And there it is... (275)

 It is September 30th. Another September has come and gone. The first ever in my lifetime directed and pocketed by a pandemic.

I feel like both a trash compactor- crushing goals and yet a few aspirations under its force. But alas the trash beneath its weight, ever tightening and smashing into nothing.

I have not much to say other than- push back.

Always push back.

No Name Post (273)

 Sometimes you just need to say a few words, and yet there is no title in your head. There is no flow or sequence. It is just a bunch of jumbled thoughts and emotions running out like thick, gooey, elastic, melting, lava.

I feel a sense of calm, intertwined with a level of such guttural anxiety. Like a shadow it follows me about- screaming obscenities and telling awful jokes. I can hear it taunting me every minute of every day. Only when I fall into a deep sleep does it wane.

I listen to a lot of music to try to drown it out. It is my solace. Like Obi Wan it is my only hope. For just when things feel like they are settling down- I am back in the giant trash compactor with Luke and Han. Some tentacled monster pulling me under the garbage.

Yes, it is a lot these days. But, I keep moving forward- dreaming of the stars, of parsecs and warp speed. Until a moment when everything feels like a beautiful sunset on Tatooine. I can feel the warm pinks and oranges. I close my eyes and take a deep breath.

Then the noise begins again.

A Sunday, A Day, A Sun (272)

 Texas generally is hot, I mean hot. Even in September. But a heavy storm passed its way through earlier this week and pushed out the humidity and heaviness of our beginning of Autumn weather. Its a nice respite from the sweats of September. I got to take a nice walk today. Enjoy the clouds. Feel the cool breeze.

The sunset last night was magnificent. Huge yellow glowing orb sitting on the horizon. It almost looked hand painted into the pink and red sky. It reminded me of how beautiful nature is if we stop and notice. We are generally rushing around and trying to get things done- but last night the sunset froze me in place for a bit.

This gave me time to just think. To breathe in the moment. 

This morning was much like that moment. Lighter somehow than most breaths lately.

I wrote 7 Reasons Why We are Educators this week. All on my other blog practicalrebellion.blogspot.com and then recorded a culminating podcast. It felt good to get it all out. All the frustration wrapped in optimism. I know these days most of us have a love/hate relationship with education.

We absolutely feel the passion and drive we have always felt. But it has been tarnished by the pandemic. We have lost our connection, our tether to the classroom dynamic. I know for me having most of my students virtual has drained me.

Daily I bounce back and forth between small face to face classes and large virtual ones. It is discombobulating to say the least. But, having small rectangles on a screen has made it very challenging to build the kind of relationships I am used to building.

1-minute check-in's, break out rooms- it helps but it still feels well...forced a bit. As students feel the disconnect too, it feels like another way to try to bring them into a classroom but without the classroom. I am not sure that made sense- but sometimes emotions don't.

So today I'm keeping it short- by simply saying hang in there.

See that bright yellow orb sitting on the horizon and absorb its energy. See the pinks and reds of magnificent skies and feel its story. Hear its message- tomorrow is another day, today has been a day full of possibilities and embrace them for they will follow you into tomorrow. They are yours to keep.

Happy Sunday everyone.

13 is the Magic Number (264)

 In the Beginning A Vision

It doesn't happen in a day, a month, even six months. It takes practice, dedication, commitment. Some students join, rarely come to practice, and thus never improve. Many students, however, leap in to the deep end, read nightly and continue to develop their skill. When you get a team, of these like-minded individuals, you eventually, formulate a fine oiled machine, a cooperation of minds and talent.

I have only been the mentor/coach for the Beckendorff Quiz Bowl team for two years. I guess I should say, we have only had a team for the same amount of time. I started the NAQT (National Academic Quiz Bowl Tournament) team after my National Science Bowl team had competed for two years. I wanted to expand the content, NSB being only science and math, whereas NAQT is all subject areas. I am a science teacher at heart, but having taught all subjects other than math, I really wanted my students to grow academically, in all of their subjects.

At first I was reluctant. NSB is one day, one competition. NAQT is once a month and a lot more expensive and time-consuming. But, I saw the deep end, gleaming in the sunlight. It beckoned me, waves lapping in the cool summer breeze, it called to me. I dove head first, two years ago. At times I have barely kept my head above water, others I was swimming laps confidently. Floating or paddling heavy, either way, it has been the most rewarding extra-curricular mentor ship I have ever done.

The Season Begins

To qualify for nationals in NAQT, you must come in top 8 at one of the state level tournaments. For NSB the competition just requires you registering. The winner of the local NSB tournament however goes to nationals. Just the winner. We came in 2nd place. It was awesome.

For NAQT, it may sound just as easy, to qualify, but it isn't. There are 32 teams, competing each tournament in each division and where some are easy to defeat, others are impossible. We have played the same schools for two years now. Some public, some private, some home-school.

Each team, with a different skill set and mind set. The more time you have as a team to practice, the better you will be. Some teams have quiz bowl classes built into their curriculum, to practice and refine their skill. Some memorize previous packets. When questions reappear they have an advantage. My team has after-school practices only, and these often conflict with my students many other extra-curricular activities. So sometimes we struggle to actually get the whole team together as much as we need to. I also teach my students content, not memorization. So there are some teams we just can't beat.

This year we had 32 students in 7th and 8th grade and 12 in 6th grade. 6th grade teams play in the elementary division and our 7th and 8th graders play in the middle school division. There are also highly competitive high school teams, so middle school is an excellent way to get them prepared for the next level of NAQT. As of now, in all of Katy, there are only two junior high schools that participate. I wish more would, but not getting a stipend and the time needed to run a team, weekends and after-school, puts many teachers off. But, let me tell you, every state offers a local division and it is well worth it, even being a volunteer not a paid position. It is not about money, it is about watching these students grow and compete. It is very exciting and fulfilling.

