Friday, June 9, 2017

Rise to the Challenge: 2016-2017 Lessons Learned

2016-2017 Lessons Learned

I grew up going to public schools and never had a reason to think anything other than wonderful thoughts about public education.  But my years working in a large, urban school district with so many problems and too much administration had made me question my loyalties.  Public and private schools have more differences than just populations.  What I learned this year is how different the philosophies are, and how they impact the learning environment.

Here are my takeaways from my first year as a private school teacher, after many years working in public schools:

1. Consequences are a good thing.  Kids learn from their mistakes and come back stronger than ever.

2.  Kids will rise to high standards.  Don't make things easier for kids just because their life outside of school may be difficult.  Set high standards, teach them how to get there, let them learn from their mistakes, and no matter what, don't do it for them.  Shortcuts and freebies are a disservice to their growth and an insult to their intelligence.

3.  The future of America IS in good hands.  There are still respectful, hard working, and driven kids out there.  They will make good choices and lead us with intelligence and dignity.

4.  There are kids who still LOVE school.  Lots of them.  You just have to look in the right places.

These, of course, are just my experiences; but, I feel so inspired and rejuvenated by what I have seen at this school this year.  And, my experiences are directly linked to my past experiences in a school where expectations were low, consequences did not exist, and the students ran the school with violence, instead of the teachers and administration running the school.  And even though the school I was at before the awful one was considered a good school, I believe that consequences were not consistent or strong enough, and expectations were low.  I think that ANY kid can fall into the categories of my four takeaways if put in the right environment.  The public schools in my area need to go back to holding ALL students responsible for their actions.  Period.

The biggest thing I have found this year is the difference in curriculum between the public schools in my area and the private school I am at.  The private school curriculum for 6th graders is FAR more rigorous than the 6th grade curriculum I taught in the public schools. (My students this year had the exact same vocabulary development curriculum that I taught in 9th/10th grade in the public school). Why is that?  We all teach from the same standards?  My students don't know the difference so they just do the work.  They don't complain.  They are just excited to learn new things all of the time.  Lower expectations = less learning and less success.  Also, I think the kids are happier and more successful due to the amount of "non-tested" classes they take: classroom art (once a week) and studio art (1-2 times a week), music (2-3 times a week), phy ed (3 times a week), Spanish (2-3 times a week),  computer (2 times a week).  Of these classes, the only one the public schools had was PE, and that was at a minimum.  Maybe twice a week, but usually for only 1 semester or quarter.  Students in high school could take some of these as electives, but with no previous exposure, many kids just didn't take the classes or were just bodies in the space.  If music class is the thing that makes a kid love going to school, then this public school district was not for them.  It's sad.  We chose the private school for our daughter based on the "extra" classes; however, now that I have experienced it from a teacher's perspective, I am even more convinced that we made the right choice.

I know there are public school districts out there that are doing great things.  This is just my experiences in my area of our world.  The point is, change has been good for me.  It has reenergized and inspired me to be a better teacher.  Changing schools has restored my faith in the future.

~L




Thursday, June 8, 2017

What Side are You on?

Today is one of those days that makes me sad as a teacher, a parent, and a curriculum writer.

I have recently noticed that there are two "teams" of teachers developing.  One team that seems to be fun, enthusiastic, and supportive of one another, and one team that is full of negativity; constantly accusing other teachers of not being good enough.  Let me explain what I mean:

Team 1 (aka the fun group):
These teachers seem to be super energized all of the time.  They have pinterest classrooms and either create or sell items on TPT (or other sites).  They are all about creating an experience for students that supports their learning.  They also seem to be the group that wants everyone to succeed - even other teachers.

Team 2 (the all business group):
These teachers seem to be so focused on the serious aspects of teaching - the problems of the world, AYP, the achievement gap - that they forget that learning can be enjoyable.  They also seem to be the teachers who are constantly criticizing the teachers from Team 1.

Now, these are just my simple observations in the community where I live and I teach.  As a parent, I prefer my daughter be in the classroom of Team 1.  This is how I remember school when I grew up in the 70s & 80s.  Rooms weren't super cute back then, but they were cute for the time period.  School was fun because the teachers were energetic, which got me excited about school.  I want my child to be excited about school.  Team 1 knows how to do that.

Here's where my sadness comes into today's post.  I received an email from someone about a blog post that was written by a Kindergarten teacher who is very against TPT sellers and teachers who use TPT.  He basically accused these teachers of not being supportive of one another because they are selling their products.  He also said that the content on TPT was not up to par.  (He also has never purchased anything from TPT).  His post had too many comments to count; many of them agreeing with him.  His "open discussion" was nothing more than a venue to gripe about teachers who decorate their rooms cute and who sell out on TPT by offering crappy content.  😓

Yep.  I have had items on TPT for awhile now.  I can attest that everything I create and sell I first create for my students to meet the standards.  Questions I routinely ask myself include:

How will this push my students to new understandings?
Am I meeting the needs of all of my students?
Will my students be able to demonstrate their new understandings?
Is this lesson meaningful and relevant?

