Birthday Wishes

Today is my 47th birthday. I went to work, celebrated silently. However, a few students bought me presents, they looked at the birthday calendar. Very nice. Came home, flowers and a nice dinner with family. A few presents, mostly gift cards for Amazon. I plan on buying some books and more funky tennis shoes/sneakers. A simply day but I like simple.

How "Community Goal" Setting Helps Minimalize Behavior Issues in the Classroom

This is my fifteenth year teaching. Not every year has been without problems. I have had challenging to the point of tears classes, engaged but uncontrollable classes, compliant and quiet classes, and interactive and well-behaved classes. My first year of teaching I was basically thrown to the wolves at a struggling Title 1 school with a high teacher turnover and little support from administration or other teachers. I had two special education teachers who were frustrated with their jobs and had basically given up. I almost gave up myself. It was a rough year.

It got better as I got my groove and rather than counting on others I stepped outside my comfort zone and started taking risks and revamped my behavior management style. I learned very quickly yelling or even showing an ounce of frustration was a losing battle. It took me several years to learn this however. I lined desks up in rows, did very little group or collaborative work for fear of off-task behavior and loud conversations. For some reason in my education classes, we were not taught behavior management, we were taught content and how to teach but not behavior management other than keep them quiet and under control.

I attended Catholic school almost my whole life. Rows, compliance, quiet learning. When I got to high school it was still basically that mindset, but on occasion we could collaborate and have debates and such. But still very much rows and compliance. I had never learned any other way. It felt comfortable to me. But my first few years of teaching seeing the glazed and bored expressions of my students pushed me to change. It was the impetus for me to really challenge myself in order to make learning more enjoyable and successful for my students.

Needless to say it has taken me many many years to get a system in place that works best for me and for my students. It is by no means perfect and I constantly have to tweak it for different classes. Each class is unique with various personalities and learning attitudes so as a teacher I have to get to know my students quickly in order to find the best fit, the first week of school. By that first Friday, we are pretty much on track. Students have written the "community goals" and we have edited and posted them on the wall-this year we used sketch notes and made a poster.

Community goals are so important to write and implement together with students because not only should they have a say in how their classroom operates, but they need to take ownership of their own learning and behavior. They need to understand why making the right choice in the classroom is best for them but also for the community as a whole. This year the basic goals fell into these categories: respect, communication, choice, organization.

Students decided that respect covers almost every aspect of classroom life-listening to the teacher and each other, treating each other well, not touching other peoples belongings, and participating in class. Students decided communication is important to be able to collaborate in groups, share and listen to new ideas, being engaged and interactive in class, and completing assignments. Choice was something every student was passionate about, their words "having the ability to choose how to demonstrate mastery of knowledge, draw, create, write, or verbally share our knowledge." I simply said in return "Yes." Finally, students wanted an organization plan for how to turn in assignments, posting assignments and blogs, pod-casting format, and even a way to keep their binders in order. I set them up with these specifics the first week.

The "community goal" discussions were amazing. They really enjoyed being the sculptors and authors of their classroom vision. They really debated what makes a good vs. bad classroom and how they wanted to create a good classroom experience. Flexible seating is also a large part of our classroom design and function. They chose where they wanted to sit, by friends of course, and I gave them one rule. Which I adamantly adhere to every year. If I have to move them for any reason, they will not be able to move back the rest of the quarter. They will sit where I chose for the quarter or at least six weeks. This they fear more than anything and after I say it several times, I have little need to repeat it in fact, they do to each other all the time. They monitor each other and redirect themselves.

Flexible seating works well in a student-centered classroom. When they feel like they have power in the classroom, they tend to follow the rules to keep the power. The first week of school, this year students worked in stations, had a Socratic seminar, two labs, a makerspace activity, and performed skits about lab safety (for these we got a little loud but well worth it). After each of these tasks I gave positive reinforcement and thanked them for doing such a great job. In one class, I had to say "we did great but it took a little too long to get back in order, lets work on this next time." But, students smiled and were pleased that I was proud of them.

I use the give me five technique. I say "Give me five, let's regroup...5...4...3...2...1" By the time I get to 1, 99% of the time they have settled and are quiet. If not, they say to each other "She said give her five." I always say thank you before moving on or "Something was off that time, we need to get back quicker so we can make sure we have time to get all our work done in class." I almost never give homework but if they do not finish class assignments they become homework and they work very hard to avoid that from happening. In fact that is a "community goal" they wrote this year, stay on task and avoid homework if possible.

I think the best thing I have done for myself to minimalize behavior issues is to allow flexible seating and having students write the vision and classroom goals. Not just simply write them on the board, but have students edit and tweak and truly take ownership of them.

Finally, minimalizing behavior issues will occur if you give students choice and various ways of presenting their mastery. For me the makerspace is key. We use it for a myriad of purposes all that help decrease boredom and misbehavior. Brain breaks allow them to take the current content and design and create a new way to present it. I usually give them 5 minutes or so to do this including clean up time. If they leave it messy they lose use of it for a day. They love using it so they clean it up nicely.

