Don't Smile 'Til Christmas or Why the Curmudgeons Were Wrong

Maybe its the time of year, but I'm struggling to remain motivated. Am I burning out? I hope not! I've decide I need to get back to blogging. I'm going to try something new. One of my friends outside of education asked  me recently what is one thing I would change about education. What a loaded question! I'm going to take a different approach. Standardize tests, and data driven curriculum aside, I'm going to say that we all need to smile more! Naive, I know. Stay with me though, I'm going to do a series of posts with small simple changes I have picked up from other educators, readings, classes, and some I've  stumbled into on my own. They will all formulate around SMILE, the S standing for "Setting the Tone". I'm sure there will not be anything here you don't already know, but sometimes its good to stop and think about why we do what we do, and what it can mean to the kids. So part one of Setting the Tone is going to deal straight up with SMILING, curmudgeons may want to stop reading now..

Have you ever been to a restaurant where the hostess greeted you with a stern gaze and suspiciously looked you up and down? As if you were the plebeian scum that they had the unfortunate luck to deal with every day? In one look they have let you know that they don't trust you, they really don't even like you, and their time could be better spend elsewhere? Of course you haven't....oh wait you have? In that case I need to pose a follow up question- WHY? Why, if you ever experienced this kind of greeting, would you return to that estalishment? Chances are such a greeting would sour your meal, possibly warrant a complaint to management and- barring spectacular service or food, make you hesitate to return.

I bring this up because first impressions are everything. How you greet a child entering your room sets the tone for the whole class. When I first started teaching I worried a lot about the "first day" impression. I spent a lot of time trying to create an image that said, "I am stern but kind. Intelligent but creative. I know everything and you are here to absorb as much of my wonderfuness as you can before you leave.  Oh yeah, I also have lots of rules and this will be a well organized class and you will come in and act exactly as I envision at all times, and you will come out of here ready to take on Watson and Ken Jennings with your eyes closed and when you win millions of dollars you will fondly think back to today and thank me saying something like, "I  didn't appreciate her then, I thought I hated her,  now I know she was preparing us well." I assumed that after the first day they would know all this about  me and the "tone" would be set for the year.

Um OK past Liz, how did that work out for you? I won't get into my misguided thoughts about what it means to be a successful educator, or how facts from history class have a hard time winning precious space in the hippocampus that is overflowing with lyrics from Drake or the Beibs. I won't even address the fact that a student thinking fondly of his middle school teacher is a rarity akin to Punchers the Lobster (which is very rare in case you didn't know). Actually if you didn't know that Punchers is a rare lobster beanie baby from the '90s you are probably not my target audience. I'm kidding of course (you are obviously far wiser than me and chose to invest in stocks rather than beanbag animals- you should cash those in and retire as Punchers in place of retirement hasn't panned out as planned) but my point is I was wrong. Wrong, wrong, wrong, and the thing I was most  wrong about? Setting the tone for the whole year.

I'm not denying the importance of first day impressions, but setting the tone is something you have to do every period,  every class, every day. I have heard many a teacher lament because they planned what they thought was a fun and engaging lesson, only to be met by teenage eye rolls and a lack of excitement. I'm guilty of feeling this way occasionally too. What I've noticed though is that you can have the most  engaging lesson ever- heck you could have students doing handstands and disecting real life cadavers (on second thought- don't do either of those things) but if students enter the room before you get the chance to greet them- you miss the opportunity to pump them up or build them  up (whatever they need that day).

Our students carry a lot with them throughout the day. They carry their physical belongings, books, pencils, cell phones- but they also carry emotional things with them- crushes, home life, depression, a bad grade from the last class, a moment of sadness in the hallway. It is our job as educators to ensure that they enter our classroom ("our" meaning the classroom belonging both to the students and myself) in the best possible frame of mind. We cannot fix all of their troubles in the three minutes between classes- but we can set a tone that says, "for the next 45 minutes, you don't have to think about that stuff- take a load off and be a 13 year old student."