I have purchased products off of TPT for years.  I have purchased a few items that did not meet my needs.  Does that mean that it is crappy, like the blogger and commenters claimed?  Of course not!  Does that mean that they did not put effort and energy into creating something that helped their students meet the standards?  No, again.  The Team 2 teachers seem to be so down on the Team 1 teachers.  It is as if they think that they know everything, and that they are the only teachers doing a good job.

As I have posted in the past; I don't do cute.  I just don't.  Do I mind it? Of course not.  The only thing that bothers me is when decorating seems to take front and center stage, rather than content, but I have only seen that once.  But, as I remember from my childhood, plain old worksheets that had purple printing from the school ditto copy machine did nothing for my engagement.  In fact, they didn't engage me whatsoever.  I have worked in both settings: the super cute and the all business all the time districts.  Here is what I have noticed:

The kids with the TPT/Pinterest teachers were far more engaged than the kids in the All Business schools.  I recently left a large urban district.  The kids were disengaged in every classroom.  In my classrooms, as soon as I started sprucing them up, the kids noticed and interacted with me more.  They participated.  One 10th grade student I had last year actually commented about my room to me at the end of the year.  She told me that she didn't trust my blond hair and energy at the beginning of the year (because this is the ALL Business district), but that by the end of the year, she realized that the energy I put into my room and activities showed that I was "pretty cool."  She said she realize that I cared about them and that she learned more that year than any other year.  Huh.

The sad thing is, I left the district.  I personally could not handle the negativity anymore.  The tearing down of teachers who wanted to make learning meaningful and special for their kids.  The mentality of "I am the only teacher doing it right" drove me crazy.  Even the principals were in on it.  How is that helpful?

Here is my plug for TPT:

I work in a system that is continually cutting teachers, paying them poorly, and expecting teachers to contribute a very high amount of their own salary to the classroom.  My second year of school I spent nearly $250 on Kleenex alone.  I couldn't make my car or student loan payment, but my students could blow their nose.  Why is it bad if I make something to sell to other teachers to help pay for things that my students need to be successful?  When the district won't pay for it?

I have also turned to TPT many times when I did not have the time to create something.  I knew what I wanted to use to jack the lesson up a bit, and I was able to find it online.  The texts and curriculum that districts provide are usually bare bones, with very little provided to help with differentiation.  I use TPT as a means to find methods of differentiation that I maybe wouldn't have thought of.  When you consider how much districts spend on curriculum, you would think that they could be more than just a set of books, workbooks, and a teacher's manual.  The way I see it, me spending my own dollar on a product on TPT makes their curriculum better.

I have yet to see a teacher put "crap" on TPT.  Maybe I've just been lucky.  At any rate, this blanket mentality of TPT sellers being only in it for the money and not for actual teaching is too common among the All Business set.

What makes me sad is that both groups accuse each other of not being supportive.  The All Business set says that teachers who sell their items are being selfish.  The Super Cute team thinks that the All Business set is not supportive of them trying to provide pencils and whatnot for their students by selling on TPT.  Meanwhile, nothing gets accomplished.

When it comes to which side I am on, I find that I am right in the middle.  I believe that cute and fun can coexist with challenging, meaningful instruction.  I want to engage kids, and if that means once in a while shopping on TPT or sprucing up my room, I will do it.

Am I saying that education isn't serious business right now?  Absolutely not.  But I'm also saying that teachers need to do what works for them, and not expect everyone else to find the same methods as fantastic as they do.  Different doesn't mean bad.  Isn't that what we teach kids?

Monday, June 5, 2017

Already Planning for 2017-2018

Summer vacation here for us, and I'm already planning for next year!

After a trip to the zoo this morning, I grabbed a lawn chair and got to work organizing my ideas for next year.  I realize that this is a little crazy, but I want to get started when my thoughts are still fresh.

One of the big changes I want to make next year is to add more informational text into our literature lessons.  When I worked in public schools, the push was for all nonfiction, all the time.  The only people that seemed to get to teach literature were high school English teachers.  I worked so hard to research nonfiction strategies and to develop new strategies that fit my students' needs.  I felt that leaving out fiction texts was creating an imbalance of reading skills, but I understood it (to a certain degree).  Well, now that I am at a private school, I've found that I'm not teaching anywhere close to the same amounts of nonfiction.  I added nonfiction connecting texts along the way, but I did not feel that these lessons were as artistically and authentically woven into the curriculum as I would have liked.  So, I will be spending the summer revamping the curriculum to make the connections between nonfiction and fiction both relevant and purposeful.  As I mentioned in an earlier post (the last one, maybe), I have so many different ones that I use, that I will probably have to wait until I assess the kids to make final determinations.  I love doing this sort of thing.