Students also design their own lab or activity after new content had been presented. They write-up a lab with a hypothesis, procedures, materials list, and use the makerspace to implement it. Last week it went awesome. Making them have a lab write up focuses them and keeps them on task. Students also have the flexibility to create their own lab design and write-up I do not make them have to be uniform. The makerspace rules: choose materials wisely, waste not want not, be creative, clean up after yourself. These rules are posted and help eliminate any issues. So far it has worked out great.

The most important aspect of my classroom for me is that it be student-centered. It is a blended-class where a lot of pre-loading of material takes place and this opens the classroom up for student creativity and collaboration to take place. Flexible seating gives them the opportunity to sit with their friends but also take accountability for their actions. Having students write and take ownership of the class vision and goals puts them in the drivers seat. They are the actors and participants and I the facilitator. Students usually make the right choices when they themselves have written the expectations. However, being children they do misbehave on occasion but I rarely if ever have any big issues and the little issues are contained and maintained by the students themselves. If not, redirection and positive reinforcement always puts things straight.

A Four Day Celebration

A four day span of birthdays begins. My brother in-law August 27th- happy birthday Simon, August 28th-my mother August 29th-me and August 30th my son Zachary.

It is fun to share the long span with family. At least everyone will never forget the birthdays.

Engaging a Growth Mindset Week One of School

Usually the first week of school comes and goes like a blur, barely recognizing student faces or names, just "get them in, feed them, get them home" as I have heard many an educator say. But this year I set five goals, in my dedication to a growth mindset. These goals are not to merely enhance my passion for teaching but to build up resilience, focus on the big picture, and elevate my students from participants to innovators. At the end of my first week these goals took shape and allowed me to discover a new path I had not seen before, one of true adventure rather than of tour guide.

My first goal is to design a flexible classroom where students could choose seats. I have always been reluctant to let students take the reigns in this department because I feared misbehavior. I was devious with implementation of this however. I didn't tell them they could sit where they wanted, they actually looked around for a seating chart, could not find one, then nervously sat down, all the while looking around at their peers for reassurance. I stood at the door merely observing. When I told them they could sit where they were or move near their friends, they looked at each other and then at me, I had to encourage them relocate. This is not a normal occurrence the first day of school. All week they have been respectful and engaged. As we set up the procedures or "community goals," paying attention and not getting distracted by friends was at the top of the list. So far, goal one is working great.

My second goal, create a safe, open-minded classroom where students feel free to share ideas, listen to various opinions and welcome challenges. This week, students participated in a Socratic seminar about lab safety and performed skits on lab safety scenarios. Students had a blast sharing their theatrical antics. They also designed and conducted two lab experiments. The labs write-ups were student generated. They wrote a hypothesis, procedures, and designed the write-up individually. Even wrote a reflection of the new design process. Students asked for a choice in demonstration of knowledge and I made sure they had a choice as to how to implement and reflect on their findings. Students collaborated a lot this week with their table partners and assigned groups and their conversations were positive and respectful.

My third goal, is to find new ways to incorporate my makerspace. Students had the opportunity to use the class makerspace once this week as a brain break. I had students create an artifact that represented them. They had ten minutes. It was quick but effective. They reengaged in the lesson after and got to make a great item to take home and share their first week of school. I told them to keep them and we would make another one at the end of the year and see how they have changed.

My fourth goal is to never stop engaging with other educators. To read many great books and to join insightful and inspiring educator chats on Voxer & Twitter, and in person. I am joining at least one Twitter chat per night and daily I am walking into other classrooms and saying hello to my colleagues and observing awesome lessons taking place throughout my school. It is often the little things you see or hear every day that have the most influence on your teaching. I am constantly updating and altering the way I do things because I am constantly uncovering amazing hidden gems from other fabulous educators.

This week I began using Seesaw, used sketch notes, and began reading three amazing books "Teach Like a Pirate," by Dave Burgess, "Launch: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student," by John Spencer & A J Juliani, and "Kids Deserve it! Pushing Boundaries and Challenging Conventional Thinking" by Todd Nesloney.  I am eagerly awaiting my copy of "The Writing on the Classroom Wall" by Steve Wyborney. Such amazing books.

My fifth goal is to take better care of myself. In years past I have pushed myself so hard that I have gotten sick a lot. I have increased my meditation and even make sure I turn out my lights and lock my door during my planning period and hunker down behind my desk and meditate. It refreshes me and I return to the day positive and rejuvenated. I also make sure to not bring things home with me. I get my grading down during advisory/study hall. I have all my clubs until 4:00 then come home meditate, eat dinner with my family and then spend some time on Twitter with my PLN, These educators never cease to inspire and motivate me to keep my growth mindset in full swing.