Getting to Nationals

This year we competed in seven tournaments, before nationals, one which we hosted at out school. We qualified three teams for nationals, but not until one of our last tournaments. It usually takes us a few to get in the swing of things. This year we had 90% of the same students as the previous year. That year we went to nationals for the first time, but we didn't make playoffs. We had fun and learned a lot. But, in all honesty, we were not ready. I was still learning as well. There is a lot a mentor/coach needs to do to get her team prepared.

The national tournament last year was in Dallas, so we didn't have to go to far. This year, we went to Chicago. It was an expensive trip. We took three teams this year, as opposed to two last year. Two teams did pretty well, 4-4 and 3-5 stats. They were coached by parents at the tournament. They had fun and learned a lot, but like the year before, having missed many of the end of year practices, just weren't prepared as well as they could have been.

Our A team, the team I coached, came to every practice. They were a fine oiled machine. This team made playoffs and ended up 13th place out of 191 teams from about 30 states. Our final stats were 9-3. One loss came after a very heated protest by the losing team, which we lost. But, shouldn't have. It was a very odd protest, and other judges said they would have decided in our favor. The other loss in regular play was against a single player. He was amazing and literally slaughtered us 675-175. Teams are four students with one alternate. He won the whole tournament as an individual player.

Our first nationals we took 51st, 155 and 172 place, out of 192 teams. This year, we took 13th, 55nd, 92nd out of 191 teams. So in and of itself, this is incredible growth, in one year. I am so proud. Many of our best players are 8th graders and are leaving the team. Next year is going to be almost entirely a new team. This last week, I had a two day tryouts for our next years team. Last year 25 students tried out, this year 60 students did. Word is getting out. I took a different approach this year. Last year, I took everyone. This year, I gave them a written test and then played games on the buzzer and watched them compete. I eliminated almost half. I took 35 students.

Full Circle

I announced tryouts a month ago and provided a link to find study materials. Many utilized these documents, while others didn't study at all. I saw certain students shine. Other fall flat. It was pretty clear who studied and who didn't. It is not all about knowledge, it is almost more important that they have confidence to buzz in and answer. This was my main problem last year. Not students, not knowing the answer, but having students know it fast enough and being able to buzz in quick enough to get their team points. I made sure I looked for this confidence and knowledge together. I think my next years team is going to be amazing.

Our first practices are over the summer, we are getting a head start this year. 13th place out of 192, at our 2nd nationals, I am so proud. Next year, if our stats continue to improve as they have done in the past. We should be top ten at least. However, about 75% of our next years team, are new players. That is what summer is for. To get our new players up to speed and prepared for our first tournament in August. So it begins, one season ends, another begins. 13 is the magic number, 13 days over the summer and 13th place in the nation. And..... here we go.

Laddering Up Again (260)

 I look up, the ladder seems endless. Metal and cold to the touch, I hesitate. It feels wobbly, even though someone is holding it steady. I look up again, keeping both of my feet firmly on the ground.

I sigh, a loud one.

They look at me.

It's only a ladder.

All you have to do is climb.

I step aside, let the next climber ascend. The rungs clank under their heavy shoes. They have no problem overcoming the inertia.

They have momentum that carries them to the top and over the ledge.

They peek over, smile down at me. I stay frozen. I look at them and then back at the rungs- who seem to be gawking and finger pointing.

Another one steps up, eager for the clamber higher.

Then another person, escalates with ease.

I take another deep breath, try to step over to the ladder, but resist.

Rails, spreaders, extension- glimmer.

My face does the opposite.

I choose to sit this one out.

Makerspaces are Still Important (259)

 Why Have a Makerspace?

When we have a hankering for something to eat, we want not just cheesy potato skins, but a chicken wing and a deep fried something, to go with it- a sampler plate, pu pu platter, a tasting board. Or we want something simpler like a cracker and cheese plate with fruit. Our taste buds are not always satiated with something salty or savory. We need a smorgasbord of options, that is why restaurants offer menus, some more extensive than others, but always a variety of scrumptious options.

This is our culinary makerspace, our palette of appetizers, main courses and desserts. It keeps eating exciting, offering an endless array of combinations. It allows our minds to get creative, to try new things, to build and construct a meal from scratch or to enjoy the masterpieces of others. Either way, this cornucopia of umami, bitter, sour, sweet and savory lets us choose what is delicious for us personally. It provides a tool cupboard, a pantry, for us to view and pull our spices and ingredients from. This way we can mix and match, add and blend, until we have masterfully cooked a delicious meal.

Classroom makerspaces need to be simple enough to be accessible and welcoming to every student- to big of a selection can be intimidating. But, too limiting can hinder creativity. A balance of recyclables, reusables and old and new items is what works best for my students. Some makerspaces are designed around crafts. Some are specific to technology and coding. While some are full of paper and art supplies, others are full of Lego and construction supplies. For our classroom makerspace, I have the basics: various styles of paper, crayons, paint and sparkly things, but I also have plastic bobbles, paper towel and toilet paper rolls, old CD’s, yarn, different cloth cut outs, pipe cleaners, playing cards, game pieces from old, game boards etc. Anything and everything.

How to Get Started?

The most important thing in designing and building a usable, extensive, yet welcoming makerspace is asking for donations. At the end of the summer, parents are cleaning out garages and backpacks and getting ready for the new school year. They have an avalanche of supplies bound for the garbage. You just need to spark their interest and they will, instead of dumping them in the trash, will put them in a box and deliver them to your classroom. They must come to open house and get their child’s schedule, locker etc. If they know you are building a cool learning space for their child, they will gather tons of supplies. They will volunteer to get rid of junk from their garage- they want it to find a home. All you need to do is ask. They will also bring in a lot of new supplies, parents are very generous when they know the purpose of why you are asking.

