Igniting a Passion: My Grandfather's Journey: Achieving His Dream of Flight Part Two

Edwin now called “Ed” by his friends and family continued to grow on the farm. He prospered in school, making straight A's which honored him a coveted spot in the National Honor Society. Ed’s height and physical agility helped him excel in sports, which he played as often as he could.

Ed: “I loved school. I enjoyed learning and reading, but I also loved sports. Basketball was my favorite and I played it as often as I could. I studied hard, and made straight A's. I hadn’t really gotten an interest in girls yet. I was too busy with farm chores, study, and sports.”

Ed worked hard academically, but he had not forgotten his passion for flying.

Ed: “I would read articles on flying as often as I could. Sitting at my desk, I would open my textbook so it looked like I was studying, but I would actually be reading a flying magazine. One time my teacher caught me, and yelled, “Ed Wyrick, you better put that magazine away! Your attention needs to be on your studies!” I never understood why she cared so much because my grades were good.”

Although Ed studied and read about flying as often as he could, he felt in his heart that becoming a pilot was out of his reach.

Ed: “It was expensive to take flying lessons. There was a small airport in Joplin, Missouri and I could take lessons there, but we were poor and my Dad didn’t know how we would pay for them. My dad ran small little grocery stores. He had the idea that maybe we could trade groceries for flying lessons, but that didn’t really pan out.”

So, the dream of a young teen stayed at a distance, while the country wrestled with a deep economic depression. It was 1937; Franklin D. Roosevelt was serving his second term as president.  Roosevelt created many reform policies and work relief programs in hopes of stimulating the economy. One of those programs included the Civilian Conservation Corps (CCC), which began in 1933. The purpose was to provide employment and occupational training for unemployed youths as well as war veterans, and Native Americans, aged 18-25 years. The program was established under The New Deal that President Roosevelt established. The CCC’s purpose served to implement a general natural resource conservation program in every state. The employees worked by planting billions of trees throughout America, constructing more than 800 parks, upgrading state parks, and developing public roadways in rural areas. Under the CCC, Roosevelt decided to implement a pilot training program, which was passed by Congress in 1939. The program granted schools across the nation funds to begin a piloting program. Joplin Junior College was among those chosen.

Ed: “The Depression was hitting us hard. Many people were out of work. At the time, now 1938, at the age of 18, I had finished high school. I began my college studies at Joplin Junior College. We didn’t have any money, but lucky for me I had an athletic scholarship for basketball. I can’t say that I studied hard during those two years. My mind was on other things like basketball, football, and girls. Also, I found it difficult to keep my mind on my studies. I wanted to pursue my dream of becoming a pilot. There was a heightening awareness of Hitler and the European conflict. I knew that something was going to happen soon, but much of the country did not want to get involved after what had happened in the first world war. As a country we wanted to stay out of their business, but pressure was mounting. I continued with my studies at Joplin Junior College. One of my professors knew that I had the dream to become a pilot, and he approached me one day with an idea. He stated, “Ed, the college is now offering a Civilian Pilot Training or CPT course under the Civilian Conservation Corps. I think you should try for it.” I signed up right away after passing the necessary physicals. There were thirty students in all, twenty-seven boys and three girls. The government mandated that 10% of flight students had to be women. The college hired an instructor from the local Joplin airport. He conducted one to two hours of ground school training and then instructed us in flight for the rest of the day. So, we started flying practice right from the beginning. I was 19 years old when I began the program. I was never really sure why President Roosevelt began the program, but I felt that he wanted a secretive way to train fighter pilots for the impending war. At the time, we were not a belligerent nation. The nation as a whole did not want to get involved with Hitler’s rampage, but the pressure was mounting. I had my suspicions, but at the time, I was just happy to fulfill my dream of becoming a pilot.”

Ed went on to finish his first round of flight studies with great success. He continued to play basketball, and completed his other studies. He felt the tensions mounting across the country due to the European conflict, so he decided to try and enlist as a pilot for the Army Air Corps.

