Thankfulness...

I am sincerely thankful for the role that I have in the lives of the students and families that I teach. For just a brief moment, I'm able to help guide and mold my students and help them to become a part of a functioning society.

I have one student this year that takes all of my energy and my focus. And truth be told, there are moments where I struggle with how to handle him and I honestly think that if he just stayed at home for a few days, it would help the entire class out - me included. There are days where I go home utterly exhausted because I have spent 90% of my day correcting or dealing with inappropriate behavior. I haven't let up - nor do I plan on it - and I pray that one day soon he will determine that he has met his match in me.

However, I am thankful that I have this challenge. It is helping me to become a better disciplinarian and it is forcing me to document and reflect on my actions as an educator.

I am extremely thankful and blessed for my school. I've taught in many places, but I have yet to find a place like TES. I've written before about how this place is a breeding ground for collaboration and creativity. I don't think that I would be half the teacher I am today if not for the leadership of my administration.

I'm thankful for the unexpected joys throughout my day of students who finally "get it." The tiny fist pumps in the air when a math problem is worked correctly, the smiles when a partner finally understands what it is they are to do.

I'm thankful that I have a job to go to every day when many around me do not, but more importantly, I'm thankful for a job that I LOVE!

What I Am...

I stumbled across this fantastic video on another blog that I follow. I immediately thought about how I could use this in my classroom. The lyrics are powerful and I am thankful for shows like Sesame Street that get this message out to kids at an early age. Even though it is a show geared for younger audiences, my 5th graders need to hear this on a regular basis. They struggle with finding their identity before middle school.

My initial thoughts are about using this in writing. I do a lot of powerful writing in the beginning of the year to help me understand what type of families my students come from. We do this by writing "Where I'm From" poems based off of the work of George Ella Lyon. I didn't do that this year because I had a handful of students for the 2nd year in a row. This song got me to thinking that I could use this for students to write a form of a Bio poem or an "I Am" poem. I can't wait to flesh things around a bit and use it. I am more excited about how this type of music will influence the writing of my students.

The Power of One

For the past few years, I have had the privilege to partner with a dear friend for "Reading Buddies." The general idea for our pairing was for my 5th grade students to provide additional practice for the K5 students in reading.

The first year that we worked together, our students mainly read together. There was an occasional project that we worked on together. Many of these projects were things that were taught in the K5 class and then my students would help students complete the project assigned. Having each K5 student with a 5th grade mentor allowed each child to have their own teacher.

The 2nd year that we worked together, we took this one to one teaching scenario one step further. My 5th grade students worked with the K5 students to create a Power Point presentation. The K5 teacher gave her students the requirements and my 5th grade students were the technology mentors. Because my students were proficient in Power Point, they assisted the K5 students in a one to one setting in completing the Power Point. My students helped find clip art, change fonts, and helped proofread the final products.

This is our 3rd year as Reading Buddies and we have continued to grow as a reciprocal teaching team. Early this year, I met with the K5 teacher and we began to plan for technology projects throughout the year. This year we decided to start with an ABC book. Below you will see the progression of the project and how we implemented it into both of our individual classrooms.

Part 1:

In the K5 classroom, Mrs. B began teaching her students the Kindergarten Writing Process: Talk, Draw Write. Students practiced with their own writing within her classroom.

In the 5th grade classroom, I began reinforcing the writing process in 5th grade the very first week of school: Prewriting, Drafting, Revising, Editing, Publishing. After a few weeks at making sure my students had our writing process down, I introduced the idea of our ABC book project with our 5K buddies. I then taught a lesson that compared our writing process with the K5 process. Students were divided into partner groups to walk through the K5 process.

Reading Buddy Day: When we met with our buddies, both teachers had already introduced the project in the individual classroom. We were creating an ABC book with the them of friendship. Reading Buddy partners met together to begin the writing process. First, groups were assigned the letter they would be working with for the project. Students then sat knee to knee and thought about words that started with their letter. 5th grade students wrote down all of the words that K5 students listed. After the list was made, students worked together to create a sentence using several of the words that were listed.

Part 2:

In the K5 classroom, Mrs. B worked with her students on the drawing portion of the writing process. She made a point to make sure that students understood that their drawing should match their sentence.

In the 5th grade classroom, I taught a lesson on classroom management. My students learned techniques that could be used to redirect attention in the chance their K5 student had trouble focusing. We also worked on questioning techniques that would help the K5 students generate ideas. In my words block for the week, we worked on writing sentences and making them more descriptive. My students created a mini-lesson to teach to their K5 buddies on writing sentences in preparation for Reading Buddy day.

Reading Buddy Day: Students worked together to create descriptive sentences using many of the words that were listed on our previous visit. Once the sentences were created, Reading Buddy pairs worked together to create a drawing that illustrated their sentences.

Part 3:

Reading Buddy Day: Reading Buddy pairs worked with various media to create their drawings.

Part 4: Adding the Technology

Reading Buddies will scan their work using the copy machines and utilize PhotoStory to create a class book to be shared through our class blogs and Wikispaces.

