Get It Started

Tomorrow is day one for my school district. I'm firmly of the belief that if you don't get nervous for day one with students then it is time for you to reconsider your choice of profession. You've got 20-30 kids staring at you wanting you to give them direction- and you don't want to screw it up because... It is the first day, and first impressions are important. Alas.

Like 99% of my brethren I start with very simple objectives. The first day is about community building, routines, and common expectations. We'll sprinkle in some assessing, but not a ton on day one. There is that sweet spot for not assessing- not right away (kids are on summer mode) and not too late (wasted instructional time).

I'm toying with the idea of putting our 3-4 objectives on the whiteboard. Typically I do that for my reading/social studies block, but I haven't done that for our beginning of the year stuff. I have the feeling it will help us set our course, particularly since we are still dreaming of summer. So why are we doing "class about me bingo?" and why am I writing you a letter? Oh right, I am getting to know my peers and introducing myself. Right!

Carry on.

The Wheels on the Bus

There are some things teachers don't do well, myself included. One of those areas is "search" or "research" or data/information accumulation. Here is a common sequence of events for my kids as they tackle their CBA:

• Issue: Wetlands/Conservation
• Essential Question: Should wetlands be protected or developed?
• Search (via Search engine): "Should wetlands be protected?"
• Search Result: Some sites including WikiAnswers.com... followed by
• Student Action: copy, paste into Word/PowerPoint slide, possible rephrasing (certainly upon teacher questioning)
• Student Question (to teacher): So am I done yet? I've done all my research.

Granted, this is not each and every student, but this is a very common occurrence and leads me to the supposition found above. Now, I could be happy with the fact that they are crafting genuine questions about topics of interest. I could also be happy, and perhaps even satisfied, that they are doing any research. But that just isn't my style.

To tackle that I illustrated how to search, albeit in a manner that was still not as in depth as I'd like (time constraints). First I started with a discussion about search terms, generating multiple terms that were derived from their questions and stakeholders. From there we went into their method- just type in your question and hope for the best! We agreed that this was not quite the most efficient method, and didn't always yield the greatest results. Instead we tried different terms, and we tried different search engines along with a large district research database. Viola! The transformation was HUGE, making a big difference in the quality of information they found.

I'll take it as a huge victory considering the time constraints. We need to ration our time, and undoing some bad habits that have festered just isn't the highest of priorities. Undoing the "we were told to copy and paste then rewrite in our own words" (note: my quotes, not theirs) message is paramount. As I scratched the surface of that, I found that was an instructional message some kids had received somewhere. The message is essentially: don't worry about reading it, assume you agree with the writer, copy it and paste it, and rephrase to put in your own words when you're "research is done". I nearly fell out of my chair. Give the kids a little credit, they can do the work. Expect them to do it because,ultimately they'll surprise you.

Tally Ho!

Week one is in the books. The first week of school is odd because of the amount of community building and assessment you need to do. Instead of diving into content, you are teaching procedures and trying to foster a sense of community. How well did I succeed in meet those ends? Fairly well.

I have a group of 21 kiddos, but 19 were there this week. It is a great number, allowing us to really talk to each other. The number of kids gave me a good chance to know each one's name, and know a little bit about each one. I was successful in cycling through, checking in with each one, and monitoring students. I'm not sure how successful I would have been on the first day of my first year with a much larger group. Could I have do so? Probably, but this was great.

I've already started the Writer's Workshop. We started with a letter to Mr. Hanson, allowing them to tell me things about themselves. We also started in on the small moments section, which is a starter for personal narrative. I realized early on that I did a poor job of modeling on the first day of small moments, but the following days were better. I was clearer in teaching what a small moment was, and how to zoom in to make those moments clearer from our minds eye.

The community building went well also. I had a kiddo say that the best part of the first week was that they got to learn the things they had in common with their peers. Yet another talked about meeting new friends, talking to old friends. No arguments, lots of kids on task, fairly good modelling.

This week we are doing some reading comprehension with non-fiction. We'll be looking at how texts bold words, and why those words are important (and how they help us understand the text). We'll also take our reading and apply it to labelling a blank world map. It is something that one of my partner teachers has done, at least the labelling, but I am going to use the map info and the reading comprehension on my own- thinking it provides context and solid teaching points. Oh non-fiction how I love thee.