Ed: “I was ready to fight Hitler. I wanted to get in my fighter plane, and fly over Europe, and do away with the evil that existed over there. I decided to try for the Army Air Corps. I was nineteen, tall and strong, so I thought the physical exam would not be a problem. There were several parts to the examination, and an eye exam was included. It turned out that I had a color vision problem. I could not believe it. I had already passed other physical exams with flying colors. I was rejected and not allowed to enlist. Devastated, I decided to try the Navy. The Navy had similar exams, and once again, I failed due to color vision problems. The Navy rejected me. I felt dejected, but I wanted to fly. I could think of nothing else.”

Ed went back to Joplin Junior College. He still needed to finish his studies, and he soon learned that the college was beginning an advanced flight school.

Ed: “It was the fall of 1940. I began my third year of college and I was about to turn twenty years old. My mentor and professor told me about the flight program and instructed me to enroll in the advanced flight school. I wanted to do it, but I needed money. My basketball scholarship was for only two years. As I approached another school year, I had to find a way to fund it. So, I decided to try football. I excelled and another lucky break gave way. I received another year of athletic scholarship, which allowed me to enter the advanced pilot training program. One more hurdle came up though. To enroll in the advanced courses I had to pass the color vision exam. First, I went to a medical doctor in town, but I failed, so I decided to drive out of town to Chanute, Kansas. I took the exam again and passed. That was a lucky break.”

For the next several months Ed pursued his studies, and stayed at the top of his class in flight school. He ascended passed basic flight skills to a more advanced aeronautical training.

Ed: “I was now doing flying acrobatics. I flew a PT19. It was a biplane that was used to train cadets to become combat pilots. Although, I loved acrobatic flying, I knew that the program served as an avenue to train future fighter pilots. As I said before, at this time we had still not gotten into the war. Pearl Harbor had not occurred yet; no one was being drafted to the war effort yet. No one told me that I was training for combat, but I knew that is what we were doing.”

During this time Ed had learned of another avenue to pursue his passion of flight. In the fall of 1941, the Royal Air Force was recruiting American pilots to fight for the British in the fight against Hitler. This recruitment for young American pilots was led by the Clayton Night Committee.

Ed: “The Clayton Night Committee, led by a man named Clayton Night, saught to transport Americans over to Britain to fly in combat against Hitler. I thought this might be a great way for me to fly in combat since I failed the examinations for the Army Air Corps and Navy. So, I went to the interview, but at the age of 22 I didn’t understand the psychology behind their questions. During the interview, a stern RAF officer sat in front of me drilling questions on how committed I was in the cause against Hitler. I remember him staring me straight in the eye and asked, “What if King George wants you to dig ditches?” I told him that I just wanted to fly. The next day I went to see if I had made the cut. I glanced up at the roster to see a large slash through my name. I walked up to the officer and asked why he slashed my name off the list. He responded by stating, “I’m sorry but we want soldiers who want to destroy Hitler, not just want to fly.”

Discouraged, Ed got a job at the local Long Bell Lumber Company in Joplin.

Ed: “I felt that I had exhausted all possibilities of continuing my dream to fly. I could not afford an airplane or the gas that it took. I had been rejected from the Army Air Corps, Navy, and Royal Air Force, so I just got a job. It was toward the end of 1941. I worked as a shipping clerk, and played basketball for the company basketball league. That’s how I got the job. They wanted a good player for their basketball team. I enjoyed playing ball, but I hated the job. I was going stir crazy. I worked there about three months when the country got devastating news. I was driving in town with some friends when the news came over the radio stating, “Pearl Harbor was attacked.” I couldn’t believe it. I was more desperate than ever to find a way to fly. Something had to change. Something had to break. I had recently heard about a third Civilian Training Pilot (CPT) course being offered in Pittsburg, Kansas. The advanced course instructed pilots to fly across country and to be flight instructors themselves. I wrote to my old professor who had introduced me to the the initial flight program a few years earlier. He made a call and got me in. Elated, I packed my bags, quit my job, and hopped the first bus to Pittsburg. I finished the program in June of 1942.”

In the summer of 1942, the United States was almost one year into the war against Hitler. Thousands of men were enlisting into the Army. As a result, there was a tremendous need for fighter pilots to fly across the Atlantic, but the pool was shallow. Men needed to be trained, so the Army Air Corps sought out civilian flights instructors to train Army Air Corps cadets.

