Birthday Bubble (242)

 My birthday was the best I have had in years. We went to Galveston, toured the city. Had yummy bakery goods from Patty Cakes Bakery. We ate at Bubba Gump Seafood on the Pier and we just hung out as a family. It was nice being with all my kiddos except Gabriel. He traveled to Albuquerque to visit Hannah. But other than not having all my children in one place- it was a great day.

I stopped at Cracker Barrel for some candy and enjoyed Freddy's onion rings and cheese curds for dinner. Couldn't have been a better day. 2020 is a totally crappy year for so many reasons, so I expected a crappy birthday but to my surprise- it was fantastic.

Pie and Crust- The Sustenance of Experience (241)

 The Fibrous Nature of Things

To peel or not to peel, that is the question. To remove the fibrous layer or to let the coarse, pulpy skin help the produce, keep its shape and firmness, as it bakes. It may be the inside of the pie, the woody, wiry, mantle of deliciousness, yet it is the star. Thickness matters. Flavor matters. Tartness and consistency matters. A bark-like skin, will be tough and inedible. But, a thin, sweet dermis, will bring forth the juicy, liquid of nature. As it oozes out, it creates a semblance, of freshness and time. It requires the season, to mature and ripen. Only a moment to enjoy its nectar.

If the fruit loses its texture, the filling will be soft and mushy. If the crust does not have enough fat content, if it was not rolled our properly, it will not be flaky and buttery. It will be dry and crumbly. Flavor and taste, both emerge when the details are emphasized. When patience is given to the ingredients, the process and the assembly, perfection is more likely. When forethought and expertise, are used to develop and bake a beautiful crust, you feel it. The pie becomes more than a treat. It is true mastery. For the crust, holds everything together. Some may use a simple mixture, that tears and thins. While others, with care and love, layer and soften the edges, until the perfect groundwork, is in place. This framework, the golden, fragrant, memory everyone has, of grandma's kitchen.

Technique Matters

If the right apple is picked and the right technique is utilized to prepare it, the innards will taste amazing. If the crust is handled with composure, a foolproof pie, will be fashioned. Dessert is a gift, an ending to a worth-while meal. It is not more important than the feast, yet, it is missed, if it is absent. It is a compliment, a confection, a last course, of a needed festive spread. A meal is an experience, whether with family around the table, or a brief snack between tasks. We all require sustenance. We all desire a delicious, well-balanced, tasty refreshment. We revel in the beauty of food. We look for that second, where the sweetness meets the crispness. We seek the moment where, savory meets crunchy goodness. The balance of texture and flavor. We desire a merging of the understanding of the process and the appreciation of the effort. This makes it more meaningful.

Pie, like other pastries, requires a level of skill and ability. The first attempt, usually ends up in a fractured mess, albeit a tasty one. A broken crust, holds within it, a mixture still luscious and syrupy. But, as with all dedicated bakers, the crust is more than a covering. It is the schema on which the harvest lies. It is the shell, under which, the crop merges, into a treat, unlike no other. It is vented, to release the steam, to keep the integrity, of the floury fabric. The pie is nothing without the crusty, flaky, buttery layer that binds it all together. Sweetness meets crispness, under the blanket of kneaded and rolled sublimity. Fruit and wheat combine into a complete carnival of subsistence.

Expertise is Homemade

As with all bakers, there is a love of the ingredients. A passion for the ability to take various products and ideas and create something, people will love to eat. Educators, like the great chefs of the world, look to their experiences and locality to create the best frame of reference for learning, for their students. Each with their own skill set and mindset building and designing, the glorious meal of growth and sustenance. Whether a homemade pie or a handcrafted lesson, both bring nourishment and livelihood, to those around them. Both requiring tools of the trade. Whether a fork or a pencil, a plate or a desk, each requires the desire to use them. Are you hungry? Let's eat.

A Quick Poem (240)

 A shift

in thinking, in action

A moment

forever lost, new situations

without forethought

unfolding

A chance to believe

in different ways

to listen in

unusual circumstances

and a

shift

in the process

still

unraveling

but

forever

altered

forever

changed

is our new

reality

The Clouds are Darkening, Heaviness is in the Air (239)

It is hard to stay positive these days. There is so much to seize negativity about. To sit and dwell on what has been lost. To try to explain ourselves as teachers to those who do not understand out plight. So many judgments converging on social media about education. To open or not to open? How do we safely bring students back into the classroom?

As a teacher I have twice as much to do now. About 75 more students than I had last year. Class sizes up to 50. I have Full screens with tiny boxes of faces rather than physical interactions. The same lessons, taught in new ways- so lots of planning. A LMS that crashes or does not communicate with Google, or lags. 

I may be sitting most of the day in front of a computer screen, but it is twice as exhausting as teaching in a face to face setting. Not to mention eavesdropping parents and background distractions. Every movement becomes a flurry on the screen. It is a whirlwind class period every time. I enjoy being with my students, but with classes so big and distant it is difficult to make connections.

Yes we engage with each other, yes we laugh and tell stories. But with classes so large we all can't share or our entire class would just be sharing stories. But some days- that's what happens half the period- just so we can build a community. 

The sky outside is turning a very dark shade of gray. Rumbling is beginning and a hurricane is moving up the Gulf towards us. So we are teaching virtually from home, rather than in our classrooms. I had a bit of PTSD this morning, being in my home office- not in my classroom. It brought back all the hectic, disheartening memories of last spring and how I never got to say goodbye to my students.

