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

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

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

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

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

What's your tell?

Disentanglement: Unraveling The Mystery: Snip It #9

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

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

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

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

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

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

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

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

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

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

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

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

Pardon Me While I Teach: Snip It #6

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

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

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

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

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

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

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

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

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

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

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

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

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