Everyone has a first day at something

First day tomorrow. Kids walk through the doors, and we're starting the marathon of learning. Lots to get through, in particular starting to build community, establish expectations, and learn names! I can't say I'm not nervous. I wonder whether I'm on the right track, whether what I want to do is paced to last (or whether I'll need to add/subtract things... or bump to the next day), and whether everything will go off without a hitch. Hitches will happen, as they always tend to. Nerves are appropriate as well. I think it shows that I care about what I do. I want to do well for myself, and for my kiddos.

First day considerations

The start of school is two days away. At 8:25 on Tuesday morning the bell will ring, and the school year will begin. The year is more marathon than sprint, and the first few days are critical. Our team isn't rotating kiddos until the end of the second week, so the first 7-10 days of school will be my chance to establish and reinforce expectations, as well as getting some initial assessment data.

That first day is still a work in progress right now. I want to have students tour the room in order to see where materials are, where books are (and what books are there), and get a general feel for the layout. We will spend some time going over procedures (and a little of the why we need procedures) such as bathroom, drink, sharpening pencil, etc. Most important will be coming up with "Our Expectations" which I want to frame around learning.

Beyond the procedural end, I also have two or three other things I want to roll out. I am planning to read the Three Questions, a picture book based on a story by Leo Tolstoy. I feel like that, along with some small/large group discussion, will tie back to the discussion of expectations and the community that I hope we'll build. Beyond the three questions, I also want to start the Writer's Workshop. I want to start by having them write a letter to me telling about themselves, and what they want to learn this year. It will tie into a homework assignment that one of my teammates has done in the past. The letter will be between them and I, not the whole class. My plan is to use a few other activities/projects to get us to learn about each other.

The first days are starting to come together, just need a little more work.

Straight Lines

I went to visit a friend today. She happens to work at an elementary school, which is great since I happen to love being around kids (hence why I want to teach!). We were talking in her room, which just happens to be at an intersection of hallways by the main office. As we were talking a first grade class walks by, and the kids are doing a pretty good job of walking in a line, staying quiet, and getting where they need to go. That would be my opinion, but apparently I am not far enough along in my teaching career to know any better.

I say that because I saw the class walk by three times. Not once, not twice, but THREE times! Each time the loudest person I heard was the teacher that kept repeating a mantra about their hands and mouths. I'll admit, and have on this blog before, that I am a little too loose with lines and noise. I feel like we make too much out of those items when the main instructional focus should be on... well, instruction! I wasn't entirely shocked, as I had seen it before (in more than just this school). But I was boiling inside as I watched the kids walking down the hall, stoic, and being told they weren't doing a good enough job.

Let's get to where we need to go because we don't have the time to waste. I'll ask this question: In what profession are you asked to walk in a silent line that is straight? Hmm, the military perhaps, but I can't think of many others. Can't we focus on the instruction that will make our kids lifelong learners?! I get wanting quiet lines, as noise can disrupt other classrooms. Then again so can parading your kids through the hallway three times.

Remove the student, keep the teacher

Friday was my last day as a student teacher. It all came together after school as another teacher came up to me and said congratulations you're officially a teacher. Officially a teacher? Pretty cool.

The last day was pretty good. I wish that 1 or 2 of the kiddos would have held it together a bit better, but as a whole it was fun. I was happy to get a chance to talk to one of our kids (one of the 1-2 above) that has been "off" all week. I wanted him to know that I had high expectations for him, and know that he can do whatever is put before him... that being said, the behavior of late isn't going to cut it. I'm hopeful for him.

I also got in a soccer game with the kiddos. Picture 15-20 kids, boys vs girls and Mr. Hanson, on a small basketball court. No whining, no yelling, lots of encouragement, good fun. Gives me thoughts of a lunchtime soccer club (maybe once a week?) when I finally get my own classroom. Kids need adults to model how to play, how to be good sports, and how to get organized.

Hope!

Don't Quote Me

I have gotten myself back in the groove of reading for pleasure. Well, pleasure tends to be education books so I suppose I am reading for professional development as well. Alas... I am still in the midst of To Understand. I found myself nodding my head along today and writing a few great passages down...

