A Friday blog - Sept 25

One thing I learned/was reminded of--actually more than one: From our discussion about classroom management, transitions. Techniques that work well for one class may totally fail in another. What works in one grade of students may be very age-inappropriate in a different grade. However, never quit trying--even if you think it may seem childish or even too mature. Kids are remarkable at striving for the seemingly unattainable. It all comes down to how the teacher treats her students, and, of course, the mix of students in that teacher's class. I think individual teachers have to come up with their own unique ways of managing and coaching kids in behavior expectations and routines. Methods of (for example) transitioning kids have to feel comfortable to that teacher--or they aren't going to fly!



Questions: I was a little surprised in our Weissbourd article, "The Schools We Mean to Be," how the author claims that character education programs are no good. While completing my undergrad at UWB, I did a research article on social emotional learning and found evidence that many programs exist that are highly successful in helping kids learn social responsibility. They even bring up academic scores. The author of this article does not cite any references as to why he makes this claim...kind of bugs me. Oh well. Washington State legislation (SHB 1444) now requires schools to put into place anti-bullying policies and use of programs which aid in students' social emotional learning. The programs out there don't all work--but hopefully schools do their research before adopting any kind of major program of this nature.



Anxious? Not at the moment...that will change eventually. The more I am in my field work classroom, the more my confidence improves. I am certain that I will always harbor some anxiety because of all the unknown factors about whether I will find a job, what kind of school, and the kids who will come into my care. But for now, I will remain idealistic and bask in the excitement of possibilities.

Excited? Nothing new here...of course, I am. My gut tells me I am on the path I need to be on. That's enough for me.

A Daily - Thurs, Sept 24

My supervising teacher, Judy, is constantly tending to individual students and their needs. She is frequently chatting outside class time with specialists, the ELL teacher, IAs that have helped in the classroom, the special ed teacher, other teachers in her team, the principal, and more! Differentiated instruction does not exist just within the confines of the classroom. I've learned a lot about the culture of the school as a whole and am continually impressed with the care, effort, and time these individuals devote to the students. There are no hidden agendas or egos at play. It's all about the kids and their success in learning and their personal growth. I also heard a heartwarming story of a past student whom Judy knew who had gone on to junior high. Apparently she was really challenged academically and bombed the WASL a few years back. The school paired her with a volunteer from the LWSD L.I.N.K.S. program the year or so before junior high. She "up-ed" her WASL score by 40 points and is currently thriving in junior high. The LINKS volunteer she worked with has chosen to move up with her to ensure her continued success. Pretty phenomenal!

A Daily - Wed, Sept 23

Just curious...When you get to know kids in a classroom, it's impossible not to be curious about what their home lives are like. I love to quietly listen to side conversations before and after school and during our lunch time (in our classroom). I can't help but want to dive into the middle of kids chatting and ask a slew of my own questions. Needless to say--I refrain! I wonder why one boy has such a hard time getting his math homework done and why his excuses seem fictional. I wish I knew that girls that flirt like crazy with boys during school leave it at that--and don't do any serious pursuing! Parents who have challenging kids in our class...what do they do during their days when the kids are in school--and do they miss their wildly wonderful boys!? I've mentioned it before...we have very little clues as to kids' personal lives. I just hope they have someone at home who loves them and asks them when they get home, "How was your day?"

A Daily - Tues, Sept 22

Talk about a positive classroom vibe! A few times today (and not just today!), I felt a hum of positive energy among the students. It happens when they are "on-task" (overused term?) and being productive. I saw several individuals practically glowing with the joy of their accomplishments during reading time and during math time. And kids are so proud when they make progress with their assignments on their own. Judy never hovers. She is succinct with her instructions and presses the kids towards responsibility for their own work. As I meandered around the classroom, a few kids gladly let me know their work was complete, or they were working ahead, and I noticed a few who approached Judy to share their good news, as well. Lots more smiles, for sure! I also noticed today that a few kids chose to sit somewhere other than their table groups when there was too much distraction. A couple of the kids who struggle frequently with individual work really shined today. It's contagious...makes me feel good about how we're contributing to that force!

