Future City and Quiz Bowl: Snip It #19

The Future City competition, is a popular one. I have mentored teams in two states: Georgia and Texas. This is my 11th year being a mentor/coach. My teams have always received awards because they work very hard and generally get an award, for best city design or best transportation.It takes many months and hours to complete all of the different elements and to finally have a model, speech and presentation ready, for tournament day.

The past few years, we have competed locally in Houston. But it is a small event, with about 20 teams. This year I decided to go big and attend a busier and larger venue. This is our first year in Dallas, rather than Houston. This is awesome. But we all have to, drive 4-5 hours to get there. Tomorrow is our competition. They have all worked so hard since August: both in my club meetings and outside of school in their teams. I have been talking to them and answering their questions since August, so I am truly excited to see all the presentations and watch them shine.

This is an amazing opportunity for anyone to connect science, math, ELA, engineering and speech in their classrooms and beyond. It is a national competition and I hope that word spreads and others begin to join, because it is fulfilling and rewarding, not only for students but for parents and teachers alike. (www.futurecity.org) My goal is to get to nationals, in Washington D.C., maybe this 11th year, will be the year. Three teams, 12 students, a road trip and let's see what happens. This year over 100 teams in Dallas, rather than about 25-30 here in Houston. So the competition is fierce. Win or lose, it is the journey and I am looking forward to seeing my teams reach their destination and enjoy the ride along the way.

Also, tomorrow are 4 teams- 16 students, competing in Texas Alliance Quiz Bowl, for my team. I have been practicing with them, all week as well. Last night 7-9 pm, after Future City met before. Long day. We are all tired, but they are ready. We have gone to several tournaments this year, so they are well-prepared and know what to expect. However, they have never competed without me there. I know they will do great. I have trained them well.

Tomorrow, they are competing for a second team at Nationals, in May and ... well...4 teams, all of which have our strongest players, means there is a good chance, we will. I am disappointed that I can't be at both, but everything will be awesome, for my students. I will text with parents and keep updated, on their progress, as I am watching my Future City teams present and have fun. Talk about multi-tasking. After tomorrow, on Sunday, I am going to sleep. Lot's and lots of sleep.

Cloning? Nah, Community?: Snip It #18

I want to clone myself. This is the time of year, I would love a clone. A clone, to do half my work load, the boring half of course. But, if it were a clone, then would we share thoughts? It is an interesting idea, cloning. Of course if I could clone, it would take 48 years to look like me, think like me, be able to know what I know. So really, a clone would not help me. I need a helper. Actually, I need to ask for help, which is something, I rarely do, because I am a control freak. I know this about myself, I like to know things are being done right.

This weekend, I have had to ask for help, because I do not have a clone. I literally, can not be, in in two places at once. I will be in Dallas at the Future City competition on Saturday. My Quiz Bowl teams will be competing for our second spot at Nationals, in Houston. I have asked several parents to chaperone this event. I trust them, I have full confidence in my team and parents. But, it bugs me that I can't be there. I just have to put all my energy, into Future City (www.futurecity.org).We have been working since August. Quiz Bowl will fall into place, I got it covered. Asking for help is difficult, but unavoidable at times. Clones may seem like a good idea, but, I see how building a community you trust and can rely on, is far more beneficial, then cloning oneself, ever will be.

What Day is It? Snip It #17

This is a very quick snip it. Such a busy week. My mind is groggy and everything around me feels distant. I am literally, going from one place to another from 6:30am to 9:30pm. I absolutely love what I do, but this week is just crazy. The one thing that is keeping me awake and engaged, is that next week, will be much calmer. I see the end of the haze, just up ahead. I just need to turn on my low beams and keep going.

I set up my two chats tonight, Star Wars themed and that made me happy. I am watching the high school robotics teams, build and drive their robots, around the field. It is 8:30pm and I have an hour left of work tonight. After that, at least an hour or so, to watch TV and unwind. I can never just lie down and go to bed, after a full day. Deep breath in, strong blow of air out. It's Wednesday, right? In weeks like this, I lose my direction.

Time for me, Sunday. Time to keep my wheels spinning, now.

Tic-Tac-Tally: A New Review Strategy: Snip It #16

Tic-tac-toe, a game of chance? Not really. If you know to go, for the corners first, then ultimately you win the game, or at least stale mate. This uncomplicated, childhood past time, can also be used as a review game. It may seem simplistic, but actually, it is a great way for students to use a format they know and understand, but to bring another level to it. All you need is some paper, a writing utensil, and vocabulary words. I used giant butcher paper, but you could use standard computer paper too.