About two weeks before school, when rosters become available, I know they change a bit, but not too much at this point, I go in to our system and set up a mass email. I generally hate mass emails but, in this case, I make an exception. I send one per class. It is a welcome letter and an explanation of my student-centered classroom design. I give them an explanation of how our classroom makerspace is used and how every year it gets enhanced and supplied through donations- not of just new stuff but recyclables and junk. The only things not permitted in our makerspace are glass, sharp objects and non-dried food items. Everything else is welcome and it amazes me the variety of things that make their way to our makerspace.

Getting it Set Up

Generally, I have two long tables down the middle of the classroom, underneath the tables are various crates and containers and on top of the tables- bins of the more day to day materials. I like to combine materials and have students dig through the boxes for ideas. I rarely have everything out at the same time- I shift storage bins depending on the unit. It is like at home when I hide some of my 8-year old’s toys for a bit, then switch toy boxes every month or so, it keeps his interest. My students get excited when the blue creates, are now the red boxes etc. They begin to remember what supplies they are missing and look forward to being able to use them again- play-doh is one of these supplies. Students absolutely love play-doh, so if I do not make it ‘disappear’ they will hone in on that first.

A makerspace can be small and compact- an art supply nook in the corner of your classroom. It can be boxes of recyclables or it can be one long table down the middle of the room. I like the center of the room, accessible from both sides approach. This way they see the supplies daily and it continues to be a focal point in the learning environment. Since my classroom is student-centered, they use it just about every day to make quick demos, design visual representations of body systems and to even design Rube Goldberg machines at the end of the year. They can use it to tinker and design during combinatory play or to get ideas on how they want to teach a concept to the class, it is not a free for all- they use it for my class only- but it is accessible always.

Here is a list to get you started- the basics of any makerspace. But the organic and natural design will fluctuate and change as more supplies arrive. It is awesome when you ask for just about anything- what you will get. The crazier the supply, the more creative students will become. One last thing, you should have volunteers/helpers set up in each class, to help reorganize and keep it clean. Students need to put things back and clean up every day, but if you have helpers, it will never get to unorganized and messy. I am a neat freak and it took me awhile to get comfortable with the messy aspect of a makerspace, but it is important that it feels and appears to be a place used and loved, not a pristine place they are reluctant to utilize.

Please check out several of my earlier posts about makerspace activities we have done in my classroom, here in this blog and in iteacherimother.blogspot.com, for more ideas.

Basic Makerspace Supplies

•      Toothpicks       • Card stock

•      Straws •  Toilet paper rolls

•      Craft sticks      •  Paper towel rolls

•      Pipe cleaners •  Sponges

•      Q-tips   •  CDs

•      Spaghetti   •  Rubber bands

•      Plastic silverware       • Paperclips

•      Paper plates/bowls   •  Scotch tape

•      Small cups       •  Duct tape

•      Coffee filters   •  Masking tape

•      Aluminum foil       •  Cardboard

•      Plastic wrap    •  Beads and sparkles

•      String    •  tissue paper

•      Yarn      •  Play dough

•      Playing cards •  Crayons and markers

•      Index cards     •  Foam balls

•      Scrap paper     •  Lego bricks

The Days You Wake Up.... (258)

 Some days you wake up and the aches are different. A hang nail feels bigger, neck stiff, sore jaw from gnawing your teeth. Other days you wake up dreary from dreams unpleasant. There are days the alarm is an after thought- you stir before the sun. These days of unsettled slumber are frequent these days.

Then there are those days you awake to optimism and eagerness. These days are the best. They are few and far between- but when they arrive they are a gift. Things just make sense- lesson plans unfurl and backup plans assemble themselves like giant Lego Brick Houses. 

The thing is- no matter how much you try- mornings are left up to the sleep monitors. The quiet gods of fitful or friendly - voices of reason or realization. They sometimes have something to say and no matter our disgust or avoidance, they find us. 

We are meant to cope, deal, figure things out. Its our brains way of saying remember this it's going to help you soon. So I lean in to the hangnail bite and cramp in my side mornings- knowing eventually I will see the clarity I am meant to.

Some days you wake up ready to go, others not so much. What day is today? 

Intuition and Reason (255)

 Intuition and Reason 

How often do you use your intuition? I bet you can't count the amount of times in a day. Intuition is honed, strengthened, with every new experience we have. The more we learn, the more we re-frame our image of the world. How often do you use reason in a day? I would estimate just as many times as you use your intuition. Intuition allows you to make sense of things immediately, without conscious reasoning. Reasoning on the other hand, takes a little logical, sensible thinking. When we use both, which most of us do- we gather information, add the data to our archives and daily collections, then decide to use it, or toss it into the proverbial trash bin. As adults we have learned to balance these two quite nicely, but children need practice. What better place to provide an opportunity for students to do this than a classroom? A student-driven, student-centered, student-collaborative classroom.

Intuition is only trustworthy when we build personal experience making judgments in a predictable, purposeful environment. It is a skill refined and enhanced, the more we use it. So we need to ask ourselves, do we let students use their intuition enough? Do we build robust relationships between patterns and recognition? Do we let them construct a vocabulary they find meaningful? How we make connections uses our intuition. If we provide all the facts and design the arena flawlessly for our students- their intuition becomes dulled by listening, rather than amplified by independent choice. We need to find the balance between silence, pause and lecture- we need a bit of quiet reflection for their intuition to blossom. We need to give them the fundamentals and then let them construct the model. Try fail, risk fail, second or third try success. Intuition stems from failure.

Fundamentals are the glue that hold the tiles of change, mindset and growth together. Without the foundation our knowledge mosaic would crumble. But with the learning grout in place, hardened from intuition and self-awareness, secured with practice, patience and reinforcement- the mosaic becomes petrified, fossilized and sturdy. Not fixed- just adaptable to the many updates and challenges that lie in our learning acquisition. This becomes the base for future tiles, future connections, an expansion of sorts. The stories and concepts become continuous learning. Each a memento that bridges doubt and insecurity because they are placed in the landscape of personal growth, they add dimension and depth, and this creates edges. 

