Teachers: Fall In Love With The Possibilities!

Today, my students researched and created a college plan. This continues to fall under our unit of "dreaming and achieving". The unit has been great and my students are beginning to realize that their dreams are not a joke, but a true possibility that can become a reality. I had one student today tell me in a quiet voice, "But, Mrs. Farmer, none of my family has ever been to college." I looked at him and said, "Well, you will be the first then." His eyes widened, and a sense of pride came over his face.

The world today is very different in some ways than from the one that I knew growing up, but then the same, too. My teachers often told me that achievement was possible. As a student, I heard this the most in elementary school. My teachers were so loving and nurturing. Those years are very special to me. I do remember the tide beginning to shift in middle school, however. My teachers moods were all over the place. Some had great classroom control and others did not. The thing I remember the most from middle school though was seeing and hearing the teachers pointing and talking about the students from the lunch tables. That used to make me so angry as a student. They would look over with critical scowls on their faces, and I would wince under their disapproving glances. I'll say all and all I was a good kid, but we all have our moments. In the end, it truly hurt my heart to ever hear a teacher talk badly about me or one of my fellow students, because in my heart I felt that they were called to teach, and to support us to be better people, almost as a parent would.

Now, as a middle grades teacher, I do think it is ok to vent every once in a while, and if something is really heavy on a person's heart, it can be so comforting to find that right person to talk to and be encouraged by. The danger lies when we, as teachers seeking excellence, focus on how things are not going to work, how success is impossible, or how situations cannot be overcome that we begin to fall short of our calling.

Middle grades are tough, tough years for our students. Today, I watched a TED Talk by Liz Murray, a young woman who overcame a terrible childhood to succeed and graduate from Harvard. Her life really began to fall apart when she turned about thirteen years old. Through her own perseverance, she succeeded, which is phenomenal. However, many of our students facing similar situations on various spectrums do not know how to persevere. That is why we must remember to meet the kids where they are, and help them in any way we can so that they will achieve.

This can begin by just being positive, knowing that our students have a world of possibilities in front of them, and try our best with absolute fortitude not to label them negatively. They all have possibility, and they all have dreams. A big part of our job is to lead them there, and never give up. As the school year winds down, I will make a vow to stay positive to the end, and help my students fall in love with the great opportunities that lie before them!

~ You've done it before and you can do it now. See the positive possibilities. Redirect the substantial energy of your frustration and turn it into positive, effective, unstoppable determination.~
                                                                                                                          Ralph Marston

Teachers: It's ok to laugh at ourselves!

Tonight, I found myself laughing out loud about my day at school. A bit stressed out, I decided to exercise, which I do almost daily since becoming a teacher. As Reece Witherspoon said in the movie, Legally Blonde, "Exercise gives you endorphins. Endorphins make you happy." Well, I believe all teachers need to stay happy, but that is another post altogether.

What I want to focus on for this post is the need for all teachers to laugh at themselves and the situations that happen in their classrooms every once in a while.

Today, I decided to take the plunge and have an official "catch up" day. My students needed it and I needed it, but I've been putting it off for months. Why? Because it means, as the teacher, I may have less control. It means students may have to move around the room to get the stapler or the three hole punch or throw things away in the trash can. This may seem simple enough in elementary school, but middle schoolers are an entirely different beast altogether.

The goal of the "catch up" day was for my students to get all of their writings and essays from the entire semester transferred in an orderly fashion into their writing portfolios. They were to do this while also filling out a reading interest survey and end of year reading assessment packet. My first two classes accomplished their tasks pretty well overall. But, my last class of the day got pretty messy, so much so I felt the blood rush to my head, and the overwhelming feeling of a sudden panic attack or stroke looming in the near distant future.

Let me paint the picture a little more clearly through a narrative.

"Class, today we are going to catch up, and get all your works from the entire semester into your writing portfolios for next year. We need to make sure they look great for your seventh grade teachers." The kids scream with excitement, "7th grade, yeah, we're outta here."

Then I think to myself..."Laura, are you crazy..you just said "7th grade"!?! No, they are not supposed to think of the next year yet. Not, until the last day of school. Oh well, it's out there now. I will just continue to pass out papers."