Every day is an adventure that is for sure. We have to hunker down for the storm- figuratively and literally. 

There is a heaviness- it is hard to stay positive. But, most of the time I am. 

Just keep my eye on the prize: student engagement, student relationships and self care.

Repeat my mantra: Collisions, connections, fortitude. Just breathe.

Rubber Band Ball: A Weeks Worth of Layers (236)

Perchance to dream. It was ten days of pre-planning. Collaboration. Unraveling the jumble of emotions. I am a teacher. My soul is encased in a layer of bejeweled ambiance, that shines in the light of classroom life. 

I love my classroom. Every year its different. Every year it is a blank canvas ready to be adorned with a little bit of me and a lot of them. Its an arena, where the music of learning hums and echoes. Its my second home.

This year feels strange on so many levels. I decorated and embellished. I organized and designed. I spent time in the motion, of creating a venue unique to the circumstances. Minimal on the walls, desks separated for self-distancing. 

My desk the most elaborate of surfaces with mementos of me and my personality. A corner bright and vivacious with stories told through posters, figurines and snow globes. All so my space felt like a comforting place on Zoom.

I have a rubber band ball on my desk. I look at it every day to remind myself that every experience, every optimistic moment I allow myself to embark on, all leads to a colorful gathering of hope and grace. 

I put my Russian Nesting Dolls on my desk, a few Inside Out- feeling figurines. I made my desk-top a place of mindful, spirited joy. A place of child-like imagination and wonder. I needed to see the space as magical and whimsical. 

Being on Zoom all day long, we are synchronous learning, may seem easier than classroom face to face teaching. It's not. It is more emotionally draining, for me it feels like there are more than just the 12-49 eyes upon me, during class. I see parents lurking, making note of my teaching style.

It is heavy. My voice being broadcast into homes across my district adds a layer of stress. It adds a level of awareness. It sometimes takes me out of the moment.

We have only been in class for three days and I feel a connection with all 195 of my students. I feel less of an urgency to memorize names, for they are literally on the screen, and more a relaxing vibe of asking questions and getting them to open up and share stories about themselves. 

Friday was the first time we got to spend just talking for awhile. It was good to see their excitement and imaginations awaken.

On September 8th we will start face to face instruction. 3 of my 6 classes will be in person in my classroom. Each of them 12-15 students only. The other three will remain virtual and they are all around 49 students each. So after the 8th my day will bounce back and forth from face to face and virtual. 

Over seventy percent of the students in my school, chose to be virtual learners. So our campus will feel empty once students return. But, I am excited to have some of them returning to brick and mortar learning.

These last few weeks, I have been spending time with my family. Planning and designing virtual lessons. Finding a balance. Just when I feel I have a handle on everything, someone comes down with Covid-19 and the fear of getting sick rekindles and ignites. 

Its a whirlwind to say the least. Being in a silent classroom, hearing the bells ring and not hearing students moving about is disheartening. It feels surreal, dream like. Rubber band ball like, ricocheting about in an empty space.

But then seeing them line up in the waiting room and letting them all in to class, gives me a jolt like no other. It is a strange layering of hope and joy, mixed with hesitancy and worry. 

I feel more like I am 'on a stage' than ever before. But, students are not the audience, they are present and we are having conversations. We are in the play together. We are learning and getting to know each other. But in a whole different way. 

The Zoomtopia way I call it. 

Try everything, get up and keep trying new things, even if you fail. You have to pull in new technology and shoot for the moon. Technology is going to fail. Internet is going to go down. The LMS will be slow and will kick students off. 

It is the nature of the beast. This microscopic beast that has altered our reality on almost every level imaginable. This beast that constantly reminds us with a roar, that we have to adjust to its temperament.

I am in a new situation. I am in a new classroom forum. I have options and choices. I have to keep things creative and engaging. I have to believe in myself, trust myself. I have to click -admit all- on Zoom and lean in to the volume and beauty of large classes. 

I have to trust that everything is going to be alright. That is what mindfulness is all about. I am aware of where my voice is projecting, where my screen is active, where my students are learning- and like a rubber band ball- I have to bounce in the direction, that the situation is unfolding.

This is teaching like no other year, ever. But it is a journey. AND, I like adventures. So here I go into the great unknown, with a map, a detailed path, a lot of imagination and creativity, some music, and an open mind. When my music starts and my waiting room empties- I am present. I am gaining insight and I am showing myself  a lot of grace. 

This will be a challenging year indeed- but I am bouncing, I am dynamic, I am elastic and stretching myself. With a springiness in my step and resilience in my spirit- I welcome the vigor of another day, week, quarter, semester. I am ready to bounce.

Listening to Music While We Listen to Students (234)

 Vinyl and 8-track

I remember a time when vinyl and 8-track were the only method of personal music immersion. In our cars, plastic on plastic, sliding under the floor boards, large colored capsules, holding within them, the reels of history: Pink Floyd, The Beatles, Elvis Presley. I would kick them out of the way as I climbed in my parents car. The shoddy tape organizers, always sliding to the floor and sending the contraptions sprawling. They felt durable to me, a kid, but actually they were fragile. More often than not, they became cracked and the tape, exposed, ended up in the garbage. But, soon, I would see a new one appear, like magic. As a child, music was very important to me. It was a connection with the many, that I lacked with my peers. It was an anchor. I would race home from school to listen, to ABBA, Journey, Fleetwood Mac, to name just a few. It was a time when my voice became music and music became my voice.