These edges are not fixed- they are neutral. The foundation is sturdy, but the edges expand from the addition of new insights, new possibilities- more choices. Our vision of the world, understanding of personal space are bridged here, in this personal mosaic. This vibrant landscape where every piece is altered a little because of where they decide to place it. These pieces form new masterpieces as students rearrange them. The grout solidifies their framework, but it is pliable, when they want it to be. When they can step back to see the big picture, the full view, they become more confident and open-minded. But we as educators, often stay too close to the center, to where most pieces seem to fit, we ourselves, lose sight of the new concept, because we so want it to fit into the spot we have designated for it. For it to be revealed we must step back and be willing to see the flaws in the mural of our thinking and students need the opportunity to see the flaw in theirs. This is intuition and reason combined.

Even with the thickest of cement- our thinking stays flexible, malleable, at least a little bit. We control the narrative, because we choose what is important to us. Boring concepts taught with mundane strategies will not be important or meaningful to us or our students. They may memorize and figure out a plan to make it fit- but it will be a temporary patch. To make it a tile, a piece of the mosaic, they need to have relevance and sustainability. A way to connect to the concept that makes sense- when things make sense we own them because we feel elated and excited about learning something useful and new. When things stay in the new category though, do not make the bigger connections, they lose their usefulness. Hopping back and forth to find new ways to connect, new ways to challenge is key. Being uncomfortable is the reminder our intuition and reason need a refresh.

We must not hang these new concepts in a dingy warehouse or bustling museum for all to judge. This new knowledge, once we take possession of it, adds to our masterpiece. It is a breathing, living entity and we must maintain it. When it is healthy, our outlook is expansive and adaptable. We must keep adding tiles, sliding them into new configurations- this is how each new portrait emerges, this is how our mosaic remains static. Mosaics stand firm because they are built to last and that is powerful. Providing curiosity and ingenuity makes the paint more vibrant. But the tiles must be accessible. Students must be able to find the gaps and choose the piece that fits best for them in it. These are given willingly and frequently by educators, parents and peers. These tiles are gifts, but often they are chosen because they are interesting. The glue, where to place the tile is personal. Ultimately, we must find the areas to grout, on our own.

Intuition versus reason is ours to determine. Its never the idea, it’s the execution. As educators we rarely take on the one-eyed gambles. We seek the sure thing. But we must take chances and risks. We use our intuition and experience and formulate new strategies- this is how we think. But many of us want to make sure they are well-tested first. We need to allow our students to get the same benefit. The experience and mindset to use their own intuition to acquire and assimilate knowledge. If we don’t do this- new ideas and concepts will never truly stick and never truly inspire them to try new things and experience failure. Intuition provides confidence, especially when it has proven itself to us in the past. When curiosity has driven them to discover and they had fun, they remember it. A classroom is a giant playground of knowledge- let them use their intuition, make choices and they may end up making castles in the sand box or screaming with doubt as they make it down the slide, but they will be learning.

As educators we reflect- we write our own headlines at the end of the day. We create our personal newspaper full of real-time updates and historical footnotes. We need to have editorials as well. We need to break down the silo and speed up communication, this adds articles, bylines. We can’t allow knowledge acquisition to be clandestine- we need to speak up in ways that gains credibility instead of losing it. We need to listen, be journalists and investigative reporters- get out of the newsroom and out from behind the desk. Intuition and experience serves us as adults well- but if we don’t let students hone theirs, they will be readers of the Classroom Daily Journal rather than the writers and investigators that contribute to its fluency.

Paving the Gaps (254)

 Paving the Gaps

Education is seeing the gaps and helping students find the answers without judgement. It’s like helping a lost child- you do not ask why they are lost you help them find their parents. Your immediate response to a child in need is to step in and help. You solve the problem without a second thought. When students are lost or bored in our classroom, for any reason, not necessarily anything we have done or are not doing, we must have a tolerance for their misbehavior. Because it is going to happen. Change causes uncertainty and thus severance. We as educators will lose the attention of students, what is important is that we have a plan b, we have a way to find them once they wander off.

Interruption does not necessarily mean confusion or distraction it often means perplexity, and this leads to curiosity. When we are curious, we are focused and engaged. Disagreeable even. But, with disobliging comes questioning for teachers and for students. If students are to be realigned with the lesson, lured back into the activity- we have to know there will be a little disruption or rumbling of the seats. The disagreeable and distracted will leave their mark- maybe even lure others to their corner. This is inevitable, but if we join their cause (boredom and re-engagement) we can rally the troops. Look them in the eye and admit, we ventured off course, I am sorry, here is a road map, let's all meet up at the next rest stop.

Disagreeable students will not just nod and smile- they will challenge us. They are not compliant. They are not so loyal that they turn a blind eye to our short comings. They will point out our mistakes. While many educators, truly dislike being, criticized by students, it is a necessary step towards their independence – we just need to teach them how to do so with respect and kindness. When we have a tolerance for feedback, good or bad, we learn not to take everything so personally. When things are broken, we do not need to toss them out- we simply need to re-purpose and they often will provide the most amazing insights. When we accept the cracks, look the dents and dings head on- we may be able to salvage. Why buy a new car because the old one has a few scratches? But it the front in is smashed and the frame is damaged- it is a good time to visit a car lot. We, want our students to become more understanding, self-aware and growth oriented. When we have patience for misfits and rebels, peers and students alike, we gain a willingness to be critical of our originality, we see the holes in our thought processes, we often putty up to avoid. In other words, we know when we need new wheels.

Every misstep does not weaken us as educators. A famous saying goes "The fall from low is easy, almost painless." If we refuse to grow, we will stay in this position. Failure will never be an option. "A fall from the middle can be devastating-" if it crumbles self-confidence and self-esteem. But the precipice of teaching is neither, it is high, it is visible to many and we must be willing to slide down the side when needed, so that we can climb back up. Each time we do- we notice what others are doing, we must slow to get our footing, and this lets us see things from a different perspective. We begin to see every rock, every groove we place our feet and hands upon, and this makes us see the vulnerability of our jobs. We are just that- vulnerable. We are exposed and we need to let our students see this. This does not make us weak or powerless, in fact, it is the opposite- it makes us human.

