Now That Testing is Done

A student asked me why school didn't end right after the test.

While in one breath, I felt it was such an incredulous question, I also understood it.  Testing drives our campus.  It is considered an effective means of collecting data about our students and their learning.  Not all people are good test takers, though.  I have seen insightful children that do not bode well staying put for 4 hours with attention focused on one subject matter.  I can tell you that at least two children in our hallway either did not get their prescribed medicine at all or in a timely manner on testing days.  This means that one child can adversely affect many others.  (Think about the movie, "Marley and Me").

Some of the best teaching and learning happens after the test, though.  The pressure is taken off the students and teachers as well and we can see a renewed interest in the art of learning and being fully engaged in that learning.

If your child asks why we still go to school after a test, please consider a response something like this.  "Once a test is over, our job is not done.  Though it's true we have allowed someone to test our understanding, we still have to use that knowledge and understanding to continue to grow."

Life is full of lessons.  Let's not let our children think that learning only happens at school.  We teachers don't deserve that kind of power or responsibility.  There is something to be said for the old adage, "Learn something new every day."

Writing (from both ends of the pencil)

I was told last Friday, before we left for Spring Break, that should I choose to return to Wharton Elementary School next year that I would teach Fourth Grade Writing.  I was pretty "Switzerland" on the announcement as I have always had a strong liking of writing.  I also love Math, and Reading.  My love of Reading first showed up just shortly before my love of writing and I don't think that is very unusual.  My affinity for Math, though, took at least four more years to develop.

Journals, blogs, diaries, and posts of any sort are my passion.  Actually, in a perfect world, I would be in the booming field of hand lettering.  Sorry, I am sarcastic in nature but I really do enjoy handwriting, all things paper and words and quite frankly I would love to be a professional calligrapher.  The artistry aside, though, I also seem to have a real affinity for composition.  I really didn't know this was my knack until my senior year in high school, when my English teacher gave me a zero on paper because she had never seen such a high quality paper come out of a student.  After perusing my standardized test scores, she warned me that she would "give me" a grade but I would have to prove it from then on out.  (Giving grades is a whole other blog post.)

I still have all of my journals and diaries beginning in 1977.  People, that is 38 years of writing. I have moved a lot of times in 38 years and done a lot of big things. I don't write often however, some of my words can have a real impact.  My first entries at the ripe age of 10 were one to two sentence statements about what I did for the day.  My students, who are 10 now, can write so much more effectively than I did then.  Jump forward a few years and I begin to document my substantial reading:  adult chapter books.

In 1989, my first year teaching out of Texas A&M, the Katy I.S.D. school in which I worked had a bookfair.  Of course book fairs are just heavenly to me and while there I found a beautiful paperback journal.  I thought it might be a sign for me to pick up my pen and start fresh (again) now that I had a grown up job.  I did write some.  I wrote out of loneliness and a lot of other reasons, but I wrote.

The other day, I ran across this incomplete journal and reread some of my entries and I think one or two are really good.  I guess I am just not sure where to put them.  This blog is primarily for reflections of my teaching of fourth grade and this post in and of itself is only loosely tied to my students.  Where do I go from here?

So now I come full circle.  My students have a standardized writing test coming up in exactly two weeks.  I am amazed at what fourth graders can do with a pencil.  Who knew that fourth graders could express themselves with such artistry and abandonment?  I know that I have fallen short with my instruction of my students (I always think I should do more) but I truly think that in my little nest of 21 students there is some real insightful writing.  Will it be enough?  Can my love of words be transmitted like some sort of osmosis to my fourth graders?

(And what the heck should I do with that great journal entry that I have from 1993?  Your opinions and advice mean a world to me, feel encouraged to comment.)

Human Resources (for Nine and Ten Year Olds)

I am blessed.  I have the opportunity to teach "Advanced Learners" which means, for the most part, my students love to learn.  This doesn't mean that it comes easy for me (or for them).  My task, along with all other educators, is to try a foster a lifetime love of learning.  That means I must do what it takes to encourage curiosity as well help students recognize their role in the world.  I am not certain about other teachers, but I take my job fairly seriously.  When I am having a difficult day, I have to try as I might to either see through that opaque film or learn a lesson from it.  When I am having a good day, the kids do, too.  I suppose that in a way, I am a barometer of influence.  Sometimes this mantle is heavy.

At lunch, some of us were discussing that our role is quite similar to Human Resources.  I try to tap the best in every learner and need to know how to avert trouble with conflicting personalities.  I know within a day or two, which individuals will work well together and if there are any combinations that might look like TNT.  In this Human Resource job, there are external influences beyond our control: parents, television, extra curricular activities, and sometimes quite a lot of negative influences as well.