These vessels of rock, classical and blues they embodied my generation. At home I placed the needle, gently on the spinning plastic, anticipating the first note, creeping in from underneath the crackle and static of the record. Each album, a story. Each track, a monologue just for me. Music spoke to me, as if the performers, band or solo, were in the room. It wasn't just the tunes, it was that sound, that underlying hollow presence, beneath the vocals, it was almost another instrument. It was a cadence that I heard throughout my childhood. Then with the onslaught of cassettes, Cd's and iTunes, that intimacy, that rhythm of imperfection, even if remote, vanished. The crisp, studio quality performances - that is what we hear now. There is no more standing in line outside of Tower Records, for one of the first copies of Purple Rain. Now I can download it in seconds. Again, that intimacy, that personal connection, lost to a world of technology.

Texts and Emails

I remember when my birthday cards would come in the mail. My grandparents would send me, my age in cash. As a five year old, five dollars was like a million. My parents would take me to Albertson's and let me buy my weight in candy. I remember the smell of the envelope, usually bright in color, the stamps in the upper right corner, each a different design or emblem. That moment, where I gently ripped the envelope, trying desperately to keep it in tact, that sound, it still resonates. Those envelopes and cards, still in a trunk in my closet. I still envision myself running to the mail box, warm pavement beneath my feet. I have an August birthday, so they would arrive in deep summer. It is the tactile memories, that have stuck with me most. The interaction of my hands with paper, the smell of the post-office, the gravel on the driveway.

Those times, were built around phone calls and letters. Not text messages and emails. Not to say that, speedy communication is necessarily bad, but they are removing something from our society, interconnectedness, eye contact, the sound of a voice. That hidden track behind the tone, pitch and vibrato of human speech. We seemed to have lost the ability to listen, while we listen. To pay attention to the subtleties of facial expressions. How often do we pause and take notice of the intonations, modulations and articulations of the emotions of sound? How often do we hear these same qualities in conversation? Words are letters with meaning, but emotion is truth, even if we do not always recognize or acknowledge it.

Listening While We Listen

We have all been guilty of it. Making eye contact, nodding our head, but simply waiting for our turn to speak. We have all been on the receiving end as well. Students, children, they want to share their opinions and ideas, but are often placated with a "That sounds good," or "Tell me more." But are often, put into a situation where, an adult is listening, genuinely caring about what they are saying, but have no follow-up conversation. They as students, were herded, like many conversations of the day into one giant conglomeration, of words and thoughts. But, in actuality they were not heard, not really. How can we prevent a herd mentality and adopt one of hearing- a heard approach?

How can we as educators, pause and hear our students, even those who do not speak outwardly with words, but with emotion? We have to listen for the hidden tracks, that crackle, hollow presence underneath the sound. We have to listen while we listen. Hone our senses on the sound: the quiet hum of the microphone, the reverberation of frustration that overwhelms quietly. We have to find the discrepancies between what they say and what they feel. This can be challenging but not impossible. We will never be able to identify with our students if we fail to remember the sounds of our own childhood. Those vibrations, memories, are eloquent gestures, memorials of our youth. If we can, as the saying goes, "put ourselves in someone else's shoes" we will be able to understand their motives, actions and experiences. If we can listen while we listen, hear the acoustic melody all the while picking up on the harmonic refrain- we will be able to find the hidden track.

How can we find the hidden track? It is hidden right?

• Do not ignore the static- it tells a deeper story than the notes do
• Concentrate on the minor key changes, they are the underlying story
• Clear your mind, for when you do, every bridge, every chord finds its purpose
• The brass, percussion and wind, of every conversation softens and becomes louder when necessary- they are the clues
• Every moment we speak, we are the gentle strum of a guitar for one student and the cymbals for another- it is our choice of intensity that makes all the difference
• The hidden track is there, always, like the needle bobbing at the end of a vinyl album- just waiting to be picked up and moved to a new position

Let's not be the headphones, narrowing the sound or the speakers amplifying it. Let's be the fan, the audience. The spectator that hangs on every note because they know the chorus is going to blow them away. This is how we listen while we are listening. With anticipation that within the ensemble of instruments, the meaning and expression, there will always be a melody and this melody is why we listen in the first place. Music is the story of our lives- these conversations we have with students, they are the music of the future.

And...So...It Begins (232)

 I have been posting blogs for the last week or so. I just decided not to Tweet them out. I guess I wanted to stay under the radar, just hibernate in my anxiety cave for awhile. Today was the first day of....

• school
• synchronous virtual classes
• classes of 45 (KVA- virtual for the quarter)
• classes of 12 (intermittent)

It was a crazy day. We lost our LMS and internet for awhile. Schedules were wrong or students couldn't figure out where to go and at what time. Synchronous, we followed a bell schedule. Lots of emails: parents, students, parents and students. Parents sat next to their children during the Zoom meetings, sometimes. Other times kids missed them entirely.

My smart-board was full of beautiful faces, more than fit the screen. It was good to meet them but in a class of 45 it was barely enough time to introduce myself. I will use breakout rooms moving forward. We talked about mindfulness and watched a video. I had them write reflections live on Canvas. I have two computers so I could see them on Zoom and in Canvas.

There are logistics to tackle and timing to pin down- but all in all it was a good day. But, I am exhausted. It was a crazy day. But looking forward to working out the kinks and getting down to the nuts and bolts of learning science.

I think I need a few more days in my cave before I get back on social media.