We need to switch from me focused to mission focused. We need to stay vulnerable because this keeps us aware. We need to be unique, innovative, and willing to take risks, but we also need to be practical. We need to provide a diversity of experiences- this exposure fosters in our students’ creativity. When we diversify our knowledge base, we are more likely to sample original ideas, use strategies we might be uncomfortable with. If we can retrieve unconventional methods and put them into our classroom then we can disrupt learning- ours and our students. Lessons and strategies do not create value, students do. If they embrace them, then they will become valuable to them. This is priceless. No one can replicate it. But it often comes from a tinkering, re-purposing, engineering of past successes and above all else, past failures. When students find learning valuable, when they embrace strategies like they were their own, then they become solidified into their schema. They will find them useful and will continue to utilize them throughout their lives.

Influence and Prestige

We as teachers have influence and prestige, earned from our years of education and experience. It may be faint in some districts and prominent in others, but it is there. We are often in the public seen as  glorified babysitters but in reality, when you take a deeper look, we do have both of these because what we do is misunderstood and it gives us a little street cred.

Influence and prestige are not our right nor are they easily gifted. But you need both to have any form of authority and earn any level of respect. To exert influence without respect and admiration of your peers can be isolating. But once prestige is achieved, through successful teaching practices and collaboration, rocking the boat is much more acceptable and even accepted. We are expected to stir the pot, make waves towards progress but if we ourselves are not on solid ground, where recognition for advancement and progress is absent, then we are doomed to enter rough seas. Prestige can’t be claimed though, it must be earned. Sometimes it is rewarded to a first-year teacher who does extraordinary pedagogy, while for others it never surfaces. We acquire and are reminded of our prestige mainly through networking with other educators- educators award prestige. The influence however, generally emerges from with one's school, district and from parents and students.

The only way to be granted influence and prestige, not authority necessarily but respect and admiration = influence, is to become a part of the system. Then one can change it from within. We can double-cross it, make it believe we are worthy, then we will not have to coerce it, only nudge it into an upgrade. We need to build a network of rebels. To buck convention, you need an army of forward-thinkers. This is when the establishment will budge, and progress will ensure. Words are not enough. Writing about change is not enough. For some marching in the streets is not the way, rallying is too scary, but classroom disruption is doable. Disrupt the normalcy of classroom routines, just a little, rethink lessons, step back and let some of the ‘influence’ be handed over to students and the small quakes will become rumbles and change will slowly erupt. This change can come in many forms- as Margaret Mead said, “Never doubt that a small group of thoughtful citizens can change the world; indeed, it’s the only thing that ever has.”

We can not favor the comfort of consensus, we must actively, operative word here, actively seek the discomfort of dissent. In ourselves and other educators but also with our students. It is hard to let go of one’s authority and let others lead, especially when they are our students. But this is what keeps us relatable, current and growth-oriented and above all else, open-minded. Placing trust in our students should be easy, yet for some it is a challenge. We believe in them, why don’t we place our trust in them unequivocally? How can we do this, place our role in the background and let students take center-stage? Begin with novelty then add familiarity. Have routine, but then a little unpredictability; this is where curiosity and ingenuity come to the surface.

Part Three of Engines of Education will be about this disruption- using intuition and reason to design a student-centered classroom. But more importantly- giving students the opportunity to use their intuition and reason to guide their own learning.

Rinse and Repeat (253)

 Rinse and Repeat

Often a students first contact with a new concept is a wow moment- a 'Shazam' experience- but why is this information not resonating later? Why do they often lose them after the initial confetti exposure? We are often looking for significant changes in behavior, in processing- but we are looking for this to happen quickly. But it takes time to add to our schema, to rebuild the prior knowledge, reshape it- its like LEGO blocks or construction. It takes a short time to look over the easy to read pictures and to sort the bricks. However, if you are going to put together a bigger set, it takes more planning. The instruction manual becomes more important- now those photos in the booklet have more meaning- they are about engineering, rather than just clicking together various sizes of bricks. 

So why do we expect students to ‘get it’ before they are ready to construct, demolish and reconstruct? Time constraints, standards and learning goals aside- why do we lump all the bricks into a pile and not be patient enough and wait until students interpret the manual? Sometimes its more fun to just experiment and build without design, yes. But, for many students, they need the time to sort. They may seem like just different sizes of bricks, but they are much more than that they are: pips, shape, width- not to mention the other pieces that are not bricks. We need to figure out how to let students sort, make piles, tinker and redesign more quickly so we can keep the pace of the class and make sure the vocabulary and concepts are getting mastered.

An unfamiliar concept takes us more effort to understand, the more we hear it, see it, experience it, the less threatening it becomes. Then once we have conquered our discomfort, we can embrace it and add it to our bubble. Too much familiarity, however, can lead to boredom. In other words, large piles of bricks, can get overwhelming and never get used. We need exposure but with different intervals, various time frames and levels of depth. The more we see it as a part of our knowledge base the more we can manipulate it and mold it to our liking. The more we can pull from different piles to create some awesome models. We remember what we like. We use what we see as important and when we enjoy a topic and see its relevance, it tends to become a fixture in our learning and growth. This is the way humans learn.

Shampoo and Conditioner

Here are a few simple strategies to help students gather the bricks they need faster, help them create their own manual for learning, all the while keeping the pace of the class balanced so every student can rinse and repeat as needed.

Definition Maps, Frayer Models and Venn Diagrams are great ways to expose students to a new concept or vocabulary word. It doesn't matter how they organize, just that they do. Have them take the word and create an analogy, write a synonym and sketch an image. This of course can be accomplished in 'sketch-notes," visual notes or a simple magnet summary. But this component also must include a personal definition, something that resonates. Then students can play Charades, Taboo or Pictionary at the end of the week with all their new words and concepts. I use the graffiti wall to have them draw cartoons or comics- the artists leave off the dialogue and other students add to it throughout the day- this is a huge interactive word wall. A fun way to conceptualize and solidify.