Anyway, that was way to long of a description to explain what this post is about.  As I think about how I want to teach the nonfiction parts of our units, I am going to have several active reading activities to meet the different needs of the kids.  To get prepared, I am recreating ALL of my strategy organizers in power point.  They print better, they look better, and I like them better.

I started posting some of the ones I created on TPT, and will post more as I get them done.  The ones that I am posting are easy to use with any subject area.  I am still thinking that I will try to create a bundle of my favorite reading activities that anyone can use for teaching nonfiction.  I will go into detail of each one in future posts, but here is what I have up on TPT so far:





I just finished the ABC Notes redo today.  Most people I know use this as a prereading activity, but I use it as a way to take notes while actively reading.  The kids write down all of the information the gather from the text on the chart.  Students can either record topic specific vocabulary that start with the letter, important people and places that begin with that letter, or create a phrase about the topic using a strong verb that starts with each letter.  I love using this note taking method.  Creating the phrases takes a good comprehension skills, not to mention great critical thinking skills.  When I introduce the activity, I usually "encourage" students to create at least 1-2 strong verb phrases, but by the third or fourth time using this method, I start requiring a certain number of phrases.  It is a great way to both challenge the kids reading and thinking skills and assess what students need some support (not to mention those that may need to be pushed a bit more).  Love this.

All of these activities can be found in my TPT store, and I will go into more detail about each in future posts.  I hope it is as much of a beautiful day wherever you are as it is here!

~L






Saturday, June 3, 2017

Informational Text Reading Strategies Part 1

Since I'm usually one, if not the, only reading specialist in my schools, I am always asked by other content teachers for reading activities.  When I taught high school, we tried to introduce one strategy per semester that the whole school would use.  Now, this of course only works if everyone is on board, and when I taught public school, that was difficult.  People are often very set in their ways when it comes to teaching.  I had one principal who always said it so well.

"It doesn't matter what subject you teach.  We are all reading teachers."

It was still difficult to get everyone to buy into to teaching something differently or, teaching something they were not comfortable with, but we did have several teachers that made a true effort. (Thanks, chemistry team!)  From what I understand, that practice died when I left, which is sad.

I now work at a school where most teachers are willing to try new things to help the kids, so I hope to get this started again.  It really makes life easy if the kids all know and practice a certain strategy.  You only have to tell the kids what they are doing, and they can jump right in with very little direction.  

My Social Studies partner loves my activities, so I have started to redesign the activities to make them more current and easier to use.  The first one I gave her is perfect for Social Studies and Science; really any course that uses a text book.  I call this activity "Title Turn-around."


I love this activity, because gets kids reading with a specific purpose.  First, the student takes the chapter title, heading, or subheading of the section and turns it into a question.  For example if the heading is:

The Life of a Cell

The student would change the heading to:

What is the Life of a Cell?

After they write down the original heading and the new question on the graphic organizer, they actively read the passage to answer the question they created.  As they find the answers, they them down in the next column.  

Besides the "reading with a purpose" part, I LOVE the next added bonus of the activity.  By writing down the answers to the question, the students then have a note sheet to study from when preparing for tests or just reviewing before a class activity.  When they fold the paper in half, they only see the heading and question.  The student then tries to answer the question without looking at the other side.  Finally, the student can unfold the page and check their answers.  Genius.  

I can remember reading text book assignments as a kid, and I had no purpose for reading the pages.  In fact, I don't think I really learned anything while reading.  I wish I had known these techniques as a kid.  Not only would it have sped the process up, but I wouldn't have been half asleep while reading the chapters.  Engagement is gold.

I hope you like this activity.  I have it posted in my TPT store, along with a few other strategies.  Someone asked me to do an Informational Text Strategy Bundle, so I will probably work on it over the summer.  I will post another strategy soon!

~L

They Know Me So Well

End of the year gifts from a couple students.  They know me so well 😂




Sunday, May 28, 2017

Gearing up for the last week!

The last week of the 2016-2017 school year is here! And I'm happy, but I'm also feeling a bit sad.  I have loved this year so much.  Even on the most difficult days, working here has been such a blessing.  I love that I am "teaching" again - something that I had not felt like I was doing during the 2015-2016 school year.  I just don't want this year to end.  But.... it has to.  I can't wait to see what these 93 6th graders do in the future :)

Since my grandma died a few weeks ago, I've had trouble getting back on track.  I got so far behind on grading and packing up my room, that the last several days have been just a race.  I really want to enjoy the end of the year, but it has been CRAZY!

With the school year winding down, I have been teaching all of my favorite end of the year lessons with my kids.  On Friday, we did an activity that I have been doing for years.  It's one of those activities that not only fills me with joy, but it is a final eye-opening moment for my kids: that breakthrough when they realize how everything that you have done this year is intertwined and has a purpose.