• "When we assume that kids aren't doing high-level thinking we may need to consider whether the conditions we create are conducive to high-level thinking." -p 77
• "I want to change our emphasis from the number of kids participating to the quality..."- p 78
• "What we have in many schools is a whole lot of disengaged kids slogging through the essential skills in the right order, but who are starving intellectually."-p 79

Granted those are just some from a small section, but they are indicative of the remainder of the book. I find myself reflecting on my own practice, and the types of questions I have asked and who I asked. Was I being equitable? Was I trying to go for a myriad of ideas instead of simply going deep with one? Vice versa? What type of classroom environment did I create or establish, and how did it impact the learning my kids were doing?

In many ways I wish it were fall and I had a position already so that I could get moving. The creative juices, and the intellectual energy is starting to spin. Onward to applying and working through the process. One word descriptor? Arduous.

making it smell good

The school I am at has a giant (and I mean GIANT) project called Village. It is fantastic, and would be a wonderful problem-based learning opportunity for the kids. For us, and I mean student teachers, it is a little bit of treading water. This is a project that has been going on for years, and it just runs with teachers talking via phrases and sentences unknown to the uninitiated. The process of learning the information is very much like knowing a second language and then stepping into a conversation with 10 native speakers. You tread water and try to keep up!

Well today we had an afternoon of Village workday stuff. Kids were making the envelopes for the seeds we are selling (as part of a Plant in a Box product), they were creating Lavender sachets (think potpourri), as well as shucking so much Lavender that the whole school smelled like Lavender (and it is a big school).

High expectations, and giving them enough instructions that they can succeed, coupled with asking them to solve their own problems works. For some that meant actually talking respectfully to each other and taking turns. When I heard "Mr Hanson, we are taking turns" just after another kid said "Jennie, its your turn" I knew it was working out well. You'd think it is common to treat each other respectfully, but sometimes it gets lost in just trying to be a kid (and having needs you need met!).

Thinking Holistically

For every few steps forward there seems to be a step backwards. There are the moments where kids are persevering, using the strategies of careful readers by using picture clues and sounding out words they don't know. There are moments where kids have "ah ha" moments, and their head turns to the blank page before them and they start to write furiously.

For all of those moments there are the times when someone has grabbed another student (who happens to be a friend!). There are also the moments of "I'm done-ness" that pervade, and the times when folks seem to be in their own bubble, with their own agenda. Those are the moments that bring out feelings of frustration, and perhaps a little embarrassment.

Embarrassment? Well I feel that way because I think that I haven't been effective in setting expectations, being clear in expectations, or establishing a safe and caring learning community. If... if... Those are the thoughts I use to help fuel my planning for the next day, but they also need to fade in their intensity. You need to remember the former of those two experiences. I need to think about the fact that 2 of the kids I have struggled with the most since the beginning of the year have started their journey to meeting me halfway. Frustration and embarrassment doesn't get you very far anyway.

Reflections Eternal

The first full day is in the books. No one got hurt, no one got lost, kids were engaged, and kids were happy. Student teaching is an odd land where the classroom is in the control of someone new while still being the classroom of the master teacher. To help kids meet the learning objectives, you need to be sure you are clear about your expectations (or so I feel).

Crafting and demonstrating expectations in timely efficient way is an art. I bogged down while spending additional time in being clear with expectations. For the most part, it was effective as I'd say that 75% of the kiddos met those expectations and worked hard throughout the day. The other 25% weren't quite with it, and struggled to acclimate. I think some of that is pushing boundaries to see if I would push back or if I would relent. Another part of it is being clear, direct, and continuing to repeat those directions and expectations to them. They're kids, not robots, and they need many reminders.

Instructionally I felt ok. I was able to get through 4 reading conferences, and feel like I have a good idea where they are. Some other kiddos were tying up a literacy project, so the entire literacy block doesn't feel cohesive. Math was fantastic, and is probably where I feel the most comfortable currently. I was successful in integrating the virtual manipulative for money, which rolled straight into my own spin-off of the Everyday Math activity for the day. Writing is still a work in progress, which isn't surprising. Alas...

I live to give it another go tomorrow with the wealth of today's new found knowledge.