Wow! This is Insane (231)

 This is insane. I have never seen so much work for educators in my 19 years of teaching. We have to set up Zoom meetings, KVA (Virtual) and Face 2 Face (intermittent) courses. KVA classes are upwards of 50 students. Face to face about 15-18. I teach 3 of each. I have ACA, KAP/Pre-AP and GT.

We are teaching synchronous for the KVA, asynchronous for face to face while they are intermittent for 3 weeks. We start September 8th in person- at least currently. We just found out today- we have been in professional development in person/in the building since last week- that we have several staff who tested positive for Covid-19. We are not closing.

The amount of meetings (virtual) and PLC (in person) we have been in, is insane. Not to mention planning lessons/activities both for virtual and face to face instruction. IEP, 504 differentiation. GT differentiation. It is insane. I am so overwhelmed I can't think straight. So. I have been off social media for over a week. Plan on for this week too.

Educators are rock stars!

A Kick in the Gut (228)

 Once upon a time there was a baker. This baker specialized. They created amazing bread. Some loaves were oval, some round, some ornate shapes. Sometimes they added ingredients of the savory variety. Sometimes they added sweet confections.Every day they played with the ingredients at their disposal and never stopped innovating. 

They asked the villagers if they had any ideas. They worked with their suggestions to help make their visions come to life. They baked pies, cakes, cookies. They made croissants, muffins, and confections. They could take any basic recipe and make it something special. This was their gift. It became what they were known for. It became a part of their identity. 

The counter top their playground. The gardens their place to forage and concoct. The oven their salvation. 

Then one day, their tools were dismantled. Their counter top was removed. Their ingredients were lost. Their freedom to invent halted. They felt sad. They felt lost. They felt gutted. They no longer felt like herself. They thought about quitting- it tore them apart.

It was unforgivable- the kitchen was never inspirational again. 

Loaves simple. Confections based on the ingredients provided, they no longer yearned to innovate. So they became a part of the system. Mass production. Factory assembly. Identity merged. For it was expected. 

This made them sad. Lost. Their spark was extinguished.

But they endured, not with unbridled passion, but with their own flair. Albeit subtle.

Being put in a box, like a rows of cupcakes, is disheartening. But, any good baker will always make them as delicious and beautiful as possible. For baking will always be in them. 

They will feel disconnected but they will bake. For those that love bread, bakery items and sweets need them to.

Be Where your Feet are (224)

 Calm down, find yourself present and in the moment. Focus on what you can control. If you are writing, write and try to clear your head of distractions. If you are with family, be with family and try not to think about school or Covid-19, or social distancing. Minimize the mental lists you have, in constant shuffle mode, in your mind.

We are excited about possibilities- some with trepidation, others with optimism- but we are on overload. The sheer volume of great things is like an avalanche. And FOMO is contagious. We can't be high energy and productive every minute of everyday.

Like with any social media- we are generally seeing the perfect scenario, the life free from any blemishes. There is amazing stuff happening, and we can't always participate. We often don't have the same opportunities to do so. So we feel inadequate.

Most people do not share their flaws or sadness. Yet, we all feel them. We choose to share the positive feelings. We all have those too. We are circling in a vortex of Pinterest perfect, Twitter terrific, Facebook fabulous. We feel less than. But we are not. We are us, and that is never less than.

 Those events are elsewhere. We are here. We need to be where our feet are. We need to manage our expectations, especially the ones we make for ourselves. We are in a strange time where enthusiasm is like punctuated equilibrium- we get peaks of it, then level off for a while. 

I want to be that perfect social media image of a superhero. Yet, most of us, are what I think of myself as, a quest seeking druid, who does not have unlimited powers. But who does have a great map. And a great napsack of tools.

Being everything to everyone is impossible. Being focused and balanced 24/7 is impossible. 

I have a perfectionist streak and I let the pressure build, until it pops at the corners, leaving me exhausted and stressed out. Because I do not live up to what I think, others expect me to be. In reality, no one is expecting- only I am acutely anticipating. Its draining and taxing. Tiresome in fact.

I have decided to find something small and relatively inexpensive, to focus my energy on. Other than the many tasks I am required to focus these days. School at the forefront. We have two weeks left of school. 

I used to collect tea post and snow globes. I do have a hefty collection, but somehow- I lost interest. Yesterday I picked up my nesting dolls, a student gave me last year, as I was cleaning out my classroom. They were shoved to the back of a shelf, they got lost for a bit. They were dusty, but inviting. I just stared at them and stacked them for a few minutes.

I allowed myself to just be in the moment. To notice every detail in the etching. Feel the grains in the wood. Feel the thickness of the paint. Notice the fine differences between each piece. I was hooked. I am going to start collecting them. I did a search on Amazon and eBay and am amazed at how many different styles there are. I can’t wait to compile a list.

Yes, another list. I make lots of lists- it’s the stability in my world. It helps me find my feet. Often I am not mentally, where my feet are. I can’t watch TV without thinking about school. I can’t read a book without thinking about writing. The list goes on. Yup, another list.

But, after staring at the nesting dolls- I realized something. Be where your feet are- whether you are the smallest doll or the largest, stacked inside or on display- make sure you are present. Make sure you are with your friends and family. Make sure you are in the moment, because when you are, the universe tells you amazing things.

Strategies for a Student-Centered Classroom Part 2 (223)

 The most visual aspect of inquiry science- is students doing science. OR, students researching and applying their knowledge in creative ways. Inquiry requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. This curiosity and motivation can be integrated into all subject areas, not just science. 

