Learning can be Messy

Thanks to a colleague putting in a grant request, the second grade was granted RootVue planters. They are planters that have a clear wall in order for students to see the roots as their plants grow. As I was opening the boxes and reviewing the directions, It dawned on me that the directions were pretty student friendly and students putting it together would be possible. I decided that my students were going to do this project from the very start to finish, including putting the RootVue together.

1. I sat them in predetermined science groups. I made these groups with a mix of abilities. My hope was that I would have a variety of thinkers to help this project be successful.   

2. I gave them just the directions to read and understand. I emphasized that they were not just reading to read. They were reading to understand because they were expected to following these directions to put together their RootVue.

3. Once a group finished reading, I would ask them a few questions about the directions to be sure they read them.

4 I gave them what they need for the first 5 steps, and let them have at it. I should mention that I told them each group was getting only one kit. Since there was measuring and cutting string, I suggested marking it first and double checking their measurements before cutting. There wasn't any extra wick, so they had to make sure they were doing it correctly.

5. Once those steps were done, it was time to expand the dirt disks. I asked students as they were ready how much water it said they needed. The answer was 7 cups. I told them that a water bottle was 2 cups, and then they needed to figure out how many water bottles filled with water they needed.

6. We stopped at the dirt on day one. Then the following day we continued with steps 7 through 14. For some reason, it took a little while to get in the groove. Students spent time exploring the dirt, and figuring out the next step. This step involved putting the dirt in the planter and holding the wicks upright so that the wick would keep the soil moist. This step took a lot of understanding and team work. Dirt went everywhere, and I had to remind myself that we could clean it up. Learning can be Messy.

7. Once seeds were planted, we were ready to wait for seeds to sprout.

I thoroughly enjoyed students working through directions together. I think they really took ownership of this project because they built it, and I was really impressed with how well they were able to problem solve. I think too often we assume we need to do things for them to speed up the project. I think there was plenty of value in reading, applying, and thinking during the build. They needed to apply math  measuring skills.

Our plants have begun to sprout. Hopefully we see some root vegetables begin to grow.   

The Power of the Read Aloud

This isn't news. You have all heard this before, but as I sit here thinking of a topic to write about- reading out loud to my students stands out.

As a student teacher, my cooperating teacher loved to read picture books to her students. And she was good at it.. the inflection and the voices. When she read, the books came to life. Her students' eyes fixed on her as she moved through the pages. Often the books went with some lesson, but sometimes the reading was for pure enjoyment. She made reading to her students a priority. In doing so, she introduced me to many of the books I continue to read aloud today. Reading to my students is and always will be a priority.

Now, my love of Read Alouds actually goes much farther back than 2005. I really fell in love with the Read Aloud in 5th grade. You see, I was not a strong reader, and I would even go as far as saying I hated to read. BUT each day in fifth grade my teacher read a couple chapters of a book to us after lunch. Now as a teacher, the thought of taking twenty-ish minutes to read to students in fifth grade might sound insane. What was she thinking? There are tests to prep for, and standards to get in. What was the purpose of reading to us each day? As one of her students, this is what I remember most. It was my favorite time of the day. So, a student who hated reading looked forward to the read aloud each and every day. This was almost the only time I would get to know some of those stories. It planted a tiny seed, and although I didn't instantly love to read, that seed grew. I know those students still exist.

Today, I read everyday to my class. We are currently reading The Wild Robot by Peter Brown.  It was chosen as one of the books for the Global Read Aloud this year. I knew it would be a hit with my students, and I was right. They never want me to stop, and it was inspired some of my reluctant writers to write blog post about Roz, the robot. The text is a bit above grade level, so listening to it is the only access some of my students would ever have to this text. Not to sound cheesy, but a read aloud is a gift to those students who otherwise could not read the book.

SO read the books out loud... plant the seeds... watch them grow...   