I call this activity "connection chains," and I know that there are other versions out there, so if anyone has a more zippy name let me know.  In this activity, students make text to self, text, world, and media connections between everything that we have read all year.  I mean EVERYTHING that we have read: from class novels to choice novels, articles, other subjects texts books, art assignments, their English research papers, and on and on.  Although it starts out as an individual activity, the students then share and work together to complete the tasks.  I love it when they make connections that are so insightful and built off of meaningful discussions with their classmates.  This year I chose 6 "anchor" texts to get the ball rolling: Pictures of Hollis Woods, Esperanza Rising, Bud, Not Buddy, The Cay, Holes, and Four Miles to Pinecone.  I hang the anchor links around the room and the students make connections to each text.

I start with this worksheet.  I've seen others that are similar, but none that I have found include the writing component that I added.  In my book, writing = thinking.  This year I printed the tasks on several colors of paper and let the students pick their starting color.  (In the olden days, hehe, I just cut up strips of paper ahead of time and had the kids write everything on them.  I found that this led to a bit of disorganization and always confusion - especially from the kids that maybe didn't "hear" the directions).


So, the kids attach their connection links to the six anchor texts around the room.  By the end of the day, the 6 chains are pretty long, since all four periods made connections during the day.  The kids all ask what we are going to do with the chains, and I always say, "I haven't decided yet.  Any good ideas?"  I then hang them up during my prep or after school, and I always get the same reaction.  It is the best part!  To see the kids faces when they walk in and see their work hanging from the ceiling is so awesome.  It's like they forget they are "big kids" for a little bit.  This year was no exception.  Every class was so excited to see their work displayed like this - they all had a part in the creation. (This year is especially cool because I didn't have a single student absent on the day we did this, so it truly is a creation made by every student.)  This is that big "ah-ha" moment that melts every teacher's heart.  That moment that we can see the growth our students have made, and receive affirmation that they are ready to be sent on to the next year.  Can you tell how much I love this activity?  The discussions about the various connections that we had were amazing and inspiring.  (I wish I would have recorded some of them.)

Here are some pics of our chain this year:




Remember when I said that my room used to be a closet?  Now you have proof!  It's teeny tiny, dark and dank.  It's currently a disaster, as I have already started taking things down and getting ready for summer.  (What's the saying? It always gets worse before it gets better?) That wall that you are looking at?  Will be torn down the day after school gets out to make my room bigger.  I am coping with this total mess right now as I pack EVERYTHING up.  I've already taken down and stashed away many of the items that made this room feel like an energized classroom, so these chains have kind of helped to add a festive spirit to the end of the year.   The kids were so excited, that many of them took more link sheets home to make more connections over the weekend.

Hear are a few more shots:



These chain worksheets are part of my TPT set, End of the Year Activities for ELA.  We also started the Literature Mosaics from the same set, so I will post pics next week.



Have a great Memorial Day everyone!

~L



Monday, May 15, 2017

A Tough Week

My post tonight is short and sweet.  This past week my family lost someone special to us.  Blogging has not felt right.  I've struggled to stay focused on teaching, when my heart is elsewhere.  Tomorrow my family and I will travel 300 miles to celebrate a life that shaped my own.  Again - so hard to be a good teacher this week...

Today in class, I realized that there are only 12.5 days left of school.  So even though I am broken, I decided to come up with an activity that helps students reflect on their growth this year.  We've worked a great deal on developing a growth mindset, so I came up with a "last week of school" activity to go with those lessons, and really wrap up a great year.

I think it will be fun:



So, even in the midst of my struggles, I did get some good news.  My boss talked to me today about expanding my class room.  I hope that it goes through!  No more room that is the size of a closet! (It really was a storage closet.)  Anyway, life goes on....


~L


Tuesday, May 9, 2017

Interactive Bookmarks

Interactive Bookmarks are my jam.  Seriously.

I've been using them for years and I truly believe that they not only reinforce skills, but also engage readers in critical thinking.  This year with my 6th graders, the kids have completed them primarily with their choice reading novels; however, before I came to this school, I had used them for all different purposes.

Anyway, when I designed my latest batch, I made sure that they had everything that I could possibly squeeze into on them.  Over the years I have bought so many different styles of bookmarks, usually practicing just one skill.  I wanted something that could be used for an entire novel that required the practice of more than one skill or concept.  I made both a fiction one and a nonfiction one, because the skills required are definitely different.  They are both double sided and foldable so they tuck easily into a book.  What I have really loved this year is watching the growth from the beginning of the year up until now.  When they did their first book marks in September, it provided me with a great assessment of where they needed to go this year.  From then moving forward, I have had another "assessment" batch every month, and the growth of thinking has been fantastic.