In my class, CER, PBL, and ADI have worked well with all my students. All three are inquiry based, collaborative strategies to get students familiar with evidence based argumentation. Each take a different duration of time but all three get students used to looking at data and forming opinions based on interpretation of data either collected or given to them.

All three strategies are ideal for my heterogeneous classes, they are great strategies, to organize students with mixed abilities, so collaboratively they can solve problems successfully. 

CER, ADI and PBL lend themselves to an interdisciplinary orientation, since answering a problem frequently requires information from several academic areas. By allowing my students to direct their own activities and by giving my students greater responsibilities, I show them how to challenge themselves and learn on their own. That is the basis for my student-driven, student-centered classroom.

CER- Claim, Evidence, Reasoning

CER are quick warm-ups or ticket-out-the door activities. They generally take a 2-5 minutes to complete. I use these a lot for this purpose.

For example- I put up a picture of a food chain with a statement as follows: students then have to follow the steps above to complete the CER.

ADI-Argument-Driven Inquiry

ADI are generally completed within a class period. However, I have had the debate portion, often the following day, to provide enough time to peruse the graphs and charts and discuss as a team. Where CER are quick 2-5 minute activities. ADI take a more time and the information is more complex and detailed. A CER will generally have one photo or diagram whereas the ADI will have 6-8 depending on the complexity of the question.

Student Task :

In this activity, you will utilize actual data sets collected from maps of the United States to determine ecosystem impact by tornadoes in the US. Data sets were collected by amateur storm chasers and USTornadoes.com. More information can be found at http://www.ustornadoes.com/about/

Guiding Question: Tornadoes will have the greatest impact on which ecosystem?

Getting Started: To answer the guiding question, you will need to examine the data set of tornado occurrences to explore the relationship between tornado incidents and ecosystem location.

To determine how you will analyze your data, think about the following questions:

 What data is relevant?

 What type of calculations will you need to make?

 How will you organize and represent your data?

 What type of graph could you create to help make sense of your data?

To share your information you will create a white board as follows:

To share your argument with others, we will be using a round-robin format. This means that one member of your group will stay at your lab station to share your group’s argument while the other members of your group go to the other lab stations one at a time to listen to and critique the arguments developed by your classmates.

Once the argumentation session is complete, you will have a chance to meet with your group and revise your original argument. Your group might need to gather more data or design a way to test one or more alternative claims as part of this process. Remember, your goal at this stage of the investigation is to develop the most valid or acceptable answer to the research question!

Finally each group will argue- using data collected- their answer. You must use data to defend your answer.

Problem-Based Learning

CER are quick, ADI class periods, while PBL generally progress over a week-six weeks depending on the problem. Problem-based learning or Project-Based learning must follow the four basic principles of PBL

1.         Students work with their peers to solve problems.

2.         Students research and gather information on their topic.

3.         Students use technology with purpose, to design and create a culminating project.

4.         Students need to see themselves as the ultimate resource. (independence)

This year, my students worked together for several PBL assessments, but this was my favorite. They were given five class periods to research, write their speech and create their presentation. Each group presented their findings to the class in a 7-10 minute presentation. Using primary sources, current events and science resources, they collaboratively solved the problem- they designed a persuasive presentation to convince a political leader (me) that environmental change is necessary.

Title:  Human Impact on the Environment 

                                                                      

Challenge (Driving Question):

How can political leaders be persuaded to implement changes in policy regarding environmental damage?

Summary: Students will research how humans are negatively impacting various ecosystems.  They will write a persuasive speech and video presentation including the effects of human actions and ways to repair or end the damage. 

Students will: Receive a randomly assigned ecosystem, create questions, research, revise questions (add or revise), synthesize findings, write persuasive essay utilizing documentation and quotes, create plausible solution to ecosystem rehabilitation, and present findings in a speech/video to classmates and ultimately, politicians (calling for reform)

Student-centered teachers carefully guide students as they begin to explore or investigate their topic, being careful not to dominate the conversation. They allow the conversation to be led by students and for the discussion, to take twists and turns, based on the evidence and interest of the students. They give students plenty of time to develop responses or think about the issue more carefully, giving students the time to reflect and think more carefully about the issue. These three inquiry strategies, CER, ADI, and PBL are three great ways to make sure that students are in charge of their own learning.  

Strategies for Inquiry in A Student-Centered Classroom -Part 1 (222)

 The National Science Education Standards (NSES p. 23) defines scientific inquiry as "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. ... Scientific inquiry is a powerful way of understanding science content.

They Gathered Evidence- Now What Do Students Do?

CER (Claim Evidence Reasoning), PBL (Problem-Based Learning), and ADI (Argument-Driven Inquiry) - these acronyms might sound very isolated, but in fact, they all are based around one concept- Inquiry: a seeking or request for truth, information, or knowledge 

ADI- is explained in detail at the official site https://www.argumentdriveninquiry.com/ -the website offers a plethora of information and lesson ideas, a must visit. 

Also NSTA has amazing books on ADI one for each content area. Although PBL and CER are more well-known, ADI is my favorite for many reasons.

Three Strategies, CER, PBL and ADI

There are many strategies available to help our students become more thoughtful and focused thinkers. The foundation of education is not to just provide information to students- but to get them to analyze and interpret data, in order to, form their own conclusions. 

Our students need to be taught strategies that will help them sift through the barrage of information out there. To weed out the erroneous data and get to the truth. Whether you use ADI, CER or PBL, inquiry will be embedded into the learning, if you make sure these five features are the basis of the activity.