Once students have tinkered with the concept, constructed something, an image, a symbol- I have them explain the word to one another, as if they were in kindergarten. Making sure they use simple, concise words, because if they can, then they actually understand the concept well. Then after they have reflected in their journal and discussed as a class these words are used to make bigger connections across concepts. They are not just content words we do this with, in my struggling classes, we do this with brick and mortar words too. The more exposure, the less fear and without confusion we can hear the sound more clearly. We can see the edges and form a more concise, personal meaning of the concept.

Every one of these activities is 5-7 minutes and dispersed within activities and labs. This way they are hands on using the concepts and building their framework of vocabulary simultaneously. This way the resonance of the wow moment lingers- if we get excited about a balloon, but then just tie it to a string and walk around with it, it loses its excitement quickly- but if we bounce it off our hands, twirl it on the string, talk about how cool it is- the balloon becomes animated, a presence that not only follows us but interacts with us. When it eventually deflates, we remember how much joy it brought us- its that emotion that creates the memory. What adds it to our knowledge base.

Pat Dry or Air Dry

We as educators need to disentangle the two parts of education: student growth and success and teacher growth and success. They are not mutually exclusive, but they are not reliant on one another either. As our students learn and process information, how they acquire and assimilate it is very much a part of how we once acquired and assimilated the same information. There are stages we all cross, milestones we all conquer, but we tend to teach how we think about things, not how our students do. We deliver information in very much the same way we remember learning it- especially if it was successful and meaningful. Marzano's Six Step Process of Building Academic Vocabulary tells us we need to describe, explain and give an example first. Then have students put the definition in their own words, draw an example or symbol of representation, reflect in a journal and then discuss with a partner. Use the word six different ways -rinse and repeat.

The basis of communication is words. The meaning of words. Concepts are built around definitions. Connections are solidified because these meanings are often transferable, bridging ideas. Science is vast, different areas of science, like nature itself are all interconnected. The connotation, implication, interpretation, symbolization of these thoughts and images is personal, yet critical to being able to see the world clearly. This may sound grandiose, but think about it- if you are sitting in class and definitions, concepts, meanings are being thrown at you and you are failing to catch them, you are sinking below the surface of the quagmire of vocabulary and hypothesis, theory and supposition- are new ideas going to resonate? For me they didn't. My Dyslexia caused jumbles and noise not understanding and my teachers never slowed down in order for me to pull myself out of the muck.

School is an extension of our knowledge base, it adds to it, but ultimately when we go home at night, it is the clarity of the meaning that puts it in its place and as educators we need to make sure the sound quality is clear and that there is space for our students to create the file- spread out and make piles, construct Lego towers just to watch them crumble and build new ones. We have to be comfortable with the mess, learning is messy. It may take a little more time to clean up the bricks but if they have made a memory- if students have created meaning in their knowledge base, then vocabulary and new concepts have created resonance. This takes patience but if done, we are letting go a little bit of our power and status and allowing students to use intuition and personal reasoning to grow as learners.

This is what will be discussed in part two of Engines of Education- Intuition and Reasoning in the classroom.

Three Weeks, 192 Students, A Screen of Many, A Plan to Connect (250)

Not the Same

I must admit, it doesn't feel like teaching. At least not how teaching used to feel. It feels like the knot has untied and I am floating in a sea of canoes and gondola's. Somehow, we know why, the dock has been damaged and what used to be eyes and smiles has now become- small boxes of energy, floating on a screen. 

I can see them, hear them, watch the scene as pets, siblings and parents walk past. It was kind of chaotic at first. But then I learned to tune out the background and focus on the foreground- students. But the uneasiness, the current keeps me bouncing up and down- I feel in constant seasickness mode.

Its been three weeks of school. 192 students divided into six classes- some really large, others manageable and small. We were discouraged from using breakout sessions within Zoom, so I had to design an alternate plan to get to know my students, individually. 

The Same

I brought back 1-minute check in's but now I do them in groups of 2-3. I stay live on Zoom and in Canvas Conversation- also a virtual, visual platform in our district virtual platform- I have small groups join- this I look at through my laptop. Dual screens essentially.

This way on one computer I see all my students in my class (in Zoom), and on my laptop, I can see the 2-3 students in a different group. These last few meetings, we introduced ourselves, shared our ideas and discussed weekly topics. Each week the groups shuffle around, allowing students to meet one another and build a community. 

Sometimes we are on camera, others just audio, but we have smaller group conversations and it has helped immensely in so many ways: I have learned their names, I am starting to recognize their faces (I have 49 in 3 classes) it's a lot of students, and I see more camaraderie in the larger group, now that they feel more comfortable with each other.

More students are answering questions out loud when prompted, using the chat box to ask questions and I can see that they are more engaged now that know me better. I have always believed in 1-minute check in's, but without being able to use break out sessions, I needed to find a safe way to integrate them into my synchronous classroom. 

The Beginning

Now that three of my classes are moving face to face, I can do 1-minute check-in's individually. I have a large plastic barrier I can put between us. Not my ideal situation, but necessary at this time.

I have also set a tone of let's get through this together -and I have been extremely flexible and forgiving of any late assignments. Zeroes are distancing. They push students away even more. I send reminders and words of encouragement through messaging on Canvas daily, for students who are missing assignments, and most assignments are being turned in quickly thereafter. Students thank me for the reminder. Another way to create a positive environment.

Another way to build community is to have coffee/tea Zoom meetings with parents. Have them display their favorite mugs- it is a good conversation starter. This gives parents a way to ask questions in a less formal setting. Setting the tone for cooperation and community.