The kids continue to wiggle, asking infernal questions and stating crazy things. "Mrs. Farmer, can I sit with Suzie? Mrs. Farmer, "Tommy just farted, and it smells can I move?" "Mrs. Farmer, I just spilled my perfume all over the floor, can I go to the bathroom and wash it off?"

"Oh, gracious, I think to myself, this whole classroom smells like a smelly bathroom. What am I going to do with these kids!"

I try to calm the students and myself by playing the video of the book, Thank you, Mr. Falker. It worked for a minute, maybe. Then, we had a visit from the principal, which is basically, why I feared having a "catch up day" in the first place. Why, is that? Well, as a first year teacher, I always want to seem in control, in the moment--teaching the best lesson of my life! Not--holding on for dear life as papers fly, stinky human and perfume smells waffle through the air, and kids wander around the classroom looking for the three hole punch!

But--what is a teacher to do. Like it or not, teaching is messy sometimes. Teaching cannot and will not always be perfect.

Once, we realize that, even those out there like me--striving for excellence--must know that it is ok to laugh at ourselves and the crazy moments the sometimes happen in the classroom.

By the end of the day, my students had beautifully organized their portfolios, filled out and discussed their reading assessments, and cleaned up my room.

What else can a teacher ask for?



~ Laughter and tears are both responses to frustration and exhaustion. I myself prefer to laugh, since there is less cleaning up to do afterward.~
Kurt Vonnegut

Laughing helps you to go from this...

To---------------- 

  

Teachers: Developing Community Partnerships

I am a big fan of developing partners in education. One of my first positions following college was as the Community In Schools Director for a local school system. It was a big job, maybe even a little too big for a young 23 year old. However, my employer saw a spark in me and so I got the job. Throughout my time there many difficult lessons were learned, but many of those lessons have stayed with me my entire life, and I reflect back on them often.

One of the biggest lessons that I learned was the importance of community partnerships. My employer, who was the Communications Director as well as the Partners in Education Director worked diligently to create partnerships between the schools and community businesses. She had a true passion for bringing businesses and schools together, and was never timid about the process. I was always impressed by her tenacity and her belief that the work we were doing made a difference for the schools, teachers, and most importantly the students.

Throughout my life, serving in various roles within education: Community In Schools Director, mentor, PTO volunteer, and teacher, one thing has become clear, community partnerships must exist to create the biggest impact for our students. Because in the end the focus is the students, not creating great public relations for the businesses. That may be an added bonus for them, but the big question for businesses and schools should be: How will this impact student achievement?

Currently, I am making small strides. Yesterday, I visited the city library within the town that I teach. My hope was to develop a partnership with them. The two librarians were thrilled with the prospect of a working relationship, and I saw their facial tension shift from gloomy to excited in a matter of minutes. They began to throw out ideas as I began to tell them all the ways that I thought they could help with the students in our community. Now, they have committed to coming to the 5th grade parent night to help get students a library card, and promote their summer reading program. They also want to begin developing middle grades programming, because of the newly desired interest. Throughout the rest of this year and summer I will continue to nurture that relationship. It is so empowering for schools, businesses, and community organizations to work together for a common goal, and what greater goal than our children-our future.

Additionally, it always amazes me how easy it can be to develop relationships. It can feel a bit overwhelming for me to think of going into a strange place and requesting help. However, I always know that if I have a plan and I'm able to communicate that plan to the business or organization with vision and passion, more times than not they will want to help and be apart of it.

In closing, the impact of community organizations, businesses, parents, and teachers working together toward a common goal can be tremendous. There becomes a entirely new dimension to our classrooms and our schools as a whole. The isolation disappears and we become one. A community, a place that wants to see our children soar! I look forward to finding ways that I can use the resources within the community to help educate my students. There are so many ways. It just takes small, actionable steps, and perseverance.


Added Resources:

Partners in Education
http://douglascounty.schoolinsites.com/Default.asp?DivisionID=1862&DepartmentID=1713&SubDepartmentID=0&keyword=partner in education

http://www.ncpie.org/DevelopingPartnerships/

http://www.ptotoday.com/

The School Year: It's Never Too Late

Today is Friday, May 3, and the teachers and students are counting down the days until summer break. Despite the realization that the end is near, I continue to feel the push that every day must count! There is a part of me that doesn't feel that I am done with these young adolescent minds. I'm not ready to let go! But, I must for a time, so how do I challenge my students and prepare them for the summer months ahead.