I wrote all of the 30 or so heredity and Genetics vocabulary, on the board. Each group of students (3-4) were given 9 words. Each word needs to go inside one of the 9 boxes, on a standard tic-tac-toe board. Then each group had to analyze and discuss how each were connected, and had to draw a line to connect them: horizontally, diagonally, or vertically. On the lines, they had to write, how they were connected. After they completed one game board, with 9 vocabulary words, they shared with a neighboring group and their neighbors had to decide, if the connections were authentic. Then they completed another board with 9 different vocabulary words, and so on.

The group with the most accurate connections between words, wins. I do not give candy as rewards but the competition was fierce. Especially with the GT kids. They like to win. If they were the winning team, they stood and shared all of their connections with the class. A three-fold review- small group discussion (purposeful talk) then collaborative groups, and finally, whole class review. What an amazing new strategy. Thank you to my IC, Lindsay Van Wyk, for sharing this with me. It all comes down to teamwork and partnership. This was an easy way to get them up and moving, sharing ideas, and of course reviewing vocabulary.

Nappucinno: Does This Really Work: Snip It #15

Have you ever heard of a nappucinno? I hadn't until I started reading "When" by Daniel H. Pink. The book is all about our chrono-biology. Are we morning birds like larks or night owls? Or, like me, are we in-betweeners, or third birds. We all have a cycle or Circadian Rhythm, our bodies adhere to. As the day progresses, we have peaks, where we are alert and focused. Troughs, where we are tired and sometimes, very distracted and unfocused and finally, rebounds where we get our second wind. Even without research, we know this. It makes sense, for me at least. Unfortunately, I am a third bird and my trough, is exactly at the last class, of the day. I can't just take a nap, in the middle of 8th period.

The idea of a power-nap sounds good to me. Especially if they should be 15-25 minutes long. That could be during planning. I can turn off my lights, and catch a quick snooze. Unfortunately, I tend to have things to do, during planning. But, I made it a goal today, to see if on the days, where I am free during my planning, if I could grab a few Z's. Today I tried it. This nap is called a nappucinno because, you are supposed to drink a cup of coffee, or something highly caffeinated, just before you try to rest.

I did. Then it took me about 7 minutes to doze off, albeit not to REM, which is the goal. Then after 25 minutes, the coffee should hit your system, thus as you wake, you get a burst of energy. It did. I sat up, did not feel muddled or foggy. The sleep inertia that usually occurs when I take an afternoon catnap, was no where, to be seen or felt. It was actually very refreshing and it helped me get 'rebounded' for my 8th period. Who knew? I didn't. That taking a quick 25 minute torpor, would in fact, bring me back, to a balanced state, so my afternoon was more fruitful. I am going to try again tomorrow and see if I can relax even more. Set an alarm, turn off the lights, drink a cup of coffee and take a brief repose. Try it, I bet you'll find it worthwhile.

Confidence is One Thing....:Snip It #14

Confidence is temporary. It is both dependent on comfort level and task. We may be over-confidant, due to past experiences, or under-confident, because we have heard tales, of how hard something might be. It all comes down, to mind over matter. Belief over doubt. Personal determination and motivation over fear. I have heard the term, growth mindset, more than I can count. Rigor and grit, too. But, those words mean nothing to me. True confidence does not come from words of wisdom or even past experiences alone- it comes from a moment, a cascade of reasoning, that trumps doubt. It may be sudden, like an avalanche, with long term effects, buried under the weight of inaction (snow), or create a fresh surface, from which to tackle your goals. But, it can also make itself known, in a conservative, reserved timeline- slowly edging you toward your goal. Baby steps over one giant landslide.

We often compare ourselves to those we know, based on assumptions. For instance, that educator has it all figured out, they are so amazing, I am sure everything is easy for them. I know I read posts and blogs of fabulous teachers, every day. Many to me are heroes. They are experts and I only dream, of being an expert in my field. They say 10,000 hours of doing something in particular, makes you an expert at it. If you look at typical hours of teaching- give or take- 15 years at 174 days x 7 hours a day (roughly speaking of course) that means for me 18,270 hours. Well within the range of this, so called "expertise," but seriously, confident or not, me an expert? Not even close. I would I ever claim to be. But as educators, most of us feel the same way. It is the journey towards expertise, that keeps us moving forward.

Confidence leads me to better myself. Humility shows me my flaws, and I have many. I dig in to an idea, tweak it and prod it until it works. I find it hard to let things go. I am a loner, preferring not to plan as a team, although I am required to. My biggest flaw, self-doubt. I need reassurances, reinforcement, sometimes. This backfires, as I tend to get micro-bursts of feedback, rather than meaningful and relatable strategies. I, like every other person on this planet, am continually comparing myself to others. I am too hard on myself and I say, that lack of support and negativity doesn't bother me- but of course it does. I am taking a deep, concentrated look at myself. I reflect on this a lot. But, still I doubt. All I can do is recognize this in myself and work through it. I lack confidence some days and it engulfs me in others. I see this fluctuation, not as a barrier or speed bump, but a mirror, causing me to look at myself differently.