My first week was exhausting only because I took risks and really stepped outside of my comfort zone. However, now that I have these in place, the rest of the year should be fulfilling and I will be able to focus on relationships with my students rather than worrying about engagement. Allowing students to take the wheel has eased my burden and created a community where problem-solving, inquiry, and discovery has taken hold. I am entrenched in the growth mindset and I will continue to lead my students to do the same.

A Poem: Eyes of Magic

They sit, looking
I stare, trying not to let them see my wonderment
I guide
They lead
I place
The build
I listen
They speak

A blank surface
filled with their skill
their ideas
their ownership

I observe
merely to learn
from the mystery behind their eyes
only they
know the answers

Forming First Week Bonds with Students

Quiet halls, slowly fill with chattering whispers of the first to arrive. The excitement builds as the conversations become louder and students find their friends. I hear the crowd as it nears the corner to my hallway. Several familiar faces smile and wave as they see me. Others cordially grin and walk past me. Then a few begin to loiter about reading over their schedules. Two bubbly girls look my way and begin to walk over. I greet them at my classroom door, they say hello and enter. A few more trickle in as I make my salutations. They look around the room for a seating chart, not spotting one, they choose seats near their friends. I stand at the door observing the myriad of personalities.

The classroom is full of energetic but wary students. I tell them this is a flexible, choice seating design. They can sit where they want and that will become their permanent seat. They smile and look at one another. I tell them they can move about and get comfortable while I take roll. They do. They hunker down into their newly chosen learning space. Then the chatter softens and ends as I stand before their eager faces.

"Rather than go over a syllabus or tell you the class rules, I have set up stations around the room where you will answer questions and discover new things about 7th grade, this classroom and me." They seem relieved to start off the day with the ability to move about and talk with their friends. "Station 4 asks you to come and introduce yourself to me", they seem uneasy, "you will walk over, look me in the eye, introduce yourself with your first and last name and any nick name you may have. You will shake my hand and then tell me three things you find the most awesome about yourself and want to share with me." They smile with caution but then begin dispersing to different stations.

One by one they came, all six classes, and shook my hand, made eye contact, and told me three amazing things about themselves. I asked them questions and they were so pleased to tell me stories, and ask me questions. It was the best first day activity yet. I told each one of them that now we have gotten to know one another and I will remember you because you are unique and awesome. They all left smiling and more at ease about me and their new class. The next two days of school have come and gone and I have learned all 160 names, and we have such a great positive classroom community. Each unique and quirky, each diverse and respectful. They now see me as a person who cares and listens and is truly interested in them.

So the first day bonding with students was achieved. The next day we talked about our community and students wrote the goals and expectations they had for an engaging, challenging, student-centered, humorous, rigorous, enthusiastic science class: their words. Having spoken with every student individually, has created a comfortable, trusting place for students to make mistakes, discover and inquire, and have fun in the learning process. They feel like we are a community not a room of desks and chairs. It is so important to set the tone day one. To look them in the eye and say "Hello, I will be your teacher this year, welcome to the adventure."

Quiz Bowl Up and Running

My first year, this year of Quiz Bowl. NAQT, National Academic Quiz Bowl. A fun, fast-paced Jeopardy style competition. We just got the buzzers and we are deep into practices already. Our first competition is coming up in September. A little nervous, but so excited to be the coach of this amazing team.

Two weeks in

The GT classes are amazing, all my students fantastic. It has really put me on my game: teaching such enthusiastic and intelligent, motivated students. Getting to know them more every day. The student-centered classroom is working great. Flexible seating successful. So happy I decided to jump into more of a student-led environment. It has allowed me to focus more on them and less on the mundane daily planning.

What Does it Mean to be a Professional?

Common sayings among educators, "I just want to be treated as a professional." or "That behavior isn't very professional." or "How do I improve professionally?" These really can't be succinctly answered until we define what it means to be a professional.

1. a person who belongs to one of the professions, especially one of the learned professions-dictionary.com

Teachers definitely fall into this category. Teachers must have an extended education through a college degree and/or a teacher preparation course. Therefore a profession is one based on learning and the acquisition of knowledge.

2. a person who is expert at his or her work-dictionary.com

Teachers are experts for sure. It is also necessary for teachers to stay on a path of continual growth. The field of education is constantly improving and changing and to stay an expert, one must train, perform, and continue to innovate and improve.

3. Person formally certified by a professional body of belonging to a specific profession by virtue of having completed a required course of studies and/or practice. And whose competence can usually be measured against an established set of standards. -Business dictionary

This needs no elaboration.

4. Person who has achieved an acclaimed level of proficiency in a calling or trade. -Business Dictionary

For me the most important part of this definition is, proficiency in a calling, because for a lot of teachers it is just that, a calling. When you feel passionate and engaged in something you often become far more than proficient. You seek opportunities for growth and improvement. You truly want to exceed.

What does "professional" teaching look like to me?