A Daily - Mon, Sept 21

Today Judy was out all day and she scheduled a substitute. Fortunately, she wisely informed her students last Friday about the sub (no Monday morning surprise), and Judy was able to forward me her "sub plan" via email and we talked Sunday night about the upcoming day. Unfortunately, this sub had never been in Judy's classroom before. And unfortunately for her--she was in a sad mindset when she walked through the door 20 minutes before school started. I had a blast, as I "played" teacher most of the day. The sub was more than happy to take the back seat. I wasn't pushing to be the one in charge...it just kind of fell that way. Fortunately, I was pretty well prepared, and of course, I was well-versed on classroom procedures, schedule, and the classroom management style the kids are used to with Judy. What a great "trial run" and learning experience. Of course, we're not supposed to assume "command" this early in our internship, and I couldn't bring myself to cower in the wings either. (I did receive a slight scolding from the other 6th grade teacher.) I think I was anxious to see if I could rise to the occasion. Let me just say, there's a reason for observation first, and all those methods classes. I felt pretty confident with leading the writing and reading activities. The math in the afternoon was challenging. With the sub's help, we accomplished most of what Judy set out. However, I am definitely lacking the skill set with how to lead super meaningful conversations about math problems and inquiries with students. I can't wait to learn more about how get the kids excited about math...me, too! A word about the kids' behavior on sub day: they were wonderful! I know we have a big advantage of having a small class size (22). The kids missed Judy greatly, but maintained respect for the sub and for me. I know this was a big effort for them, so it made me feel great that they succeeded in making this an overall good day for all!

A Friday blog - Sept 18

What I learned this week: The power of silence! I enjoyed the article we read for class this week, "The Power of Words." I particularly appreciated reading the "Responsive Classroom" principles, and I thought about my supervising teacher, Judy, the entire time! She really acts upon all of these principles--with great fluidity, I might add! Examples: her choice of questions to students, her positive and encouraging attitude when talking with students, the direct and succinct way she issues instructions, and her wisdom in knowing when NOT to talk. While this approach mostly addresses several means of communicating with students, it also includes the value in the use of silence in your classroom. This use of silence is a skill to be learned and improved upon. As mentioned in the article, silence "opens a space for students to think, rehearse what to say...gather courage to speak at all." For teachers, silence "allows us to listen to students and requires us to resist the impulse to jump in and correct..or finish..thoughts." Judy is awesome in this way...makes it look like a sixth (or seventh) sense. Again--I realize how this is not a natural tendency of teachers (or parents!), so it is a skill I would like to be conscious of and to master. Through Judy's modeling, I can see the power it weilds. Something simple, like waiting ten seconds for students to respond to a question, opens the window of time for more students to respond, and also allows responders to share more thoughtfully with classmates. Finally, as the article states--when the teacher learns to curb the "prattle" often present in the classroom, students will feel more valued as they "speak uninterrupted and uhurried."

Just curious: In elementary schools, the "main" teacher has his/her students the majority of the day...multiple hours. As kids venture off to specialists (music, PE, library, etc.), it seems worthwhile for the "main" teacher to visit and understand how specialists interact with his/her students, in hopes that the learning community is "on board" with students' learning success. Are most schools okay with teachers occasionally sitting in on specialist time? Judy spent a short spell with our kids in music this week because the music teacher was having a difficult time with classroom management. Listening in on their conversation later that day, I was "wowed" to see the positive outcome of Judy imparting her "wisdom" about how to manage our particular group of students. She provided the music teacher with excellent, concrete suggestions to improve music time. And the music teacher (brand new this year!) really, really appreciated her input!! Good for the students--good for the staff!

Anxious? One situation this week that made me feel like a deer in headlights...what I interpreted as student apathy. One of our lower level learners (both math and reading) was struggling with an in-class reading assignment. He seemed to me to not care about the product of his work...rushed through reading (if at all), and then filled in the blanks with very little thought. After talking with him, I felt I had zero affect on his attitude--even while I felt my approach was pretty caring. I talked with Judy later in the day and she offered some great ideas for "the next time." A wonderful teaching moment for me, and kind of enlightening that we may not work our magic on-the-spot, but may need more time to ponder individual situations...maybe even seek help from a colleague.