Ed: “The Army Air Corps recruited me as a flight trainer, but I maintained my civilian status. I moved down to Stamford, Texas to train the cadets, but this became problematic when the draft began. The civilian flight trainers were being drafted out of the program. Not long after beginning my work there, my parents informed me that I had received my draft notice back in Missouri. The Army Air Corps did not want to lose me to the draft, so they enlisted me as an Army Air Corps Enlisted Reserve. That way I was no longer subject to the draft. As a reservist I continued to wear civilian clothes. The other guys and I would go into town with our civilian clothes on, and the public didn’t know what we were doing. They’d look us up and down seeing that we were young men and began to mock us and saying, “Why aren’t you fighting the Nazis?” So, to keep us from further torment the Army Air Corps put us in full uniform. I was thankful for that.”

As an instructor, the color vision problem did not affect him. Ed continued to instruct future fighter pilots, with a small limitation of not flying at night.

Ed: “I was assigned five cadets every nine weeks beginning in June of 1942. I was 22 years old at the time. The instructors and I taught nine weeks on with one week off. Depending on the weather, we might not get any time off. There were three levels of fight training: primary, basic, and advanced. I instructed the initial primary training. It was a strenuous training program with a wash out rate of about 30%. It was my job to be the first to cut those that weren’t going to make the grade. That was difficult for me at first because I felt that a few cadets would have gotten it if they just had a little more time. One of my students in the first group that I taught was almost there, but I worried that he may have trouble once he reached the basic training. Well, I hate to say it but I was right. He washed out during basic, and the upper level instructors came down on me for passing him. I realized that I would have to get tough. Only the best could move forward. Once the pilots passed all three levels they had the choice of being a bomber pilot or a fighter pilot. It made no difference. It was the pilot’s choice. Once the young pilot chose, he was sent off in an airplane across the vast Atlantic to fight the Germans.”

The fighter pilot training continued for two years until the war began to wane and Hitler began losing ground.

Ed: “I continued instructing for two years. Nine weeks on, training 5 male cadets at a time, with one week off until September of 1944. This was my contribution to the war effort. The Army Air Corps did not allow me to fly as a fighter or bomber pilot due to my slight color blindness, but I was able to train hundreds of men to fly and fight for our country. In September of 1944, the government shut down the program. I was not sure what to do after the program ended, but soon came another stroke of luck that kept my dream alive.”

                                               Edwin "Ed" Wyrick Joplin Missouri High School

                                          Travelaire 4000 Secondary Civilian Pilot Training CPT (1940)

                                                Uniform for open cockpits. Cold in the winter months.
 

                                                         Trainer for Army Air Corps 1943

                                                                                 1943

                  Flight line in Stamford, Texas. Army Air Corps Flight Training Detachment. 1942.

 

 

Igniting a Passion: My Grandfather's Journey: Achieving His Dream of Flight Part One

My grandfather contributes much of his success to luck. I personally feel that he is a bit modest. “Luck, really? I’m not so sure,” I think to myself as I prop against the wooden arm rest of my grandfather’s coach. I lean a little closer to him, pen and pad in hand. I am ready; ready for his story. This will be a first for me. Throughout my life, my grandfather and I have never been close. My love for him has never wavered, but my grandmother and I were kindred spirits from the start. Her love for writing and ability to speak publicly without the slightest fear captivated me as a young child, and left strong impressions. On the other hand, my grandfather took a more modest approach to life, often taking the back seat to my grandmother, which he never seemed to mind. But, now, at the age of 92, my grandfather is alone. After 68 years of marriage to my grandmother, he is alone, and it is his time. Since the months of my grandmother’s passing, I made a commitment to my grandfather; he doesn’t know it, but I have. My commitment is to know him and love him. Part of this commitment is telling his story.

My grandfather claims to have had three great passions during his lifetime: flying, farming, and his marriage. He is the only person that I know personally that knew his passions at a young age and held fast to them, never wavering for a moment. He is also one of the few that made his passions happen. My grandfather dreamed, but he also accomplished those dreams. He claims that his life went full circle having been raised on a farm, where he first learned to love animals, nature, and planting to following his next dream of becoming an airline pilot, and finally finishing his career as a farmer again.

The story that follows will begin with my Grandfather’s early life. His time living on his grandparents’ farm in Missouri, the first time he witnessed an airplane circling over his grandparents’ farm, and the “luck” he claims that made his passion of flying a reality.