Here are some snapshots of the bookmarks:




Fiction





Nonfiction





Here is a listing of what is on the bookmarks:



I have both of these bookmarks on TPT separately and part of a discounted bundle.  They really are one of my most favorite tools.  Keeping thinking going is both a challenge and an inspiration, and these bookmarks have always served that purpose for me.  Enjoy!

~L

https://www.teacherspayteachers.com/Product/Interactive-Bookmark-Bundle-for-Fiction-and-Nonfiction-Texts-3150926


https://www.teacherspayteachers.com/Product/Interactive-Bookmark-for-Fiction-Texts-3150324

https://www.teacherspayteachers.com/Product/Interactive-Bookmark-for-Nonfiction-Texts-3150375

Sunday, May 7, 2017

Stay on Target

Oh my goodness!  The kids are so squirrelly lately!  It's May and they have so much going on, and they know the end of the year is almost here.  Last week was a challenge, and it is only going to become more so.  And our kids have MAP testing this week - tomorrow actually.  Yikes!

This morning as I sat brainstorming for some new games and such to engage kids in our lessons, I saw a bunch of different bulletin boards on Pinterest designed for end of the year motivation.  I had a really cute one I did when I worked in the suburban public school with 1st and 2nd graders, but I never used it in the urban public schools, and it doesn't seem fitting for my students, or our school, right now.  I am always blown away by Pinterest posts.  Where do these people work that they have extra bulletin boards to use on stuff like this instead of curriculum materials?  And the size of these rooms?  Wowza.  I have worked in a "hoity-toity" public school, urban public schools, and now a excellent private school, and I have never had more than 1 bulletin board.  (In the "hoity-toity" school, I didn't have any - just white boards that I taped paper to and pretended I had a bulletin board.  And a pole.  I had pole I taped things to from time to time.)  My rooms have always been small.  Right now I can't even walk between the tables in my room when the students are in there!  Anyway, moving on....

Since we've established that I am moderately jealous of Pinterest teachers who have bulletin boards, I will show you my solution.



So, I saw several bulletin boards with this saying, and since I'm still reveling in my environmental camp, archery glory, it seemed to be appropriate.  It is a powerpoint, so I can change the number of days left.  I also made a blank one (just 8 1/2 x 11) to laminate and hang outside my door.  I think I will post the powerpoint one with my homeroom on Monday for the next two weeks, and then the small sign and the PP everyday after that.

I could probably put the blank one in my TPT store as a Freebie - not sure that anyone would want it.  Maybe if I post a pic of a laminated one with the number written in dry erase marker on it.  Anyway, I'm hoping that just a simple reminder might help at least one person remember to bring a pencil!

We have a busy week ahead at school: MAP testing, May Crowning, math placement assessments, the school art showcase, and a pops concert.  Should be a fun one.  Hard to stay focused with so much going on in addition to course work.

Tomorrow I'm going to post my foldable bookmarks that I have my kids use when they complete their monthly choice reading projects.  I have been using them for years and they work really well.  The kids all got their new ones for this month last week, so hopefully I will have some pictures that I can post of bookmarks in use.

Have a good week!

~L

Wednesday, May 3, 2017

End of the Year Activities for Literature & English Classes!

I'm sad the year is coming to an end.  Truly.  Switching to this school has been fantastic.  I hope I can be here for awhile.  This year is especially hard because not only have I really connected with these kids, but I have seen so much growth.  Serious growth.  This weekend as I was lesson planning, I started to think about how much I want the kids to recognize their own growth.  I started pulling out all of my old "end of the year" activities, that to be honest, were simply filler activities to get through the last week of school, and I realized that they all had one of the three criteria that I wanted for the end of this year: they were fun.  But I realized that they were missing a genuine connection to our classwork from this year.  I didn't just want them to be fun, but I want the students to have a chance to apply what they have learned and reflect upon how far they have come this year.  I wish I could be the 7th grade teacher who gets to teach them next year.  They are so prepared.  Anyway, I took all of those activities and reworked them so that they would have all three of the pieces I wanted.

One of my favorite activities is a Literature Class Mosaic.  Our school completed an awesome activity this year where every student in the school contributed to a mosaic mural of our building.  It was breathtaking.  (Not exaggerating at all here - when I first saw it all put together I got chills.)



To continue with that idea, I created an activity where the kids create a square about their favorite things from the year: a class novel, favorite quote, characters, favorite assignment, etc.  I plan to put the board together and have it up in my room to start next year.  I'm super excited to do this.  I think it will be especially great for open house.



All of these activities can be found in a set in my TPT store; however, I'm going to put the mosaic activity up as a freebie.  The set includes all sorts of things: plot diagram of the year, letter writing activities, Top 5 lists, making connections, etc., etc..  Looking forward to a great month of May!