The 5 features of science inquiry (NSES)

• Learner Engages in Scientifically Oriented Questions.
• Learner Gives Priority to Evidence in Responding to Questions.
• Learner Formulates Explanations from Evidence.
• Learner Connects Explanations to Scientific Knowledge.
• Learner Communicates and Justifies Explanation

What do CER, PBL, and ADI Look Like in a Classroom?

The most visual aspect of inquiry science- is students doing science. OR, students researching and applying their knowledge in creative ways. Inquiry requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. This curiosity and motivation can be integrated into all subject areas, not just science. 

Student-centered teachers carefully guide students as they begin to explore or investigate their topic, being careful not to dominate the conversation. They allow the conversation to be led by students and for the discussion, to take twists and turns, based on the evidence and interest of the students. They give students plenty of time to develop responses or think about the issue more carefully, giving students the time to reflect and think more carefully about the issue.

In my next blog post- I will share a lesson I used this year for each PBL, CER and ADI. Each slightly different but all achieving the same goal: engaging students in higher-order thinking, providing opportunities for problem-solving, evidence gathering and analysis, and cooperation and collaboration. 

What the Great British Baking Show Taught Me About Teaching (219)

 This post is inspired by and mirrored around, the Great British Baking Show- a culinary masterpiece- from the UK and on BBC and PBS- the show is both mindful and constructive- like every classroom should be.

Preheating the Oven

It begins with a baker's dozen- 13 people from all walks of life, all areas of the UK. Each with a different approach and skill level to baking. All amateur, but some masters of cakes, other mavericks with pastries. Some prefer a butter cream frosting, while some love a nice royal icing. While, even others appreciate no glaze at all. These dedicated and brave contestants have the love of baking and the knowledge of alchemy, to help guide them on the nine weeks of culinary challenges. Every weekend a different ‘unit’, every week a different theme. Sound familiar? When the bell rings, what is your classroom dynamic?

This style of competition brings to the ‘tent’, the arena of confection and dessert creation, a wonderful mix of talents, interests and strategies. The challenges are the same for all, no matter their expertise. The playing field is leveled and the competitors nervous and excited, enter the tournament eager to impress. The process of the assignment might be similar, the final product shape the same: a doughnut or loaf of bread, but the approach, flavor and artistry of the eatery perfections, varies greatly. Guided by choice, making sure that the skill is measurable, and creativity is bountiful. While the technical is specific, the signature and showcase are more personal and freeform. This is learning and growth at their best.

Mixing Bowl and Recipes

The brief, as they call the individual challenges, or stages of the competition, come in three events: the first is the signature challenge, where bakers have practiced at home. Each week measuring a different skill set such as bread, batter and cakes. Each contestant brings to the 'gingham' table a unique recipe they have mastered. This is when the bakers bring in their favorite recipes, prior knowledge, and incorporate some new techniques. They must have the perfect consistency, or their custards will be flat, or their dough will not rise. Even with practice at home, in the comfort of their own kitchen, when they enter the tent, nerves rise, and mistakes can be made. This is trial and error, risk and reward, or risk and failure, pushing the bakers forward to try again with another challenge.

The second brief is the technical challenge, where they are literally left in the dark, including vague recipes that leave a lot of room for interpretation. This tests the baker’s wits. Can they put their culinary instincts to good use and overcome any hurdles that lie in front of them? Such as: How long to bake, do they need to prove the dough, and what the heck is a Bethmännchen? But more importantly, can they make something they have never seen or heard of before? It takes patience, confidence and perseverance. They do tend to get close though, they have the basic skill set of baking and they can reason things through.

Ultimately, they may be off on the size or consistency, but they usually get the recipe accurate. They can read recipes very thoroughly and successfully but without all the directions they are left to their own instincts to complete the task. This comes down to skill and baking prowess. Trusting in themselves. Each baker has had years of baking experience in their own kitchens, now they must take that knowledge and use it to excel at new recipes and techniques. This is problem-solving, critical-thinking and fortitude all crucial in baking and learning from our mistakes and being able to alter and change our plans according to the situation.

Finally, the third and final baking challenge of each week, is the showstopper, a grand and usually quite ornate display of baking mastery, where each baker has had time to perfect and practice their multi-skilled patisseries, cakes or puddings, over the last week. Whether they did or not is another story. Whatever the task, it tends to include multiple doughs, flavors and techniques. It requires multi-tasking, creativity and timing. Every task has a time-limit, but this event tends to come down to the wire because of its intricate nature. Forcing the bakers to keep the pace and stay meticulous. Some bakers shine in this round, while others just don't rise to the challenge. This is the weekly event that has the greatest impact on who is eliminated from the competition each week.

Tasty Confections

A gathering of learners, amateur bakers, with different skill sets. Creating a framework on which to measure craft, style and know-how. Provided with tools and ingredients and a venue. A process allowing for some personal elements and additives, bakers ultimately display their creative confectionaries for judging. They are given guidelines, but are also allowed to incorporate their strengths, preference of flavor and stay at their level of contentment. Each task or lesson pushing them a little bit out of their comfort zone. If they play it too safe, they will not stand out. If they take too big of a risk, they may present an under-cooked or unbalanced treat.

Taking a new approach, mixing new flavors, and constructing amazing center-pieces, may wow the judges and prove to themselves that risk is good. Risk is why we have the vast bakery of sweets we have in the world. Each country, culture and even individual family, have their own personal recipes, that make dessert so inviting. Concocting new recipes, trying new spices and different yeasts and diving in to new baking styles creates excitement and stirs new ingenuity. This is the Great British Baking Show, this is every classroom that challenges and welcomes adventure and failure. This is the luscious, sweetened, delicious result of learning and growth. Let's get baking educators.