My grandfather, Edwin Lee Wyrick, was born on a sunny day of October in the year 1920. His parents, Claude and Lillian Wyrick, newlyweds, lived on a small farm in a little town east of Kansas City, Missouri. Young and poor as most newly married couples during the 1920’s, Claude worked long days and nights as a store manager for a local A&P grocery store. Lillian minded the home as well as their new son, Edwin.

Those early years, although arduous for Claude and Lillian, passed quickly for young Edwin. His memory now glosses over to another time; a time that changed his life forever. At the age of four in 1924, Edwin’s father, Claude got a job in Elma, Missouri. Lillian, now pregnant again, felt it would be too difficult for Edwin to move with them. So, Edwin moved in with his grandparents, Ed and Georgia Corley, who also had a young teenage daughter, Helen that could look after him.

Edwin: “My grandfather was a kind man. I would say that he looked a lot like Abraham Lincoln; tall with a gaunt sort of appearance, but he was kind and never laid a hand on me. All he had to do was give me the eye and I knew. Yes, I remember that one day I busted through the screen door he was fixing. I was anxious to get outside I guess. Then I heard in a stern voice, “Ed.” I looked back and saw his firm fixed gaze upon me. I knew I was in trouble. I replied, “Yes, sir. I’m sorry.” I knew that I had done the wrong thing, but he never laid a hand on me.”

During those early years, Edwin worked hard on the farm helping his grandparents. Beginning at the age of four he milked cows every morning and night, watched over the chickens, and collected the eggs. His grandparents rented the property, so every bit of help mattered. Much of the money made was sent to the property owners.

Edwin: “My grandparents worked about 160 acres of land, which was part of a larger farm. I often thought that the owners of the farm were rich because they had a brick house that stood two stories high. My grandparents hired about ten to twelve workers who tilled and farmed the land. One of my favorite workers was a young black man named, Lev. As all the white laborers would sit at the table and eat their dinner, Lev would sit apart next to the stove. I would go and sit next to him with my first grade primer, and read. Like most young readers, I would read aloud to myself. Lev would watch over me, and whisper words into my ear that I didn’t know. Unlike most black people during that time, he could read. I always liked Lev.”

“As a young boy, it was my job to bring food out to the workers. The ladies, including my grandmother, would cook a great big breakfast in the morning. Then, later in the morning, around 10 or so, I would bring the workers a snack. I carried a tray of sandwiches and coffee. The ladies would continue cooking and at noon everyone would arrive for a big lunch, and then go back out into the fields. At 3 in the afternoon came another snack of sandwiches and coffee, and it would be my job to take it out to the workers. It was not a problem. It was just what was expected.”

So, the years passed, Edwin went to school during the fall and winter months, but was home again during harvest time. His parents, Claude and Lillian, came to see him as often as they could, and it was during one of those visits that a special event happened that sparked Edwin’s imagination and created a passion like no other.

It was the summer of 1927; Edwin was now 7 years old. His parents, grandparents, brother, and Aunt Helen were all home eating supper in his grandparents’ home when they heard strange noises above the farmhouse.

Edwin: “We all heard this loud noise outside. My Aunt Helen and I leaped to the nearest window. We could not believe our eyes. It looked like an airplane, but I had never seen one before. Suddenly the entire family raced out the front door to see it. Then we realized that it was landing on our property! At the age of 7, I stood in awe. My mother, strong willed and gutsy, decided to approach the plane. The pilot worn and weary from the landing exclaimed his apologies by stating, “I’m sorry. I was trying to head to Marshall, Missouri, but the lights on my airplane have not been installed. Since it’s getting dark, I had to find a spot to land.” My mother told him that it was no problem for him to stay the night, and he was welcomed to dinner. Well, the pilot took her up on the kind offer, and ate dinner with us. He  told us all kinds of stories about flight and airplanes. I hung on his every word. The next morning, my mother gave the pilot permission to take me for a spin. The airplane was an open cockpit. We soared all around the town, and I remember how little everyone seemed down below, like they weren’t even real. The air felt so good. My Aunt Helen and I were the only ones to take flight that day, but it was something that I could not forget. It ignited a dream: I wanted to fly.”

