Not a Game, Practice

I thoroughly enjoy recess. Whether it is outside or inside, I'm a huge fan. Typically I have kids in my classroom throughout each recess. I have kids on computers, finishing homework, doing research, or doing a myriad of other things. If I am in the room, kids are welcome. Some teachers don't believe in that, and that is their style (not to mention right).

When I get the chance I like to get outside for recess. During student teaching, particularly during the term where I was observing and taking classes, I would head outside to play on the playground. I actually brought my soccer ball in as well, and we'd often play soccer games every few days. You interact with kids on a different level, and they see you at play. Additionally it creates a safe place where kids feel like rules will be enforced, and everyone has a chance (not always the case otherwise).

Today I got out for a game of capture the flag. The game has been the talk of Fifth grade since early in the week, and they'd talked one of their previous teachers into playing. They'd asked me all week, but I wasn't able to make it due to other classroom things I needed to take care of. Ahh, but today was the day. Lots of fun running around the frost covered tundra. Kids are so excited to see their teacher running around just them they are. The joy of tagging your teacher, and saying you got him is palpable. It was a great time, and something I'm banking on trying to get out for (recess, not just capture the flag) every other week.

Writing Essentials

I've got 4 more days of summer... which includes today. Everything starts back up on Friday when I have an all day training on the technology in the district. Being that there are interactive whiteboards in each room, I'm excited to have the training.

But I am starting to parse through Writing Essentials today, looking at how teachers of different grades organize their respective days. Why? Well I got to thinking the other day about how 6th grade is so so so different than 2nd or 3rd grade, and how I have a feeling of being a little in the dark about what happens in those classrooms. Thankfully my wife talked some sense into me, telling me that teaching in 6th grade isn't all that much different than 2nd, 3rd, 4th etc. We get tricked into this feeling of difference, at least partially, because the books we read seem geared more towards primary. Couple that with student teaching in primary grades and the result is this feeling of fear that needs to be dispelled.

Just call me the wizard, as I am dispelling myths today.

Permit Received

I received my teaching permit/certificate in the mail yesterday. I am very excited to have it. The next steps are to get all my ducks in a row- transcripts, forms, recommendations. After that I need to send in my applications for the non-existent jobs. I am still optimistic, sanguine if you will. While there were RIF's, I still believe that things will change towards the end of summer.

My plan is to read this coming week too. I want to read some fiction as well as some teaching stuff. When I read it of my own volition it is far different than reading for class, so I'll still be relaxing. I'll get to reflect a bit as well, think a little about my student teaching and the classroom that I want to have going forward.

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!

Use Sparingly

I am 5 days from ending my student teaching. Most of the heavy lifting is over. Have I finished all my observations? Check. How about getting your final check-out meeting with your field instructor? Yep, check! You've been observed by your principal and master teacher? Most certainly. How about submitting your portfolio? Yes, although I will admit that I probably spent more time on the actual teaching than the portfolio itself, part of my field on what is the most important thing (teaching or photocopying and compiling?).

This past week also marked my 9th week of student teaching, and the beginning of my handover of responsibility. I've still taught math, writing, and science, which means I've been teaching quite a bit. But I am ok with that. The more experience the better. The only downside is having the kids seeing two very different styles/tolerances. Noise is one of those things where I am ok with a reasonably loud bubble, and my MT isn't quite as keen. You'll remember that I posted on this previously, and need to remind myself of that.

Now I have new found time! I can blog a bit more, which is great. The second thing is that I can go through my Google Reader, chalk full of 196 posts. Some of the best are...

• Brian at Learning is Messy was reflecting on his current (soon ending) 1:1 student/laptop ratio, and what that has meant for his kids and in his practice.
• The Reading Zone had a post about grading in the reading/writing workshop, as well as how to curriculum map. Both of those are things I am starting to think ahead to. Both posts have some books worth checking out (I can speak to the quality of the Strategies That Work book)
• I absolutely love seeing Dy/dan's posts come through my google reader. I think he inspires me to think about how we can use a variety of content to get kids thinking about math in real-world contexts. This looks at a music video where you can mute instruments, and what would that mean to the number of combinations that could be created. This one looked at a comparison between two very different math classes, and their interest level. I think one can read a ways into it, particularly from a class point of view and the notion of gatekeeping.
• The Doc is In had a pie graph that made me laugh, but not in the "ha ha ha ha ha!" sort of way, as I think it (sadly) ends up getting it right.
• I also read some running/sports blogs. The Science of Sport goes a little deeper into running, thinking a little (well, a lot) more critically about things. This looked at performance enhancing drugs in sport (sport being running, as they are non-US), and this looked a little deeper into pacing at the London Marathon vs the World Record. For me, it is like Dy/Dan's posts, but in a running context.