There is no tired like a teacher in September

It's almost October, and I've survived September with a broken leg. The very first word out of the doctor's mouth was surgery. I wasn't expecting that at all. So, I began this school year in a boot on a scooter. Being I had big plans for September, I was beyond  bummed to hear that I was on the injured list until at least March.

The first day of school was one of the best I've ever had. Thankfully, my class was caring and concerned. It helped that I had a pretty rad scooter. We started the year being more responsible than usual because I was going to need their help. I should start every year with a broken limb. Our floor is spotless, because I have to roll around and if there's debris on the floor I'll tip right over.

I had decided I was "simplifying" my classroom before I broken my leg, but I'm glad I did. I'm trying to reduce the amount of clutter in my room. Last year, I gave away or threw out anything I haven't used in years. I increased the size of my library with an emphasis on space for students to read. I'm experimenting with flexible seating. I'm even going deskless this year. The rainbow table has become my space. I've tried to create a student centered environment.

I'm hoping to expand on these "new" things in future blogs. :) So, stay tuned!
 

How could it be August 2nd already?

I promised myself I wouldn't even think about school until August. I almost kept that promise. BUT- how can any teacher not think about school in summer? I love summer for obvious reasons, but it also allows us to imagine what the following year could be like.

For starters, I want to blog more next year. I just started blogging last year. I'd love to commit to once a week. If I could just write something short and sweet about the week on a Friday afternoon. Tune in to see if I keep that promise.

I'm going deskless this coming year. I'm not sure if I'll regret it or not. Honestly, my desk was just a place to keep carefully crafted piles to which only I knew the contents. I'm sure I can find a new place to harbor my organized chaos.

I'm going to "try" flexible seating. Which I haven't worked out all the kinks, but I'm pretty sure it won't be much different from what I was already doing. My students are usually able to work anywhere in the room as it is. I'm thinking this year, they will not have a desk that it their own. They will have a place to store their things, but desks will not be claimed. You are going to have to tune in to see how this works out.

So there you have it-  I made it to August 2nd, and here I am blogging about my hopes for a fresh new year.
               

a snow day short

" Your job is what you do, not who are"

Not true for many educators. Teachers seem to be different. Most often times we are the job. We take it home, live it- every minute of every day. When we first start teaching it consumes us. We spend hours in our classrooms planning, prepping, and creating. Then we continue to plan, prep, and create at home. Obsessing even, if you will, about our class, a conversation we had with a parent, or the next day's lesson. I know I obsessed over classroom setup, meeting standards, and anticipatory sets. I thought about teaching all the time. The drive to work or the middle of the night is when I came up with my best ideas.  

As true and fulfilling as that all sounds, we need to take time to do things that feed our passions. Doing the things that make us more than a teacher, makes us better teachers. Being a whole person helps us draw inspiration that we can funnel into our teaching. I'm more than a teacher, but it took several years to be comfortable with that.

I am a writer. 

I can model best practices while writing with my students.

I'm a traveler. 

I can use my experiences to make assignments real world applicable. 

I am an obstacle course race enthusiast.  
I bring movement and exercise into the classroom. 

I am an animal lover.

I hope my stories inspire kindness and empathy. 

I am a builder of lego-like models. 

 I bring that element of maker-space into projects. 

I am a teacher. 

6 books you have to read in September! #bookaday

When I completed my student teaching my cooperating teacher had a love of picture books. She believed in reading to children. Through her I was exposed to some great literature, and that fostered a love inside me for pictures books. I'm always on the hunt for an engaging story with a lesson, rich vocabulary, and enchanting illustrations. Last year I committed to reading aloud everyday. I've continued to do so into this year. I read a picture book to my class every morning. So for your reading pleasure here are six books you need to read in September.

Sylvester and the Magic Pebble by William Steig

The story holds a special place in my heart. It's one of the first picture books I ever read to a classroom of students. Sylvester loves collecting pebbles. One day while out he finds an extraordinary one. It seems to grant wishes. Through a mishap, his wish turns him into a rock longing to be reunited with his family. This charming story teaches that sometimes everything you could ever wish for is right in front of you all along. It's full of rich vocabulary and literary features. This story would make a great reading workshop read aloud or shared reading that takes revisiting it multiple times to really do it justice.    

