Becoming More

It’s November - routines have been established, growth is being made, but here comes that Thanksgiving itch. It’s that time of year where behaviors start increasing and my teacher frustration mounts because I feel like I’m not reaching everyone. I am just not doing enough.

It’s the perfect time for me to remember, I am not a superhero. I make mistakes. I’ve had many conversations with my students about this during the beginning of the year. I shared how they should celebrate their mistakes because that is how they will learn. I read multiple picture books on this topic to cultivate our thinking like The Book of Mistakes by Corrina Luken or The Bad Seed by Jory John, but when it comes to me, I seem to forget the lessons I wanted my students to learn. This is especially true in the season of parent teacher conferences, report cards and assessing. Luckily, my Avengers teams had my back and reminded me of what’s important. Attending the NYSRA (New York State Reading Association) and NCTE (National Council of Teachers of English) conferences my PLC came along when I needed them the most to help renew my spirit, reinvigorate my practice and reinspire my thinking.

One of the amazing members of this community is Katherine and Randy Bomer, a tag team duo who readily combat injustice and fight for equitable education we hope all students receive. I heard them speak at NCTE and one moment that reverberated in my being was when they shared, “We are never done becoming.” A simple, but profound statement.

In the rush of my daily schedule I need to stop and remind myself that my students and I are enough. Let’s honor where we are in the learning process and find joy in the growth we will continue to make. Let’s not see things in a deficit model (I don’t have the skills to…they can’t…etc.). Instead let us embrace where we are and think of our next steps to grow. It’s okay if these are baby steps, we will get there. If we start thinking in an appreciative perspective model we should even get there in a joyful journey.

I share this because attending these conferences, I get to learn from some of the most brilliant minds in our field. They encourage me to take more risks in my own education endeavors and give me the courage to become more.

Here are my new goals, ways I will be challenging myself in the upcoming months. Writing them down and making them public for both you and my second grade students will be the first step in my journey.

1. Start Daily Journals with my students and myself - These will be separate from my students’ writing journals. This idea was inspired by the work of Katie Cunningham and my purpose in setting this goal is to help me get to know my students better. I want them to feel that their voices are heard and valued in our classroom.
2. Create new poetry VLOGs with my students to share their love of poetry, and their work and thinking on this genre. Inspired by my many conversations with poets (including Amy Ludwig VanDerwater - check out The Poem Farm website at www.poemfarm.amylv.com), teachers (including Emily Callahan) and students (like Olivia Van Ledtje) at NCTE and online, I want to help my students see that their voices matter, that they have the power to influence and teach others.
3. Rethink my teaching units by prioritizing skills, so I teach more and cover less. Inspired by Kate Roberts and Maggie Beattie Roberts I want to help increase my students independence and agency over their own learning.

I hope that you will tune in during the next few months as I share our work and how it is going. I know mistakes will be made, but education should be messy. We will learn from our mistakes and develop new strategies. Most importantly, we will honor our choices, our knowledge and our passions as my students and I learn and grow from one another.

Fire Starters

Fire, fuel, combustion, and ashes; these were the thoughts racing through my mind when I left a RALC (Rochester Area Literacy Council) event last Saturday with Amy Ludwig VanDerwater. I was inspired and plagued by thoughts and visions of fires since then; all from a simple poem, reflective journaling and some powerful conversations. I was left with a nagging question that has been nibbling on my brain, as I reflect on educational practices. Am I a dedicated fire starter, someone who stokes the flames of inquiry and wonder? Or am I a fire extinguisher, someone who douses the flames of passion and creativity because I am focused too much on my own agenda?

Amy shared with us a poem entitled “Fire” by Judy Brown and asked us to write in our notebooks afterwards. Several lines of the poem seared into my soul and made me reflect on my teaching practices.

“What makes a fire burn

is space between the logs,

a breathing space.

Too much of a good thing,

too many logs

packed in too tight

can douse the flames

almost as surely

as a pail of water would.”

This struck a chord with me, because for the last two years my motto, my mantra, has been “Go slow so you can go fast”. Or simply, deceleration trumps acceleration. As someone you can live her life like it’s one big thirty minute HGTV episode where I remodel an entire house, this was a big change. I was challenging myself to teach in the moment. To focus on giving my students more time to be their own reflective practitioners. Giving them a chance to revel in their own inquiry, discuss and make plans to drive their passions. I am not going to lie, this hasn’t been easy. I feel the pressure of the demands of the content I have to teach, but sometimes I am the one putting the pressure on myself. There are days where I have to say to myself outloud, “You have permission to slow down.”