Excited? As I've joined students in math groups or for reading assignments, I absolutely love to see how excited kids are when they end up teaching the teacher or helping each other! When I ask a student how they figured out a problem or found an answer, and when they can articulate their thought processes (strategies), I can see how this does wonders for their confidence and self-esteem. Nothing better!! I hope to bring a lot of this to my own classroom some day.

A Daily - Thurs, Sept 17

Going to make this short, since I just way-over-did-it on my "Three Things" blog! My comment on yesterday's time in class--awesome! I love getting to know the kids and everything that they bring to our group daily! We had curriculum night last night. Only about seven families were represented. I wished each of our kids' parents could have attended to see where their kids spend six hours each day, five days a week! And I wish they could have heard Judy's spiel about what she hopes to accomplish in our class this year. I think it would give great hope to parents about the success we have in store for each and every student in our class. For now--our "customer" is the student and we will press on to meet their needs!

Friday, Sept 18 - "Three Things"

I pondered writing about our 22 individual students in my 6th grade class, but decided to make some basic generalizations about the kids as a whole group. A little background...I feel very fortunate that my supervising teacher, Judy, knew most of our kids from last year. Our school is also a great community in that teachers really talk with one another about the kids (with a healthy approach!) so that they can consider how best to accommodate students to ensure their learning success. Judy is also a strong believer in setting up a positive classroom culture or environment during that first few weeks of school. One of her strageties is to have several activities which allow her to get to know her students better and allow the kids to connect to each other in personal ways. Kids completed three activities (displayed around the classroom): a "Me" poster, a "Hopes and Dreams" poster, and a poster illustrating a cover creation of a good book they have recently read. Most of the kids really enjoyed spending the time on these projects, and they seemed truly proud to share and display their work. The first two activities were very enlightening for me as a teacher.

I have never met any of these kids before this placement experience. And this is not a school in my immediate home community. Of course, there are going to many things I do not know about the students. As teachers, we only catch a glimpse of what their lives are like outside of school. The opening activities in Judy's class allowed us into their private lives as they shared what kinds of activities they enjoy, who is important in their lives, what they hope to accomplish (at school and personally), and the struggles they might feel.

Over the past three weeks, I can make several observations about my kids and what I now know about them:

1) Based on some of their classroom behaviors and general personality traits, I was sometimes led to believe that kids want to keep to themselves and are self-conscious about me and Judy reading their work during class. What I found out (with Judy's encouragement) is that they really like adults to look over their work, praise their efforts, and show genuine care for their well-being in the classroom. It took me a little time to get comfortable in approaching students. I felt a little like I was imposing. But that's the role I am assuming. I am there to help them make the most of their time in school!

2) Just like adults...kids come with their "baggage," too! I dislike the word, "baggage," but can't think of anything more appropriate. As I mentioned, we really don't know these kids' home lives. I've just caught comments here and there from Judy about what she knows about some of the kids' living circumstances. In our class, it seems we have several kids living in single parent homes and dividing their time between parent living situations. They don't often share this type of info during school time. To them, it's almost irrelevant to their "here-and-now" attention to their social and academic lives in school. However, I understand the stress and/or hardship that is often present in "broken" homes. They may not display it outwardly, but I know it will in some way affect how they come to class, how they are able (or unable) to accomplish reading and homework at home, and how they interact with students and teachers.