Well, through the classroom discussion today of writers Patricia Polacco and Avi, an idea came to me. Why not help my students develop their own reading lists for the summer based on what I am learning through the Donalyn Miller's text, The Book Whisperer? I don't have to wait for my new batch of students in the fall, I can begin right now! My goal will be to set my students up for summer reading with the intention of collaborating with the 7th grade teachers to ensure that they meet their reading goals by the fall. I realize that every student may not reach their goals, but if no one is there to set them up for success, how do they have the possibility of getting there?

Therefore, my action plan will be as follows:

Library Cards: All students must have a library card to the local county library. I will talk to our school librarian as well as the local library to get applications. Additionally, I am also going to find out if a librarian from the county library would be willing to come and talk with my classes about their summer reading program.

Surveys: Monday, my students will fill out surveys to determine their reading interests and how they feel about reading, which are provided by Miller's text.



Research: Once we have figured out what genres interest us, I will take my students to the media center. We will research via the school catalog, Pines catalog (county library system) and by walking the book aisles. The students will write down at least twenty book titles that interest them. I will also offer each student 5 book selections that I believe matches their talents and interests. Miller offers an Ultimate Library List in her text. The link is listed below.

                                                         
                                                                Young Adult Books

                                     Fantasy | Realistic Fiction | Science Fiction | Mystery
                                             Poetry | Historical Fiction | Graphic Novels 

                                              http://bookwhisperer.com/rec_reading.php

Wiki: I will use a wiki dedicated for my students. Throughout the summer they can post about their readings. They can also discuss the books with each other as well. This is not mandatory, but anyone can join the discussion if they wish. I will administer the wiki.
                                          https://wildreaders.wikispaces.com/

Reading Contract: Once the students have their library cards, reading lists, and wiki information they will be all set for summer reading. The last part will be the reading contract.

HCMS SUMMER READING CONTRACT 2013 I, ___________________ pledge to do my utmost to read a total of twenty books this summer using my summer reading list as my guide. I will use the three P’s to succeed in reading this summer. Passion: I will read the books on my reading list because they will enhance my passion for learning. Plan: I will set aside time (at least one hour) every day for reading. If I watch 1 hour of television, then I know I must read for two hours, so that I will reach greater academic strides. Perseverance: I will keep going even when the going gets tough. I will not quit or fall short of my goal. I will do my very best to achieve! I understand that reading is the key to all academic success. Signature:___________________________   Date:______________ Name:______________________________  Date:______________ “The more you read, the more things you will know. The more that you learn, the more places you'll go.”  - Dr. Seuss, "I Can Read With My Eyes Shut!"

I hope that setting them up for summer reading will encourage my students to continue making strides throughout the summer. Students can only live up to the expectations we set. My wish is for my students to always set their expectations high, and as teachers striving for excellence, we must show them the way.

Becoming Writers: Teaching Our Students to Persevere

There are many writers today who have persevered passed learning disabilities. We will focus tomorrow on how everyone can become an excellent reader and writer. I will introduce writers who struggled as students, but now are successful writers. Many of these writers persevered through the encouragement of teachers that made a difference.

The first author we will discuss is Patricia Polacco, who struggled with learning disabilities and illiteracy until one special teacher changed her life.

 http://www.scholastic.com/teachers/contributor/patricia-polacco

Below is a link to the reading of her book, Thank You, Mr. Falker. The book is dedicated to the teacher who changed her life and helped her to become a reader.
                                        http://youtu.be/FjRsg9M7fw4

Polacco has written and published over 60 books during her career.

  


Another author that struggled with learning disorders, but very popular with middle grades readers is Avi.



                        

http://www.scholastic.com/teachers/contributor/avi

http://www.childrensliteraturenetwork.org/birthbios/brthpage/12dec/12-23avi.html

Avi was born in Manhattan on December 23rd, along with his twin sister. He had a learning disability, which made writing difficult, but a love of reading, storytelling, and a tutor made him want to write, which he eventually did after his children were born.