~L


Here's the freebie-

https://www.teacherspayteachers.com/Product/Literature-Class-Mosaic-FREEBIE-3141249

And here is my full set of activities:


https://www.teacherspayteachers.com/Product/End-of-the-Year-ELA-Activities-3140515

Tuesday, May 2, 2017

#Litdiscussion

Back at it this week, and it's been a rough start.  Really rough.


Exhibit A
This is after being at school for just a few hours.

Well, even though my desk looks like the scene of a misdemeanor, some really great things have been going on in class.  Regardless of a post camp hang-over, the kids are excited about our last novel of the year: Esperanza Rising.  This book connects so well to the rest of the novels we have read this year, as well as to our 5th-6th grade perseverance program.  Anyway, I designed an activity a few weeks back, and tried it with a few lit circles.  The kids really loved it, so I am going to use it with our whole class novel.  I'm super pumped.

So, what I did was take regular discussion questions ranging from setting to citing text evidence (and everything in between), and made them a little bit more fun to get us through the last few weeks of the year.  I created a hashtag activity!  My 6th graders are super into "hashtagging" everything, so they really like it.  Here are some pics:


I put them on binder rings.
I like the ones on colored paper because
I have the tasks separated by concepts/tasks. 
(setting, theme, plot, etc.)


This is my favorite part!  
It's a chart to keep track of what cards I've assigned
or that the kids have chosen to make sure we have 
covered them all.


I also printed out the response sheets, 
although you really don't need them,
because I like that the kids have some accountability
at this point in the year.

The cards cover setting, character, conflict, theme, plot, citing text evidence, literary elements, and critical thinking/opinions.  Tomorrow I am assigning 1 from each category, and I'm excited to see how this pushes the kids to a new, critical thinking level. 

I put the cards up on my TPT store - I hope other teachers find them as enjoyable as I have!


So, even though my desk exploded, good things are still happening, even late in the year!

Peace out~

~L 


Friday, April 28, 2017

May Is All about Survival

I survived environmental camp!!!!


Three days with 93 6th graders and a handful of chaperones.  Feet up Friday never felt so good. Spring in Minnesota is so unpredictable.  Last weekend it was 70 degrees.  At camp it was 28, raining, snowing, freezing.  So cold!  There aren't enough wool socks in the world to take the chill out of you when you are that cold and wet.  The kids had a blast.  I survived.  Pretty nice place, but camping really isn't my thing.  It's all about persevering and keeping your mouth shut.  I did manage to do this from under 4 layers of clothes:



The kids were super cold after about 45 minutes of archery class (soaking wet, snow, and a gusty wind will do that), so they decided that I should try.  I hadn't touched a bow since elementary school, so I told them, "what happens at environmental camp, stays at environmental camp."  I took one shot.  The orange one.  And "bow dropped" right in front of all of them.  That's the moment I became their Literature Teaching Legend.  Boom.  They thought it was just luck, and challenged me to a second shot.  Not as close, but still better than all of them.  Double boom.  Two shots to become a hero.  My statement about the incident:

"I'd like to thank Mr. Spicer's 5th grade gym class, and the educational system that considered archery a suitable PE activity.  Without them, I would still just be the Literature Teacher.  Now I'm the Cool Literature Teacher."

Now that camp is over, it's all down hill from here.  We had a good time at camp.  Makes me wish the school year was a bit longer.  I'm going to miss these kids.  Now, we all change gears and survive the chaos that is the month of May.  One month left until summer break!

~L



Tuesday, April 25, 2017

6th Graders Understand Irony... That's Ironic

Teaching 6th graders irony always makes me a little extra tense.  Just when you think they have got it, they demonstrate with amazing fortitude how much they don't.  I've tried different lessons and activities, but they always seem to confuse the kids more then anything else.  Yesterday I decided to just make my own activity that was simple and to the point.  It worked!  All of my classes did the activity today, and we all survived.  Woo Hoo!

I started with some awesome pictures:



Once the giggling stopped, we then started the interactive notebook activity.  Color.  Cut.  Glue.  Define.  Simple enough.  After each definition, we watched a Ted Talk video that did a great job at showing the differences between the types.  Finally, the kids came up with their own examples and explained why each was an example of the given type of irony.  Done.  Simple.  Very little confusion.


The situational example was my own addition to the conversation today.  I mean, seriously, how many times can one ballet dancer break a toe going up the stairs?  The answer is three.  As well as, several other breaks doing equally pedestrian tasks.  You are welcome, Students.  Who could have known that all of that pain 30 years ago was actually preparation for today?  Destiny.  

I put this in my TPT store as well - directions and all.  I hope people like it, because it really did work great for my kids!

~L



Monday, April 24, 2017

#Hashtag Book Projects

It's almost May!  Less than 30 days of school and the kids are going crazy!  My students have done a substantial choice reading project almost every month since school started.  With everything going on in the next month or so, I decided to simplify.  This activity is based on a novel discussion activity I created (more on that later), that uses hashtags, that the kids LOVE.  Anything different, right?