3) Finally, I want to comment on one student in particular...Mariana. Mariana is a new student to Bell and is identified as an ELL student. Spanish is her primary language. On the first day of class, Mariana approached Judy and informed her that she didn't speak English very well--very brave! With Judy's insistence, Mariana finally has a weekly schedule to meet with our ELL staff to help her learn more English so time spent in our classroom is more positive. I am constantly amazed at how Mariana gets along when she is in our class. She knows very limited English--verbal and written, and communication with her is challenging. So much of what we say and what is put in front of her (class work) has got to be baffling to Mariana--to say the least! However, what I've learned is that she is a very confident young girl and is making the best of her situation. She does not appear to be sad or critically frustrated with her inability to understand everything. Instead, she asks questions (with encouragement), smiles a lot (positive attitude!), accepts help from classmates, and probably goes home thinking she has accomplished great things. I've worked quite a bit with Mariana one-on-one. Without having this interaction with an ELL student, I might have thought that ELL kids are generally stressed and excluded. In her case, Mariana has shown me that a learning challenge like this will not always crush a student's hopes for a positive learning experience and a happy social life.

A daily - Wed, Sept 16

We met with our field instructor (Bill) yesterday after school was out. One of his comments has really stuck with me...Bill informed us that he places GREAT importance on how teachers ask questions of students. The way in which we pose questions to our students can have incredible impact on their learning. I see Judy doing this frequently. She seems to really draw students toward stretching their thinking. She's told students that their responses come from their being great detectives. She also teaches them about the importance of developing good critical thinking skills. (I love how she talks to them like they have brains!) She also praises kids for their questions which will lead to better understanding--not just getting by with winging it! Judy told the kids that we will start reading groups tomorrow and that they need to take care of themselves (and their questions) while she is busy with groups. She asked the kids what strategies they can use when she is unavailable to answer questions. The kids came up with really good concrete ideas which will be put into place when reading groups start. For instance, kids can skip a problem and return to it later; they can ask a classmate for help or to ask a question; they can just wait; they can try to answer their own questions. Without dictating to the kids her expectations, she was able to get them to think about how to solve potential issues during this time. While I believe Bill was also talking more about specific learning/teaching questions, this certainly is one example of asking kids the right questions and treating them like they are capable, mature thinkers!

A daily - Tues, Sept 15

Science today...three groups rotating through three stations...although we only had time to make it to the first rotation because kids were really making GREAT use of their time. Interestingly, most of the students in our class were together in 5th grade last year (same class). While I heard that they had a particularly difficult year (behaviorally and academically), they have started out their new 6th grade year wonderfully! Judy is continually impressed by the learning taking place and behaviors being (mostly) manageable. I wonder if, because these students know each so well, they are kind of unconsciously making positive choices this year based on the overall "feel" of the class. Judy has certainly given them a new "lease" on life and a fresh start...the kids seem to be embracing the opportunity to do well this year!!

A daily - Monday, Sept 14

I find group dynamics fascinating! During math today, kids worked at their table groups on some problems. Judy said they could choose to work with each other or work independently. I sat with a group of 3 girls and 1 boy. While I worked with one of the girls and the boy, the other two girls opted out of working with the group. At first I felt almost offended by their decisions, but quickly got the idea that they were confident in what they were doing, so maybe they determined that group work would hinder their progress? As I was chatting with the other two kids, I did have some input from one of the girls working by herself, when I asked her how she arrived at one of the answers. She was AOK in sharing her strategy and seemed to enjoy us appreciating her input. I admire kids who know themselves well enough to identify what works best for them! And while group work has many advantages, I think teachers need to vary their work arrangements (as Judy does)...kids working in groups sometimes, individually and in pairs.

Blogging on Friday, Sept 11

What I learned: Sounds so common sense, and like something I really do know already...but I appreciate hearing about the importance of teachers reflecting on "ways of knowing." In other words, we are all human, we all have different life histories, we all have unique perspectives based on what we know as individuals. Teachers should never lose sight of students (and fellow staff) as being human! We are not going to like every student in our care, nor are we likely to agree with every teacher's approach to teaching. But--we can't be judgmental. And we need to show our human-ness, as well. We need to remember our "way of knowing" will be different than anybody else's.