My last note comes in reflecting about an email I had with a principal friend. We were talking about the end of my student teaching, what was next, etc. Finding a job is paramount, but it will be a hurry up and wait type of situation as we had a RIF's all over the state. I mentioned how I was also running a marathon in Portland on the fourth of July. I told her I was hoping to be around 2:35, maybe a little more or less (certainly 2:30's). She was surprised I was able to manage both things- training (heavily at that) and student teaching. I hadn't thought about that. It is just what I do, and there wasn't much of a choice.

Things not thought of

The daily routine of a teacher is one of the least thought of things, at least when it comes to student teaching. As an intern, the focus is on having appropriate instruction during the various blocks of time- and assessment that will inform your instruction. The instruction, while likely not what a 4th or 5th year teacher's might be, has been the least of my worries. Transitioning from one thing to another can be difficult, but so can getting through all of the daily add-ons.

What do I mean by add-ons? Things like picking of jobs, actually doing jobs (mail, recycling, plant watering, etc), getting lunch boxes at 1:00 instead of 3:02, sending out a Tuesday newsletter, and getting homework ready daily. While it is relatively simple for the experienced teacher whose classroom it is, the newbie needs to find a system to internalize/remember all of the little odds and ends that aren't even a part of the planned instruction. I'm using Post-It notes.... although I tend to use too many!

Reading for Pleasure

I just started reading Howard Gardner's Disciplined Mind. My wife is reading it for her book group, comprised of former K/1 teaching teammates. I was struck by a passage in the opening chapter. Gardner said that the purpose of the book was not to talk about ways to change education in the present (the here and now) but to, instead, shift the conversation to what is best for students and learning. Instead of focusing on charter schools and teacher's unions, he wanted to focus on how kids learn and what they learn.

That chapter, as introductory as it may be, finally struck me in my current state. Education isn't about basal readers and assorted activities as much as it is about what is best for kids and their learning. I've been arm wrestling with a reversion to more basal reader usage during literacy time. This was a decision made with my MT, and one that I struggled with. The part where I struggle is that my thought process is going: "I want kids to develop a love of reading" and I am not sure the basal reader fosters that development. The competing line of thought is: "Students need to have the fundamental skills to read, and the basal reader helps develop fluency amongst other things." The question I should be asking is, "What is best for kids and their learning- long term."

When the lights go dark

My apologies for being gone. My intent certainly wasn't to be gone for a week! I've simply needed the break from education related stuff on the Internet- google reader! blogs! news! my blog! All of those things went untouched last week and weekend.

I'm in the midst of week 5 of student teaching. We are required to do 6, but my master teacher and I scheduled out through the 22nd (an additional 3 weeks). Thereafter it will be transitioning back to her control. Having a schedule with beginning and end dates is helpful for me, at least in creating a mental order of events.

So how has it been thus far? Teaching is certainly the profession I want to enter. I've struggled in creating an identity for my teaching in someone's space other than my own. Ultimately it isn't my classroom, but I also need to have the ability to try out some ideas from the academic end. I believe I have a far clearer notion of what my beliefs are about students, learning, and teaching.

The More You Write, The More It Grows!

I started a new routine by accident. My transitioning is sub-par at best. Personally, I feel like it is somewhere between horrific and disorganized. Others have said that it isn't quite as bad, but I am seeking perfection (and always trend lower in my self assessment). Alas I digress.

When the kids come in from somewhere, such as Music, PE, or Recess, I start to write on the whiteboard. I keep my voice off, and just let them read it. What happens, and this is fascinating to me, is that 2 or 3 kids will start to read it aloud. They read it aloud because that is their nature, and they haven't been told to stop, I think it is harmless. Actually it is GREAT! What happens is the other kids think they are supposed to join in, and they ALL start to read it. Kids who are normally stragglers come in quicker as they think they are missing something. They guess on the words as I am writing, and are engaged in the intro process. It sure beats saying, "Ok here we go" or "Ladies join us" etc etc.

Now that I have them, I need to improve in the actual execution of independent/guided practice. I see the demonstration section as being better than I would have expected, and the shared section as at least adequate. The trick is that moving to independent writing, independent reading, or even the exploration in science is difficult. Stamina, which I have mentioned before, is an issue. I have started to question whether the task is too much, but then see that it is a minority of the students. Of those students that are struggling to get moving, they've all shown that they can accomplish the task. Perhaps it is an issue of motivation, and I need to rethink my approach. Alas... another day in the books, and more questions added to the pile.