A graduate of the University of Wisconsin and Columbia University, with a master's degree in library science, Avi's first book was Things That Sometimes Happen, published in 1970. When asked if he has another name, he replies "The fact is, Avi is the only name I use." He received a Newbery Honor for The True Confessions of Charlotte Doyle. In 2003, he was awarded a Newbery Medal for Crispin: the Cross of Lead. Avi and his wife live in Rhode Island.

Tomorrow we will read excerpts from Avi's and Polacco's writings, read their bios', discuss them, and relate their struggles to our own. Why is it that so many students do not feel confident in their reading and writing skills? How has that kept students from pursuing their dreams and affected their ability to achieve? How can teachers change that? How can students take control of their achievement and become confident writers?

My classes will explore all of these questions through reading, discussion, and writing.

I look forward to hearing my students' struggles, and learning how we, as teachers, can help them persevere through the difficult times, so that they can always be striving for excellence.

Homer Hickam & Rudy Ruettiger: Study on Dreaming and Achieving

 

 

The sun came out, and now the CRCT season is over. My students and I are all breathing a sigh of relief. Although relieved, the learning must carry on. We will be reading and writing until the end with a continued focus on the thematic unit, "Believe it and you will achieve it". We are continuing to work on all elements of the standards with a focus on textual evidence. My students' writing improves daily, with the ability to write a solid paper in one class sitting.

 

Today, they wrote an essay focusing on the three P's that Homer Hickam, author of the memoir, The Rocket Boys discusses in the clip below. They had to compare and contrast Hickam's passion, planning, and perseverance for rocketry with their own passion using examples from the text and the film, October Sky. Overall, I was pleased, especially with my low group, who demonstrated to me well that they understand the concept of comparison and contrast in writing a paper. It has taken several months to get them there, but they are getting it now, which thrills me!

 

                                                                    



http://youtu.be/Q4buVVdcBcY 

 

 

Tomorrow, I will begin with another inspiring figure, especially for my football dreamers, Rudy Ruettiger. We will read a biography and watch the clip below about Rudy's struggle through school and how he persevered through it all to accomplish his goals.

 

 

 

 Check out the following clip on the story told by Rudy himself!

http://www.rudyinternational.com/video/video1.html

 

Clip on the movie, Rudy.

 http://youtu.be/QsmzDL61oME

 

 

Finally, we will compare and contrast the two characters Rudy and Homer. How are they alike? How did they demonstrate the three p's: passion, planning, and perseverance.

I look forward to my students learning about these real life characters, and how they apply to their lives. Looking forward to the discoveries and conclusions my students make throughout the week.

CRCT Testing: The Sun Will Come Out Tomorrow!

When I was a little girl, I loved the movie, Annie. This was before VCRs, so I experienced the movie through the vinyl record that included a picture book of scenes from the film. I used to listen to it over and over again with my Dad's enormous ear phones that engulfed my little pint size head.  My favorite song from the film was, "Tomorrow". I sang it over and over again using the fireplace as my stage. Annie, quite a gutsy character, brought great joy to my imagination. But, most of all, I admired her ability to always focus on the positive despite the trials of everyday life.

Right now, being almost physically and emotionally sick from the stress of the CRCT, it is easy to get a little down. How do dedicated teachers stay focused on their students, realizing that there is a bigger picture beyond the CRCT? How can we feel reassured that we are great teachers despite the CRCT results? How do we keep from comparing ourselves to other teachers within the same school? Yes, as a first year teacher, it is a bit of a worry. I wish I could say that my worries have been put to rest, but most of these questions have been expressed over the last couple of weeks by veteran teachers.

All I can say, is that I am making the personal decision to focus on my students, and not worry about their CRCT test results. When I was a student, testing was just a blimp-a moment in time. As a young girl, I was always excited about testing because I got two free orange juices every morning and it meant I was that much closer to my birthday. I wasn't worried if I would pass or fail. I believe that to survive as teachers, we must stay positive, keep perspective, and be strong for our students. They cannot see or feel the fear that lies within us. Therefore, I have told my students that finishing the test does not mean under any circumstances that we are done with the learning. We will continue to push until the end, for the main purpose of demonstrating to them that learning is not all about a single test! Learning is about discovery, imagination, and stretching our thinking. I look forward to finishing out the year strong, and until the testing season is complete my mantra will be, "The sun will come out, tomorrow!"