What I want to know: As far as behavior expectations...it seems to me it's okay to start a school year with several ideas for stating behavior expectations. Seems like we really need to get an idea of what kind of group of students we have before we impose a rubric or system for discipline. My supervising teacher this year does not use colored cards (red/green/yellow) or marbles, or anything that identifies negative behaviors. While we put into place an agreed upon list of "rules," Judy feels that behavior issues are best addressed individually, graciously, and privately (between student and teacher). No need for extra time to draw attention to bad behaviors. Do most teachers have systems in place...or do some agree with Judy that we need to wait and see what the group dynamic turns out to be.

Anxious? Nothing new here. I'm still excited, and still unsure how I'll balance the student teaching with our coursework. I'll deal with it as it happens!

Excited? Totally. I love being with the kids, getting to know them, and really working FOR them and their quest to learn!

Excited?

A Daily - Thurs, Sept 10

What a blast, today! The classroom was lively, the kids were on task, AND having fun! One of our early lessons in our Connected Math book involved fractions. A simple activity was suggested...using paper strips and folding them in various ways to show several fractions. Judy conducted a mini-lesson on fractions, and led the activity by having kids work in their table groups. They were able to try the folding activities by themselves but were allowed to discuss and problem-solve with their table mates. Part of the question section in their math assignment was directed at strategies. Students were asked to write about what strategies they used to arrive at their successful fraction models. I sat in with a couple table groups and "played dumb." I asked kids to tell me what they were doing, what they were trying to accomplish, and whether they were successful for not. They love to talk about their work. Even some of our kids who struggle with attention issues were very involved with this activity. When groups arrived at their initial results, they were asked to report to the whole class strategies that worked well, and difficulties they faced. Judy allowed the kids to use the ActivBoard and camera/projector thingy. I sensed a lot of pride in the kids showing their successes and sharing in their challenges. It's great to think we can teach these great concepts and skills creatively and at very little cost (supplies). The hands-on approach was truly remarkable!

A Daily - Wed, Sept 9

This afternoon after school ended, I sat in on what is called an "Up-Down" meeting between Judy and the 5th grade teacher who had most of her kids last year. Since our school ends at 6th grade, and because Judy teaches 6th grade, there was no "up" grade level teacher to consult with. Other teachers in the school meet with teachers one grade above and one grade below what they teach. Curt Anderson, our principal, asks teachers to hold these meetings each year so that it gives them an opportunity to discuss students' learning and to bridge knowledge about kids as they transition between grades. I think it's a great demonstration of how this school operates as a community of educators and caring individuals. Teachers are advised to focus mostly on academic progress, strengths and weaknesses of students--and NOT to focus on behavioral issues or personal judgments. Judy really appreciated John's insights and tips on particular students. He not only discussed the students, but the way in which he interacted with them and his teaching style and approach to learning. I admired his ability to honestly open up about shortcomings and how he might have changed things. He was also able to share with Judy strategies that worked positively with some of the students. It would be great if teachers in all schools operated in a manner in which they could professionally share responsibility of teaching a community of learners. However, I think the fact remains that there are way too many teachers who would use the meetings as an opportunity to vent and "bash" some students.

A Daily - Tues., Sept 8

I have volunteered in both my sons' classrooms over many years. I don't recall much teaching of writing, partly because some teachers neglect it, and probably because I helped mostly with math. So I am really having my eyes opened quite a bit to the methods used to teach writing to this age group. Today, I had my first experience with a writing curriculum from Lucy Caulkin (unsure of last name). The kids really enjoyed listening to a very lively read-aloud story--a personal narrative about an eleven year old girl. The writing learning target (determined by Judy) for this week focuses on learning the difference between "showing" and "telling" in your writing. After Judy taught a short lesson related to this target kids were asked to write a response to the reading and provide examples of how the writer "showed" instead of just "telling." This seemed to be a valuable lesson for the kids who are ordinarily accustomed to writing short and to-the-point directed assignments. Their responses entailed some good observations. They seemed to really "get" the idea of how much more enjoyable it is to read something that provides details and great description (visual, emotions, etc.). I appreciated the way in which Judy re-inserts the same point (showing not telling) in other parts of her teaching throughout the week...great continuity and really demonstrates its importance in a variety of subjects.