As we bake our confections lets remember to preheat our oven, proof our dough and get creative with our flavors and spices. Each of our students are bakers in their own right, the more we step bake and let them experiment with their recipes and culinary masterpieces the stronger bakers they will become. Baking needs accurate measuring and defined ingredients- let students choose their own methods and their own flavor profiles- this prepares them for the real world- their own personal ovens. These ovens are where creativity, ingenuity and persistence rises and sets and with each baking challenge comes growth and a tasty adventure.  

imovie is a Wondrous App (218)

I like to make quick video clips. montages. I like to create mini-vid's of classroom directions or lab requirements too. But those are simple to do in Canvas or on my phone. Just click record. But, I wanted to make a trailer. A fun way to introduce 7th grade science. Seeing as we are starting virtually, I though some fun would be nice to launch us with. 

I played with different free apps- they were complicated. I have an iphone but a PC. So I tried all the PC apps. They were not what I was looking for. Then I remembered imovie. I do not generally create movies on my phone. Small screen etc. But after trying and not liking so many apps, I went for it. There is a template called trailer and low and behold, just snip videos off you tube and then slice them in. So easy.

I plan on using it every week to just have a little more fun with the quick 3-5 minute catch ups in my class and the introduction to the week clips. I got frustrated, it took time to find the clips I wanted, to clip each segment so it flowed. All in all it took an hour. But it was worth it.

Here is the link to my first ever imovie

https://drive.google.com/file/d/1XH6eJg1qOl5if3r-QdQHRXSJt26w0Ezd/view?usp=sharing

Finding a H.U.G. behind a Mask (217)

I know we can't hug. We are sending virtual hugs. We are smiling behind masks. We 'air' fist bump. The connection we have with one another is dwindling. I am a personal space person- I protect my personal space. But, not having the chance to hug students that want a hug. Not really being able to understand the muffled dialogue behind a mask. The visual sensation of a dimple or beautiful smile. Something is missing.

The world seems now like some kind of dystopia movie. The ones where everyone is dressed in gray. Children play ball in the driveway without emotion, or sound (except the bouncing of the ball). It feels like an angry place, where those who choose not to follow the social norms have to be loud and destructive to be heard. That Big Brother, is struggling to keep the joy suppressed. We all feel a bit under the foot of constraints.

Try finding a hug. Try finding a white-teethed smile. Try finding a handshake or fist bump for that matter. Generally, non-professionally its been the hug. Except in school where hugs are commonplace. Now there is 6 foot distance, masked emotions that need to create a sense of community. No lockers to gather around. Only two in the bathroom at the same time. Staggered class changes. The community is being replaced with the gray dystopian feel of suppression.

Now there is good reason for this. I understand the why, the how, the when. It just feels sad to me. We need to make sure in schools that community building is still at the forefront of our minds. We will be looking at them through computer screens, some of us meeting our students for the first time on computer screens. So lets make that first impression count. Colorful backgrounds, animated personalities.

The hugs may never come. The smiles may be hidden, so we need to over-exaggerate our emotions a bit. It's going to feel weird but we need to find the H.U.G. The Human Universal Gestures. The new facial expressions that can show through from behind the mask. We will need to use our loud, clear voices to overcome the muffle. We will need to use our eyes more now. Grins are only loud when we use our eyes. 

So find your H.U.G and perfect it. Look in the mirror and practice. Animate on Zoom, let them see your smile a lot. Let them hear your voice, loud and clear. Remember when we meet them face to face those same expressions will need to come through. It is going to be a challenge- merging the virtual facial cues and the in person masked facial clues. That l is going to make all the difference. Cue to clues and we will do this with love, listening and language.

Will They Like Me, Will They Give Me a Second Thought: The Fears of a Loner Teacher (215)

This may sound like a pity party. It is not. In fact it is not a sad story. It is just a tale of becoming whole. I am quiet, a lot. I am introverted with flare. 

I have been to a few pity parties throughout my life. But, no. This is I hope, a story of seeing the rough edges and accepting that they sometimes leave scars. I believe in people- I believe in myself and I know I have a purpose.

But scars are starting points. 

They are tangible reminders of where we have come from. I do not hate my past. It has made me who I am. 

I know myself well and I have tried to be one of 'them' and you know what- the cost is high. I prefer to be alone, pure and simple. Sometimes I get lonely. But I am comfortable with it. I am comfortable with myself. 

This is a story about why teaching is my salvation. I am awkward because sometimes my filters over correct or falter. But, this is not something I am sad about. It's just a fact.

Things

There are things I look back on from my childhood that still haunt me a bit. Like the heavy chains of Jacob Marley, I hear them drag across the concrete constantly. Things like being bullied, being ignored, being misunderstood. There are other things, that to some might seem like a life-long struggle, but to me are actually gifts. They made me who I am. Things like Dyslexia, ADHD and yes, being bullied, being ignored, being misunderstood.

Someone asks me every year at a conference or PD- “How can you teach junior high, aren’t they just exhausting?” The answer I always give, “They are the freeze-frame of my life where everything came together for me. Where my heavy chains became less of a burden and more of a gift. I understand this age.” 