Just Do What You Do

I had a conversation with a fellow intern on Friday, with the subject being an upcoming observation. She asked what I was going to be teaching, and I replied by saying that 11am was out math time. She responded by asking if I just do what is scheduled, and not worry about the observation, to which I said "yeah, I don't worry about when he (our field instructor) comes. I just maintain the routine as best I can."

Ultimately teaching is about the kids. If a field instructor wants to see me teach science, reading, math, etc, then they need to come when we have it scheduled. Rearranging the day for my convenience doesn't make sense for the kids, as resilient as they may be. Moving parts of the day around throws the kids for a loop. In a weird way, it isn't in our best interest anyway as the change can have the kids reacting oddly, making for a poor lesson and potential management issues.

Our Own Worst Enemies

Ideally student teaching is collaborative. The intern is watching and questioning the master teacher in order to gain more knowledge for the who/what/when/where/(and most importantly) why of the classroom. In that ideal paradigm, the intern transitions into the classroom and troubleshoots instruction, management, etc with their master teacher.

Unfortunately we are human, and the ideal doesn't necessarily work out. In my case it has been quite collegial, but I am not so sure for others in other schools. Why? Well we get in our own way, and we begin to think that we can do things better than the people before us. Even worse is ignoring the experience of the classroom teacher in favor of your own new world perspective, the first person to see land... "Ahoy!"

Where am I going? Well the two cohorts that are student teaching met yesterday to discussion management issues we might be seeing in our respective classrooms. The phrase told to us before and after, a large small (4 groups of 15+ roughly) group discussion was "You all are your own best resources." We are, we can offer a myriad of experiences as well as the wealth of 40+ different master teachers (likely 200-400 years, collectively, of classroom experience).

I don't believe that statement is meant to mean: you alone are the best resources you have. Instead, we should be troubleshooting from what we have seen/experienced, and with something more than a nod to our master teachers attempts to quell management issues. I doubt that our master teachers are at their "wits end," leaving us to clean up a mess. Perhaps they have in other cases, but I haven't seen it. While I certainly have management issues to work through, I don't see them as much different from those that my master teacher was dealing with.... so you start from what has already been done, you think about the root of the issue, and you work to find a solution that will work for the betterment of the greater learning environment.

Paper Slicers Are Fun

I almost lost my thumb today in an accident with a paper slicer. Yeah, you read that right. I had a run-in with a paper slicer. I wasn't being careful, maybe the lack of running this morning (it wakes me up) or the noise in the room (there were people talking), but I just simply was a bit aloof. The result was me sliding the paper (and thumb) under the slicer. I brought it down (relatively hard) on my left thumbnail. It left a mark, but didn't draw blood. Lesson learned:
Pay
Attention

Outliers

Instruction improved today... at least the results did. I am not sure if it was being back from break for a second day, or better planning, or simply being used to better weather (an April rarity), but things certainly improved. We'll see if the yo-yo pattern continues through tomorrow, or if it is steady as she goes. I'm hopeful.

Now why is this entitled "outliers"? Well I am curious if my instruction is effective with 75-85% of the kids, but just not working with the other 15-25%. I'm not sure if that is an instructional issue, or if it is a product of the social dynamics in the room (kids who want to be friends, want to talk all day long about what they want to talk about, etc). As I see it, the issue is creating a space for them to have those conversations so that the sidetalk will dissipate. Or... is the issue one of having relevant material? Hmmm.

Tonight I need to craft a letter to parents introducing myself, and giving them an idea that I have a clue what I am doing. What am I doing anyway? Well tomorrow we'll plant some seeds, and continue to improve our writing... amongst other things.

Hopefully tomorrow I'll have some pictures. That depends on me bringing a camera to school...

6-9 Weeks

My big job for the next few days is to make a plan for the next few weeks. "Few?" you say, "What do you mean by 'few'." Well I haven't narrowed down just how far out I want to go, but I want a working draft of the next 3-5 weeks. At the very least that will give me something to put into my university binder, but it with also give me an idea of what direction I want to take this bus of 1st and 2nd grade learning.

Normally I think a student teacher might be picking up where their master teacher left off. For me, I have been given a blank slate. I asked if I could implement some new ideas, such as having kids independent reading, new writing mini-lessons, etc... and I was given a green light. But in order for kids to read independently, they need to know how to find just right books. Kids also need to be taught what it means to think while reading, and how to talk to partners about the books they are reading. The bottom line is there is much to do.