For students, on Friday's we have a scavenger hunt- they share their favorite items and we get to know one another as a group, by finding commonalities with one another. It is fun indeed. They hold up their items and then I use a randomizer to allow different students to share their favorite things.

The Groove

Small group 1-minute check-in's and get to know you meetings are a great way to connect with students in a larger classroom setting. In my three classes of nearly 50- it is the only way I can recognize their individuality and see their unique perspectives. 

By, getting to know parents too, I am building a great virtual community. Lastly, we all know we have a curriculum, we have to have grades, assessments and daily work. For us it needs to by synchronous, daily Zoom meetings. How can we balance it all?

It is hard sometimes to make time for the simple, mindful moments of laughter and story-telling. 

But, we need too. 

It is so important these days to make every student feel connected in a large virtual classroom. Now that about 1/4 of my students are coming back into my classroom- I feel like I can strengthen relationships even more. But, I also need to find new ways to strengthen those I have with my virtual students.

I play music every day as they enter the waiting room. 

We take a few minutes to share our thoughts and talk about mindfulness, but in such large classes it is important to find ways to connect in different spaces. Canvas Conversation is how I found to do that. Plus with podcasts, 2-minute video reflections, weekly moments of giggles and play, and using their names, making eye contact, asking them about themselves. It all adds up. 

Everything we do feels like its being scrutinized. Parents are listening.

We have so much on our plates, I know I do. 

Keeping it Real

I need to use simple, fast and easy ways to make sure my community is strengthening. 

New software and apps is not going to do it. I need something I am familiar with. Canvas and Zoom, Bulb and Flipgrid. Find what works for you and make it happen. Get creative. Be flexible. Build relationships in every way possible. 

It is going to be a long year, with lots of changes- if we have relationships at the forefront, everything else will fall into place. 192 students will feel like a community. And, in the end- the smiles and personalities with make everything worth it.

But, to be honest. It does not feel like teaching. At least not how it used to feel. It is education flip on its head and we as teachers feel like a giant waves has crashed us on a shore of sharp shells and hot sand. It does not feel like a welcoming cove or summer spot. It feels abandoned, damaged after a hurricane.

Skies are dark with glimpses of light within the layers of clouds. Ever changed. Weather, unpredictable and fierce. The situation is the same. We feel untethered. Yet, we have an anchor. We may be bouncing in the winds of change, but our anchors, each other, out students, they will forever be the dock from which we tie off our boats.

I for one know the rope is sturdy and my boat is strong. I know this year will be full of a few capsizes, but my boat will flip itself over. I will wear a life vest and I will keep my gaze focused on the horizon- for it will be the constant, when everything else might be unpredictable- our grace and hope will be the perpetual.

A Pocket Full of Shells (247)

 Word choice matters. I know some people who speak very carefully, almost compulsively- you know when you are talking to them, that they mean exactly what they say. They are precise, decisive, and literal. They leave no room for interpretation, because they say exactly what they mean. I find this fascinating and impressive. This takes a certain way of thinking: linear, categorical- something I myself lack. I have so many thoughts, all vying for the same attention, most of the time. I spend so much time, organizing and prioritizing, I could never speak so absolute. 

A pocket full of shells. I heard this phrase yesterday and it got my mind peaked. I knew out of these five, simple words, a blog post would come to fruition. Writing precisely, expressly, authentically, this I can do. That is why I tend to do that over speaking. I tried to podcast for a bit, I found it emotionally draining, I just couldn't get my words to flow into a cohesive package. This is a skill, a talent. Podcasting is words melodic. Words both accurate and succinct with flare and pizzazz. I found out pretty quickly, I am a women of the written composition, not the oral one. I may hone my verbosity in the future but for now, I will focus on writing.

A pocket full of shells. Such a succinctness to it. You can see it, a pair of Bermuda short pockets, wet and packed with scallop, cockle and sundial carapace. Their husks sandy and gritty from their journey. Some broken, fragmented and sharp, others smooth and ridged with swirls of white and pink, a few hints of yellow. As children we walked the beach collecting these former critters, in winter, spring or summer. Cold evening breeze or warm summer sun- the beach was not just a place of sunbathing or taking a gentle stroll, but shell collecting for so many of us. That phrase- it triggered a memory.

It also brought forth the idea of how simple, direct phrases, poetic or literal, can really open up the mind for personal interpretation. A pocket full of shells. To some it may trigger the same memory it did for me. I have jars of shells, bleached and preserved. I haven’t been to the beach in several years, but every time I look at the jars, I can almost hear the sound of the waves, smell the saltiness of the brine and feel the crispness of the mist of the ocean. It’s visceral.

For some the statement, may have brought to mind, clutter or dirty souvenirs. Something that ends up on the floor of the car, mixed in with the grains of sand from flip flops and beach towels. A nuisance. I have to admit sand, to me is a nuisance. I am still finding traces of it in my car several years later and when I empty my beach bags before we venture to the pool. While vacations come and go, sand is permanent. Not only in the fact that it is minerals and rock, broken down over eighty million years, but that it’s persistent. Once you come into contact with it, it literally follows you home. Go sand. But the shells, they are a keepsake. We choose to take them home with us. Shells, like beautiful words, inspiring prose, we seek out and collect.

Sea shells are also the remains of the millions of sea creatures that have inhabited this Earth at some point over our long existence. They are a beautiful reminder of decomposition, recycling, renewal and sustainability. So that simple phrase- A pocket full of shells-  it took me to the science too. Right? I told you my mind is never quiet.  Instinctual triggers, scholastic triggers and sentimental triggers are always bombarding me. It is why I think my words are better suited for pen to paper rather than a microphone.

Word choice matters. Mindfulness matters. Reflection matters. So when we are traversing the fluidity of our sandy, rocky shores of life, when our footprints are washed away by the consistency of the ocean, our essence remains. That the carapaces of our words, scattered upon the beach of social media, are positive and enduring. We must choose our words with mindfulness, so as they are gathered, collected and put in clear, glass jars- they trigger a memory of inclusiveness, positivity and joy. 