Confidence is one thing....how I embrace my strength and fear is another. Even on those darkest of days, where just interacting with others is a chore, we have confidence. How do we know? We get up, put on our shoes, one at a time, get in the car, and walk into our classrooms. We choose, every day, to go be educators. Belief in the big picture, the relationships, the growth, the change, the joy- that is our confidence and that above all else, is what makes any educator an expert.

Snip It #13 A Quick Post- Hindsight Can Be Brief

I began writing my Snip It #13 today, but it turned into a long one. A story just flowed out of me. I heard a simple joke and it turned into a piece. One of running across something, so cavernous and scary, we stop in our tracks. That even with friends around us, we hesitate to peer inside. This has happened to me a lot lately, albeit, without friends around me. Seeing a place, others dare, to traverse, and getting near the edge. Only to halt and stare. I am working on being the one to ascend, into the crevasse, rope around me.

My instinct is to toss down an anvil and wait to hear the thud. I need to know how far I have to go. Although, I often can't find an anvil, only a rock. The pebble may create a ripple on the pond, but in a deep, dark, cavern, it is basically useless. For me it is finding the right tool or strategy and then taking the leap toward growth. In hindsight, I guess, I could have just written this, but the story just flowed out. Sometimes it is hard to hold in the words. So, thus today, a quiet Saturday, a first for me in forever, I wrote two posts. To keep my 30 day Snip It's alive and also to be free of my prose.

If you read it, thank you.

A Hole, an Anvil and a Galloping Goat: A Story of Faith

Several friends were walking in a field. They had just finished hiking and decided to take a stroll, in the quietness of nature. They were enjoying each others company, laughing and talking, about the latest political debacle. So deep in conversation, that they almost missed a giant hole in the ground. They stopped, looked down, into the darkness, and were mystified that there was such a cavernous chasm, out in this remote area. One of them wondered, how deep it actually was and decided to throw in a rock they found near by. They did not hear it, hit the bottom. They joked if there was solid ground below, or if it was so subterranean, that it went, to the center of the Earth. This is what highly educated adults converse about sometimes, reality and fantasy, each playing a role in the humanity of it all. Truth, sometimes needs a little comedy, to help the pill go down.

The group started a debate about far-reaching ideas, rooted philosophies and points-of-view. That even the most level-headed of all of them, loses their vision at times, especially when bombarded by opinion, feedback and negativity. The chamber before them was no longer, merely a fissure or fracture in the Earth, but a dent or cavity, in their identities. One of the friends, determined to end the rhetoric and get back on their path, looked around for something bigger to drop into the void. He wanted to prove, that the space, actually, was not bottomless. That in fact, it was reachable and concrete. That if they had a rope, he could in fact, make his way to the foundation. He would prove that investigation, leads to truth and that truth is irrefutable. Another member of the group replied, "nothing is truly irrefutable because everything is blanketed with a personal bias, ideology and understanding." He scoffed in return, "I'll prove it."

"Either way", the determined friend said, "I will prove to you, there is a solid base, on which to plant our feet." Under a tree, nearby, he saw an old, rusty anvil. "Come help me move this", he coaxed. The group pushed it over, to the opening, and shoved it in. "You will see," he said "this is so big, there is no way, we won't hear it land." The anvil, disappeared in the darkness. Suddenly, from behind them, they heard, a loud galloping noise. "Clop, clop, clop" The entourage, turned to see a goat, running at full speed, coming towards them. They stepped aside and the goat ran right, into the abyss. Stunned, they stood in silence, never hearing the anvil or goat, reach the bottom. "What just happened?" they remained shocked, still in their stance. "Maybe, the goat knows something we don't?" There has to be a ground down there, or why would the goat run into the hole, with such conviction?"

Moments later, a farmer walked up to them. "Hello, I was wondering if any of you have seen my goat?" Amazed, they shifted and one of them replied, "Yes, it just ran down, into that huge cavern. We couldn't stop it, it was running so fast, it flew by us and right into this hole."
They all pointed, as if they expected him to say "If it weren't for those pesky kids."
The farmer, looked confused.
"That is impossible, I had him tied, with rope, to an anvil."
"How deep is that hole, anyway?" Another, mesmerized friend asked.
"No one knows, we have dropped many things into it, to never see them again, so we just stay away from it.? The saddened farmer replied.
As he walked away he mumbled "Another goat, I can't keep losing goats or I am going to go broke."

The group of friends, still perplexed and undecided, on the depth of the mysterious orifice, made their way back to their cars. Each contemplating, what the pocket in the field, meant to them. Is it just a depression in the surface of the Earth, too big to fill, so it remains open and dangerous? Is it the recesses of humanity, that remains silent, because it is easier, to toss something into it, rather than face what might be down there? It represents something different to all of them. To the lawyer, the case that was lost. To the doctor, a patient, they did not cure. But, to the teacher, it is an opportunity to test the science of sound, to expect the unexpected and to literally look into the crevasse of knowledge. To not simply fill it, but to see it, as an opportunity to bring about change.