Empowering students to be curious and proficient learners by providing authentic, active, engaging, inquiry based lessons. By developing situations where students are problem-solvers and critical thinkers, and self-directed learners. Designing a student-led classroom where every student has a voice.

Collaborating with my colleagues in a positive, supportive manner. Listening to new ideas. Respecting the views of others and being flexible in an ever changing field. Being humble but willing to take risks and fail for this is what sparks conversation and authentic relationships. Teachers should not be isolated but inclusive, cooperative and unified in their school vision and goals.

Finally, the key to any professional is reflection. Teachers should continually look at their best practices and seek ways to improve. A strong growth mindset should be modeled for other teachers and students. Learning is a personal path. A journey of self-discovery. But when teachers are given the leeway to be independent and innovative they feel confidant and courageous.  They take risks and are willing to fail. They innovate and enhance education. Therefore they are truly professionals.

Student-Centered Classrooms

21st century classroom used to mean technology integration. It is amazing this turn of phrase is still being used as we are well into the century. It also surprises me that many teachers feel that if they are incorporating technology into their classrooms that that is enough to make them 21st century ready. There are naysayers of change at every school. There are also forward thinking, innovative, inspiring teachers at every school. It does not matter if your school is affluent or not, if it is urban or suburban, busting at the seams or a one room school house, positive culture comes from everyone involved having similar goals. This positive school culture can be felt as soon as your enter the building.

Having clear vision and a well-defined mission are key to any school being successful. Creative and supportive teachers leave their mark where ever they go. They smile in the hallways, greet students and other teachers. They keep their doors open and welcome anyone to come and visit. Students never want to leave their room. They linger during lunch, breaks, and after-school. These teachers have found a way to unite not divide, inspire not deflate, and encourage not discourage risk-taking and student independence.

To be an invested thinker one must let go of control and allow a power shift. Committed teachers understand that they are not the 'sage of the stage' but rather an 'observer of ferver.' students are bustling and talking and collaborating, while the teacher is quietly an onlooker of student-driven discussions and activities. A makerspace, Genius Hour, PBL's and various other student-centered activities allow students to find their passion, create a personal vision and implement it. They are merely tools though. True ingenuity comes from a patient, giving, relentless teacher guiding and nudging a student toward their own path of learning.

This path should include bumps and challenges that force failure and inspire redesign and a shift in mindset. Discrepant events lead to diversion and implementation of new ideas. Students have to problem-solve and discover better ways in which they themselves can learn. We can not tell a student the best way to learn, we can show them successful strategies, but ultimately self-discovery and trial and error cements a students love of learning, motivation, and independence. The best way for students to find their voice is for teachers to be quiet and let them hear it.

A student-centered classroom by design should have flexible seating but also students should be able to chose where they sit. Have procedures and responsibilities in place. Trust students to follow directions. They will listen if you engage them. Be silly, ask them questions, gesture, move about the room, engage them. I have done this for many years and I have very little issues with talking out of turn.

Students love to create the rules and procedures in fact they often create stricter rules than I do. They then take ownership of them and enforce and follow them. We boil them down to three things, respect-everyone and everything in the classroom, responsibility-be honest, be truthful, always listen, rigor-expect a challenge and rise to the occasion, always do your best.

Parents are also an important piece in the puzzle of classroom dynamics. Keep them in the loop. Parents do not want to be inundated with letters and updates, make communication meaningful and relevant. Keep them integrated into the discussion. Students will behave better and be more likely to be involved in the classroom if they know there parents are involved. Using Seesaw or other online portfolios provides parents an option to see their child's work daily or weekly. A classroom blog will also show pictures of activities and podcasts students have recorded.

Students deserve to be involved in almost every aspect of classroom life. They are the reason we are here. Teachers need to forge great relationships with students and parents for a student-centered classroom to be successful. Students need to feel safe to ask questions and make comments in class. They need to feel secure that if they fail they will have opportunities to retry and be successful without penalty. Students will be interactive, collaborative, and love their classes if they feel that what they are learning is relevant and has value to them. It is a teachers job to design the stage for this to happen. Teachers are the set designers, prop masters, art directors, and even the script writers. Students are the actors and the directors of their masterpiece. Teachers need to let them soar, rather than being a critic be a fan.

Creating A Stem Makerspace: Supply List

STEM Supplies

•      Toothpicks       •  Card stock

•      Straws •  Toilet paper rolls

•      Craft sticks      •  Paper towel rolls

•      Pipe cleaners •  Sponges

•      Q-tips   •  Water bottles

•      Spaghetti   •  Rubber bands

•      Plastic silverware       •  Paperclips  

•      Paper plates/bowls   •  Scotch tape

•      Small cups       •  Duct tape

•      Coffee filters   •  Masking tape

•      Aluminum foil       •  Marshmallow

•      Plastic wrap    •  Gummy candies

•      String    •  Sugar cubes

•      Yarn      •  Play dough

•      Playing cards •  Marbles

•      Index cards     •  Foam balls

•      Scrap paper     •  Ping pong balls

•      Newspaper     •  Balloons

•      Tissue paper   •  Pennies 

Reflective Blog Instructions: A Novel Approach for Students

Reflective Blog- The purpose of this type of blog is for you to reflect on the work you did over the past week, and give you a plan to improve as a student. 

