Inspiration can come in any form and at any time. Nothing proved this to me more than the experience I had today with a substitute teacher. Again, my classroom was faced with a sub, and on Halloween no less, but this sub was not like other subs. This sub was a former teacher, mother of two, and a pure inspiration. She did not give in to students, but she managed to give them even more than they were asking for. This sub defined her style as fair, firm, and consistent, and I would add affectionate. Students who had this sub before knew her name. They hugged her when they walked into the room. She met some of them by name. She referred to everyone as sweetheart because, to her, all of them were sweet. All of them had the potential for greatness, and what a disservice it would be to them to not help them see it. After watching her master every class with her kindness and unyielding confidence, I stayed one and a half hours after class was over just to talk to her.
She let me in on some teaching secrets I will not soon forget. Be positive and stay positive for your own sanity and for the sake of your students. This is what I took away from our conversation. Match every negative with a bigger positive, she said, and this applied first and foremost to students. Show them the good in themselves when they cannot find it. Show them the beauty they have inside when they cannot see it. Show them their potential when they cannot recognize it. If they are pushing your buttons, put your buttons away. Don't let them see them. Your job is to help, support, and guide these children and if they are not on your side, if they are intentionally pushing your buttons, than you are not doing your job. It comes with time, she noted. And experience. Two things I am shy of right now.
What I am not shy of is a caring, genuine passion for education, and a joyous spirit. This is what she saw in me. She said if I can keep that up, all of my other problems will go away. She reminded me that these children do not need an adult teacher-friend. They need an educator, and guide, and a little love. They need support and attention. Aside from educating, these should be the top priority for teachers. Get the kids on your side and don't stop trying until you succeed. What wonderful advice. I was in need of a little inspiration today, and I got so much more. Wise words can come from anyone anytime, and I was glad I had my ears open today to hear them.
Monday, October 31, 2011
Tuesday, October 25, 2011
Service Learning
Currently under construction I have a service learning project for my sixth grade students. They will have to complete a service project of their choice and a slew of reflective assignments that tie service to citizenship. It is my hope that I can instill in them an inkling of the passion I have for service. In my mind, to teach is to serve your students, your community, and your collective future, and I hope that I will be in the service of others my entire life. To that end, I leave you with this quote and reminder by Shirley Chisholm, "Service to others is the rent you pay for your room here on earth."
Friday, October 21, 2011
My First Project
Today I assigned my seventh grade students my first ever project. They are to design a website that details key elements of five major world religions. They will have eight days to create a website with six different webpages, one for each main religion and a homepage that explains why it is important to understand world religions. My key objective here is to promote the acceptance of religious diversity, as it is so prevalent in my school and in my classroom. In my first hour class alone, I have a Buddhist student, a Hindu, Christians, and Muslims. This class already represents 4 of the 5 religions under study! Long story short, this project got off to a great start.
The students love working on the computers, and for some of them, I could not get started fast enough. They wanted to jump right into the project and explore the possibilities. They played with web design, layout, images, text options, and titles. Their final projects are going to be as unique as they are, and I am so excited to see what they come up with!
The students followed my lead, followed my directions, and followed through with the project so far. Technology can be a wonderful thing, and I hope my students learn as much about it as they do about the religions we are studying!
The students love working on the computers, and for some of them, I could not get started fast enough. They wanted to jump right into the project and explore the possibilities. They played with web design, layout, images, text options, and titles. Their final projects are going to be as unique as they are, and I am so excited to see what they come up with!
The students followed my lead, followed my directions, and followed through with the project so far. Technology can be a wonderful thing, and I hope my students learn as much about it as they do about the religions we are studying!
Itchy
Today I worked with a student who was starting to get on my CTs nerves, if just a little bit. He would not sit still. He would not focus on his work. He would not even attempt to complete the assignment given to him in class. So, I pulled him out of the room and gave him a little one on one attention.
He told me that this class made him feel itchy. Itchy? I asked. Itchy, he confirmed. What on earth does that mean? I wondered.