A Friday Blog - September 4

During our discussion about the "Joy in School" article today, a few class members shot it down, saying that it was a warm/fuzzy reading with nothing really substantive. I thought it was much more than fluff. The author (Wolk) reminds readers that school is not just about standardized test results and issuing the "prescribed amounts of information." I remember Chip Kimball's comment (from meeting last month) about how students are reporting that they are bored. What teacher wants to hear that his/her students are bored with our classes? What I learned from this article and from our class discussion is that we need to constantly ask ourselves, "What joy has my students gone home with this week?" and "What do my students look forward to in coming to school tomorrow?" Wolk provides eleven suggestions for keeping the joy alive in kids' learning, in their classroom environment, and through interaction with their teachers. Sure--some of his ideas seem unattainable, but they're food-for-thought. And "joy" doesn't refer to fun and games necessarily. It's about the need for teachers to look beyond their task-master role, to inspire others and get in touch with students' needs to be themselves and not to lose their souls in the process of education. For me as a new teacher, I know I will be heavily focused on what and how I am teaching kids; I welcome these kinds of reminders about staying focused on the kids!

Just curious...
When teachers interview for teaching positions within a school district, I understand we are generally given opportunities to ask our own questions. I'm wondering if it's always appropriate to ask about teaching teams (grade level teams) at the school. I would personally prefer a school which advocates for collaboration among staff.

Anxiety?
We get to work with our students for nearly six hours every day, five days a week. For kids who are challenged academically or behaviorally, I understand the need for teachers to form a good line of communication with the families. I'm also envisioning that this may be no easy feat with some families (e.g. dual working parents, lack of computer at home). When I become a teacher, I hope that if such a situation occurs, I will have good sense and judgment to know how to work with a student, regardless of parents' choice of involvement.

Excited?
I truly enjoy getting to know kids, and I believe the same will hold true of me getting to know how they are as students in our classroom. I really hope I can help my supervising teacher in identifying concerns about kids and different learning styles and needs. Certainly, two sets of eyes and ears will be useful in making sure the kids are getting the most out of their time in class and that they are finding some joy in their learning!

A Daily - Thurs, Sept 3

I almost feel compelled to put together a list of "Judy-isms," but that just sounds not right. So through these blogs, I hope to re-create some of the gems of wisdom imparted to me by Judy. That's why I am taking notes with hope that I will retain some of this wisdom for future use.

Today's gem: A look at teachers and their choice of control over students.

I complimented Judy in her ability to hand kids the "thinking plate" (an old Love & Logic term). When given opportunities, students can be quite self-reliant and resourceful. As mentioned in an earlier blog, Judy is a strong believer in strongly nudging kids towards resolving their own concerns and conflicts. She uses the ActivBoard flip chart component to spell out instructions related to activities and assignments. Judy solved the problem of kids asking the same questions over and over; she simply points to the displayed directives and forces kids to make an effort to answer their own questions. If a student misses a directive, she suggests he/she ask another classmate ("someone who listened more carefully"). We talked for some time today about how many of us (teachers, parents) who interact with kids tend to just solve their issue, answer their question, or fix the problem/conflict; maybe it's easier and quicker that way. We are in the habit of rushing to the aid of students and trying to make their lives easier by assuming responsibility for their actions (or lack thereof). Judy said it was one of the hardest habits to break for her personally. But with some conscious effort to hold back on the quick fixes, we can be pleasantly surprised to see that kids can actually fix things themselves. And--they will feel GREAT in their ability to problem solve!

During a table groups activity today ("Buzz Time"), kids received instructions to collectively share and report back on a reading response. Right before the activity, Judy asked me to simply serve as a "presence" as I wandered the classroom and listened upon groups in discussion. She was asking me not to interfere and not to "save" a group from their floundering. And yes--it was an effort to keep my mouth shut and allow the kids to act like responsible group members. But--low and behold--the class stepped up to the task and accomplished their goal.

