a positive movement in the education world.  I definitely resonated with this idea.  I know that if I have a bad attitude about something, it will not only bring me down, but produce ineffectiveness.  The CCSS are a gift to students, and if we view them in a positive manner, the effect they can have on children will be huge! 

Calkins et al give the CCSS new meaning when they say, "Pathways to the Common Core expects that you will take the standards at their word and see it as your responsibility--individually and as a member of a school community--to study the expectations for end-of-grade results outlined by the CCSS and to use the Common Core as a lens for reflecting on your practice and for planning ways to support deeper and further learning" (2012, p. 2). Although, as a Pre-K teacher, I'm not too concerned with end-of-grade expectations as defined by CCSS, I consider myself a learner and I think that reflection and growth after reflection are paramount to becoming a better teacher.  

Lucy (yes, we're on a first name basis), makes some great points on literacy instruction according to CCSS.  The authors of Pathways interpret the CCSS as valuing reading and writing equally, which I LOVE, "students need to become strong writers, and to do that, they need expert instruction, time to write, and meaningful opportunities for writing a wide range of informational, argument, and narrative text".  I think writing is so important (and reading too!).  I wonder what it looks like in a pre-k classroom to give "expert instruction" to my students according to CCSS? 

One of the things I struggled with as I read through Chapter 2 was the lack of emphasis on the personal act of reading.  I was surprised to find out that the CCSS were written from the collegiate level down.  In this case, the emphasis on analytical reading makes sense.  But the book lover in me wonders if this could desensitize certain kids to pleasure reading? Personally, I was never into reading until high school when one of my teachers introduced me to contemporary literature--I was compelled by it! I wonder if he had approached my reading apprehension by making me interpret and analyze text more, instead of just connecting to the literature personally, if I would enjoy reading as much as I do today? 

One of my favorite quotes from Pathways is in Chapter four, "even young readers are ready to read for meaning.  Reading literature involves learning from the characters in stories, and looking to books for lessons in courage, determination, and integrity.  As students investigate language. . .they'll develop insight into the text, which is the goal of the Common Core, and insight into themselves and the lives of others, which is one of the purposes for reading at all" (2012, p. 52).  I just love that CCSS comes back to the core of reading, which is to create meaning in regards to ourselves!