He explained that when he felt pressured to work quickly it made him nervous, and when he got nervous he got itchy. So, this class was making him itchy.
We've been assigning our 6th grade students to write 4-5 sentences essays every day based on brief discussions we have at the beginning of class, and he said after the discussions that he does not feel like he has enough time to finish his work. It makes him nervous and therefore itchy.
What a bizarre situation. No wonder he couldn't sit still. He's itchy! There is always an explanation, no matter how odd. All it takes is asking to figure it out.
He told me that this class made him feel itchy. Itchy? I asked. Itchy, he confirmed. What on earth does that mean? I wondered.
He explained that when he felt pressured to work quickly it made him nervous, and when he got nervous he got itchy. So, this class was making him itchy.
We've been assigning our 6th grade students to write 4-5 sentences essays every day based on brief discussions we have at the beginning of class, and he said after the discussions that he does not feel like he has enough time to finish his work. It makes him nervous and therefore itchy.
What a bizarre situation. No wonder he couldn't sit still. He's itchy! There is always an explanation, no matter how odd. All it takes is asking to figure it out.
Wednesday, October 19, 2011
Suspension
One of my students was suspended for engaging in gang activity at school. What gang activity can an 11 year old engage in? What does that look like? I wasn't given any of the details, and thus I am left with a burning curiosity. How do I handle that as a teacher? This is a quiet, though often unproductive, student of mine who typically sits in the back of the class and bothers no one. What could he have done? I am sure the answer would shock me, and I am equally sure that I don't really want to know. But, what can a teacher do when a student comes in with a predisposition for particular behaviors? How do I convince my students of the dangers, physical and mental, of gang membership? I don't have a good answer for that, but that doesn't mean I am not going to try some things out.
Twice since he came back I have sat next to him trying to catch him up from his week long absence. He is polite, respectful, and complacent. What could this boy, not even 5 feet tall, have done to be suspended for gang activity? I sit next to him and want to ask, What did you do to get suspended? Or more importantly still, What did you do while you were suspended? Who was at home with you? Who looked after you? I am fairly certain that I would not like the answers I got to any of these questions.
What I am left with then is why at-home suspension? How is sending a student suspended for gang related activity home with little to no supervision the best option for the student? Isn't that what it should come down to? What is best for the student? Why, then, are we subjecting him to the high likelihood of the influence of the gang he was suspended for engaging in? I can not be the only one who sees the flaw in this plan. A child is suspended from school for 6 whole days for reflecting the behaviors he most likely sees at or around his home? I do not see the logic of this plan. My school has an in-school suspension plan, but his crime was considered too severe to stay in school. What message is that sending? We don't want to deal with you. We can't deal with you. We are at a loss as to how to deal with you. We've given up.
I haven't. I haven't given up. This student, whether he wants it or not, has just gotten himself signed up for Miss Blanchard's covert special attention list. Can I make a difference? All I know is I can't if I given up.
Twice since he came back I have sat next to him trying to catch him up from his week long absence. He is polite, respectful, and complacent. What could this boy, not even 5 feet tall, have done to be suspended for gang activity? I sit next to him and want to ask, What did you do to get suspended? Or more importantly still, What did you do while you were suspended? Who was at home with you? Who looked after you? I am fairly certain that I would not like the answers I got to any of these questions.
What I am left with then is why at-home suspension? How is sending a student suspended for gang related activity home with little to no supervision the best option for the student? Isn't that what it should come down to? What is best for the student? Why, then, are we subjecting him to the high likelihood of the influence of the gang he was suspended for engaging in? I can not be the only one who sees the flaw in this plan. A child is suspended from school for 6 whole days for reflecting the behaviors he most likely sees at or around his home? I do not see the logic of this plan. My school has an in-school suspension plan, but his crime was considered too severe to stay in school. What message is that sending? We don't want to deal with you. We can't deal with you. We are at a loss as to how to deal with you. We've given up.