 You must answer ONE question in each section, and except for the image, the answers should be in paragraph form, and give specific examples/details.

Summary

·         Briefly state what you learned this week.  

Image

·         Include one image directly related to the topic (this can be a graph, illustration, picture, etc).

Backward-Looking: 

·         How much did you know about the topic before we started? What do you now know about the topic that you did not know before?

·         Have you done a similar kind of work in the past (earlier in the year or in a previous grade; in school or out of school)? 

·         In what ways have you gotten better at this kind of work? 

·         In what ways do you think you need to improve? 

·         What problems did you encounter while you were working this week? How did you solve them? 

·         What resources did you use while working this week? Which ones were especially helpful? Which ones would you use again?

Inward-Looking: 

·         How do you feel about your work this week? What parts of it do you particularly like? Dislike? Why? 

·         What was especially satisfying to you about your work this week?

·         What did/do you find frustrating about the work done this week? 

·         What were your goals for this week? Did your goals change as you worked? Did you meet your goals? 

·         What does your work this week reveal about you as a learner? 

·         What did you learn about yourself as you worked this week? 

·         Have you changed any ideas you used to have on this subject? How/Why?

·         What does your work this week tell you about yourself and how you learn? 

Outward-Looking: 

·         Did you do your work the way other people did theirs? How was it similar or different from others?

·         If you were the teacher, what comments would you make about your work this week? 

·         What grade would you give yourself? Why? 

·         What is the one thing you particularly want people to notice when they look at your work? 

·         What do your classmates particularly notice about your work when they look at it? 

·         In what ways does your work meet the standards for this assignment? In what ways does it not meet the standards? 

·         If someone else were looking at your work what might they learn about who you are?

Forward-Looking: 

·         One thing I would like to improve upon is ... 

·         What would you change if you had a chance to redo the work over again? 

·         What's the one thing that you have seen in your classmates' work or process that you would like to try next week? 

·         As you look your work, what's one thing that you would like to try to improve upon? 

·         What's one goal you would like to set for yourself for next week? 

·         What things you might want more help with? 

·         What work would you show your teacher to help her understand what you need help with?

Looking Back on Independence Day

A day of celebration. America a free, independent country. A day where fireworks, family, friends, and picnics are the norm. A day where we are all American and cheerful and positive. A little introspection can be good. We are allowed to celebrate because of our forefathers and the many soldiers who paved the way for our country to be great. I mean we should thank the Chinese for inventing fireworks because half the fun would be gone without those. Letting go of the past, looking forward with anticipation of how to be better, how to make this country better, this is what I am thinking today.

Project Emphasis

Working hard on a project is so rewarding. I have been writing for our on line textbook and it is frustrating, difficult, and challenging but after working diligently for hours, I finished several assignments and I feel so proud of myself. I think we must continue to push ourselves daily or we get complacent, We forget why we are here which is to seek out the challenges that make us grow. To be a life-long learner. Now, I can relax and watch Netflix. A good day of work, now a good evening of relaxation.

Checking in with Myself

This is my daily why not use it. It will not be for negativity, complaining, or social media discussion. It is a place for reflection, calmness, and peace. As a mom, wife, teacher I encounter many situations where stress and a negative attitude can take hold. I have chosen to take the path of self-confidence and positivity. I have chosen to write down my simple ideas so that I can look back and remember when I made this choice. To remind me everyday that positivity and love come from happiness within not from others. This blog is to help me see the things in my life that I need to accept and adapt to because I do not control my surroundings and I can not change everything. I can only accept and adapt. I will be responsive not reactive. I will be a listener a comforter a sole counselor. 

Happiness is not something ready made. It comes from your own actions.Dalai Lama

It is very important to generate a good attitude, a good heart, as much as possible. From this, happiness in both the short term and the long term for both yourself and others will come.

Dalai Lama

I have read a lot of Dalai Lama books. Each one is beautiful and practical. I meditate. I wish I had the determination to do yoga. But honestly it isn't for me. But I do meditate. The dark, silence, is comforting and it helps me close my day with calmness. I seek calmness at the end of the day. I breathe in through my nose slowly 1..2..3..4.. and then breathe out slowly through my mouth 1..2..3..4.. four times every time I feel stressed. It calms me actually. I thought it was silly at first, but it works, For a headache, an upset stomach, the last straw moment before the kids push me over the edge. It works. imom, iwife, iteacher. Not a complicated person. Not a social person. I strive to be me. To follow my own path. To quietly grow and help others and find my way to enlightenment.