With every gorge, we as teachers have to cross, with every ravine, canyon and gulch, full of negativity, that we have to traverse, there are just as many overpasses, branches and scaffolds that other educators, have constructed to help us negotiate them. Look for the cartographers, architects and foreman, because they know the pitfalls, that lie ahead. See every pothole and shaft as a sign to grow, not as a harbinger of bad luck. Be not the farmer, trapped in a cycle of losing goats. Be inquisitive and eager to figure things out. Find a group of like-minded spirits who you can have the conversations with and get clear, concise, feedback from and whether you decide, to walk back to your car, or vertically ascend into the grotto, just remember, there is no comfort zone, when it comes to the abyss, only belief in knowing, there is a solid ground below.

Unfurling Curiosity: Alchemy of Words: Snip It #12

It unfurls. The silent action, somehow picks up a sound, air meets texture. It unwinds, unrolls, expands. A simple gesture, the a flick of the wrist, and a pattern emerges, bounded in a sort of wizardry. A conjuring of concepts and meaning occurs. A flash of conclusion: reachable when perception and conception, merge. When the fabric of learning, stretches the imagination, causing a moment of unsettling, as what students, thought they knew, comes into question. The colors, once blended in a patchwork, brighten and distinguish themselves.

Now a distinct, template of prior knowledge, heightened with allurement and enchantment. An unheard incantation, drawing them in. They have known of such fascination before, they lean in to it, as if gazing into a crystal ball. The din rises, as their expectation magnifies. No longer are their chairs a seat, resting spots. They become a launching pad. Bodies slowly rise, looking around, for the gaze of another mesmerized soul. Inch by inch, they creep towards the turbulence. Once smooth air, has become whirls and swirls of energy, transferred, through an almost organic flow. Rising and falling like the fog on a cold, winter morning.

Abracadabra....and the fun begins. Welcome to Friday.

Receding or Reseeding: After An Unexpected Respite: Snip It #11

Coming back from an unexpected respite is always difficult. Today was no exception. Students felt pressure, the moment they entered the building. Most of their classes, piled on extra homework or over-lapped quizzes and tests, due to the end, of the grading period. Students were walking around in a haze. Actually, so were teachers, who were in a state of adaptating and tweaking lessons, to best complete their unit, in an expeditious time-frame.

What I realized, as I myself, was formulating a game-plan, was that it all comes down to a defining moment- as a teacher are you going to approach this recovery time, as one of receding or reseeding? Will students be given different options, on which to make-up the information, or will they be given, specific, excessive, mundane, homework to get caught up? Of course there is middle ground, you could offer a few, productive, meaningful, handouts, but for me at least, I prefer not to. I want to get creative.

To me, receding, to move back from a position, is obviously, the option I am actively and purposefully, going to avoid.  Piling on handouts and homework, does no good for anyone. Especially students, who get so overwhelmed, that they will most likely, not be putting in, their full attention or potential, in completing them.  They instead, will be rapidly working their way through a pile of papers, just to get them done on time. So, I say, toss the handouts. Forget the homework. Instead, reseed, to sow seeds again, in order to grow something.

Reseeding for me at least, is adapting the information to fit, in a unique scheme, that students are not familiar with. Something to get them curious and involved. An activity similar to something they have done before, but with a twist. Routine meets spontaneity. The information is 'germinated' and 'cultivated with the action and movement of students. Getting them to collaborate and innovate. Letting them investigate and decide for themselves, how to practice and demonstrate their knowledge.

Today, no worksheet. Today, movement and action. Creating and explaining. Re-seeding and reinforcing knowledge through authentic, makerspace activities. Various options of supplies and product, to intrigue and motivate. Students made mini-models of one vocabulary word/concept that they were still confused about. Then they walked around the room and explained their term, to at least 3 people. A vocabulary mash-up and mingle. Every student created something individually, getting their brains rooted back into learning. Then as a class they collaborated and 'pollinated' their knowledge, to a fruitful end. Buzz, buzz, busy bee's were a bustle today.

At the end of class, as students were leaving, many of them said "Thank you Mrs. CJ, for letting us move around today, I needed to exercise my brain." Roots planted, seeds sprouted.