I haven't. I haven't given up. This student, whether he wants it or not, has just gotten himself signed up for Miss Blanchard's covert special attention list. Can I make a difference? All I know is I can't if I given up.
Wednesday, October 12, 2011
Inspiration
If you are a teacher (or anyone really) looking for inspiration, look no farther than to these two men:
Sir Ken Robinson- TED talks
and
Albert Cullum- A Touch of Greatness
Any videos you can find on either will be worth your time.
Sir Ken Robinson- TED talks
and
Albert Cullum- A Touch of Greatness
Any videos you can find on either will be worth your time.
Highlight of the Day
When my students confide in me, I realize the impact I am making in my classroom and in my school. A student of mine today told me that her grandfather had recently passed and that she was struggling to cope with it. Though this was a hard time for my student, my realization that I have become a reliable authority figure in my school was an encouraging moment for me as a teacher. I want to be available for students like this one, and I want them to continue feeling confident in confiding in me.
What Does Diversity Really Mean?
Diversity comes in all shapes and sizes. Today I had the opportunity to speak with a Caucasian student from my school who told me a story that made me rethink what 'diversity' really means. He said that when his mother got pregnant with him her boyfriend of the time found out and instantly dumped her. She thankfully found a man who loved kids, and this man became the 'father' of my student who to this day does not know the identity of his biological father. His parents have since divorced with his mother pledging to keep him from his father figure forever. She moved to across the country in an attempt to separate the father and son. He has 5 half and step siblings, 4 of whom he is no longer allowed to see or contact.
What a traumatic ordeal for an eleven year old student. Never before in my life have I heard of a story to compare with that one. If this boy is not coming from a diverse background, I don't know who is. Diversity is so often linked to race and ethnicity that situations like this one I fear are often overlooked when considering diverse experiences. As I have mentioned before, every student comes with their own unique circumstance and every student should be treated like the unique young person they are.
What a traumatic ordeal for an eleven year old student. Never before in my life have I heard of a story to compare with that one. If this boy is not coming from a diverse background, I don't know who is. Diversity is so often linked to race and ethnicity that situations like this one I fear are often overlooked when considering diverse experiences. As I have mentioned before, every student comes with their own unique circumstance and every student should be treated like the unique young person they are.
Wednesday, October 5, 2011
Minilesson- Culture
What is culture? I asked my students to define it and this is what they said:
Culture is your set of beliefs,
your background,
the food you eat,
the language you speak,
what you celebrate,
how you celebrate,
when you celebrate,
your traditions,
your family,
your ethnicity ,
your faith,
and what makes you unique.
This thorough, complex, thought-provoking response came from my seventh graders! I was so impressed with their detail and insights, but then we shared about our own cultures and how we celebrate them, and I was entirely blown away.
We discussed the Chinese New Year,
Christmas,
Quinceañera,
Halloween,
Catholic Mass,
gifts,
Ramadan,
food,
4th of July,
Thanksgiving,
birthdays,
fasting,
and Nowruz.
Not surprisingly, my 5 minute minilesson blossomed into a 15 minute discussion, 15 minutes longer than any other discussion we'd had in class before. They were asking each other questions, and they were eager to share. It was a beautifully open and honest discussion about where we came from and what traditions we brought with us. I was sorry to have to end it but brief as it was, it was very telling.
I have known from the start that I am in an accepting school. There is a high tolerance of different races, ethnicities, abilities, and genders. Is it perfect, no. Is there occasional conflict, yes. But, when we can have an engaging discussion about our own culture without hate, dislike, distrust, or even dishonesty, we are setting an example of acceptance that I hope my students will continue to follow throughout their education, their careers, and their lives.
Culture is your set of beliefs,
your background,
the food you eat,
the language you speak,
what you celebrate,
how you celebrate,
when you celebrate,
your traditions,
your family,
your ethnicity ,
your faith,
and what makes you unique.
This thorough, complex, thought-provoking response came from my seventh graders! I was so impressed with their detail and insights, but then we shared about our own cultures and how we celebrate them, and I was entirely blown away.