Hearing this poem reminded me of why I made this conscious choice to change my teaching. My students and I both need this. If it is the space between the logs that fuels the fire, then that means I can’t cram knowledge down the throats off my students. They need time to reflect or think about what they have learned, what questions they have, and what they would like to pursue with their learning. That means as a teacher I need to be a careful cultivator of this fire. I need to think about how and when to add a log to the fire because fires don’t combust they take time to build if you want them to last. If we add too many logs at once we will smother the fire, our students love or desire to learn will be extinguished.

The poem continues and ends saying,

“We only need to lay a log

lightly from time to time.

A fire

grows

simply because the space is there,

with openings

in which the flame

that knows just how it wants to burn

can find its way.”

As we shared our reflections at the conference one educator talked about hidden fuel. I loved this concept. There are hidden pockets of fuel in all of our students. It’s our job as educators to find them, either through giving our students time or tapping into their interests. This will help us ignite their personal fires creating an inferno in our classrooms, where students are self-motivated learners, grounded in their thinking and excited to share their wonder. From one passionate, dedicated fire starter to another how will you tap into your students’ hidden fuel? Let’s cultivate some fire together!

Reflecting on My New Beginning

Beginning a new adventure as a second grade teacher this year; I have learned so much during the first short week of school, as I did during my first year of teaching. Second graders are definitely not third graders. I knew that would be the case going into this year and I was doing my best to anticipate how I might need to adapt my plans. As I was planning this summer, in a mountain of paperwork that is our grade level’s curriculum, I realized I needed to do something different. Everything was going to be new to me (from curriculum and assessments to the section of the building and our classroom), but I knew what would anchor me would be my students. If I spent the time in the beginning of the year to get to know them, from their passions and interests to their own unique characteristics and used that to help build our classroom community I knew we would be on solid ground for any challenges that came our way.

During this time of reflection this summer I heard the amazing Cornelius Minor present at ILA 17 (International Literacy Association Conference ‘17) about the importance of relationship building in school. Inspired by his presentation I challenged myself to commit to truly getting to know my students. To do this, I opted to keep a journal, one that I set up with tabs for each student. My goal is to know at least ten things about each student. I chose to keep a journal because I knew if I didn’t write down what I learned and reflect on it, the daily grind of the classroom would take over.

Only three days into the year, I know that I made a choice that will change me as a educator. I feel I know my amazing second graders better than I have known my other students by the mid point of the year. Taking time to reflect on what I see, hear and feel about them has allowed me to see new insights and helped shaped the way I teach. I have learned that one of my students has such an emphatic heart. She immediately went to student that was crying (because she was nervous), and comforted her. Acknowledging her actions as a guidepost for my students behavior is important, but I need to tap into her innate sense of compassion to help her harness her leadership capabilities. I heard a student complain that he doesn’t like to read, which breaks my heart. I know that his life isn’t easy and he has struggled in school, but I also knew he liked Spiderman. When I showed him some Spiderman books his face lit up. I know this will be my entry point to help build his love of books for him. My Amazon cart is full of some new superhero books for him to check out.

These are only two of the many examples that have blossomed in these past three days. I feel a joy that overflows as I know our year together will be better because I spent the time to listen, to watch and to reflect on my students. I would love to know how you get to know your students. What do you do harness the power of community within your classroom?

Summer #bookaday Recap

First Impressions

The beginning of each school year brings so many wonderful firsts. The first time you meet your eager students. The first exciting read aloud. The first lesson you teach. These are things that can keep your mind busy and keep you awake to all hours of the night. However, I think the biggest first happens for students. It happens the first time they nervously step through a classroom door. The classroom is their first impression. Like the old saying goes, “You never get a second chance to make a first impression.,” This aphorism proves particularly true for our classroom and our students. What first impression do we want to set for our students? What do we want to convey about the year ahead? What do we want to show our students that we value? Our students feel these things the moment they walk through our classroom door!

Nicholas Sparks, once said, “The first impression will either open the door or close it.”   As educators we want to open as many opportunities for our students that is possible.  We want them to feel like they can do anything or be anyone. Students need to experience success and feel confident. They need to feel valued and welcome. One key to opening any door for our students and allowing them to be successful is to give them the tools and strategies that they will need to become lifelong readers. That’s why the first impression I want my students to feel when they enter my classroom is my passion for books! Students will know that we will spend our year reading great stories and exploring new worlds through literature. They will see themselves in the pages of some books and some will open doors to worlds my students never thought to explore. My students will not be overwhelmed by the reading, but excited!

