Dave Burgess, I am writing my goals as an acrostic.
S- Smile- I need to smile more. Sometimes I am smiling on the inside, but the news hasn't always made it to my face. Life is too short to be unhappy, and I'm going to smile.
H- Help- We all need each other. Helping students, staff, teachers, parents, and others in our school community is the way to show that I am here to give support.
I-Intentions- This year I am going to assume that people have the best intentions. At times I can be very critical about the intentions and motives people have. This puts me in a negative head space, and it isn't helpful.
N-Nurture- I am excited to find out which students will be in my classes this year. I know I'm not their parent, but I have the honor to nurture and support them while they are in my room. We all need to know that we have someone in our corner. It's going to be me this year.
E-Encourage- Everyone thrives when they feel supported and encouraged. I want to have my eyes and heart open and looking for ways to encourage others.
It's really about having an "others" focus. When I have decisions to make this year, I want to run them through the "Shine" test. Here's to a shine-y 2017-2018 school year.
Tuesday, June 27, 2017
A few days ago I found out I was chosen to be on the launch team for Kwame Alexander & Mary Rand Hess's new book, Solo. The email gave us access to the first 18 pages, and I couldn't wait to get started.
I have enjoyed Kwame Alexander's previous books, The Crossover and Booked, so much. Kwame's word choices paint such clear pictures for me.
The first eighteen pages of Solo did not disappoint. I met Blade, the teenage son of a famous musician with a wild past and an uncertain future. I can't wait to meet more characters along the journey.
My ARC book was delivered by the UPS man today! I'm going to try and blog about my reactions to the book without giving away any spoilers.
Thursday, March 16, 2017
- "The first part of the book made it hard to put down. I had a range of emotions from sad, to joyful, to anxious for what is to come."
- This is my favorite book we've read so far this year.
- "I can't wait. I want to keep reading but I have to stop at 160. Not fair, not fair!!!!!"
- "Looking forward to reading more and discussing...I almost cried in just the first few chapters! "
- I'm making connections between Ada and several of our students who have experienced trauma in their lives. They are learning how to have trusting relationships with people.
- I've never thought about World War II from the viewpoint of people living in England.
- I can't wait for the sequel to come out. Why do we have to wait until the fall?
Thank you, Kim Brubaker Bradley, for sharing this wonderful story with the world.
Sunday, March 12, 2017
This year's theme was "Reading Madness". Each day we had a dress up theme tied into sports. Since the NCAA playoffs always have a bracket, we wanted to have a book bracket. We wanted all students in the entire school to experience the same books each day, and we chose to do this through a competition of picture book read alouds.
Several weeks ago I went to the public library and spent a couple hours reading sports themed picture books. We also wanted the books to show diverse characters, so I needed to call on some help. I contacted my Twitter friend @ajhueySTL and she gave me some great suggestions. I chose the books we were going to use, and then I started reserving as many books as I could through our public library system. They were great to work with, and they made my job so much easier. We were able to check out one copy of each book for the grade level partners to share.
Each morning the books of the day were announced during our school-wide morning assembly. I gave a very short book buzz to give the kids and teachers a quick background. It also helped that our committee leader came dressed up as something crazy that went along with the books. The teachers read the books during the day, and they had the kids vote on their favorite. We used Google Forms to collect student votes and add up totals.
The next day I'd rev up the crowd during morning assembly and announce yesterday's winner. It was so exciting for the kids and teachers. Winning books went head-to-head in order to choose the final two. We had a hectic round of voting on the last day to choose the winner. The video below shows the excitement from our kids when the winning book was finally announced at our Pep Assembly. The cheering and excitement continued even after I stopped filming.
Time and common experiences are two factors that are important when building relationships. As a remedial reading teacher, I have the opportunity to grow with teachers and students of all grade levels in my school. Literature can serve as “windows or mirrors” for readers, and it provides a springboard for discussion and reflection. This year I have used the power of books to forge relationships between readers.
In the fall I approached the principal with the idea of offering voluntary book clubs for the teachers. Each month a new title is chosen, and teachers can jump in and out of the book club whenever they choose. These experiences have given teachers opportunities to share their thoughts.
I love seeing posts on social media from book club members such as:
- “”The War That Saved My Life” is so good! I want everyone to read it so we can talk about it!”
- “This is the fourth book I’ve read in four weeks! I’m so thankful for other co-workers turning me into a wild reader again!”
- “I’m a reader! Who am I? Seriously?! Thanks for turning me into a reader this year.”
- “...it has brought us closer as a faculty and opened up the opportunity for people to get to know each other better.”
Tuesday, February 28, 2017
I would not have thought of myself as an innovator. Before reading from The Innovator's Mindset by George Couros, I thought innovation always included large scale change and technology. Couros defines innovation as, "a way of thinking that creates something new and better."
Couros also states that innovation begins with a question. After reading chapter 1, I am asking the following questions in my classroom.
- What is best for this learner? This is a question we need to ask over and over as we make the endless decisions each day. Each learner is different. My decisions should meet the needs of each learner. What does this learner need? How can I best support this learner?
- How does what my student is learning impact his/her future? It's so easy to get caught up in the here and now. I need to stop asking, "Is my student progressing up to the next reading level?" How are the readers in my classroom going to use reading in their futures.
How do other educators use questions like these while developing the innovator's mindset?
Sunday, February 26, 2017
I have been blessed to work with administrators, colleagues, and students who have encouraged me and supported me through the years. It's a blessing to be in a position to learn and grow right along with my students and colleagues. Many things have changed, but many have stayed the same. Kids still want to be loved. Kids want to feel successful.
8th Grade Math- I had one class of below level math students, one pre-Algebra class, and three 8th grade math classes.
Kdg-4th Grade Remedial Reading- 7 sections of small group reading intervention, push-in reading conferences in 4th grade, and 1 individual reading intervention.
I developed the classroom behavior rules. Classroom rules and consequences progressions were posted. (This next part makes me cringe.) When a student misbehaved I would write their name on the chalkboard and add a check mark after each additional rule infraction.
Positive Behavior Intervention Supports- We develop and practice the expectations. Students practice expectations. If students continue to have difficulty meeting behavior expectations we work privately to come up with behavioral goals.
Bonus Bucks & Candy Jar- I handed out Bonus Bucks for all sorts of reasons like homework completion, good classroom behavior, quiz grades, bringing extra tissue boxes, and having all classroom supplies.(Or you could just steal a bunch out of my bottom drawer when I wasn’t looking. Yes, that happened.) Kids could save their Bonus Bucks and spend them to buy Jolly Ranchers or other candy in my candy jar. This motivated some kids to do their job, and it motivated others to steal.
Prize Bucket, Notes Home, Phone Calls Home- I will admit, I use a prize bucket as a bribe to get the most important papers back to school. I also use it as a reward choice for students on individual behavior goals.
Overhead projector, television and VCR from the AV department, a classroom set of calculators, and I used an Apple IIe at home. I remember taking my overhead projector sheets home and washing off the marker in order to reuse the sheets again.
Tablet, laptops, Chromebooks, classroom Twitter account, interactive whiteboard, and desktop computers.
None. I was not on the same floor as my other teammates. I felt very alone.
I have a PLC with other reading interventionists in my building. I also have an extensive PLN through Twitter. My PLN allows me to collaborate with educators around the globe.
Get through the book.
Follow the curriculum to meet state and district standards.
Kids They wanted to be loved. They wanted to have friends. They wanted to feel successful.
Kids They want to be loved. They want to have friends. They want to feel successful.