We haven't completed part 3 and 4 as of today, but we will soon. Because this was our first project, as a team, the K5 teacher and I wanted to get students working together before putting them in front of technology. As a result of this project, we are now ready to to have partner groups work on the technology. Our next project will center around podcasting and Voice Thread.

This is the most effective way that I have seen to teach younger students how to navigate technology. In order for it to be effective though, the older students neeed to be proficient at the technology.

The Full Moon is NOT a MYTH!

I believe wholeheartedly in the Full Moon theory and I think you would be hard pressed to find a teacher who did not. This week was a nightmare!

I pride myself on my classroom management, but this week, I was appalled at the behavior of my children, even though I was doing everything in my power to control the situation. If 2:25 this afternoon had come any later, the Love and Logic approach would have flown out of the window and been replaced by old school tactics.

It all began on Monday. A broken rule in dodge ball resulted in a physical battle of strength, followed by a power struggle.

Tuesday began with LOTS of chatter to which there was no relief. This only gained momentum as the week progressed.

One particular child began "cycling" and tested me EVERY moment of EVERY day. I do believe he spent more time calming down before I would talk to him than anything else this week.

There were tears, arguments, battles, disagreements, comments of "That's not fair!" and "I'm not doing that!"

I've had more coffee than normal, two naps this week, 2 parent conferences, dinner out every night, and the feeling of physical exhaustion in my body.

Thank the good Lord I have 30 days until the next full moon returns. Maybe, I'll get a sub.

True Collaboration

In many classrooms, the first week is dedicated to getting to know you activities and then teachers dive into the curriculum that needs to be taught. This year, I did things a little differently than I normally do. Each day, I focused on a different essential question that would help our classroom develop as a community.Day one's question was "Who Am I?" Each activity we completed allowed students to learn abouot themselves as an individual. Students participated in games that allowed themselves to express their emotions, project their voices, and gave them the opportunity to share their personalities.

Day two's focus question was "Who am I as a learner?" We spent a great deal of time discovering what our strengths and weaknesses were as learners in our classroom, what stresses us out as learners, what do we need as learners.Day three's focus was "What is my role in a team?" The day consisted of MANY team building activities that forced students into roles they may have been uncomfortable with so I could see their leadership capabilities.
Day four and five focused on leadership and communication. We played games again and discussed what type of leaders are easiest to follow and how we communicated with one another.
The nature of my classroom is different than the way that I was taught in the 80s and 90s. At that time, students didn't have much of a voice in the way they learned. In my classroom, there are many times where I am a facilitator in the learning and my students are driving our lessons. It is an amazing thing to watch and to listen to. My students know exactly what they need in order to succeed. Some teachers are uncomfortable with this type of structure, but it has freed me up to really work with my students in more depth. I know exactly what they struggle with because they share that and recognize the challenges they are facing.

Collaboration is huge in my room. Students are ALWAYS working in groups, discussing with one another, and creating projects together. I feel that when true collaboration is taking place, the product or learning should be greater than what one person can create alone. This week we discussed this concept and my students now agree. We all feel that the work generated by a group should be far better.

I am so excited to see the end results of spending a week focusing on these team building concepts. I have an amazing group of students that I believe will rise to the challenge. Check back to see how things turn out.

2010-11 Classroom Photos

My dear friend, Laura Sorochak, introduced me to Erik Jensen's work when we both moved to our school 4 years ago. Somewhere in his work and in our conversation we discussed how a brain under stress cannot learn. In the past 3 years, I've worked tirelessly to provide a comfortable environment for my students to learn in without stress. My Teacher of the Year video allowed me to share this with LOTS of people. In my video I talked about how my students come to school and kick their shoes off, find a comfortable spot - which may or may not be at a table - eat whenever they are hungry, drink water when they need it, and approach learning stress free. Here are a few pictures of what our classroom looks like this year.

And the winner is....

Me!! Me!! Me!!

However, I did not win the top prize in the county teacher of the year contest. I did win 1st runner up - which to me was the best of both worlds. I still get prize money - Woo Hoo! for that - but, I will not be pulled out of my classroom as often as the winner.

Honestly, I was a bit disappointed, but I am honored to have been in the #2 spot out of about 4,000 teachers. Not bad at all!

The only downfall was not being able to give my speech - NOT!!! Not sure how I could have made it through without falling apart. This was the most nerve racking, emotional day. I'm glad that I can sleep, eat, and breathe.

Going through this process, I was reminded of how much I value the collaborative process. When true collaboration takes place, the result is greater than any one individual can achieve alone. Today was a perfect example of true collaboration. While I was the 1st runner up, I did not do anything alone. I have a FANTASTIC team behind me. We support each other 100%, play together during school and outside of school, bounce ideas off of one another, and generally like one another.

I don't know if I would have been at another school I would have had the same results. My school is AMAZING!!! It is truly a place where students can explore and determine their strengths and weaknesses and build upon those. But, it is also that same environment for the people who work there. I was encouraged to explore technology - and if it didn't work, there was someone there to help me figure the kinks out and try again. It is such a comfortable environment that you can't help but take risks because you know that you will be supported through the entire process.

Thank you TES and friends for the amazing place you have ALLOWED me to work. And, a shout out to REC for taking a chance on me in 2006 and going with your gut to give me a place in the county and releasing me to TEC.