There are lots of ways to do this, but the easiest way I have found is the simplest way-  stand outside the door and greet them with a SMILE as they come in. I'll admit I've been waning in doing it this year, and I need to get back to it, because it is so powerful. This looks differently depending on the day. Some days I want my students energy through the roof- and on  those days  I'm in the hallway whooping and  cheering (you know quietly enough so as not to disturb the other classes around me- more later on how to do a quiet whoop) and welcoming them to the activity. I am often met with the teenage eye roll when I do this (middle schoolers are not supposed to smile or laugh at something on purpose), but I usually can crack a smile (yes I realize they are laughing AT me- who cares- whatever it takes).

Other days I simpy smile and say "hello." That's it- its as  simple as that, and yet how often do we forget to do that? We would never open the door for a friend with a surely glare or a disapproing eye- why do we  do this to our students? I try to make eye contact with each student and smile directly at them. Too many of them live in smileless worlds, they need this  emotional hug. I can also use this time for quick questions, "how did the science test go Jane?" "Hey did you win your game last night Jimmy" "Claire you look very nice today, I really like that color on you." The important thing here is that I mean what I'm saying. Claire did look nice, I did want to hear about Jimmy's game, and I know Jane was worried about the Science test.

I try to stay in the hallway until the second bell rings, so that even the late students, the ones that would normally slip in right when the bell rings and try to go on noticed, get a big smile or a compliment from me- they deserve it too, and may need it more than others.

I think the teachers I work with do a really nice job at being in the hallway in between classes, but I've heard some educators say, "I don't have time for that I need to be at the front  of the class ready to go as soon as the bell rings" or "I need to be in my room inbetween classes to talk with students or to set up for the next group." I understand these concerns, and maybe this is not something you feel you can do every day- but try it even once a week (maybe on Monday to set the tone for the week)?

This is such a small act that let's the students know that you care about them, you're excited for them to be there, and they are in an emotionally safe space.

I'll admit that I have been waning in my hallway presence as this year has gone on- just in thinking about the importance of this and writing this post, I need to get back out there. I really believe it is so important to greet students with a smile.

Let's revisit the restaurant analogy again. Does it make more sense now? In the same way that the hostess is the facee of the restaurant, we are the face of our classrooms. Unlike a restaurant however, our students cannot simply choose to leave, or not return in the future if they feel uncomfortable. They are required to come to our class- but if we're being honest, shouldn't we want them to come to our class?

I smile at my students as much as I can- but they make me smile, and even  laugh. Sure, some of it is that working in the trenches of hormonally charged awkward middle schoolers can make you laugh (occassionally at them, often with them, sometimes in spite of them, always at myself) but I like to think that students are the bright spot in education. Data, standardized exams, and minute by minute state approved plans may be dampening the school experience both for educators and students alike- but my students? They're human- which is the one variable we can't graph- but getting a student to smile who never shows emotion? Off the charts.

Do you smile before Christmas? What are some ways we can set a positive tone for our students?

Why I Freaking Love My Job....

Sometimes my students ask me why I became a teacher, or if I like teaching, but few of them tell me they aspire to the profession (and it is a profession). Sometimes I see negative articles against teachers, and I can understand why my students may not consider it an option they wish to explore. Even more often I see lists of 'why it is tough being a teacher', or '37 reasons we have it hard'. These lists are often posted by my colleagues. I know these lists are in jest, and of course offer a good (and often much needed laugh) but I thought that since this is a time of year where we feel the need to share why we are  thankful with others, I would take a minute to compose a list of why I love my job. So here it goes:

I freaking unequivocally love my job because:

1. I love my students. All of them. Even the challenging ones, even the ones that don't love me. I'm going to say the thing you're not supposed to say as an educator- I  didn't get into it for the kids. I didn't have a higher calling to work with children, to spend my day educating, mentoring, and growing with them. No, I didn't "get into it for the kids" but let me be pretty damn clear- I have stayed in teaching, I have fallen in love with teaching, I have begun a never ending quest to continually revise my practice to be the best possible version- for the kids. They continue to inspire me, to push me, and to both zap and renew my energy day in and day out. I now relish the learning, growing, and mentoring. We all have identifiers- sister, brother, father, mother, husband, etc. For many an additional identifier is 'teacher'. Without my students, that identifier would not exist.