                      Claude and Lillian Wyrick with Edwin Lee Wyrick (first son and my grandfather)

                                  Ed Corley (Edwin's grandfather and Abe Lincoln look alike)

                                  Georgia Corley (Edwin's grandmother and wife of Ed Corley)

                                                        Edwin's baby picture circa 1921.

Airplane similar to the one my grandfather rode in as a 7 year old, which ignited his dream to be a pilot.

Rigorous, Not Ruthless: Instruction That Creates Results

Anxious, I awaited the results of my audition.  I wonder alongside my fellow classmates, "Did I get into the University of Georgia Honor Band?" For months I practiced, hoping for a shot. Then my private flute instructor walked over with a puzzled look on her face, stating "Laura, you got in. You were placed in the honor band." I was so proud and happy that my hard work had paid off! But, then my flute teacher brought me out of my excitement suddenly by stating indignantly, "There must be a mistake. You are not a good enough player to be in the honor band. My other student, Tina, did not get accepted, but you did. I am leaving to speak with the judges immediately!" She then stormed off to check the scores only to be sorely disappointed that I had indeed received the honored status.

"Wow, thank you for that great pat on the back," I thought sarcastically. Although a bit hurt, I was not surprised by her remarks. At the point of that audition, I had been with her for about six years. She was an excellent teacher, and other musicians revered her as the best of the best, but she got thing really wrong, she mistook rigor for ruthlessness.

Jim Collins, the author of several leadership books including Good to Great, Great by Choice, and How The Mighty Fall describes the difference between the two concepts, “To be ruthless means hacking and cutting, especially in difficult times, or wantonly firing people without any thoughtful consideration. To be rigorous means consistently applying exacting standards at all times and at all levels, especially in upper management. To be rigorous, not ruthless, means that the best people need not worry about their positions and can concentrate fully on their work." At first, it may be difficult to decipher how this statement applies to the world of education, but let's examine it further.

My flute instructor often berated my efforts. I believe she did this not to be mean, but in hopes to motivate me to play better. She was indeed ruthless in her attempts. And, yes, as a twelve year old, it worked. She scared me into playing harder and longer, but what was the intrinsic motivator? Well, in truth, her ruthless teaching style only motivated me to work hard enough so that I would not get yelled at or scorned. This type of teaching style worked for a few years, but as I reached 15 years, I began to grow tired of her insults, and I just didn't care anymore. It was no longer a motivator for me. Yes, I practiced, but only because of my own desire to play, not to improve under her guidance. Fear created by teachers is a short term motivator, that does not procure a love of learning. Eventually, it only creates frustration and resentment. The result for many is low performance, and a disdain among those students for academic learning.

On the other hand, as a teacher seeking excellence, I have witnessed the positive results that come from a rigorous academic climate that is also safe and edifying for students. The following is a quick compare/contrast of the two styles.

The similarities and differences between a rigorous teacher and ruthless teacher:

Similarities: 

Both teachers want high academic achievement. They want their students to perform, and require high standards to be met.

Differences:

Rigorous teacher:  The rigorous teacher knows that she has set the standards high, and empathizes with the student, but teaches the student to persevere through it, realizing that it is tough. The rigorous teacher never gives up on the student, and is patient with the learning process. The rigorous teacher reflects on her teaching, always knowing that her instruction may need to be changed depending on the situation or individual child.

Ruthless teacher: The ruthless teacher knows that she has set the standards high, but is impatient with the process. The ruthless teacher wants to give the instruction and expects immediate results. If the student does not perform well, it is obviously his/her fault, and there is just no hope for this poor child. The ruthless teacher does not reflect often on his/her teaching, because it is not the instruction at fault. The fault lies with the inadequacy of the student’s learning capability.

In closing, I do believe, as teachers seeking excellence, we should constantly strive for rigorous work with exacting standards every day in the classroom. Too settle for anything less would be damaging. However, we must also teach our students perseverance, coaching them to know that academic excellence is tough, but that they are capable and bright enough to achieve greatness. Academic excellence will never be created from fear or ruthless behavior.

The following is a clip from the Teaching Channel about the importance of teaching peseverance:


https://www.teachingchannel.org/videos/teaching-learning-perseverance

The following is the audio version of the book, Good to Great by Jim Collins.