When I think deeply, I know the role of an effective teacher, though underpaid by society's standards, is a hefty one.  Teachers must believe in the unseen, and more importantly, delayed response.  Will my students grow up to be successful members of society.  Will they measure their words carefully when speaking to others?  Is the future in medicine sitting in my classroom now?  What difference can I make in their lives so that one day, they will impact yours?  Do my actions and words model what I hope theirs to be?

I am truly proud of my students.  My very first class of students, from back in the day, are now aged 33. Thirty-three!  My current direct reports are ten.  Where will they go from here?

With All the Noise

Teachers are control freaks.  I know, I know--- admitting this could be suicide if my friends and coworkers read this.  It's true though.  How can a teacher run a classroom effectively without knowing how to control 20-30 people, the paperwork, all the curriculum, school and district expectations without being control freaks?  Let's not forget to factor in communication with parents as well.

So where does noise play into the equation?  Noise for learning is inevitable.  There is a real push-pull/ love-hate relationship with noise.  I can learn so much about my student's learning when I dip in on their learning conversations.  Are they confused? Are the kids using the correct vocabulary?  Are the students sharing their love of learning and reading?  

Is there a time for quiet though?  I am certain I need and value quiet.  You can ask my son how low I ask him to keep the volume on the television.  When I visit my parents and in-laws it drives me crazy the volume they need. I think I have hyper-senstive ears.  When I don't know my way while driving, I turn the radio off.  

Noise needs a balance and I hope I can find it in my classroom.

Lessons from the Other Side of the Desk

My first year of teaching back in 1989 was in Katy, and it was a great one.  I had twenty or so second graders and there were at least seven of us teaching second grade, if memory serves me.  I was extremely surprised when my principal nominated me for the "First Year Teacher of the Year". Mrs. Ursula Stephens felt that I had something worth showing off at the district level.  It truly meant the world to me that she felt that strongly about my work that first year.  I later went on to earn the district title for that award and while I was honored, I couldn't equate the district honor with the campus honor. You see, she had seen me in action.  I wasn't merely what someone had written up on a piece of paper.  In hindsight, I understand that I couldn't become that teacher without a strong team and teamleader.  I was blessed to be across the hall from Anne, my teamleader.  Still twenty-five years later, I can apply a few simple reflections on my teaching:

1.  Seeing is beleiving.  I see students every day, and I almost always get their best.  If a parent asks me how a child is doing I will tell them "great" and not to worry. (If I was concerned I would have already called.)  Sometimes parents stress when a child dips to an 88 after being an all A student.  Though I am a Math specialist, I don't fall victim to the picture painted in a gradebook.  Instead, I look wholistically at the child.  What factors are influencing learning?  Does the student feel a valued member of something bigger?  Do I need to spend more time in a small group setting with certain students?  Am I encouraging growth rather than compliant learning in the classroom? Am I praising children enough to empower them to strive for more?

2.  Postive words have power.  Those kind words from my first year have given me strong legs on which I stand.  One principal's unconditional belief in me has carried me through an few rough years.  I haven't taught for 25 years, several years I stayed home with my boys.  I think my positive words have helped to form them as leaders in their class.  That was a teaching job, too. I took my niece under my wings that first year.  She was a second grader at a neighboring school within the district.  She loved putting stickers on papers and helping me with administrative tasks, in return I gave her a side insight to her second grade experience; she's a teacher now. Though I am not the only teacher she had contact with, I like to beleive that I helped.

3. Teamwork is the structure behind then learning.  We didn't have meetings to quite the depth we do now but everyone in the first team of mine had a purpose.  Sometimes my purpose was only to listen and learn from experienced teachers.  Nonetheless, teamwork gave support.  Your children belong to a team-----it's called my classroom.  When one of us is strong, we all on get stronger.  When one of us is waivering, it can pull the momentum down.

4.  Each person, though part of a team, still needs to be recognized as an individual.  I was that kooky teacher who would stand on desks or chairs to get my point across.  What did that tell my students you ask?  That it was perfectly okay that Marjorie had to stand to complete her assignments, if that is what she needed to do, so long as it didn't interfere with the learning of others.

5.  We all continue to learn for a lifetime.  I still know that I can do better.  Is that the nature of our journey here on earth.  What can I do to become better at what I do?

