RAK-Random Acts of Kindness

Merry Christmas! on this blessed day,I thought I would share some things my class has been doing for Random Acts of Kindness.
My friend Tammy, Forever in First, introduced this concept to me. I've done similar projects with notes and things, but I especially enjoy it at Christmas when sometimes our focus is more on getting than giving.
In the past, I've even asked them to write letters to Santa for children of the world. I will write about that later.
It's amazing what the children came up with on their own. Some things they thought of were ideas they got from Ordinary Mary's Extraordinary Deed, about how one small deed can change the world! Here's a partial list of things they came up with: picking up trash around the school; write cards, letters and notes;
leave treats; smile and give hugs!; give compliments;  and offer to help with things at home without asking and without looking for praise. Some of them got in trouble with siblings by writing the sibling's name while trying to be anonymous. We decided we should just pretend we were elves, and not sign anyone's name.
We decided that everyone at our school was much happier and more positive because of these small acts. one person commented that or school was"healthier" without the trash.
I know the main thing we learned was how something as simple as a smile and a positive attitude could have a chain reaction!
merry merry Christmas!\

Gratitude of a Teacher

I have been blessed to do this thing called teaching.  Families have entrusted their most precious ones with me to help them learn and grow into successful, loving, kind beings, who contribute much to our world.

Since I was a little girl, I remember wanting to be a teacher.  I loved learning so much. I couldn't imagine my life without it.  To this day, I enjoy this thing called learning.  It intrigues me, it inspires me, it sustains me.

I am grateful

Paid for Performance Check

In Idaho we had these silly little laws called "Luna Laws."  These laws were sold to the public under the guise that they benefitted teachers.  They pushed them past lawmakers and didn't get the voice of the people. Fortunately, this past election they were voted down.  But I worry about them being resurrected in another form.

The premise of one of these laws was that we would get "pay for performance."  Even the choice of words are funny.  Performance?  As if we are a circus or some kind of show, that an audience can clap their hands and say, yeah, that was good.  Or that we could somehow stir up competition to get our teachers to invest more of their time into our students because they weren't doing enough already. It also implies that we are failing our children miserably, which I have confidence saying we are not.

All these things seemed ludicrous, and proved that the people creating these laws just didn't understand the magic going on in the classroom.  How do you measure magic?  How do you put a price on it.  Because truly, there is not just one tool in our tool box that works for everyone; there's not one size fits all lesson. It's a careful blending and mastery of knowledge of the curriculum, of the student and of oneself, and tons of exploring until just the right touch. Are there best practices? Yes!  Are there ways we can do our job better?  Yes?   But there is so much that we do that can't be measured.

I don't mind being evaluated.  I encourage people to come in all the time and see what I do, to see both the challenges and all the joys I face...and then put a price tag on it.  There are some of these kids who will always be a 1 on our Reading Indicator, for various reasons... maybe they move schools too much, maybe their brain works at a slower pace (because our silly tests are all timed, ugh), maybe they aren't yet ready for this thing called reading.  But upon closer look, did that child now understand things about story that they never understood before?  Did somehow they come in not knowing how to spell their own name and leave writing stories about themselves?  Did they not know what a number was and suddenly knew them and could add them and understand their place value?  Did somehow they just become a better member of society by contributing and learning to be a friend?

Most of us teachers strive every day to become better teachers by reading constantly and learning from their peers.  Even teachers whom have taught over 30 years still feel the need to improve, that's one reason we teach.  We want to become better people...usually that's through the service of others.

Furthermore, competition in schools does not work as well as collaboration.  When teachers collaborate, they spread the wealth of knowledge and best practices. We hone and streamline our craft.  We take out the frills and get to the knitty gritty. Competition forces teachers to hold what they know in tight so no one can "steal" it.  You can't see the cool stuff I'm doing to help kids learn because, hey, frankly, I need the money more than you do.  The only thing competition breeds in these situations is resentment and a lot of stinginess.

