we are the ship- slice of life day 20

In My Breakfast Platter Amy S writes a beautiful open letter to author/illustrator Kadir Nelson, sharing the powerful impact his latest book, We are the Ship, has on one of her at promise students (thanks TWT for sharing this term) whose reading has taken off despite his homelife challenges. The story in the letter is compelling. But what other response can come from this incredibly illustrated and magically crafted story about the Negro Leagues once that book gets into a kid's hands? It's so truthful. I felt this post went beyond the letter, though. It illustrated Amy S' professional acumen in her life's work, teaching. As I thought about her responsiveness to her student, I thought about 99% of the teachers (not scientifically calculated by the way) I know who have had experiences of the ilk she has had with her student. 99% of the teachers I know help their students think more, see more, feel more. 99% of the teachers I know have created environments where a student can trust an adult, feel respected, and grow. The general public may not think this, but Amy S' teaching is stereotypical of what is happening in many schools. In a way, teachers could be considered a ship too.
Hear more about Kadir Nelson and this book on npr.

the new generation of teachers

Our school, ever the learning lab, hosts Professional Development School interns from George Mason University who spend a school year with us as they complete a graduate year of Ed. School practicums and work toward elementary certification. It is full time work while one is a full time student. Not easy. It is an authentic experience that helps one prepare for the real thing.

These resident interns presented their reflections of their first placements in an end of semester seminar share for our staff last week. Despite the fact we had our first snow and afternoon school events were cancelled in our county, we had a record turnout of teachers and administrators in attendance. Glad I went. I laughed, I cried, it became a part of me. Our interns range in experience from fresh out of undergrad programs to second career (maybe third career) folks. They are a wonderful mix of personalities, preferences, and styles. There were five presentations and this mix was reflected in the presentations. Technology, dancing, singing, speaking, and a general good time were shared. Some thoughts I heard that remind us all about what teaching is on a daily basis follow:

• teachers create learning environments everyday
• teachers are learning everyday along with the students
• effective classroom management is ongoing by the day, by the hour, by the minute, by the lesson
• lessons often hold unexpected outcomes (see next item)
• Alan Greenspan has nothin' on 4th graders determined to create an effective economic (i.e. black market) system that applies the essential skills taught in class
• Teaching responsively means you are adjusting to the learner (see previous bullet) and creating positive teachable moments when there is an unexpected outcome
• responsive classroom techniques work
• responsive classroom techniques school wide are awesome
• responsive classroom techniques make so much sense
• kids need the same respect adults need
• teachers have to model that respect with students
• social interaction is important learning for teachers and students
• getting to know individual student's needs helps with everything
• kids taking risks is exciting
• flexibility is helpful... maybe crucial
• administrative duties are very time consuming... even with systems in place
• reflecting and sharing is necessary if we are going to grow as teachers

If you were there... please feel free to add what you heard that afternoon! I can't wait to attend next semester's share after their month long independent teaching experience. I'm hoping for more dancing.

weather, hearing, and crankiness as a thesis

One of these days I'm going to do a teacher research project that shows the correlation between crazy weather and hearing challenges which I believe results in cranky teachers at least 95% of the time. Up til now I only have observations. As we are learning in third grade science, research questions come out of observations. I believe I have some real science ahead.

Today in reading workshop (though there was evidence much earlier in the day) everything I said seemed to be lip synced as there was no action taken after any of my polite requests or comments. In fact, as I continued, my comments got less polite. "Please, find a good learning spot," "Please, don't trade books," "Please, stay in your seat," "Can you use a soft voice to conference?" "You must be reading or writing about reading; that doesn't look like either," "Don't bother her," "What are you doing?" I had a literature group with me and the students who were independently reading and know after 13 weeks of school that "reading is thinking" and that it is to be done quietly, among other things, heeded none of my requests. I finally raised my voice to one boy. I don't reach that decibel level too often . You think that might have brought some collateral results; but no, everyone kept right on keepin' on. It really made me cranky.

At the end of the workshop, I gathered everyone to the front, praised some students who had commented brilliantly about the cover from "The Green Book" and then pulled up the list of "Guidelines for Reading Workshop" the class had authored earlier in the year. This made the students a little cranky. After all they knew this stuff already. Having the chart and seeing the response to it, students looking sheepishly but, generally positive, reminded me that maybe little guys needed repeat lessons once in awhile. Maybe the expectations for independent work weren't part of the focus enough when we introduced our new novels today. I still think it was weather but, maybe there are just days we (teachers, too) need a little reminding about expectations.