Homework-Part 2

What if homework was actually fun? What if homework often involved the family? What if students wanted to do homework? What if homework could work around your busy schedule? (GASP!***)

It will be all this and more.  Students will be given a homework folder on Monday with tasks from which to choose.  Choice is something everyone values and appreciates.  The "homework folder" is turned in on Friday with at least four activities done.  Parents are only required to initial the activity the child completed and help the student remember to return the folder on Friday.

Some questions you might have:

1. Can students choose anything?  Yes, but students are ask to fulfill a requirement on which categories must be done.
2. Can my child do more than four?  From that I state a resounding, "YES" the more practice the better!
3. What makes you certain that my child will "want" to do these tasks? For each task completed and initialed by you, he/she earns a star.  After a designated number of stars are earned by the entire class, a treat is given. (It could be extra recess, or a game day, etc.) Many of the activities are creative and fun.
4. What choices will he/she have? Ideally, students should complete at least one task from each major area.  You will see this in the "homework folder".  Some of the choices are games for math, writing including some family writing, reading, spelling, and science or social studies thrown in as well.
5. How will you know if my child actually does what I initialed if it's just playing a game.  Teachers know.  It becomes apparent very quickly when students have not been building fluency.  
6. Are there any repercusions if my child doesn't get at least 4 stars.  Yes.  Grades will show.  Students also might not be able to participate in the extra activity.  

It is my belief that the very best "homework" your child does is read.  All learning stems from being an effective reader.  Copying spelling words five times each doesn't merit much learning, especially words which he/she already knows how to spell.  Every year I tell parents that students need to practice math fact flash cards, and every year about half the students do.  These activities are meant to drive your child to want to do better.

Let's give this system a try.  I am going to love and I am sure your child and you will too!

Homework-Part 1

The question is, "What do you have for homework tonight?"

Homework. It's a word that can send a chill down a student's spine.  Parents don't like it, and quite frankly teachers don't either.

Wait.  Did you just say that "Teachers don't like homework?"

Yes. However, teachers know it is necessary.  This is what homework should do:

1. Review content taught.  Most students need to see new content seven or more times before it is learned.  There is not enough time in the school day to cover that.
2. Build fluency.  That sounds like reading, but it's not just reading.  Fluency is how well we do something or with what ease we do something.  This can mean reading, or math operations, or just about anything else.
3. Keep student's minds engaged.  Television is not usually a positive influence. 

Homework usually involves something like reading, copying spelling words, finishing incomplete work, 'review for a test' (and let's be honest----parents really don't like that one).  These are all good and necessary but what if we could do something that would create accountability and encourage homework could be more than a pencil and paper every night.  

Stay tuned for HOMEWORK-Part 2

Summer of Productivity Part 1

This summer is going to be remarkable.  Remarkable in that in addition to enjoying the break from school, things are going to get done. Things that I have been mulling over will get done and things which just come upon me will get done.

Day 1 of summer vacation, here we go! 

Noah and I undertook the daunting task of cleaning all of the windows in our home. Now before you gasp, let me tell you, our home is not huge.  When we moved here we downsized by about 40% in square footage and about 200% in windows. I miss those windows.  Moreover, I miss the vast amount of light that poured into our country home and the views in all four directions.  Today, however, I didn't miss them at all.  We have only 12 windows here and glass panes in three doors.  There were 13 windows in just our master bedroom, dining room, and living room and they were large in our former home.  But today Noah and I cleaned those windows inside and out and scrubbed the screens.  We have been in this house over three years, I think we have cleaned them once before or at least some of them.  All but two of the windows had the screens installed inside out.    

The day was perfect for it. Overcast skies and a breeze made the job bearable and it helped that we started about 9 a.m.  In addition to spending time with Noah and checking something off of my list, I gained a little insight.

 

I was hesitant to let go of the school year.  Crazy, right?  It wasn't about the work, I was ready to step away from teaching for a while.  It is a bit like being a mother bird to 20 hungry beaks all the time.  It can sap the energy right out of you.  I did, however, have a wonderful group of kids.  I encountered very few discipline problems, very enthusiastic learners, great proficiency in the standardized testing.  I couldn't ask for more. It was time to let go.

Cleaning the windows helped me see clearly that sometime we become so accustomed to what we have that we don't even know what we are missing.  Like the fine layer of dust on my windows, my time with my students (and occasionally their parents) my view was getting clouded.  Just like students need many teachers to help mold their character, teachers need many students to help them grow.  

My windows are now beautifully clean (I even caught my son admiring himself in the reflection) and my view on the future is quite clear too.