In one small town near us, the teachers all got ranked from a 1 to about 48.  And weirdly, most everyone knew everyone's number.  How would you like to be a veteran teacher and be ranked #48?  Where is the thanks in that?  This number came from how much that person was "seen" in the public eye and seen by her principal as compared to others in her school.  Well, if I've been teaching for over 25 years, I might just go in my room and do my thing.  I may not need to have as much "spotlight" as I used to; maybe I've been on a thousand committees and it's time for new blood, or it could just be someone else's turn.  Maybe I go in my room and do my thing because I do it well already.  The best part, the kids know I'm not a 48.  They know me, like I KNOW them.

What if I'm number 1?  Does that really make me feel better?  I don't want my teacher friends to think I think they aren't as good as I am.  Each of these teachers has so much to offer. I have just as much to learn from them, as I do from my students.  If I'm considered number 1, maybe I would be deemed not to need to know more.  We'd benefit more if we put that money into collaboration, or better yet, professional development.

I've rambled on long enough.  There is so much more to say on this topic.  Mostly, I wish the people who made the laws had taught before, or at the very least, come into our rooms, the toughest of rooms, not just the charter schools, and sit down and really talk with us about the problems we face.  Be warned, it might take more than one sitting to really understand.  Watch me, learn from me, be along side me.

By the way, Dear Idaho, I received my paid for performance check today.   I get the checks in the mail on a most regular basis, and it's better than money; it's even better than gold.  It's wonderful words of thanks from parents and students gone by.  Honestly, that's all the bonus I need.

nteresting about these laws was there was a clause where we could get paid for our "performance" as measured on standardized tests.  I don't mind being evaluated.  Please come into my room any time.  What I don't like is measuring me by a one minute personality test...

What a blessed day.

Writing for Readers

Lucy Calkins' writing program has  greatly supported teachers in the teaching of writing, even given them a vote of confidence with everything from a yearlong plan down to dialog you "could" use when working with these young writers.  She has carefully thought out the steps and questions everyday writers like you and I have.

Writing for Readers has been in our year long plan for a few years, but due to time constraints and the want of teaching other writing units, many parts of  it have been carefully put aside.  In the recent weeks, I got to delve into it deeply. Before, I had used the personal word walls and spacing lessons.  But what a hidden treasure I found that I had missed when I discovered the lesson on Writing for Partners.  I must admit, the last few days (almost a week) , I have been dragging my feet about this lesson, even skipped it for worry about the outcome.

Could a six year old actually give good advice and carefully think of the feelings of these writers? 

I know what happens to a crushed writer...they never write again.  And certainly, I didn't want this to happen to these wonderful writers.  But something kept nagging me to try it, at least once.

I decided to brave it and presented it to the class, allowing them to give me advice on what I could do as a writer to make MY writing more readable.  They were fabulous!   AND, they took such good care of my feelings. I cautioned them to use the same caring way they used on me for each other to help us all become better writers.

As you can see by the picture, kids were everywhere, on top of desks and on the floor, eagerly reading each other's writing.  They didn't even know I had a camera.  They were so engaged!  As I eavesdropped, I heard conversations like, "I really like this part..." "You have great details in your pictures..."  "I really want to read your story, but I'm having trouble reading it.  Could you put spaces in between your words?"

I had had that mini conferences several times with this one student, and it didn't click until his classmate said that.  I saw the lightbulb glowing out loud!!!

So, it is with great gratitude to not only Lucy for her passion, dedication and team of wonderful teacher researchers, but I am also thankful to my friend Chelsey, who helped me first see what it could look like in the classroom.   And lastly, I'm thankful for my dear friend Tammy, who jumped on board with me for her vision and our writerly conversations. 

What a blessing to know these little ones and their lives.

I urge you. Take the plunge!

~ Marie

 

It's an Epidemic!