Do You Have a Teacher Tell? Would You Tell Us if You Did?: Snip It #10

Let me start off by saying, yes, I have a tell. What type of tell? There are two definitions of a tell: in Archeology a tell, is an artificial mound, of accumulated refuse, left behind by occupants, of a given area. In other words, the muck and sludge, that we have to traverse, to get to higher ground. In poker, a tell is a player's behavior or demeanor, generally quiet, that gives away clues, as to what they are clasping, in their hand. Are they gripping a four of a kind, a full house, or a losing hand? They are the myriad of circumstances, the cynosure of high and low, ensemble, and profile, of what has been presented to us. Ultimately, how we are going to arrange and swap our cards, to make the best, of what we have been dealt.

I have pondered this, the last few days. When students are observing me, as I present their lesson, share anecdotes, reveal the mystery, of the activity or lab- is my tell obvious? Is it consistent? Is it positive? How can I, as a teacher, emanate an optimistic, inquisitive, compelling, posture and disposition, even if on the inside, I am screaming, with frustration? For me, it is mindfulness. Mindfulness always trumps, stress or exhaustion, if you stay alert and cautious. If you always accept what you have been dealt, and organize your day accordingly. Every morning the cards are shuffled, ace high, every suit and rank, has an equal opportunity, to lie in your stack. It is not what is painted, on the face of the card, but how you make it work, in your hand, that makes all the difference.

I find, that if I greet them at the door, look them in the eye, smile, and say hello, I can find some wild cards, in my hand. I have a 'direction' that my cards will take. If I laugh, listen and genuinely, interact, as the first card, is tossed on the table before me, I set the tone. I see the possibilities, the cards have more depth and conviction. If I bring my students together, with a gentle ringing of my bell, rather than raising my voice, over the din of settling, suits begin to pair up. I am witnessing the beginning of a winning hand. I place a bet, I lean in to the deal and anticipate, the river. I call. I look around at the players in the room, each with a unique tell. It becomes clear to me: the flow of the day, and the rising energy. This tell is not murky or wasteful, it is empowering for all.

Every morning, as I shift into teacher mode, I recognize my tell. For me, it is mostly consistent, it is optimism and joy, with a little quirkiness for good measure. Even on my most topsy-turvy days, I have my tell. Some days it may take a little longer to find, but by the bell, it encompasses my presence. I may turn my back from the table, the dealer, and let enter a moment, of quiet desperation, but as I turn around to face the day, to size up my audience, it is the 'What are we gonna do today?" optimism that shapes my expression. Students know our tell. This is how they can get under our skin. Never fold. Never let them see you sweat. Always let them see you looking for their tell. With a smile and intentional words, every hand can be a four of a kind, well at least a full house.

What's your tell?

Disentanglement: Unraveling The Mystery: Snip It #9

Two snow days in a row. Crazy. Houston is colder than Denver. When does that happen? Now, actually, causing, disentanglement of a lesson plan. Monday was spent getting a well-oiled machine, tuned and prepped, for a four day week. Now, it has become a two day week. Adaption and compaction. I see this as an opportunity to do what I do best, get creative. The same information has to be taught, but how can I stream-line the content and keep it engaging? Vocabulary has been taught, its the networking of concepts, that was in place for this week. I need to liberate the activities that many would shelve, due to this weather absence.

Emancipation of student-centered enterprises- I refuse to fall back on worksheets, because we have missed two days of school. Students need even more activeness and liveliness, after an unexpected vacancy. Harvey taught us this earlier this year.

I am planning my 'return' activity now. Our unit is Genetics and the topic, is how do genes play a role in heredity. Thus, rather than a handout about Punnett squares and probability- I am thinking of having students be alleles, some dominant and some recessive and each 'set' a different trait. They can scramble themselves, find their pair or match and then after every student has found their place- they will describe how genes determine traits and how probability fits in, to this activity. Get them up and moving. After being in their houses for two days, they will need the exercise.

Fundamental 5: Strategies for Critical Writing and Purposeful Talk: Snip It #8

The Fundamental 5 is both: a book by Sean Cain and Mike Laird and also a formula to make sure that you are giving quality, focused instruction. It consists of 5 methods you can implement to keep your classroom purposeful and relevant.

The first strategy is framing the lesson: having clear objectives, visually and authentically, discussed with students. The second strategy is work in the power zone, teachers are among students, talking and interacting, rather than sitting at their desk. In the classroom using frequent, small group, purposeful talk, for example think-pair-share, is the third strategy. This is a great way to listen and make sure students are understanding the lesson, strategy 4, for teachers to recognize and reinforce material. Finally, there is a focus on writing critically: purposeful note-taking, summary paragraphs or ticket's out the door. Together, these 5 strategies can help a teacher, with time-management, lesson flow and ultimately, help improve student growth and understanding.

This is a design that is showcasing, what most educators do already. There is no more preparation on our part, except to maybe use a timer and keep the flow, of the lesson in check, so that the last five minutes are all about closure. We often try to pack so much, into a class period, that at the bell, students are rushing out of the room, with little, if any, ending to the lesson. If we set a timer, and consistently close the lesson, with critical writing or purposeful talk, students will be more likely to retain the information and carry it over, to the next day.