Now I'm not quite sure how long my student teaching will go on for. Student teaching, solo that is, should go for 6 weeks and end by June 4th. I've gone one week solo, and have at least another 5. I'll teach for as long as they let me, maybe 6... maybe 9 (if it is through the 4th!). There is more planning to be done.

Recharging

Since I've been on Spring Break, I've made a clean break from school stuff (at least student teaching stuff). I'm running quite a bit, 54 miles thus far (another 37 planned for the other 3 days), and feeling great. I've also been doing some odds and ends in hopes of staying mildly busy. But that was until this morning, and the rain/snow mixture Mother Nature surprised us with!

I decided to get back on the horse today. I took TeacherWife into the classroom today to show her around, and to see what I might need to accomplish in the coming days. I was considering moving stuff around, and having another set of hands would certainly make it easier. Sooo... we moved desks around. The biggest change is that the document camera is closer to the projector screen, and I sit on that side (instead of on the opposite side, leaving a bunch of empty space). I shifted the desks too, and everyone has a good view of the screen. Beyond that... I can see everyone's face when teaching (instead of having 3-4 behind me, and looking at the back of everyone's head).

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.

Booting Up

Full time student teaching begins tomorrow. I'm excited, a bit nervous, and as ready as I am going to be. My plan is to get in early, make sure I've get everything needed, and just roll with it.

Structure or Content?

The past two days off have given me plenty of time to read. A colleague of mine said that it was break, and time to take a second or two off from schoolwork. While I agree, I also think that change needs to be thoughtful and planned. In other words, in order to make change you need to know what you are talking about. Just having a cool idea doesn't cut it.

All the reading has put me at a bit of a crossroads. Student teaching is 8+ weeks. Factor in Spring Break, which starts a week from tomorrow (Friday). Now this is supposed to be your classroom, but you are stepping into someone else's turf where the kids have had 20-25 weeks (115-120 days) of a similar style/routine. Where do you make the changes you want to make?

As I talk this out with TeacherWife (as I'll now affectionately call my wife), I keep finding myself in a bit of a bind. I want to bring in some Reader's Workshop and Writer's Workshop elements that are at least slightly different. But I also want to bring in some new content, particularly raising the amount of non-fiction being seen and discovered. If you bring it all in at once, it could be a disaster. Where to go? My first week is going to be about getting acclimated as well as keeping a similar schedule (few add in's). But I am planning to bring in some writing at the end of the day, to start building their sustained writing. I am also planning to bring a shared reading/poetry part into the end of our literacy block. Small steps, not giant bounds.

Reader's Workshop

I am considering some changes, alterations, to our Literacy time. The first change is in the name... While it seems aesthetic, I want to change the name to Reader's Workshop. Literacy is broad word, and one that I am not sure all kids really get. The word ends up being a catchall, when what we are doing revolves around reading. So the renaming places the emphasis on reading, something all kids know.

What will happen during Reader's Workshop? Let me say that I've been re-reading Regie Routman's Reading Essentials, and going through Growing Readers by Kathy Collins. Both use similar concepts. Currently we have a block of 75 minutes, and the time is spent with students reading just-right books. The books depend on their level... so some are reading out of a Houghton Mifflin basal reader. Others are reading books like Junie B Jones, or the Dragon Slayers Academy. Guided reading happens while students read, and then there are some extension activites such as grammar worksheets, spelling, etc.

I want to keep spelling as part of word study, but wrap that into the end of the morning meeting time (Use it to introduce words, have students looking for patterns, and uncovering meanings). The guided reading I want to retain, at least partially, as well.

What I want to do is add in an Independent Reading time. The idea comes from Routman's Reading Essentials, which is that in order to become better readers and writers we need to read and write more. Much of this needs to be independent, and with just right books (in the case of reading). During that time I will do formal/informal assessment as well as meet with guided reading groups. I also want to add in Partner Reading time. This will be when they are retelling what they have read to an assigned partner. This will help them talk about books, work on comprehension, and interact with each other about texts. I will also have some whole group instruction prior to reading time- the goal being to model strategies, and demonstrate what careful readers do...

Other thoughts I'm having are about including reading centers. These would be around like-topics (different non-fiction topics, or character study, etc) and involve students of like ability and interests looking at different books (above and below their level) to practice the skills careful readers use. I still have more to add, and more to flesh out. But I am excited about where I want to go...