If you haven't heard of Daily 5, then you should stop reading right now and research it and buy the book now!  On a serious note, it's one of the best investments I've ever made.  Students are engage in authentic reading and writing work.  There's a section of the Daily 5 wherein the kids get extra writing (outside of Writing Workshop), which we call "bonus writing."

The students can explore several different kinds of writing.  They can do postcards, stories, letters, lists (like grocery lists, etc.) and poetry.  I had not yet introduced poetry to my kiddos, thinking that it would best be served later in the year.  However, year after year, my kids usually take favorite poems and turn them into their own by changing a few words.

This year, thanks to a little girl in my class named Ivy and her burning desire to write, and to use her new found notebook, an EPIDEMIC started in my room.  She took one of her favorite poems, Color Cats, and started writing color cats, and color hats and kept going.  When Ivy shared, she got the kids so excited, that her friend, Alexys began writing about color bats...and the whole -at family had been investigated,  Then Ava introduced Color Horses.  And when that poem had been explored, Katie started in on our "I Love Colors" chant and turned it into I Love America.     They got hooked on the rhythms and the rhymes and began feverishly creating.

This is only the beginning, as Ivy exclaimed she is filling her entire notebook.  Good on her promise, it has been at every recess, including lunch recess.  I can't wait to see what she creates!

I love these kind of "epidemics" as my friend Tammy calls it.  Because the kids are loving words and language and, oh my goodness, are they learning?

I am enthralled....

Poetry Fun - Dramatize!

I LOVE poetry.  It teaches so many things.  And because I love it, I think my joy passes on to the kids.  Through the years, I've developed some tips for teachers to help them get the most from their poetry experience.  I hope they're helpful!

Since it's almost Halloween, I shall share one of my favorite poems, "I Eat Kids," by Dennis Lee.  I've decided my main idea is to assist kids in not feeling afraid of terrible things, and that they are strong and tough.  Instead of the whole poem, I only use the monster's and child's dialogue and then I make up motions for it. First the kids show me an angry monster and use monster voices.  On the child's dialogue, they turn themselves around two times and spread their feet apart, with hands firmly placed on hips.  In a scolding voice, they tell that monster off, and punch him with one finger in the shoulder.    If I get brave enough some day, I will video myself and show you some of the actions I've created.  The kids Love it!

Here are some general  tips I use when choosing a poem and acting it out: 

I.  Choosing a Poem
     *  find a poem that speaks to you, that you find appealing
     *  if you don't like it, it won't sell

II.  Visualization
     *  Take yourself on a visual journey of the poem
             Drump the Grump - (poem by Jack Prelutsky, A New Kid on the Block) Imagine yourself
             covered in slimy, gooey garbage - best of all, liking it!
             Spaghetti  Spaghetti -(another Jack Prelutsky) - even if you don't like it, you can pull it off by
             thinking of something you like a lot , and sitting in a pile of it.
     *  Be the object, if it's about an object
           If you're reading a poem about a balloon, imagine your skin stretched so tight that you feel you
           are going to burst; or imagine you are bobbing along the ceiling, it scratching your back or 
           you're just checking it out?
     * When performing, all objects in your mind stayin in the same place.  It's a storytelling
         technique.  If makes things more real if you pick objects up and place them some place.  (the
         same place)

III.  Voice - Explore and change your tone and pace
      *   Play with the language.  Use your voice to change the tone and affix meaning to the poem
      *  tone - high, low, sharp, crisp, draggy - Let the poem dictate this
      * tempo - fast, slow, pauses on words to clarify
                        commas and periods
      * tell jokes - practice with telling jokes first, pausing on punch lines
      * clarity/fluency - are the words you are speaking spoken clearly?  Does it flow?

IV. Your Body
     * move minimally
     * stand tall or straight unless the text dictates differently
     * be careful of non-verbal cues

V.  Main Idea
     * Summarize what you want your point to be so that the message gets across to your audience

You're probably thinking, "What does this have to do with first grade?"  Imagine if you had the love and creative world of a first grader, and you had loved poetry at this age....you'd never have to be frightened of it again, and it would take you places, just as reading does.  And when you feel comfortable with someone else's poetry, then you begin the journey to writing your own.