This design plan is being implemented at our school in stages, but by next school year, all five strategies should be implemented, consistently and will be counted as part of our appraisal. Slowly, but surely, I am beginning to focus more on critical writing and purposeful talk, again, nothing new, I already do this, but, from now on, it will be known by a different name. I have been reflecting all day, on how I can use these strategies, to improve my teaching. It is all about focus and balance. Making sure students have clear objectives, actionable, daily goals and time to reflect, at the end of class. If I set a timer and stick with my time budget, this will all fall into place, in an organic and natural way. That is my goal, to keep it student-centered and flexible, just with a little more time, for students to put it all together, before they leave for the day.

Grit to Gravel: Layers of Cementation: Snip It #7

Grit, to me at least, is that dusty, powdery stuff you inhale on a sandy beach or off-roading. You can feel it coat your teeth, it gets stuck in your mouth. Both irritating and choking. Never have I seen the word grit and thought challenging or vigorous learning, is taking place. Gravel, albeit, just larger pebbles to me represents, solid ground, a sturdiness you walk upon to reach your destination. That is why we see it, on so many paths and driveways. It holds the location tight, when water and mud, invade its cracks and crevices. In my lessons, it is both integral and purposeful, but it tends to stay, on the more visual side of things, observable like the myriad of colors, that gravel projects.

This last week, my GT students, rather than taking notes on the large list of Genetics vocabulary, were put into groups and given 4 words to investigate. Then they reported on these concepts, to the class. On Friday, they shared their words: with analogies, a scientific article on their 'bigger approach' and a concept map showing their connection to Genetics. The gravel of the lesson, was to create a Google Doodle incorporating their words. They had all seen Google Doodles numerous times and I thought this was a nice, visual, simple, way for them, to connect their words, with a relevant tool they all access every day- Google.

They came out amazing. I put all of them up in a mosaic, on the wall. This way they can look at the 'big picture' -how do all of these separate vocabulary words, combine into the mural of Genetics.

Pardon Me While I Teach: Snip It #6

Teaching is personalized. We all have our vision, of what great teaching and not so good teaching looks like. I know for me, I absolutely never want to be good, I want to be great. I want to enter my room and let loose. Try new things, never assign homework and put the majority, of the responsibility, in the hands, of my students. At the end of the day, they should be exhausted, not me. I buy so many books, on education, from Amazon, that my FED EX guy knows me, by name. Seriously, he rings the bell and as I open the door, he waves and says "Hello, Melissa, happy reading." I love to read new perspectives, because it only helps me, enhance my own. 

As the famous saying goes "No need to reinvent the wheel." Improve upon it yes. But, if the wheel is sound and well-structured and working, to its fullest potential, without incident, maybe we could not try, to add new spokes, or hubcaps, just for decoration. The latest fad, may have some aspects that would be beneficial and appreciated by some, but those same accoutrements, may be unnecessary and unsolicited by others. To force them, on the wheels that are spinning and gaining speed, might not be the wisest of choices. And, it is most certainly not advisable, to add them all at once. Then, well, they just gets muddled, dirty, in the muck, of the landscape.

I guess, this week has surprised me. The implementation of several new initiatives, just seems a bit overambitious and single-minded. Visit classrooms, observe best practice and see what individual enrichment or revision, may be warranted. Teaching is not a "one size, fits all" profession. It is a field where most educators, are seeking new ideas and development, on their own. They know what is best for their students. What may work flawlessly in one classroom, may fall flat in another. It is the teacher and the students, that form the perfect unit, where knowledge and innovation meet. Where curiosity and action flourish. Throwing in a speed bump, just for the sake of saying, our school is trying new things, can force stop, even the strongest of teachers.

Pardon me, while I teach. I will always seek new strategies and cultivate new permutations and advances- please, just let me decide which ones, will work best for my classroom.

How Can I, as an Educator, Truly Balance Twitter, Work and Home?: Snip It #5

Finding balance: difficult. Prioritizing: easy. Staying organized and on top of things: easier. Sleeping and relaxing: the most difficult for me. This has been a challenge for me, ever since I got on Twitter and started my blog. Every day I want to write a blog, send meaningful Tweets and like and re-Tweet other, awesome posts. I even host two of my own chats, albeit small ones. I like the fact that they are small, but it takes time to set them up and run them.

I meditate a lot, if I didn't, I think I would lose my mind. I accept the chaotic, hustling of my life with open arms. My afternoons are Quiz Bowl, National Geographic Bowl and Future City. My Monday, Wednesday and Saturday's are at the STEAM center helping with robotics. So when I say chaotic and hustling, I mean it. During any down time, I ferociously grade papers, read and attempt to relax. Somehow, every week, I get everything done. One thing I am good at, is time-management. One thing I need to improve upon, is taking time for myself, eating healthy and getting some exercise.