Gratitude From a First Year Teacher: Seven Qualities of a Great Teacher Mentor

As the school year comes to a close, and my classroom stands vacant with not a scrap of evidence of my teaching left, it has left me wondering about all the people who have mentored me the most during my journey as a first year teacher. I believe that mentors come in all different packages, and it is hard to pinpoint exactly what a great mentor does to make them-well-great. But, the following is a top 7 list of what makes up a great teacher mentor, from my experience.

1.    Always Being There: A teacher mentor is there to listen in the good times and the bad. If you have a question, they are ready with the answer. If you had a bad day, they listen without judgement. If you had a great day, they cheer you on just because they are happy for you.

2. Never Acts Put Out: A teacher mentor never acts like they are annoyed by questions that you might have, but are always are willing to stop what he/she is doing to listen and help.

3. Offers Resources: It can be overwhelming for a new teacher to sort through all the "how-to's" within a school. Mentor teachers help new teachers find their way without making them feel bad about asking. Also, they are always ready to offer the latest teaching techniques or books on the market.

4. Don't See You As a Threat: It can be hard being the new kid of the block. There can be days when hardly any adult faculty talks to you at all. Teacher mentors go out of there way to make you feel apart of the team and welcome.

5. Willing to Offer a Helping Hand: Things happen in the classroom at times that a new teacher is just not prepared to handle right away. Teacher mentors know that and they are always ready to lend a helping hand whenever called.

6. Demonstrates Excellence: A teacher mentor demonstrates excellence through their professionalism, attitude, and knowledge of the field.

7. Believes in Your Abilities: First year teachers often feel apprehensive about their teaching. One day you feel on top of the world, and the next day like a total failure. A great teacher mentor believes in your abilities and sees you as a professional in the field, despite the fact of being brand new.

Personally, I feel very lucky. My first true mentor, Mrs. Hudson, told me about the Heard County School System in Georgia, and how much she enjoyed her career there. She encouraged me to apply for an ELA position. At the time, I knew absolutely nothing about Heard County, but I knew it had to be a special place, if Mrs. Hudson thought so highly of it.

During the interview, I thought, "Wow, is there really a school that asks questions like, "Tell me about your passion for teaching? How do you do things?" This was very different from the canned questions like, "Please tell me how you differentiate your instruction?" "What is your classroom management plan?" " How do you discipline?" Having had a few interviews already I had grown to dislike those particular questions. Now, I realize that what makes the leadership special at my school is that they think outside of the box, always with the end in mind. Their desire for passionate, professional educators has brought that out in me, and has helped me to succeed.

Yes, my school, the leadership, and faculty are very special to me. I have found many excellent teacher mentors among them. My hope is that all first year teachers are as lucky as I am.

The cornerstone of our school, the principal, Mr. Mike Roberts, is also an author of an excellent book entitled, One on One With America's Most Inspiring Teachers. Go to the following link to find it on Amazon: http://www.amazon.com/One---One-Americas-Inspiring-Teachers/dp/0615511856/ref=sr_1_1?s=books&ie=UTF8&qid=1369166606&sr=1-1

The School Year: Endings Also Create New Beginnings

I am a romantic. I love romantic movies, and I always want a happy ending to any story. But as Diana said to Anne in the movie, Anne of Green Gables, "Life is so messed up in real life Anne. It is never as clear as it is in romantic novels."

Yesterday, being my last day with my first set of students as a first year teacher was great, but it also left me a little wanting. I hoped to end the year with a bang, but it really ended with a warm sizzle. Yes, there were hugs, sweet notes, and fun. But, did I leave them with anything concrete? Did they walk away from my class changed for the better?

That evening as I explained my feelings to my husband, he replied, "You're just too romantic about it." His statement really caught me off guard. I had never thought about it like that, but partly I think he is right. It is good to be a little practical, too. It was the last day of school. The kids were being checked out of classes right and left, which made it almost impossible to teach. Despite all that, however, my hope is that I did make a difference, that they will read this summer, and at least a few bring back their summer reading logs.

Yes, as a romantic, I am not very good with goodbye's. But, my mother gave me some great advice several years ago that applies now. When my first child moved on and grew past certain stages, I got sad and let down that the stage was over. My mother said, "Laura, that's when you look forward to the next child, and you get to relive all those wonderful experiences again." That advice was very comforting at the time.