Judy strongly supports the notion of kids finding different strategies to go about their work. She is constantly bestowing positive feedback about positive contributions by students, placing attention on the good--not the bad. Responsibility and self-reliance are huge life skills to learn; they are incredibly useful for kids to pick up while they're young.

So--I hope I can keep my mouth shut at appropriate times and put my faith in students to get the job done, act maturely, and gain confidence in knowing they can be viable members of their learning community!

A Daily...Wed., Sept 2

First of all...I forgot to include the photo from my earlier blog about classroom arrangement. Here 'tis! Day One of the school year...tidy, tidy!! I really like the table groupings and easy access for teacher to work with students.

For Today: Just say, "Flexible is my middle name!"

Today was an early dismissal day in our District. And because we had one hour of library, we really had a limited number of teaching hours. All went well; we just needed to adjust our plan during the course of the day. Judy stressed to me that what you write in your lesson plan book or daily planner will inevitably get messy before half the day's over. Critical tip: Be flexible and adaptable! Our students started out the day great, and then proceeded to grow increasingly "squirrelly" as the day went on. It started in our Community Circle time when Judy did a read-aloud book about a boy who was bullied. She then asked kids to voluntarily share in the Circle a time when they might have had to face fear or conflict. Most of the kids "passed" on sharing. Most of those who shared got a wee bit off-topic discussing fear of roller coasters. A few of our "behavior-challenged" kids were compelled to act up a bit, as well. With other activities throughout the day, we felt the kids were having difficulty with the focus issue. Judy explained to me that knowing the kids in our class this year, she will attempt to keep learning segments limited in time (e.g. no lengthy sessions on one subject or activity). When the day was over, Judy and I spent some time reflecting on what was amiss today and why. Again, she reminded me that even though we think we are thoroughly prepared and ready for the day, we may encounter a completely different scenario.

After witnessing another day of student interactions, Judy determined that we needed to move a couple kids around the table groups. She simply explains to kids that she likes to "mix it up" frequently; that way, kids can better get to know each other. However, Judy also has specific reasons for moving kids apart or closer--generally related to personality or behavior concerns. Once again, Judy shows the need to be flexible and open to change. The classroom is a work in progress, and the teacher's role is to continually look for ways to improve the entire classroom community.

I feel a sense of relief when I see teachers embracing their vulnerabilities and less-than-perfect outcomes. Teachers are only human and students do a superb job of "messin' up the works!"

A Daily Blog - Tues, Sept 1

Supervising Teacher (6th grade): "Judy"

Here are a few reflections about things I felt were most impactful on this first day of school...
When I say "impactful," I mean to the students--and to me!

Predictions for our classroom community:
First day of school in LWSD! Throughout the day, I kept thinking...Judy is sooo clever! She packed the day with fun activities all surrounding getting to know each other, getting to know the classroom, and becoming familiar with what school in this classroom will look like. All the while, Judy articulated to me her reasons for presenting certain activities and how these actually aided her in getting to know how these kids will function as students in her classroom. The activities involving students getting to know other students indicated to Judy how kids interacted socially (e.g. verbally, space issues, assertiveness). Judy also presented a few activities whereby kids had to work in groups (either table groups, or whole group) to complete an activity page; she would follow-up with questions about what strategies they used and how they came to a single response for a group. Without the students knowing, Judy was able to arrive at a general idea of what kind of community this group of kids could become.

It takes a village:
During all of the days' activities, Judy was extremely complimentary to individuals and to the class as a whole. Instead of articulating her fears about potential negative behaviors, she never once mentioned (for instance) the need to send anyone to the principal or giving warnings or turning over cards. She totally lightened the moods of the students by projecting a sense of the start of the new school year as starting with a clean slate--a fresh start and hopeful beginning. By spreading her positive attitude and displaying her confidence in the students' abilities, she has bestowed them with the old (cliche!) "can-do" attitude. A key component to her conversations of success among individuals was her expectation that each student will be a leader, contributing to the classroom community. It's not just about her leading 22 students; the learning will happen through collaboration of 23 brains! Gotta love it!