We All Need a Security Blanket

Stepped into the classroom, looked at their eager eyes. Anticipation and joy. Can't wait to get to know these wonderful students. Smiling with wonderment and mystery. We all need a security blanket or an emotional effervescence that bubbles up and keeps us in the moment: safe and secure that we got this!

A New Show

Just started my binge on IZombie. It is an amazing show. The analogy made- we are often very different from one another and have to hide our feelings, ourselves to keep ourselves safe. But if we want to truly connect we need to share every part of us with our friends because that is what builds connections. Once we start talking about our fears, we will be able to face them together.

Inspiring Girls to Participate and Love Science

I am the coach for several science competitions: Academic Quiz Bowl, National Science Bowl, National Geographic Bee, TEAMS, Future City and Energy City of the Future 2050: Houston. The majority of each of these teams are boys. But, that is changing. How do we get more girls interested and involved in science club?

Being a female teacher interested in science and challenging engineering and quiz bowl competitions, provides me with a certain advantage. But, still encouraging them to join gets me half the way there. Getting them to speak up and interact with the boys is another. In quiz bowl they are present, and they know the answer they just remain silent, letting the boys answer. I have resorted to forming all girl teams to get them to interact. At least, practice with just the girls on occasion to get them more interactive.

I think it all starts with creating situations in the classroom to highlight the strengths of girls. Let them see that they have a voice. I make sure the table groups and partner groups include boys and girls both. I give girls more roles of leadership too. Still though, boys seem to dominate in this field.

As a science teacher my goal is to make connections and relationships with all my students. Having 4 boys at home makes that easy with boys. Girls can be more meek and soft-spoken, especially in GT classes. I encourage them to participate in my competitions and after they join I can see their confidence increase, they interact more in class and they seem more willing to answer questions and share ideas.

It is so important to let girls know they are just as smart as boys in science and math. That they have incredibly important ideas and provide them with opportunities to shine. I actively recruit girls for my teams. They are great players once they become confidant. I recommend joining these competitions because they provide engaging opportunities for boys and girls to excel in science, collaborate together, and forge long lasting learners of science.

School in a Week

How do we prepare for a new school year? We reflect on our old one. At least we should. Last year I had a smattering of GT students and this year, I get 4 full pure GT classes. I can't wait. It will be a lot of work managing three preps but I am looking forward to the challenge.

Types of goals to discuss with students

I have set goals for myself. I alter them and add to them constantly. At the beginning of each school year I have students write goals too. But often they focus on academic goals. So I discuss with them the importance of having reachable, usable, relevant goals in all aspects of their lives.

Personal Goals

Personal Goals are goals that are specific to only the student. How students can improve and grow.

Mental: Mental goals have to do with challenging the brain. Setting time aside to read a new book of create something new.

Emotional: Emotional goals have to do with gaining control of our emotions. Taking a deep breath when something has caused you to be stressed or frustrated. Learning not to give up but to persevere.

Spiritual: Students will take time to reflect on their choices. Spiritual goals are taking time to quiet the mind and body to reflect and feel comfortable in your own shoes.

Classroom Goals: As a class you brainstorm on a goal for the classroom. The goals will be decided on a democratic basis. When students have a voice they make good choices.

School Goals: Have students share and collaborate on ways to be more interactive at the school. Join clubs or participate in student fundraising.

Community Goals (Local or Global):Class suggests a variety of important community issues that are in need of help. Last year my advisory class, on Service Day collected donations, packages gifts, and delivered gifts to a community shelter. It was rewarding for the students because I let them organize and execute the plan from beginning to end, they really felt a connection. When we delivered the gifts we got a tour of the facility and it drove many student to be more involved in the community.

Twitter? Who knew?

Tonight was my first night of Twitter educational discussions. Step one on my path to more collaboration and insightful, meaningful dialogue in education.

Dyslexia: A Disorder that Makes Me A Stronger Teacher

Dyslexia is a disorder that did not become identified until after I had made it into high school. Throughout elementary and middle school (for me one Catholic school) I was always thought of as the slow child. The child that didn't apply herself. The student who was unorganized, bad at math, a slow reader, and well...couldn't keep up academically with her peers. I was often the brunt of a joke, 'If Melissa can get it then so can you." Yes, I hated school growing up.

I never understood why the words translated backwards to me, or why the calculations I performed in math were always wrong (usually reversed). It is amazing me, to this day, why no one, not an administrator, teacher, counselor, no one took the time to help me. Back then though it was a time of "kids will be kids" and "tough love."

I overcame my struggles with reading- I am a ferocious reader. I do however, really struggle with anything with numbers. Students ask me all the time, "Can you help me with my Algebra?" I smile and say "I really can't. But any other subject I am on it." Students appreciate the honesty. I tell them week one that I have Dyslexia and it is inevitable that there will be students in my class that will have it too.