Happy writing, and happy poeming! 
Cheers, Marie

Why We Write

When I first encountered the Lucy Calkins' writing, I was so afraid!
How does it look?  Can I do it?  Is it an effective program?  A million questions went through my mind.  You know; I'm sure you've gone through this on many of your curriculum adventures.

One brave teacher  allowed me to go to her room and observe, and my prinicipal covered me for 15 whole minutes.  That was a big deal to me because I know how busy principals are.   In those minutes, what I observed was students engaged and enthralled with writing, and I was hooked.   I KNEW this was the program for me, and even though I wasn't sure of myself,
I took the plunge!   I've been in love ever since.

Here's my favorite part:  I get to learn so much about my kiddos, their favorite things, what gets them excited, what moves them,  what matters - heart and soul things.   And talk about building community, the kids enjoy hearing each other's stories because they can relate to each other.  Talk about connections! 

So, last week, one of my kids who was having trouble getting started writing knew that he was supposed to get to share with the class that day....I hadn't gotten back around to him yet, so I was almost afraid of what he would share that day (usually I try to get around to previewing them all first)...to top it off, it was a day the literacy coach popped in..."well this ought to be good I thought to myself. "

Well,  the little boy wrote only 3 lines and repeated them.  

Here they are:  "No Bee Bee Stop or I'll spank you!  No Bee Bee Stop or I'll spank you!  No Bee Bee Stop or I'll spank you! "  (I tried to write it like he did...)

The kids were rolling over on the floor laughing, and they didn't even know key details!   So when 2 stars and a wish came around, the kids said they loved how he made them laugh, but they really wanted to know who Bee Bee was (his cat, which really made the kids laugh harder) and why did he want to spank her?   (because she kept meowing)...I asked him how that worked for him, and he said, not too well, because she kept doing it. 

This was validation for him.  It was an aha moment, and a teachable moment on how important it is to be clear...but also taught the kids how important it was for them to write and tell us about their lives.  

The coach, by the way, stated she wanted badly to introduce that she had a text to self connection with her dog and their family pizza eaten off the counter, but that she didn't want to distract the kids..

See what I would have missed had I never taken the chance?   It's such a flexible program, research based, and best of all, AUTHENTIC.

This is why we write; OUR WRITING CONNECTS US....

Advice from a first grader

People smile when I say I'm working on how to live my life as a five or six year old; but honestly, I must say, as long as I've been teaching, their advice seems simple.  For example, if you were to ask them, they're an expert at everything!  Once when I was doing Shakespeare, I had the kids draw portraits of him and hung them in the hall.  Someone walked by and said, "How did they do that?"  I quickly replied, "because no one told them they couldn't."  How nice it would be if we all had that feeling of being able to know we had the ability to accomplish anything we wanted by taking that first step with no worry of how it would turn out.

Some other things I've learned from a first grader.
* get paint on everything! - These little ones paint with wild abandon, and while most moms cringe when they witness this, if you could see their little eyes when their in the zone, it's pure joy.

* spirit dance, anytime, anywhere (no music required) - I've seen these kiddos just enjoy the moment with no worries of who was where, just enjoying their spirit

* enjoy your friendships & being in the moment - once when I was on duty outside, a kid ran up to me and said, "Mrs. Wallace I want you to meet my friend."  I asked, "what's his name?"  The little boy, "shrugged his shoulders and looked at me as if I was weird for asking and said, "I don't know!" and ran off to play.  He encountered this friend while doing what he enjoyed most, play, and didn't bother with the details, he just enjoyed this new found friend right here, right now.

So there you have it, my first post on a few simple rules to live by; and as I read them over, I've noticed that there's a common theme, living and enjoying the moment... Their spirits are pure joy.

:)  En- joy - LIVE in JOY  my friends.  I can't wait to hear your adventures.

     Marie