Aug 31 Teacher Interview

I am interning with a sixth grade teacher (Judy) at an elementary school in Kirkland. I've only worked with Judy since last week; I spent the full week prior to the official start of school with Judy. Today was our first day with our kids. Yesterday, I presented my interview questions to Judy:

Classroom management plan: Judy is a big supporter of "Love and Logic" methods of managing children; briefly--it entails providing choices, teaching responsibility and respect, and perhaps the most important--empathy. Judy posts the "SUPER RULE" on the wall in her classroom: "You have the right to do whatever you want as long as it doesn't affect another student or the teacher." After lots of conversation about the meaning behind this--kids learn that what they do always affects those around them...the choice is whether it will be positive or negative. And it has a lot to do with respect for others. Judy said she seldom gets angry--it's basically counter-productive. When her kids do see her get angry--they know it must be something really bad. Judy also strongly believes in classroom members acting as a community or team. When kids get to know each other and are connected, they care about each other more and are much less likely to get into trouble with one another. Henceforth--less stress on the teacher to try to "control" her classroom!

Classroom arrangement: Judy believes in kids getting connected and that this will create a better learning environment. Judy places high value in setting forth a positive classroom culture or climate at the very start of a new school year. Both classroom management and classroom arrangement contribute to this in a major way. To allow kids to build relationships, she groups them in table groups. For the start of this school year, Judy has six desks in each table group (four groups in total). The desks are all facing each other; this allows for positive interaction during collaborative activities and also for better discussion opportunities when appropriate. The table groupings also allow the teacher to move about the room more easily and provides space for her to engage better with individual students. Our classroom is basically a square box. Kids (in their table groups in the center of the room) are surrounded by four walls of everything they need for their learning environment. Judy maintains an orderly, tidy classroom--everything has a place. She is modeling great organization for her students. She also provides splashes of energy and color through bulletin boards, art work and, of course, books galore. (photo attached)

Tips for a successful first day of school: Judy's mantra is keep it fun (activities), fast paced (plenty of transitions), and provide the kids with a sense of safety. Through experience, Judy has learned that kids want to feel like they are an important part of their classroom, so Judy provides plenty of "getting to know you" activities. They also need to feel safe, so Judy provides structure and routine (while also being flexible!) and really sets out to ensure that kids understand the way she runs her classroom (includes kids determining their own set of classroom rules, a classroom "tour," and opportunity to get to know the teacher. Judy wants to be sure that that first day of school (and on into the first week) includes time for the teacher to be up front and talking--but equally important--time for students to shine, to share of themselves and with each other. Judy gets the kids excited that first day of school by cheering them into an attitude of becoming leaders in the classroom and helping each other with their learning.

Sept. 28 - About Robin & About Diane

When Robin shared about herself on Friday, we were able to learn about her life as it relates to her "prized item"--her kayak paddle. From our questioning, I discovered that Robin went through a period in her life where she felt out of control and felt a sense of drowning. The paddle represents her new ability to steer herself forward. Instead of floundering in all the negative parts of her life, she was able to face certain fears and put herself in motion to better her life circumstances and even improve her own character. She decided to steer away from getting into a hole, and being stagnate was not a viable option. Her move from NC was one example of embracing the challenge and the thrill of major change. Bravo!

If I were to choose a "prized item" to represent my life or a particular aspect of my life, I would share the meanings behind my house key. A key relates to lots in my life. A key opens a door--in this case, my home. For me to share my house key with someone, I am allowing them to take a look at my family and what they mean to me, as well. First, my home means a lot to me; I am the classic "home-body." Also, I am not talking about just a house--the physical building, but also about what "home" means to me: comfort, love, safety, peace, and the most important people in my life. The key opens the doors to my life in that I receive the most encouragement and hope from my family. I love the feeling of feeling "rooted" in where I live and who I've chosen to spend my life with. I am fairly self-reliant and determined in my personal endeavors, but I feel so much more empowered with my primary "fan club" backing me up! One big example of the support they have given me is my pursuit of finishing my undergraduate degree and teaching certification at age 50.