I recognize the look of utter terror as they enter the classroom, I can hear their inner dialogue, “Will this be the year they accept me? Will this be the class I meet a friend in?” They are my inner dialogue too.

I empathize with their fashion choices. I never did find my glamorous attire. I feel their shivering as people choose not to sit near them, anywhere but beside them. An all to familiar feeling, even today. There are students who elude confidence, they are energetic and ooze popularity, infecting everyone around them. Everyone wants to be in their orbit. That is not me, it was never me.

I became a teacher because I wanted to be someone students like me, students who ooze popularity and every student in between, could relate to. I wanted to not be the popular teacher, but the authentic teacher. The one that showed emotion, got frustrated and worked through it with the class, the one that shared her fears and doubts. The one whose heart was exposed.

I swore to always be honest and share my stories. This is the bridge to our community construction- openness and acceptance. This is me.

Stuff

I over nineteen years of teaching, have found my flow. Not every student likes me. Not every lesson goes as planned. Sometimes I push them too hard. Sometimes I do not challenge them enough. 

I make mistakes. But I always own up to them. In front of my class, I apologize, I ask for help, I collaborate with my students. This is what I never received as a student. My voice was shushed and ignored. When all I wanted was to be heard.

These things, these childhood chalk marks have followed me. I dust them off my shirt all the time. 

Not because of these experiences, but in spite of them, I am a loner teacher. Strong and confident. Flexible and forgiving. Mindful and steady. But, within my own world- a topsy-turvy, whimsical arena many prefer to steer clear of.

No one comes to visit me just to say hi. If my door opens, its official business. The only ones who stay after to chat are my students. When there is a luncheon or faculty meeting, I go back to that place of terror. The place where I feel I have no one to sit with. The visceral place where I will have to wander in the hopes, someone will include me in their conversation. I fear these gatherings.

I have a team, but they really do not get me. They just like my own teachers of the past had to do, tolerate me. They are kind and friendly. They smile, they are cordial. They are nothing but nice to me. But they do not actively seek me out to bounce ideas off of. They do not invite me to lunch. I do not begrudge them their space- I am a lot to take in. I get it. 

My mind is a constant tornado of intake- I talk fast, I ask lots of questions, I push the boundaries a bit. I exhaust people. During a hectic school day, we seek refuge and calm, not the rattlings and high energy of a tornado.

Most people do not stay near me long. 

New teachers join the staff and I think maybe, maybe this is the year I find a friend. But they gravitate towards those that ooze the vibe. That vibe I have never had. 

I have always related to my students more than my colleagues.  I cannot seem to get the proper stance, the comfortable pace, the eye contact (my ADHD hindrance) and the expected default setting of adulthood down. I tried. I really did.

Piles of It

Constant energy, It is me. Static electricity, magnetic force- just waiting to explode. It is often palpable.The changing lessons plans at the last moment. The ferocious reading and writing. The indelible need to try new things and take risks. I cannot seem to get a handle on my ‘fitting in” gene. 

It always takes me back to the same place.  My classroom, eating lunch alone, waiting for my next class to start. For a long time, I thought there was something wrong with me. Why don’t people like me? I had many sleepless nights as a child and as an adult. Sometimes I still do. When I get shunned at work, it stings. Adults are not always good at hiding their dislike. It oozes too. I know, I can see the stains on my clothes.

Make Your Mark

So, the school year is beginning and if you are anything like me, you have at least a few worries. The pandemic, the schedule, the first day you meet your students. I hope that is all. I hope you are not a loner teacher. Get out there and mingle. Join in conversations. Network. You might ooze popularity, or you might need a little confidence. But you have it in you to find your tribe. Your community.

I know I will never truly fit in. How do I know? Nineteen years of teaching. Nearly 51 years of perspective and reflection. I mingle. I follow my team into luncheons and faculty meetings sometimes, desperately hoping they will include me in their conversation. I try to sit still and be still.

But, some days, most days- I am exhausted. Trying to behave as others expect, slowing my mind and energy so others feel more comfortable, and yes, seeking recognition and acceptance is too much. I choose to not have to.

I am alright with this. I have thick skin now. I no longer drag the chains behind me. Sometimes they rattle. But I choose to funnel my energy to where it belongs, in my classroom, interacting with my students. I choose to be excited about the possibility of a conversation- yet accepting that most days these will be with my students. I love those the best.

The Mingle Before the Solitude

I am a loner teacher, my personality and all of these ‘things’ have paved that path. I grab a bus with my colleagues every now and then, I call an Uber when its necessary- but I know molding myself to what others expect never ends well. I will stay true to myself, I will listen to my spirit. It has never steered me wrong. I will sit beside like-minded people, have brief conversations, try to be comfortable in their world. It is a fun place to visit.

Then I will be still. Let the energy of my students guide me. I will use my gifts of observation, listening and problem-solving to enhance learning. I will smile every day for the joy that surrounds me. 

I became a teacher to change outlooks and mindsets. To lure the quiet, lonely students out of the shadows. To build relationships that shape and inspire. To be a teacher they see themselves in. To be a teacher they respond to and trust.

This is the life of this teacher. 

This is not a tragedy, this is a story of adversity and acceptance. This is a story of focus and reflection. This is my story and my quest. My fears that push forth- this time of year. But alas it is my journey, my adventure and all the things that make me, me. And that my friends, is my greatest gift. 

I just feel there are many people, many educators, many students who feel this way. I wanted to share my story so hopefully, you will share yours. This my friends is not a pity party but a roaring, energetic, celebratory hootenanny- what will be your legacy?