I decided very early on that I needed to help students who struggle with anything academically. They need to be heard and encouraged. They do not need to be labelled with assumptions. Assumptions should never be made on any student. Students need to be acknowledged and supported. They need to understand that it is not their fault. They will have challenges but they can overcome them. I did. They just need to believe in themselves and know that you believe in them too.

I help students with Dyslexia by giving them a copy of notes and making podcasts they can listen too. For me I need a visual but also an auditory guide. I encourage any questions. My motto "There are not stupid questions, ask away." Students with Dyslexia can understand every word a teacher says we just may need some extra time to process it and make the bigger connection. I use brain breaks for that purpose, for students to make the connection, I say"discuss with a table partner."

Dyslexia is not merely reading, but numbers and processes as well. Give every student a chance to succeed whether it takes a class period or a week. Provide tactile opportunities, writing opportunities, and verbal opportunities for students to shine. Students need to feel successful and the more time we take to find their strengths and weaknesses the more engaged they will be. The best teachers never embarrass or get impatient, they slow down or speed up depending on the student and they always look around to see the class dynamics.

What Makes a Teacher a Gladiator? How Can I be one?

After an insightful chat with #edugladiators this morning, I put my mind to work coming up with ideas on how I can become a gladiator educator.

Write a mission statement for my classroom. Set the goals. Be passionate about every goal I want to implement and conquer. Being passionate is not something you keep to yourself, it eludes from every pore, it is visible from a mile away. Teachers need to show this enthusiasm daily for it is contagious and students will get hooked.

It is not good enough to just write down a mission statement and be passionate. I have to focus on the end result. I have to visualize how I am going to get there. The steps need to be well thought out because they will be steps that I lead others to follow. I need to leave a well marked path for my students to follow. A path they find on their own, but where I leave the crumbs of discovery.

A gladiator teacher know that collaboration is key. To work as a team makes us stronger, I will plan with my team and other subject area teams to make my classroom inclusive of all subjects. I want students to see that science is in fact in every subject and vice-versa. I want to be a leader for change, I want other teachers to also see the value in cross-curriculum teaching.

To be a true gladiator, a teacher needs to be in the foreground, exposed as a leader of change. They also need to have a focus on a purpose and take ownership of the action. They must accept defeat, but get back up again shield and sword and continue the fight but in a different way. Teachers are inherently risk takers and gladiators face the risk bravely. Gladiators know when to swing the sword or take a step back from the fight. But they never give up just merely change tactics.

In my classroom I am already a risk taker. But where I fail is sharing my ideas and inspiring others to follow. I need to be more passionate and vocal on my ideas. I also need to be more willing to let students take the lead. I have a student-centered classroom for the most part but this year flexible seating and a student lead makerspace will help my gladiator skills become more proficient.

Finally, teachers are all gladiators, we do take risks, we are leaders, we are the voice of change. We have the skill of patience and staying calm in a crisis. We prepare for every contingency. Then another arises. A true gladiator faces the upheaval and quickly adjusts for the incoming chaos. I admit I am usually good on my feet in a classroom disruption, but I do lose focus. I can lose sight of the end goal. The end goal is student learning. So even with a course change and a speed bump gladiators stay on the path and lead their troops to victory.

My goals to becoming a gladiator: focus, drive, determination, leadership but most importantly to have confidence in myself as a teacher that I can win the daily classroom battles and ultimately the tournament.

Me on social media?

I am not a big fan of social media. PLEASE do not send out photos of your nudity, or even worse your food. I am on Facebook to keep in touch with family and old friends, But it seems I am scrolling through more dog and cat videos or "I found a Pokemon" entries then anything really awesome. But, alas. I read it everyday looking for the hidden gem, I do like to see that good things that are happening to good people.In this scary, uncertain world positivity is great.

Now Twitter, well it frightened me. Mainly for the fear of rejection. I, iteacher, have a goal to be more involved in social media but not in pop culture or....politics,,,but as a teacher. Education is guiding our future generations. Not putting them in a box and throwing new data and rules and ideas at them, But, simply guiding them to their own path of learning. Every student whether in Special Education or Gifted and Talented education learn their own way. We as facilitators need to present them choices and creative ways to process information and learn.

My goal as an educator has always been to make them figure it out, To let them think for themselves. However, many students do not know how to do this. They have most often encountered teacher centered classrooms with handouts and standard multiple-choice tests. We have to teach them how to think for themselves. This really stresses them out. But we have to do it. It is our responsibility to teach them this skill so we do not end up with a future of blind followers who cooperate and remain silent. We need a generation of collaborators who will step out of line and shout "I have an idea" listen to me please. That will be the only way to keep growing and innovating and keep us at the top of the field of education.

So, I have set upon my first goal full steam ahead, and have listened and reflected, and collaborated in awesome conversations. I am actually no longer afraid of Twitter. It is not how many followers you have but how many you connect with and inspire. So I am going to continue to listen and learn from the many fantastic, outgoing, knowledgeable education and innovators out there so stay on the path of improvement and growth.