We discussed the Chinese New Year,
Christmas,
Quinceañera,
Halloween,
Catholic Mass,
gifts,
Ramadan,
food,
4th of July,
Thanksgiving,
birthdays,
fasting,
and Nowruz.
Not surprisingly, my 5 minute minilesson blossomed into a 15 minute discussion, 15 minutes longer than any other discussion we'd had in class before. They were asking each other questions, and they were eager to share. It was a beautifully open and honest discussion about where we came from and what traditions we brought with us. I was sorry to have to end it but brief as it was, it was very telling.
I have known from the start that I am in an accepting school. There is a high tolerance of different races, ethnicities, abilities, and genders. Is it perfect, no. Is there occasional conflict, yes. But, when we can have an engaging discussion about our own culture without hate, dislike, distrust, or even dishonesty, we are setting an example of acceptance that I hope my students will continue to follow throughout their education, their careers, and their lives.
U.S. Constitution Day
For Constitution Day (Septemeber 17th) my classroom took a test. You may think that a cruel way to celebrate a federally mandated holiday, but I thought it was perfect. The test they took was the July 2008 assessment for US citizenship.
Of the 30 (out of 100) questions posed to my students, the highest score was 22. And they were highest by a long shot. Most students answered 10 or fewer questions correctly. Statistics came out recently stating that most students would receive an F on an American civics examination, and after my students deplorable performance on this test, I understand why.
My teacher elected to do this test because my school has a high percentage of immigrant families and many of the students, their parents, and/or grandparents had to take this test to gain citizenship. Not surprisingly, our non-native students scored highest.
Though naturalized citizens do not have to take this assessment to maintain their citizenship, that is not an excuse for them not to know this information. In my mind, all students should be able to at least vaguely summarize main events in US history and describe key elements of the US government and the democratic values we represent.
Civics is a subject by definition for all citizens and naturalized citizens should not be an exception.
Of the 30 (out of 100) questions posed to my students, the highest score was 22. And they were highest by a long shot. Most students answered 10 or fewer questions correctly. Statistics came out recently stating that most students would receive an F on an American civics examination, and after my students deplorable performance on this test, I understand why.
My teacher elected to do this test because my school has a high percentage of immigrant families and many of the students, their parents, and/or grandparents had to take this test to gain citizenship. Not surprisingly, our non-native students scored highest.
Though naturalized citizens do not have to take this assessment to maintain their citizenship, that is not an excuse for them not to know this information. In my mind, all students should be able to at least vaguely summarize main events in US history and describe key elements of the US government and the democratic values we represent.
Civics is a subject by definition for all citizens and naturalized citizens should not be an exception.
My First Hug
I had been waiting for this. I know the student-teacher hug is a more common elementary school phenomenon than secondary, but I was still hopeful. I was still optimistic that one of my students, probably sixth grade, probably a girl, would give in to the temptation of a teacher's comforting embrace. Monday was that day. Sherry was that sixth grade student. I relished in it. In a small way, this felt like a success. My school participates in the Capturing Kids' Hearts program; my response, check, done, mission accomplished. I now have loftier goals of winning the hearts AND minds of my students. The hug was the first step. The first sign that I am becoming a comfortable figure to my students. Next, I will inspire them to learn. Now, don't get me wrong, this has been my goal the whole time, but a wise person once told me that your students won't care until they know that you do. Now they know I care. I always have. I always will.
Sunday, October 2, 2011
Saturday, October 1, 2011
My Third Minilesson
For my third minilesson I found this great video online to use, and, after some trial and error with my first attempt to use technology in the classroom, I actually got it to work. It was this great little ditty about the five themes of geography done in the style of rap. We watched the video as a class and then I led them into group work using what they had learned from the video to help them answer a series of questions. As I walked around to supervise their progress, I heard one student in the back singing "Five themes of geography, we've got five themes of geography" in tune to the song! It made my day.
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