2. I get to start over. All of the time. I am given the awesome responsibility every year of getting to know 100 amazing, unique, and talented students. It is a challenge and a blessing. Regardless of whatever else happens in my life and in the world, there they are every September. Few people in life get the chance to hone their craft and revise it  over and over again. Few people in life are guaranteed to meet 100 new awesome strangers every year. I do, and though they be in miniature middle school form, these strangers offer new perspective and teach me far more than I teach them. I don't get to have them in my charge for very long, and I only get a glimpse of the path they are going to embark on after leaving my class- but it is humbling and awesome to be a part of another human's journey.


3. I appreciate the beautiful quiet in being completely alone. Because we are interacting all day long, those times we are alone become more important. Though we are not the only profession that wakes up early, the life of a teacher most often includes early start times. Yes there are days I wish I could amble into the office at 9am after a morning run and an actual breakfast  but then I would miss this: Those few fleeting moments before the sun comes up where you breathe in the energy of the morning. By the time the bell rings you won't be able to recall anything specific about those pre-dawn minutes, but that quiet, traffic free commute to work allows time for reflection, a few moments of being completely alone in a world (and a profession) where we spend all day long communicating and interacting with others. There is something about those few moments of communicating with one's self in the  morning that make me feel completely human and completely connected.

4.I have gotten a glimpse into different cultures, family lives, religions, politics, and economic experiences via my students. Only traveling offers such insight into the human condition. Teaching allows us the insight, but even better it allows us to attempt to better the human condition. Enough said.

5. I get summer vacation. I know that sounds trivial, and I realize most of us work through the summer as well, but I still get the excited feeling of euphoria that kids have in June, and the nervous butterflies that come with the fall. I get to spend hot humid days meandering places of interest- learning, growing and experiencing. Adults often complain that they would love to travel more, to read more, to explore their passions more, to learn more. Too often though the 'real world' gets in the way and these pursuits are left behind in childhood. For a few weeks each year, I get to pursue those passions. I get to get lost in a book, visit places of interest and feel like a kid again. Adults spend tens of hundreds of dollars on creams, make ups, clothes, and fitness  routines trying to feel young again. These things may help, but nothing makes you feel as young as a cool ice cream on a hot August night of 'Summer Vacation.'

6. I work with energetic amazing people. I'm not just referring to people in my immediate building. I have met great educators (and lets face it great human beings) within my district and on the inter webs. There are so many teachers in my district that inspire me and drive me to be a better person. As a profession we are sharers. We share of our time, our talents, and our materials. I know of no other profession where people are so willing to spend hours of their own time developing something, and then readily share it with their colleagues. I have seen colleagues give their lunch to students that were hungry, buy coats for students that were cold, and share hugs with those that needed them. These are not hyperbolic actions, but rather quiet acts that occur in classrooms every day. I have also met an amazing group of educators through virtual modes- through Twitter an Blogging I have come to know an additional crew of selfless individuals ready to help, share, and build a better education system for our country. If that doesn't speak to the beauty of the job I don't know what does.

7. I get to go to coach middle school field hockey, I get to go to high school football games, I get to wear silly T-shirts with school colors and participate in goofy staff acts in the talent show. Of course middle school  and high school had their rough spots, but I get to relive the best of middle school and high school. I get to do it every day (and with significantly better hair thanks to the invention of hair straighteners).

8. I get to spend my days talking about history, and reading about history, and learning about history, and getting others talking, reading and learning about history. I get to spend my days immersed in the subject I love. Pretty. Freaking. Sweet.

9. I get notes telling me what students have learned and how they have grown over the year. I get to stop a parent in the grocery store and tell them about a random act of kindness that their child did. I get to see the best of humanity. I get to see the worst of it too, but I get to see both ends of the spectrum, and there is a renewing energy in that. I get talk to students that come back to visit, and see the contributions they are making to society- I get to see the product of my work- and I get to say that I am incredibly proud of the work that I do.

10. Sometimes, that tough student, the one that you thought didn't care, the one you thought you couldn't reach- sometimes they surprise you- and its awesome and incredible and moving and humbling. I get to experience that too.