#collidingwithscience  @ChouinardJahant

Why teaching with Tinkering, Team Work and Critical Thinking is so Important

For me as a teacher and a learner, the three facets of learning are play, talk, and apply. I have Dyslexia and growing up I was never diagnosed. I was simply told by the teachers in my Catholic school, "You are being lazy." I was never lazy as a student. In fact every A or B I received was accomplished with twice as much dedication and work as any other student in my class. I had to study for hours to be able to pass a test. I comprehended the information, I was just never taught how to process it or make it my own. I was never given an option of how to learn I was put in a desk in a row, told not to ask to many questions, and to stay in my seat.

I was about twelve when I realized teaching was my calling. I never wanted any other student to be bullied, I had a speech impediment, I was teased by my teachers for not keeping up in class, I was isolated from my peers because of my Dyslexia and shyness. I also knew that there needed to be teachers out there who understood how I thought and how I learned. I wanted to create a classroom where every student had a voice but used it as well. I wanted to bring my learning style and all learning styles into the classroom. Most importantly, I wanted to share the learning experience and learning design with my students.

What is play? Tinkering is just play. Getting some materials together and just designing and creating something you enjoy and connect with. Why not bring this simple skill, everyone has by the way, into the classroom. A makerspace full of recyclables, tools, art supplies, broken machines parts, electronics, etc. It does not need to be elaborate and technology based. Mine is being created from scratch by me with very little money. But, I will have students fill it in too with what they love to use.

My makerspace is not just for play but for constructive, purposeful play. Tinkering to make connections in the science units. My favorites from last year were when students were asked to "simply demonstrate your understanding of this concept" The ones where "make it move and demonstrate the structure and function of this human body organ or system." were used. Then students were asked to write 2 sentence reflections of how your model demonstrated the task or concept. Reflection is key. Students had a choice, a voice, and then made connections.

As a student and a teacher I make that first A ha! moment when I talk to a colleague or partner. I heard the information, but not until I collaborated and shared ideas did it sink in or did the new information connect with my prior knowledge. Team work is so important whether in PBL's or simple think-pair-share tasks. Often the information does not fully compute until it is said to you by a fellow student who struggled with it as well. Collaboration build camaraderie.

Many schools and teachers shy away from PBL's (problem or project based learning) because they feel students can not work well together. But they can. A great PBL needs to be organized and explained to students in a clear and specific manner. A complete and thorough rubric needs to be given. 90% of the work needs to be done in class with teacher supervision. I say 90% because there are always those students who go up and beyond and will do some art work or final touches at home.

My school requires one PBL per semester. My favorite is the Children's Cell Book. Students are given a rubric and clear instructions on what to include and that the book is a narrative not a dictionary or an expository paper. They have to illustrate it by hand as well. We share these books with the class and the students vote and the top 2 from each class. The winning books are taken to our elementary school-read aloud to 2nd and 3rd grade students-and donated to their class libraries. It is a fantastic learning experience for the students.

Applying knowledge is probably the hardest task for students. Taking new information and making those bigger connections and fitting it into the framework of their learning experiences is a step often missed. This is also a challenge for teachers to incorporate into the classroom. It takes time in class to allow for these A ha! moments or light-bulb moments. It takes longer to make them stick. But giving students access to a makerspace helps with this allowing it to flow easier into lessons.

A makerspace is a place where students can visually create a relevant and meaningful model, a Socratic seminar is where students can discuss and share ideas, and well-designed extensions like Genius Hour, is where the knowledge is truly applied to the real world. Together these make true learning and true growth for students and teachers as well. Together they take tinkering, teamwork, and critical thinking to an elevated level.

As a Dyslexic learner, I struggled with making new information stick. Without relevance and passion most things just fell to the wayside. But when I was inspired because my teacher was passionate and excited to teach me something, well...I wanted to learn it too. When a teacher let me speak and have a say in how I learned it gave me the confidence to keep going when I was struggling. The best moments for me were when I was given a choice on how to demonstrate my knowledge, because I could verbally or visually explain concepts much better then I could take a written exam.

For me play, talk, and apply are still concepts I use daily. I have sketched out my classroom, researched new styles of desks and classroom layouts. I have even tinkered with design software. I have talked things through with my colleagues, administrators, my husband, and my invaluable online PLN. Finally, I have seen and heard about so many great new ideas being launched by teachers all over the country and beyond. That has truly inspired me to create a student-centered seating arrangement.

Finally, my makerspace is full of tinkering, team work, relevance and critical thinking all in one place. Flexible seating and Genius Hour, a Sharing Board for student comments and concerns, are other ways to bring my classroom into the student-centered generation. The list is long but my goal is to utilize what works. To allow students to help me decide what works best for them because isn't that what a classroom is for, for students to learn, not for teachers to teach.