My balance is generally found, at the end of the week. Sunday, a day I don't work and where I have decided, not to grade or complete school work. A day, I even tend to stay off Twitter. My day. Family time. This is when I unwind and play board games, with my children, read a great book, write, draw and yes, take a nap. I have been struggling with letting things go, not mentoring so many clubs, working more hours, beyond my school day, but I don't. I can't NOT do, what I have accepted as my contribution, all I can do is juggle and hopefully, all the balls, will land safely, in my hands. Somehow, they usually do, with the occasional straggler, that rolls away. "There it goes, do I chase it? Nah, I have plenty more, where that came from."

How Can I, as an Educator, Truly Balance Twitter, Work and Home? Answer: One day at a time.

An Interesting Observation: The Comfortability Factor: Snip It #4

These last few days, something odd, but rewarding, has been happening. Whether I am in the hall during class change, at the STEAM center with robotics, or even after-school walking to my car- students, I do not know, are coming up to me and talking to me. Conversing about everything from Superheroes to Science. They greet me with a "Hello, Mrs. CJ," the curious thing being that, I do not teach them, nor do I know them. But, they seem to know me. I have of course, responded with a smile and "Hello, hello, how are you today?" This sparks a 2-5 minute conversation.

I ask them to introduce themselves and they do. This intrigues me even more. They tell me that their friend has my class, or that I taught their sibling several years ago. They continue to tell me, that they just wanted to meet me and say hello. Now if this were to occur, once or twice, this would have been cool, in and of itself. But this week alone, it has occurred 8 times. I think it is awesome. I know that my quest for mindfulness and calm, has somehow lured them, into my little realm. I smile a lot and greet everyone in the hall, I try to elude joy and happiness in my actions, but rarely do I see such obvious affirmations. This has, in a minor way, validated my mindful demeanor. I expected a positive return, from those I interact with, but to have the opportunity to meet, this many new people- priceless.

It just goes to show, you get what you give. Remove the negative and positive will emanate. Make eye contact and talk to students and they will remember you. Take the time to slow down and just revel, in the beauty, of what we do. We get to shape the minds of our future leaders, scientists, writers, etc. It all starts with a mindset, a mindful mindset. We can't be happy all the time, of course not. But, we can put on a joyful facade, when we need to. We can actively demonstrate positive actions and kind words. Let, me tell you this, being approached 8 times this week, by students I do not know, has changed my outlook, even more. The smallest of gestures changes trajectory and for me- lots of collisions have happened this week and these are my favorite thing.

Options, Objectives, and Optimism: Breakthroughs with Action: Snip It #3

I have always said a makerspace offers endless opportunities. It is a great tool to use for warm-ups and brain breaks. You can create buckets of what you want students to use or find. You can leave it a mess to allow for more spontaneity, or you can label each container, for easy use and inspiration. My makerspace, although at times gets organized, tends to me like me, whimsical and a little 'on the fly.' My students usually have to dig around for inspiration- but they always find the gems. Today, I strategically placed some items, for them to find, in order to lead them, where I wanted them to go.

I placed, sandwich bags, pipe cleaners, pieces of yarn, tooth picks and beads. On the board I wrote five words: nucleus, chromosome, allele, gene and DNA. Then I told them to make a model to 'show me' that they knew the organization of these components of heredity. This is what they came up with. A 3- minute activity that was a quick, informative, visual, active way for them to clear up the fog they had about these words. They are one of the most common set of terms that students get confused with in the unit. It was a good warm-up.

Google Doodle-Creating Genetics Mini-Lessons: Snip It #2

Today's Google Doodle is about Har Gobind Khorana, the Indian chemist who shared the 1968 Nobel Prize for Physiology or Medicine, with Marshall W. Nirenberg and Robert W. Holley, for research that showed the order of nucleotides in nucleic acids. This ties into our classroom topic for today, perfectly. Heredity. As I read the Google Doodle this morning, I was inspired. How much fun would it be to have students create some Google Doodle’s for our current unit? A mini-lesson is born.

                                                      (Picture created by Google images)

Students were placed into 10 groups of three. Then assigned 4 vocabulary words within the Genetics unit. They have to use, these 4 words and create a mini-lesson they will teach the class, each consisting of: a scientific article regarding their words (sharing a summary of the article), a diagram explaining how the words are connected, an analogy for each word and finally a Google Doodle (cartoon and brief summary). On Friday students will have purposeful collaboration and will share their lesson with the class. This lesson brought to you by Google Doodles. Thank you Google.