11. I've gone to school my whole life. There are so many in the world (women in particular) that will never get that opportunity. How humbling that I get to return every year.

I could go on, there are so many great aspects to what I do. I hope that some of my students do go on to become teachers. I hope that they continue to learn every day. I hope that they get to see the best of humanity, not just the worst. I hope they get a chance to improve the human condition. I hope they get quiet moments to themselves. Most of all I hope they also find a profession that energizes them, that provides enough compensation to feed their families, but one that also feeds their soul. Mostly, I hope that they freakin love their job! Because I do.

A week in the life...

One of the big questions a lot of teachers have when trying to implement a flipped class or flipped learning model is what to do with all the wonderful time they now have available in class. Here is an example of some of the many ways that we spend our time:

What if School Days Were More Like Snow Days?

The smell of cinnamon rolls wafting up the stairs, even as an adult, I still expect snow days to begin like this. As a kid, there is nothing more exciting and magical than waking up to find out that school has been canceled. I'll admit, as a teacher, I often experience the same excitement. I recently read an article that discussed snow days. The article itself provided no new information; how superintendents make their decisions, how it impacts parents, teachers, and of course students. What did surprise me were many of the comments that were made in response to the article. Some I expected to see- working parents noting how difficult snow days are for them, which is very understandable. Surprisingly though there were quite a few comments citing how a snow days took away from education and what a shame it was. Those comments made me reflect back to my own years in school. I will admit, as I went through my memories there weren't too many that I had where I was sitting in a desk absorbing facts being thrown at me. There were however a lot of memories of working with neighborhood kids to build snow forts, which required not just team work, but some engineering to ensure that the ice tunnels could with stand the weight of a snowball attack. I remembered watching Gone With the Wind with my mom and first understanding that the Civil War had more than one perspective to it. I also remember curling up with a good book, the American Girl series when I was little, and as time went on everything from Johnny Tremain to Les Miserables was enjoyed with a cup of hot cocoa by the fire on a snowy gray New England Day. To say that snow days are a wasted opportunity for learning is to assume that learning takes place solely in the classroom. 

As I went through my own snow day today, I realized now only was today not a wasted opportunity, but a great opportunity for learning. Though I'm a teacher and do my best to make my classroom a hands on experience, I'll be the first to admit that real true learning takes place outside the classroom al the time, and it should! I'm going to throw out a crazy suggestion, not only do I think snow days are a great opportunity for learning, but I wish school could be more like snow days...let me explain.

On a snow day most students will sleep in, contrary to waking up in the dark and rushing off to school, snow days allow for waking with the natural rhythm of the body. This morning I awakened refreshed, a whole hour after my usual rising time, and that glorious glorious hour gave me such energy that I've forgotten how over worked and under-slept we as a human race really are. As I woke up and eased into my day I had time to create a "To Do" list for the day, things I had to accomplish. Wouldn't it be nice if our students could get that little bit of extra sleep they need and create their own "agenda' for the day, really contemplating what they need to get done, rather than it being dictated to them?

After waking up I made myself a hardy breakfast, the kind that I would never have time for on a regular school day. I remember this being one of my favorite things about snow days when I was little- sitting at the table eating breakfast- instead of grabbing a piece of toast as I ran out the door. The majority of my students do not eat breakfast before school, I can't blame them, I too don't like to eat that early in the morning. I usually have something during my prep period while I correct. My students don't have that luxury, as a result by the time mid-morning rolls around they are so hungry that any attempt to disseminate information prior to the feeding frenzy that is seventh grade lunch is lost. Wouldn't it be nice if students could actually sit down and enjoy their breakfast, thus coming to school with energy to face whatever tasks lay ahead?

As I ate breakfast I turned on the news and caught up on the world around me.  For twenty minutes as I ate I became engrossed in all the information that I had missed out on over the weekend. While I make sure we watch the news in my classroom, many of my students have little knowledge of the world around them. I used to think it was apathy on their part, or their parents lack of willingness to discuss current events. I've come to realize its about timing and priority. My students are so over scheduled. They barely have time to sleep, so expecting them to sit down and catch up on world events seems unfair given their demanding schedules. Wouldn't it be nice for them to have time to become lost in world affairs, if only for 20 minutes?