So, I plan to keep all of these completed "projects" in a binder for next year.  Whenever someone can't find a book for their CRP, I can tell them to go look through the binder to find something that interests them.  Finding a book in the library without help is so overwhelming for many of my kids, especially the boys, that I think this will help to demystify the process.  I'm still remembering how to link everything in Blogger, so for now, I will post it in my TPT store.  Let me know if you try it!




Friday, April 21, 2017

Reading Response Strategies

As our year is really winding down here, I decided to pull out some of my old faithfuls to try to keep the kids engaged.  I always need something for kids to do at the end of the year that they haven't seen before.  I used these reading response "one-pagers" when I taught readers workshop to a struggling group of kids, but have since used them for other subjects and topics.  One of my coworkers needed something for social studies earlier this year, and I pulled out a non-fiction one for her and she loved it.  Anyway, because I have since received so many requests for them, I decided to put them up in my TPT store.  Hope you all like them!

~L


Wednesday, April 19, 2017

6th Grade Lit Projects

Today was a crazy day in middle school literature!  CRP Day, choice reading project day, is always crazy.  Every month, my students read a book of their choice on their own, and complete a project about the book.  This month was a bigger project because I combined March and April into one project due to spring break, Easter break, and spring fever.  I barely had the door open and 94 kids were coming into my closet sized room to drop off their projects so they wouldn't have to carry them around all day.  Ninety-four projects falling out of every nook and cranny in the room.  This month the kids created game boards to go with their books, and they crushed it.  I mean, crushed it.

The project was a bit more detailed than just creating a game.  The objective had to be completely based on the plot and subplots, and the game board had to be intricately designed based on the settings.  Ultimately, the students had to become experts on the theme, characters, tone, dialects, and unique qualities of their story.  The did it.  It was so fun.  In a few of the classes, we even played some of the games.  Kids are so awesome.

~L

These are just a few of the projects that I got put up in the hall.  The other 90 plus are ... well, they are everywhere.







I'm a Fruitloop in a Bowl of Cherrios

Well, if there is one thing about me that everyone who reads my blog should know, it's that I'm not your typical teacher.  Because of this, I have often felt like I just don't fit in with other educators; especially when I was teaching 1st and 2nd grade.  No worries though - I can deal.  Here are a few things about me that set me apart from the rest:

1.  I don't have a perfectly coordinated classroom.  My classroom used to be a storage closet, and it often still feels that way.  I'm more about organization than actual decor.  I'm often too practical, but my kids love my room all the same.  My room is full of kids from the moment I open the door until I lock up at night.  Go home!  I love you all, but seriously... just go home....

2.  I don't do cutesy clip art on all of my printables.  In fact, I don't do cutesy clipart anywhere.  So many people make adorable assignments and products with clips that are absolutely precious, and just as many teachers love it.  It's great if you love it.  I just can't.  I can not.  Don't judge.

3.  I love sarcasm.  Love.


True story.  I have a BFA degree in dance, and I spent 19 years of my life working solely as a dance teacher and choreographer.  I still teach and choreograph, but now it's just on the side.  I know I still have it though: my shower choreography/lesson planning is still on point.

4.  I laugh at other teachers.  I do.  I don't mean to, honestly, and it's not malicious.  I just can't help myself sometimes.  We can all be ridiculous - I've seen teachers get worked up because they think someone copied an art project they "invented."  Seriously.  I think misery calls for a good laugh.  If we can't laugh at our day to day classroom soap operas, I think we will go crazy.  Lord knows, I don't need anymore crazy.

5.  I'm not addicted to the Target Dollar Spot.  GASP!!!  I know, I know.  How can I possibly be a teacher and not be an addict?  Quite honestly, I can't afford to spend my paycheck on all of that teacher marketed gold.  I make due with what I have, and I do not believe that this addiction makes any of us better or worse teachers.  We all have our things that help us feel wonderful about our jobs.  My life is perfect with a pack of new flair pens and diet coke.  With that said, someone really should start a 12 step, dollar spot, intervention program...

6.  I believe that an example of every life lesson can be found somewhere in the world of Harry Potter.  I will just leave it at that.

Just a few things about me.  What you will see, and what you won't see.  I'm a different breed.  But I like it that way.

~L

iTeach it All. My Re-introduction to the world of Blogging

Hello!

Welcome to my new blog: iTeach it All!

After a long break from my previous blog, I decided to jump back in and start writing again.  For a couple years, I had a blog called "Just Teach It."  My posts were focused on my teaching experience in a suburban, elementary school where I taught 1st and 2nd grade.  After previously teaching Kindergarten, it was an exciting adventure to work on different challenges with my students.  I used my blog mostly as a personal, reflection piece.  I shared the activities I had been doing with my kiddos, and was able to step outside of my hectic life and really take a look at what I was doing.