So, now realizing that my students have moved on, I will turn my sights to my new 6th grade students coming up in August, and feel grateful that I'll have the wonderful opportunity to begin again.

Clip of Anne of Green Gables: A timeless classic that should be shared with between all mothers and daughters.

Don't Forget The Similes!

Today, I was thrilled when a fellow teacher ran into my classroom twice to tell me the ingenious writing she received from her math students. Attempting in full to adhere to the common core's desire for all students to write, her students have been journaling about math for days. She's witnessed first hand that writing has become second nature to them. They are not groaning, but get right to work. The level of excellence has been demonstrated by all levels of her students. Above all though, over the last few days the students ability to add in different types of figurative language has kept her in stitches.

She busted in telling me that one student compared her teaching to a soft summer breeze. "Your teaching is like a soft summer breeze against my cheek." Another student compared her enjoyment of math to butter and toast. "I love math as I love butter and toast." She was struck by how intuitive but also hilarious it all sounded. I explained that, "They are adding in figurative language: similes and metaphors to their writing. They are comparing your teaching to a summer breeze and math to the joy of eating buttered toast. "Ohhh, "she responded. "Now, I get it!"

My fellow teacher continued saying that the list went on and on: similes and metaphors galore! Tears welled up in her eyes from laughter, and I loved it. What a proud moment for my diligent writers. They applied what they learned in my writing class to another subject, and it was working. Yes! The result of writing across the curriculums was two fold. It helped my students get further writing practice, but it also brought us, as colleagues, closer together. How great is that!

The more we embrace the Common Core Curriculum, as a team, I believe the greater results we will see in our students.

So let this be a lesson to all teachers across the curriculums--keep your students writing--and never forget the similes!!

                                                      

Teachers: Dare To Stretch It!

As a first year teacher, one of my favorite books to read and reflect back on is entitled, Teach Like A Champion.

I stumbled upon the book by accident as I thumbed through the education section at Barnes & Noble. I looked at the title and thought, "Teach Like A Champion..yep, that about sums it up." I told my husband his Christmas shopping would be complete if I could just have the book--immediately! Hesitant at first, he gave in, seeing the twinkling excitement in my eyes. So, I found a cushy seat near the coffee shop and began my journey through the text. I ran through each page highlighting with fury. There were so many great strategies, and I found it to be an excellent step up from Harry Wong's classic, The First Days of School.

One strategy that stood out to me the most was Technique Three: Stretch It. According to the book, Teach Like A Champion, the lesson must not end with the right answer, we must continue to stretch the lesson by asking follow up questions that extend the knowledge. "The sequence of learning does not end with a right answer; reward right answers with follow up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction. "(TLC, p. 41)

Well, I believe that this strategy applies to our classroom teaching, but it also applies to how we approach education in general. We should always be thinking about how we can stretch what we are doing to make it just a little bit better. We have to ask ourselves the questions, "How can I make this lesson stand out a little bit more? How can I make the biggest impact?" One thing that I have learned over the years is that details really do matter.

Currently, I am working on a summer reading program for my upcoming students as well my current students. At first, I thought I would have them read twenty books. I created a reading list and a reading log. I could have stopped there, but then I asked myself, "How effective would this be? How can I stretch it?" So, then I decided that it would be important for the students to create their own reading lists through online research. But is that enough? No..it's not. Let's do some more stretching.

Currently, their reading summer packets will include:

• A personalized letter from me.
• 7th grade Summer Reading instruction sheet
• Mrs. Farmer's Reading List Suggestions with instructions for checking out books at the local library
• Their personal reading list (researched and created by the student)
• Instruction sheet on what is considered a book (100) pages= 1 book
• Summer Reading Contract to be signed by the student ensuring their goal
• Reading Log with stickers

Now, is it enough to staple these pages together? No way! To stretch it, I decided to place all the reading information in a 9x12 clasp envelope with a label entitled: Summer Reading Packet along with student's name.

I know...they may still toss it, but isn't a little more difficult to toss a large envelope than some papers stuck together with a stapler? As a parent and teacher, I know that it would stand out more to me.

My hope is that I used these last days of school to stretch my students to their limits. That they make reading a goal this summer. That they will stretch themselves, and come back in August as better students, ready for the adventures ahead.