After breakfast I set out on my to do list. For me it was mundane household tasks that I had been putting off for quite some time. The snow day gave me the found time to get all of them done. As I checked each task off of my list I felt accomplished. While I gave myself a set time that I wanted to have everything done by, I did not dictate how much time I could allot to each task, therefor I just worked at each thing until it was done, giving myself time to make sure that I did a good job, and did not stress about the workload. Each day my students rush from class to class, attempting to finish all of their tasks for each one in the allotted forty minutes. Its no wonder they are so stressed, there's no regard to the fact that some tasks, and subject areas are going to be more challenging for some students, and therefore require more time. Yet we expect everyone to work at the same pace and comprehend subjects in the same amount of time. Wouldn't it be nice if students could be focused on getting tasks done in a way that provides them with understanding and a sense of accomplishment, instead of always rushing to beat the clock and keep up with their peers in meeting deadlines?

Finally once all my "to do" list tasks were done for the day I was free to take advantage of the off time to pursue a few items of pure interest for me. I caught up on some blog reading that I had been putting off, watched an episode of History Detectives that has been sitting in my DVR for a while, started "The President's Club" a book that I have been carrying around for weeks with no chance to jump into, and finally looked up a new recipe and spent some time working at it and perfecting it. I googled several conversions, researched the best wine to use and even looked up a new way to mince garlic, all because it was something I was invested in. Wouldn't it be nice if once their "necessary" tasks were out of the way, students had the chance to explore what they were interested in, reading about what their passions are, teaching themselves something new? 

I realize that not all of this is possible, and furthermore I realize that more of this has been possible within my classroom because of my flipped class set up, but I can't help but think as a whole there's more to be done. Snow days just have a different pace to them, they're relaxed, lazy in a way that doesn't make you feel guilty, they are honestly totally self absorbing. I think some times we need to tell our students to chill out, to be a little lazy, to jump of the point grubbing, overscheduled conveyer-belt and enjoy the beauty of an unstructured day. 

While snow days may not have their "magical" feeling that they did when I was younger, they certainly still have a sense of wonder to them- an entire day, a blank slate ahead, to be filled with whatever I choose, whatever I need to get done, and whatever I want to learn. Snow days allow us to peacefully explore, quietly learn, and calmly accomplish. Wouldn't it be nice, if in school, students felt the same?

 

"Your Classroom Reminds Me of Panera" and other educational developments

"I feel like I'm in Panera" said one of my students. I thought about it and I have to agree, to a point. I'd love to offer them delicious hot coco and yummy pastries as they work on their projects, however the school nurse would probably hunt me down faster than a missing lap top cart.

I've been experimenting with music in my classroom lately. As I'm sure you know from my previous posts, students work on independent projects during the week in my class, however they sit in groups while they complete them. Well- some students sit in groups. Some sit in a "cubicle" in the back of my room, some sprawl on the floor, some sit on a rug near my book shelf, some pull up a chair along side another student- in other words they sit where they are most comfortable and where they are working most effectively.

I stumbled on music as an aid to learning by accident a while back. On occasion I listen to music while I work during my prep period, like some students it helps me focus and makes time spent doing tedious or arduous tasks go a little faster. One particular day I forgot to turn the radio off, students entered the classroom and started working. The particular class that I had at that point tends to be on the "louder" side (note I did not say noisier side because they're conversations are useful and valuable, they just have difficulty regulating volume at times). However students were "in the zone" that day, they were having quiet chats with their group mates, moving about, but were really focusing in a way I had never seen before. It wasn't until about half way through that I realized the radio was on.

I decided to further experiment with this. I've realized early on I had to choose music that was soft, soothing, and had no lyrics to distract them. I tried classical music originally but noticed that the students had an immediate aversion to it (eww Classical music). Being the mind opener that I am, I told my students to give it a shot, however Classical seemed to have too much variance, getting really loud at times that forced me to rush to the speakers and turn it down and then at other times getting very quiet to the point that it was ineffective and we had that "awkward silence" that is so dreaded in middle school. I've toyed around with several other styles and artists and have finally settled on the Vince Guaraldi station on Pandora.