Preference Persistence: Getting Students to be More Flexible in Their Seating: Snip It #1

We are all set in our ways, to some degree. We have a certain routine and procedure, to our organization and framework, for the day. Students generally, sit in the same desk, put their backpack, in a similar location, even layout their supplies, on the table, in the same grouping. I have noticed this a lot, lately. If someone tries to upturn the apple cart and actually sit in a different seat, this throws off everyone around them. Sometimes to the point, where they will stand there and argue with one another, "You know that I always sit in that desk." Finally, reluctantly, the new comer, will vacate the seat and order is restored.

I wondered, "How can I get my students, to be more flexible, when it comes to their seating?" Flexibility comes from a sense of security and a place of compromise. To stir things up, I moved the desks around to completely new locations. I still let them sit where they wanted, a flexible, student-centered classroom is still, in full swing. However, just taking the tables and placing them in long configurations, like two giant dining room tables, has seemed to open up their minds, to a more  collaborative outlook. It has gotten them talking to people, they usually don't talk to. The new configuration, has them placing their backpacks, up against the wall, and out of the way. Finally, it has them moving seats from day to day. They are now more flexible, with where they sit. All I had to do was bring them closer together.

A Rising Tide, Lifts All Boats

There have been such uplifting and transforming blog posts lately: about reflection and growth, looking ahead and moving forward. The - #oneword2018 - campaign has energized many, to look at themselves and their role, in education and social awareness. This crusade has taken what often seems unattainable and distant, and narrows it, to something accessible and reachable. A concept not determined by others, but a conceptualization bubbling up, from a fire, deep within our bellies. Eager to get out.

I have been in a state of awe this last week, just reading the blogs of my eduheroes: Spiri Howard, Laura Steinbrink and Alana Stanton, just to mention three. There are so many, I am truly blessed to be an educator, at this time. An hour of independent, distinctive ideas, mingling with a deep rooted landscape, of commonality and integration. These three women, write from such a beautiful place, that, their words of wisdom and strength, resonate with everyone, who reads them. Each of them,  a powerhouse, galvanizing a movement. Carrying with them, a shift of self, that only a sense of community and unity can evoke.

Reciprocity can be observable and distinct or still and serene, often going unnoticed. Kind words, a smile, a simple gesture of acceptance, or a brief click of the mouse. In real life, exchanges are discernible. However, in the vastness, of the social universe, they are less so. Likes and Re-tweets, in the Twitterverse, are seemingly insignificant to some, but mean acceptance and recognition, for others. A reply, requires thought, examination, attention. In the hustle and bustle of life, many situations are tugging and prodding, us away from replying. Simply clicking a like or Re-tweet, is far quicker then writing a response. But, many of us do. I know for me when I get a response, no matter how short, I feel connected, accepted, and valued.

If you have read any of my blog posts, or been in a Twitter chat with me, you know that as a child, I was severely bullied. I felt isolated and abandoned, by my teachers especially, often being ridiculed by them as well. I hesitated getting on social media, Twitter in particular, for fear of a similar atmosphere. But, I did. It was a slow process, it took months to find my groove and figure out the terrain. But, hill or valley, I traversed the medium and found my community, my network of fellow travelers, my kindred spirits. I have been judged, a few have not been kind, but they are in the minority. Twitter is all about networking. You have to put yourself out there, for better or worse. You have to have faith, that you will find your PLN.

My PLN, has built a foundation for growth and confidence, on which I thrive. No walls, no ceiling. A canvas, on which I express myself through words. Growing up, I always kept a journal, wrote poetry and short stories. None of which, were shared. I have a steamer trunk, filled with them. Buried and covered in dust. They were my solace, escape, liberation. But, now, they are echoes, of who I was. At some point, we all need to find our bearings and break free. Twitter and my PLN has allowed me to do just that.

Having a forum like my blog, has reinforced my love of prose and expression, only the written word provides. Its a language that may seem universal, but having the choice of sequence, continuance and stream, makes all the difference. Order and effusion are everything. They are how words become story and story becomes reflection and realization. Every blog personal and global: each connecting us as educators. Reading the stirring words of other educators, makes me better. They may drudge up the sediment of my past, but they also allow me to find the harmony, in which to allow them, NOT to settle back to the bottom. Rather, to be carried on the current and incorporated into the framework of my mindset. One, built on augmentation and evolution.

Today, I am a kayak, in a tide of insurmountable possibility. I bounce and float in the ebb and flow. Below a sky, full of sea birds and albatrosses. I have an auspicious bearing, both local and unbounded. I get to look up at the ships that stir the waters, all the while, rising with the weight of their enormity and prodigiousness. A rising tide, lifts all boats. But, if we do not put our oars in the water, we will never find the current. The prevailing, undertow of change and progress. I hold the line, anchoring me, to the dock. Where, even the strongest of gales, will not divert me. I may get jostled and shaken in the storm. But, calm seas always lie ahead. I will lean in to the squall, knowing the coast guard is always near by.