When one enters my classroom you’ll see books set up in different reading zones and will hopefully feel a sense of homeyness. This is something I spend considerable amount of time reflecting on. Our classroom doesn’t have look like it is out of a magazine or Pinterest page, but needs to make my students feel valued and safe. By utilizing flexible seating my students have the opportunity to choose a seating option that works best for them and make changes throughout the day as their needs warrant. This shows my students that I value their input on how they learn best. Numerous cubbies are filled with baskets of books, each labeled with the type of book or genre it contains. Picture books they can read are prominently displayed in bins for students to select. The nearest bulletin board is used for displaying the vocabulary words we learn, our writing goals, our read aloud chart and the poet of the month display. A bookshelf can be found under our CAFÉ board that holds some of my many autographed books. We will spend a lot of time getting to know authors and illustrators this year and my students love to hear the stories I tell of when I met them. This helps authors and illustrators become real, as we use their work to help mentor what we do in both reading and writing. In bookshelves around the room my students’ reading notebooks and individual magazine holders for the books they are reading can be found. My listening center is readily accessible too. Students have the opportunity to listen to reading via books on tape/CD, iPods and iPads. This is important so students can understand that their are many ways you can experience literature. In another section of the room, a bookshelf holds multiple sets of books for the literature discussions students will have throughout the year. Finally, by the front of the room there is a special golden bookshelf, my golden recommendation shelf. This is based on the work of Steven Layne from his book, Igniting a Passion for Reading Successful Strategies for Building Lifetime Readers. This shelf will eventually contain books that various staff members and parents recommend to my students as well as, peer recommendations. A “Hot Read” is displayed, another idea taken from Steven Layne’s book, where I display the children’s book I am currently reading and enjoying.

Whether school is about to start or has already started, take a moment to think about your classroom environment. What does it say about you and what you value? What will be your students’ first impression?

My Top 5 Picture Books to Start the Year

Each summer participating in the #bookaday challenge, created by Donalyn Miller, has brought me great joy as I read, learn about and explore new children's and professional literature.  Making time to read every day and sharing the books I have read has helped me create a PLC that is fabulous, gives the best recommendations and supports me throughout the school year.  This year I have read some amazing picture books and I am excited to share with you my top five that I am eager to share with my students this fall.

1.  Read! Read! Read! Poems by Amy Ludwig VanDerwater and illustrated by Ryan O'Rourke

Amy's work is fantastic and my district is so lucky that she will be visiting us this fall to share with students the magic of poetry. These poems will speak directly to your heart and have a profound impact on all readers as they explore the reading process in these poems. Each poem is focused on reading, exploring how reading can take you on such grand adventures or celebrating how it can open your mind. Ryan does a fantastic job capturing the joy and playfulness in his imaginative illustrations. This book doesn't come out until September 19th, but it is a must to help build your readers' identities.

2.  This is My Book! by Mark Pett (and no one else)

I am obsessed with this brilliant book and can't wait to share it with my second graders. Mark is trying to write his book, when the characters decide they want to take over. General pandemonium erupts after that and a book is created with a pull-tab, flap and pop-ups. It shines a light on the writing process for students and will be the perfect book to introduce writing workshop.

3. Giant Squid by Candace Fleming and illustrated by Eric Rohmann

If you want to evoke your students' curiosity then this deliciously fascinating and slightly creepy book about giant squids is perfect for you.  You will learn many amazing facts about giant squids like they can be as long as a school bus and have eyes as large as soccer balls.  The lyrical prose will make you feel like you are crawling along the depths of the oceans with these majestic beasts.

4. A Small Thing...but Big by Tony Johnston and illustrated by Hadley Hooper

Lizzie and her mom are at the park where she meets an elderly gentleman with his dog, Cecile.  Lizzie is afraid of dogs, but her new friend helps her one step at a time to overcome her fears.  Getting over your fears can seem like a small thing, but to our students it sure can feel big.  It is a wonderful picture book to explore empathy and to remind us to celebrate the small things in our lives because they are big.

5. Flashlight Night by Matt Forrest Esenwine and illustrated by Fred Koehler

What happens when you combine a flashlight with a story? A magical adventure is created that you will want to devour.  You will fall in love with Fred Koehler's illustration - his use of color is simply amazing. It's the perfect book to capture students' imagination as you turn off the lights and read it with a flashlight in hand.  Where will adventure take you?

To check out the rest of my summer #bookaday reads click on this link, https://www.smore.com/xs4qw Happy reading and here's hoping you all have a magical start to your school year!

In Celebration

We live in a time in which it seems negativity reigns supreme everywhere you turn. Nowhere is this feeling more evident than our news and social media. Even though we may be bombarded by these negative messages, I am anchored by my profession which constantly seeks to promote positivity. Everyday, I am inspired by someone in my profession who works tirelessly to make a difference. Often these heroes ask for nothing in return. No recognition is needed as they continue their quest to make the world a better place for all, by helping to educate people of all ages and focusing on lifting voices to promote change. Their presence can be felt in local levels, in the schools and communities we work in, but also on a global scale. They work to promote their positivity without thought for reimbursement or reward. This is worth celebrating.
To all my mentors and heroes I want to say thank you. Thank you for inspiring me everyday to create a better world. To Steven Layne, you began my mission one extraordinary day in Saratoga Springs six years ago. You inspired me to make a lasting difference in my school. You showed me that one person can move mountains, especially when they inspire others along the way. I changed the way I taught and shared literature because of you and this has made all the difference.