For those of you that don't know Vince Guaraldi is the musical genius behind Charlie Brown, think of all those great songs in the films and how calming they are- his station on Pandora is filled with similar artists. Its Jazz, but soft Jazz, soothing and calming. The first day I tried the station the students didn't even notice, they sat down started working and I noticed that they were very focused, they were still collaborating and talking but their volume was lower as I made the music very soft.

I'm not sure if its the music or the evolution of the year in general but I've noticed students moving in and out of groups to work now. What do I mean by this? Well, I love collaboration and encourage it, but I think sometimes students felt like they had to talk or get involved in conversations when they really needed to think something out for themselves before joining in with peers. Perhaps its the absence of "awkward silence" but I've noticed several students grab materials and get lost in their own thoughts exploring them. Later they may join in with a group of students or may get up, ask some classmates some questions and return to their work, but I love that I can see them really working on their own terms.

My students that choose to work in groups are also more focused, the music seems to have a calming nature on everyone- including me. As I circulate the room I can't help but feel cheery and peaceful, its as if we all take a breath when class starts, relax and simply start learning. It almost takes me back to days at the library in college just before finals. It was quiet but social, people stopping by your table, some people were in groups studying some were solo, but the learning was palpable, it was an energy of education.

Perhaps someday I'll get permission from the nurse to have a "hot chocolate" day, perhaps someday I'll invest in some comfy reading chairs for students, but for now hearing a student tell me that my classroom reminds him of Panera, for all its humor, is actually a pretty positive statement, after all, people get a ton of work done there...don't they?

Grade Thermometer

I haven't updated in a while and will be doing a larger update later this week. However I wanted to share this. My students struggle to understand the concept of Mastery Based Grading. They get it...sort of. They understand they have to master things at 80% or better, they understand that they have to master all the units for the term to get an "A" and yet they still ask "What's my average?" or "Am I getting an A?." I've had a hard time reminding them that since its based on what they master by the end of the term, their grade is constantly changing. I also wish I didn't have to grade them at all, or that they weren't so obsessed with "grades." I really just care that they are engaged and learning.

I have check lists for them to keep up with their work and they can keep track of their "grade" that way, but I realized that maybe a more visual way for them to see progress towards an "A" might not only be clearer but a motivator so I came up with the following:

I took the units for the Term and divided them along a thermometer. I then put in the "grades" for where they would master a unit. This way they can color it in as they progress and see what their grade is. I realize some of my flipped class colleagues will not like this as it puts emphasis back on the "grade game" the idea that its "all about the grade." However I felt like I had to meet them half way, I'm expecting them to change a lot of how they think of school and grades, I guess I can give them a little of the "point game" back (but only a little)!

First Day of IBL

After a few weeks of build up we finally started our first week of in class projects. Last Friday students were given a question and a project proposal sheet. Questions varied but were all topically the same. The unit we are studying is Mesopotamia so one question was: What features would an area need to give birth to and encourage the growth of a civilization? Be sure to include information about Mesopotamia and why it is called the "cradle of civilization."

The proposal sheet asked students to think about what information they already knew, where they could find additional information and ultimate what kind of project they were going to create to demonstrate the answer. I'll put a copy as a tab off of the main page.

I was really excited for students to start researching and working, I knew from experience last year that despite the fact I'm constantly circling and checking in, many students would stop working until i could get to them, or in some cases follow me around. I saw an elementary school teacher on Pinterest that used different color cups to signify when a student needed help, I adapted it with flags for my class today and it worked great:

Green = I'm all set and working hard

Yellow = I need help but I can keep working, check in with me ASAP

Red = I need help and I cannot keep working. Check in immediately.

I tried to emphasize to the kids that most questions would be "yellow flag" questions and to only use red if it was something I needed to leave their classmate to come and help them with. It worked really well, I only had one red question all day, and it was an actual red flag question. The flags helped me to see who was struggling and use my time more efficiently. 

Here are some pictures of the students work today, all of these projects were thought of and developed by students, I'm excited to see how they turn out:

This was only the first day so these are all still in the planning/first steps phase but so far so good!

If you flip your class what do you do with your new found class time?