As much as I loved blogging, it was through this hobby that I eventually saw that I was not where I wanted to be.  There were many things that I loved about teaching 1st and 2nd graders, but there were so many other things that were making me miserable.  I was drained of energy and desperately missing my time with my then two year old. Working at my school was emotionally exhausting.  It was a very competitive and negative environment.  I knew early in the year that the school would be collapsing at least one, if not two, 1st/2nd grade classes, and that meant I would be out of a job.  I worked to be the best teacher I could so that I might not be the one cut.  On the day I was officially let go, I was horribly sad - sad to leave the kids and sad to leave the programs that I had started; but, I was also ridiculously relieved.  No more watching over my shoulder to see if someone would throw me under the bus to move up in the school hierarchy.  No more new teacher hazing.  No more arguments between different teaching teams.  No more living in an adult version of the movie "Mean Girls."   Although I was tempted at first, I did not reapply for any of the open positions in that district.  I just moved on.

I knew that I did not want to leave teaching altogether, but also I knew that I did not want to repeat the same drama in a different school.  An assistant principal friend of mine trusted me enough to offer me a job teaching in an area completely out of my wheelhouse: a position as an urban high school, reading intervention teacher.  I took the job.  And fell in love.  I worked so hard to build a successful reading program, and by my second year was made department chair and PLC lead.  I had wanted to keep the blog going through a new lens, but I was 100% devoted to doing the best I could in my new world.  Blogging had to go.  Soon I was not only teaching reading intervention, but I was tasked with  developing a study skills and reading strategies class.  I also began teaching dance electives, which allowed me to continue teaching my first love to a whole new population.  Of course there were some issues and lots of drama, but even with the problems, I was so much happier than I had been in suburbia.  I thought I had found my new home, even though it was far from perfect.  And then, three years after starting my high school teacher journey and during a budget crisis, my principal called me in to say that based on our reading scores and the current state of the budget, our school would be cutting all reading classes.  As my principal tried to joke a bit and make me feel better, he said, "you did so well you taught yourself out of a job."

Not the type of story you want to blog about.  I was devastated.  Completely disheartened.

I was then placed by my district at an extremely struggling school.  In my new position, I would be teaching the same courses I did before, but to a difficult population of high schoolers, as well as sixth grade ELA.  I was not excited to go there, but it was a job.  I was miserable.  My safety was threatened on a daily basis.  I had things thrown at me, kicked at me, and things said to me that would make a sailor blush.  My family was worried about my safety, and my health was failing.  Our administrators were deplorable.  You see, this is a school that had not been making AYP.  The reading proficiency scores that year were 14%.  Fourteen.  The school's admin were doing whatever necessary to sneak things by the district, even if it meant flat out lying.  The disservice that school did to our students was despicable.  I made reports to both the union and district; but no one wanted to take on the problems.  The fear of being black-balled was too strong.  I resigned in February for the following year, thinking I may not teach again.  I was burnt out and had completely lost my faith in public education.

Then, in May, something unexpected happened.  The principal from my daughter's school called me and told me that there was an opening at their school that I might be interested in, and invited me to come interview.   By the first week of June I was hired as the new sixth grade ELA and 8th grade reading/writing intervention teacher at a highly regarded, Catholic school.  Within in a few months I went from giving up my teaching aspirations, to being completely swept up in the excitement of new possibilities.

The changes this job has brought to my life have been immeasurable.  Not only do I love teaching again, but my creativity has been reignited.  I feel so energized and inspired!  I had begun to believe I would never find a school where teachers were not only kind to each other, but also supported each other in every endeavor.  This school set me straight.  It truly feels like everyone is working together.  The kindness is inspiring.  I've been there for 9 months now, and I have yet to hear a gripe from anyone.  Anyone.  Unbelievable.  I woke up today and felt like I was ready to write again.  I NEED to write again.

This blog re-introduction is my way of sharing the joy I have found in my new school.  I hope that I can not only share my reborn positivity and creativity, but connect with other teachers and share experiences.  My new blog title, "iTeach it All," is really symbolic of how I ended up where I am today.  From Kindergarten, to 1st and 2nd grades, to urban high school reading intervention, dance, and study skills, and now a middle school English and literature teacher at a private school, I often feel as though these experiences together have brought me to a place where I not only can "teach it all," but that I DO teach it all.

When I started "Just Teach It," I was so excited to share and see my views counter go up every day.  When, I finally revisited and ultimately removed that blog a few weeks ago, I had over 35,000 new views.  Not bad for a blog that has been quiet for almost 5 years.  As much as I enjoyed that feeling of sharing my adventures with the world back then, I am no longer drawn to share with the whole world.  I will share with anyone who wants to hear my journey and share my renewed spirit for teaching.  Even if that is just a few friends.  I love to write and I love to write about my teaching experiences.  That's all that matters today.

~L