My friends at The Educator Collaborative and Nerdy Book Club came into my life shortly after this experience. You opened my eyes and heart to new perspectives and filled my life with amazing literature. You showed me the power of a digital family. Your passion is infectious, your knowledge is vast, and your hearts are huge. Thank you for welcoming me in, expanding my thinking, and shaping my classroom practices.

John Schumaker, aka Mr. Schu, thank you for being you. It was a privilege to talk to you in person at the International Literacy Conference this year, even if I was fangirling during that moment. You have introduced me to some of my BBFs (best book friends) and for that I will be eternally grateful. You helped me create new ways to share books with my colleagues and people all of the world. You make it cool to be nerdy for books. My mantra when sharing new books is, “How would Mr. Schu do it?” Thank you for being the champion of children’s literature.

Thank you to all the professional organizations that help promote kid’s literature and hold conferences to help educators grow. From my state level New York State Reading Association conference to ILA and NCTE, your guidance in literacy matters and conferences have helped me grow professionally in unbelievable ways.

Thank you to all my colleagues at school. Your faith in me means so much. Your humor helps me through difficult times and your willingness to go the extra mile is inspiring. A special thanks to Carrie Ieda and Annette Annesi, my school partners, you always listen to my special brand of crazy and encourage me in all my endeavors. Thank you for being my guideposts and friends.

Finally, thank you to all the educators that I may never meet. Thank you for giving selflessly and creating a world that is full of a little more empathy and positivity than it had in it yesterday. Let us remember to promote what we love, share our thank yous often and find the good in everyday because even small steps in the right direction can lead to big things.

Embrace the Change

Change, how does this powerful word make one feel? This six letter word can evoke such strong emotion in people - fear, anxiety, or excitement. I’ve been reflecting on this concept for a while now, as I am going through many changes, both professionally and personally. Reflecting about the changes that have occurred in my life I’ve realized that I have reacted to change in a variety of ways. There was pure excitement as I turned into a teeneager and when I moved from a naive college student to an eager full time teacher.  Another change that provoked a real sense of fear is when I left my classroom almost ten years ago to become one of my district’s literacy coaches. When I was asked to go back into the classroom, after five years as a coach, deep anxiety filled my body. I began to worry and wonder if could I put into practice everything that I had learned during that time. What I realized is that no matter how I felt about change that I grew personally and professionally.

As a professional educator, we are continually bombarded with change. Many times these changes occur in what we are asked to teach or how we are supposed to teach it. These changes can make us fearful that we are losing control of the idea of what is in the best interest for our students. Sometimes when these changes are forced upon us, we can react negatively. This reaction can then set the tone for our year. I have discovered that the more fearful or anxious I am about a change, the longer it takes me to grow from it. That doesn’t mean I have to agree with all the changes that have come my way, but I am trying to no longer be afraid of them. When I am asked to change, whether it teaching a new grade level, like I will be next year, or using a new program or approach to teaching, I have purposely chosen to embrace the change.  

Embracing the change puts me in the driver seat. I take the control throughout the change process.  Change offers a chance to reflect. This process allows me be curious and ask questions from trusted colleagues as I grapple to align my beliefs to the needs of my students. I’m able to celebrate the mistakes that I know I will make and learn from them. Most importantly, change allows me to set a positive tone, be thoughtful, and reflective throughout.

Will some of this growth hurt? Yes. There are times when I realize what I thought was best practice was not the case. Those changes can be confusing as I have to give up things that I have been accustomed to, but it also helps me understand my students. My soon to be second graders will be experiencing this frequently next school year. This change may be worrisome as their beliefs change and knowledge grows. Sharing our experiences together will be crucial. Students will need to know that adults go through this process too and I hope to share with them some of my strategies so that they can embrace change as well.

Writing this blog, is one of those changes that have created a bag of mixed emotions for me. It’s been a big change that I have embraced this year. There is much thanks to give to my colleagues and friends that have encouraged me along the way. I hope to share more on that in a later blog post. As summer creeps along and our brains slowly get ready for the next year, I want encourage you to look at any change that you are about to embark on differently. Choose to embrace the change. Take time to reflect on your practices. Be curious and ask questions. Celebrate your mistakes. Revel in your growth, even the hurtful parts. Share your process with others, that includes your students. Change is inevitable.  Change is healthy. Change helps us grow.   

How will you change?