This is the gift of words, but also their curse. Word choice matters. The choice to be the smooth, white, soft sands- with collaborative support, compassion and innovation or the choice to be the rocky, gritty, sharp sands, piercing and destructive. Both lie beneath the feet of so many. Both we as a society must walk across to reach the stirring, nurturing, often trenchant waters of connection. Both are a choice. We can keep our shoes on and avoid the scars, or choose to build a boardwalk. Either way, we can still see the shells, sand and opportunity.

I prefer to walk upon the sand, where I can remove my shoes and feel the comfort of the grains between my toes, feel its strength and endurance. I prefer to gather the sea shells from those types of beaches. Don’t you? Sometimes, I end up with bloody soles. But I will always choose the path of growth. No matter the discomfort. Collaboration and community is important. Personal joy is important. Do what you love. If you don't love it, let it go. Find your niche. 

Word choice matters. Experience matters. 

The shells that fill our pockets, they matter to us alone. The sand that comes along with them, they are part of the journey.

How We Got Here (246)

 Everything Will feel Like it's Falling Apart

When the ground, disintegrates under your feet, it takes a second or two to realize it. There is a calm before the plummet. Every plunge is unique: mental or spiritual, yet they both are the result of wisdom. Sometimes they lead to huge life changes, others simple shifts in outlook. But, every now and then, we need to tumble so we can climb.

I found myself in a loop. An endless curve around, between responsibility and recognition. Tired in the morning, unfulfilled. Exhausted at night, fragmentary and formless. I felt astray. I needed inspiration. I needed to find words that spoke to me, voices that encouraged and galvanized me. I needed an escape.

Reset, Retry, Reformation

I read a lot. Almost as much as I write. I am more of a non-fiction reader, but if there is an immersive novel, that catches my eye, I will definitely immerse. But, I tend to read books about creating moments, mindfulness and inner peace.

I turned fifty, five months ago and - suddenly- I started to see things differently. Not more clearly, I didn't have an epiphany, that my life needed to drastically change. I didn't have a bombshell of sapience, telling me to move to a foreign country and reinvent myself.

What I did have was a flash of inspiration. A sparkly, energetic roar of gumption. Pure unadulterated sagacity. The realization that I have come far in my fifty years on this planet. I have overcome adversity. Pushed ahead when my disability laid obstacles in my path. Stepped out of my once firm comfort zone, attended a party and met my husband. I had five beautiful children, all healthy and relatively happy. I have lived a life. But it is just beginning.

I became an educator and after eighteen years, have transformed, transcended and tweaked my thought process. I have expanded my knowledge base and created new strategies, to become a confident and innovative teacher. I have made great strides, to overcome my doubts and fears, so deeply ingrained, by the bullies of my past. I have accepted my faults and have been working tirelessly, to wear down their edges so that they fit into the puzzle, that is me.

I have accepted my short-comings not as hindrances, but as gremlins, that yes can't be fed after dark. They are permanent fixtures and motivators of action and growth. They get feisty and hungry, so I let them snack, in the wee hours of the morning, so as to keep them satiated throughout the day. They are fierce, playful and destructive- thus sometimes the descent it a sharp one.

It Wont Be Easy, But it Will Come

What am I afraid of? Rejection? I have become accustomed to exclusion and repudiation- so why am I so afraid, to reach out and try to network? To ask people for help. This is something I have had to do a lot of soul searching, to try and answer- and to be honest- I am still not 100% sure.

Success seems so unlikely, so out of reach. I can feel the dirt, slowly sliding. I thought the plummet was supposed to be unexpected. But with this, time seems to be slowing down, so I can feel the rumble and see the erosion at work. I keep stepping backwards to avoid the plunge.

There are so many ways to fail. My gremlins remind me of this, incessantly. They snicker and roll their eyes. Their taunting is so prevalent, I actually forget sometimes that I have a guild of protectors and advocates too.

The mindful, positive, supportive thoughts that carry me through the turbulence. My fairy godmothers, they have whispy wings and a whimsical sense of self. The two sides battle it out pretty regularly- arrows fly over head and magical spells swirl in the air, as much as treaties are forged.

You can't fortify the ground. It is fickle. There are too many outside forces that lay siege to its borders. It is trampled on and dug into. It is marched across and left alone to lie fallow. We are mere travelers and when we arrive, we never know what state it will be in. We have to come prepared, yet we never truly know what to expect.

We must cross it though. Wear thick boots and carry a shovel.

Be Ready to Level Up

I am reading a great book Level Up Your Life by Steve Kamb. It is simply put, a book about creating adventures and quests to try new things at your own pace. To create your story. It does not have to be all at once- or huge. It can be incremental and rewarding.

You just need to commit and make a list, choose a guild, build a persona, build your avatar. Set forth on your journey. Do not try to be something you are not, just amplify your skill set and armory, so you can conquer the beasts of complacency and disenchantment.

So this set me out on my quest. But, being me, I needed more inspiration. More self-reflection.

More books- I am immersed in four at the moment. I need a lot of input. A quirk to some but to me- a blessing because some of my best insight and inspiration has come from the numerous books I am bathing myself in on a weekly basis.

The last input so I can level up, I need to write about it. When I write a blog it seems to put things in perspective for me. It takes the jumble of various outlooks and opinions and aligns it. The only way we can level up and earn the credits or points is to play the game.

Leveling up can take a long time, as a generalist. Or, if you are a specialist- it can be faster. But, either way, it is achieved through experience, endurance and a lot of energy. Now that I have exited the loop- I have more energy.

I see the playing field, clearly now. I have the console on, the controller in hand and entered the arena- on my terms. I am collecting artifacts, banking points and earning experience. Advancing to the next level up may take awhile.

But, if I am going to level up, I need specific goals, to perform certain tasks and to solve lots of puzzles.

I am geared up and ready to go. Module open.....let the game begin.

Will I see you there?