Jonathan James and the What if Monster by Michelle Nelson- Schmidt

This rhythmic tale is a must read in any classroom. Jonathon James is a classic worrier filled with "what ifs". What if I fall? What if I'm not good enough? Students of every age can relate to that little voice in their head that tells them they can't. This story tells you to ignore that voice. What if you are great! 

Love is a Family by Roma Downey

In that first few weeks of getting to know you, almost every grade level will talk about families. I love this picture because it illustrates all the different types of families. It emphasizes that no matter what a family looks like they all have love in common. 

The Relatives Came by Cythia Rylant

Sticking with the family theme- this is just a great story. The Relatives Came is exactly what the title implies. It is all about a visit from family. It's the excitement of the arrival. the feasts, the fun, the crazy sleeping arrangements, and finally the sadness of "until we meet again". It's full of charming illustrations with details that allow students to gain a better understanding of the characters and situations. The Relatives Came makes a great mentor text for narrative writing.  

One by Kathryn Otoshi

Kathryn Otoshi takes a unique approach to teach a kindness lesson. Each color has a unique personality, but Red is not very nice to the other colors. They let Red boss them around until One stands up for himself and the other colors. This is a fun and playful read aloud that invites a conversation about standing up for yourself and integrity.  

The Summer Nick Taught His Cats to Read by Curtis Manley and Kate Berube

Nick has two cats, and one summer day he decides to teach them to read. Vern catches on and enjoys reading. While Stevenson, like a typical cat, isn't very interested. With some encouragement Stevenson finds a book he loves and learns to read. Students will be able to relate to eager reader Vern or reluctant emergent reader Stevenson. This read aloud creates a great opportunity for students to reflect their reading interests and opens a discussion for just right books.  

That's my top six for September. I'm looking forward to more "Top Six Book Lists"!   

My thoughts about Global School Play Day.

Better late than never, but here are a few of my thoughts about Global School Play Day.

For those of you reading who don't know, Global School Play Day was an afternoon of unstructured play. Students were able to bring toys from home as long as they were not electronic. Things like Legos, board games, and dolls were encouraged. They were going to be able to play for the afternoon without intervention from the teacher. I supervised, but I did not intervene unless they doing something that was unsafe.

- In my core, I love this idea. I'm a firm believer that kids needs to play. In early education much of their learning comes from play.  BUT- I'll admit I was nervous. No intervening unless students are in danger? I pictured chaos. The thought of allowing an extended amount of unstructured play was frightening.

- It turns out it wasn't as frightening as I thought it would be. It wasn't even as loud as I thought it would be.

- I heard things like "let's check the rules". Students were coming up with ways to solve disagreements.

- About half way through the afternoon,  some students were "bored". They had to come up with different ways to keep themselves occupied. I enjoyed that they had enough time to switch activities. All day I'm in charge of signaling their transitions. It was interesting to observe students taking responsible for their own transition into different activities.

- Students created games.

- Students used their imaginations.

- I was asked 7 times by the same student if they could use the Chromebook.

- While one thing did break, most of the students were careful while playing.

As a follow up, I had my students write letters to the principal about whether or not we should participate in Global Play Day in the future. Obviously, the majority of my students were pro play day, but for thoughtful reasons. They had reasons such as, "we played nice together" and "we solved our own problems". They were reflective about the fact that without my intervention they were left to solve their own disagreements.

Where does this leave me?

I've always worked some play/ snack time in the day. This play time is good for them in so many ways. Mostly it gives them a chance to interact socially with one another. It also gives them a chances to practice making appropriate choices with peers. Global School Play Day reassured me that giving students time to "play" is OK.

And we need that every once in a while, right? What you are doing is ok. :)