Climbing Stairs

I set very high expectations for my students and try to model it by setting high expectations for myself, working hard, and verbalizing how it feels when I am reaching my personal goals. I teach to the top of the class, fill in gaps and add support as needed, yet still find myself disappointed when my students don't show what they know at those magical moments of testing.  Kids always amaze me, though.  After almost twenty- five years in education, I am still surprised by some as they go through school, graduate, and begin college/careers (or not). Overachievers. The Cheerleaders. Underdogs. Late Bloomers. Invisible Climbers. Slow but Surelies. The Easily Frustrated... You know them and the characteristics. We often wonder who they really are going to be when it will really matter someday.

I think part of that "when it really matters" has to do with work ethic.  It's something I try to teach, but it is hard to do. I would predict most teachers would say that it starts at home and then you just set high expectations in the classroom.  That's not really teaching it, though. That's expecting it. The following story is an example of an opportunity I was able to have with my class last spring. I hoped to teach what having a strong work ethic looks like and feels like and build associated vocabulary at the same time...


I ran across this video last year while looking for something else.  I ended up sharing it with my second grade students and it led to the best conversation and writing I had from them all year.  Take a look:

Ducklings -vs- Stairs
https://www.youtube.com/watch?v=JHy6bBKu0j4

We ended up having to watch it multiple times to truly understand, but these were some of my observations and comments heard:

As the video started, most students were feeling very sorry for them, yet cheering them on.  When the man speaks of helping, and the lady's voice says no, many initially thought she should have.  They needed her help.  They were worried the mother would leave them behind and cheered at the end when she didn't and the last one finally made it to the top.

At that point we stopped to discuss further.
Why didn't she want the man to help?  What would have happened if the little ducklings would have never made it up the stairs?  Or if only one hadn't have made it? Why did the mother even go that way in the first place? Do animals do this on purpose?  What was she "saying" to her ducklings?

We watched it again, stopped and commented along the way. They started getting it.  They saw my purpose.


How are we like those duckling? What would happen if someone helped us with every "step" in life every single time?  What couldn't we learn to do on our own?  Is struggling good for us?  When is struggling good and when is struggling bad?  Is it the same for everyone?  What does good struggling look like in a class room?  How can we be good at  encouraging like the mother duck?  How could we be harmful to our classmates (like the man wanted to be?)

We made a word cloud, used a thesaurus and started finding the association of words like difficult, hard-working, perseverance, grit, rigor, stick-to-itive-ness, stamina, diligence, dedication, commitment, endurance, goal, and success.  Wow. Those sure are fun words to talk about, use in their response writing that day and then continue to hear used in classroom conversations.

We kept that word cloud up for nearly the remainder of the year. They liked recognizing and using those words when they knew they were being diligent or showing endurance.  Honestly, some days I think I am the only one on the top step and I'm just a quacking away cheering my best to keep them going. A few make it and others give up. Other days more get to the top and help me out by encourage others.

And then there are the Great Days. The Great Moments. When one of my Slow-But-Surelies reaches the top finally, and says, "Mrs. Price, that was hard. Hard is fun. And that feels good!"

Processing My Powerlessness

I was reminded this week, more than once, how very powerless we all really are.  For many like me, the feeling of being out of control is something I have battled internally for years.  We sometimes vow, to  never again feel such chaos or vulnerability again.  And we fight the feeling when it tries to seep through our protective walls.

I think of  my students and those I've had...  Ages 7, 8, and 9. They are the age when innocence decreases and eyes widen to the  realness of the world around them.  Some recognize the dysfunction.  Others see it as the norm.
I believe children are the most dependent in our society.  They have very little ability to make significant decisions that can change their comfort level, safety, and fulfillment level at this point.  They must trust others, the ones in charge, to make the decisions that will meet their needs.  What they know and do, is cry out, in words or actions,  until someone responds to what they need the most.

Sometimes it  takes a while.

Sometimes they get louder.

Sometimes it gets messier before better and they get cared for.

And often the process is daily.

Jesus said we are to become like little children.  We, too, are to admit we are in need of something more. We, too, should cry out, admitting our powerlessness and internal chaos so Jesus can take us "in his arms, place His hands on their (our) heads, and be blessed."

Perhaps remembering this will make me a better, more understanding teacher.  But more importantly, perhaps remember this, will help keep me better connected to the One who awaits  my childlike trust in Him.

Advice for New Teachers-From the "Experts"

We have had a wonderful college student with us this spring.  We've enjoyed her great smile, encouraging words, and youthful energy.  The kids faces lit up when they saw her each Thursday.  She shared some fun lessons and games.  I have no doubt she will be awesome when she completes her education and has a class of her own. Her future school and students will be blessed!

We had a little party for her on her last day. We had snacks and gave her a book we made ourselves.  It was cute...Advice For New Teachers.  Before we had it bound, we made it into a video for her as well.  Their "expert advice" was great!

Here is the link:
http://animoto.com/play/0uzqaTIA186mwfSW18t41w

I Needed To Know They Had Permission To Do All The Things They Aren't Supposed To Do

My daughter is now a freshman in college, but I clearly remember the first time I allowed her to ride her bike around the block without me.  She had begged. She was quite responsible. She was a very confident rider. After a couple of years of making the trip with her, I knew it would only take about seven minutes. She'd be out of my view from the porch for less than five. As she rode away, I know I prayed as if she was on a solo flight across the ocean.

It hasn't gotten much easier.  It wasn't easier with my son a few years later. We all know a lot can happen in five minutes.  This week, too much did.

On Monday, a bomb threat prank made my school evacuate our buildings. As we relocated to a nearby building and then bused to a church, my phone beeped with an Amber Alert from a town only an hour down the highway.  Knowing my students were safe and our parents were informed, my heart fell knowing another district was dealing with something much worse... a student taken on their way to school. Two other teenagers associated with Facebook friends went missing over the next twenty-four hours.  Praise God, all three of those kids were rescued and returned safely.

Tuesday was different for Hailey Owens.  She was a ten year old child from Springfield, only an hour away from our school, that didn't make it home safely. She was taken by a man and killed.  It was awful. Horrific. And senseless.  I block images that try to enter my mind. The pain the family feels is impossible for most to understand.  

The accused man, Craig Michael Wood, is a teacher's aide and coach for the Springfield Missouri Public School. He was my nephew's 7th grade football coach about 6 years ago.  My sister was obviously surprised.  She said her son couldn't believe it either when she told him. "How can a monster like that hide in our own schools?  How was it not possible for me or anyone else to not see the evil when talking to him?  How can that hide?"

My students didn't seem to know about the incident on Wednesday, but on Thursday, they all did. Towards the end of the day we circled up to chat. I didn't allow big details of the situation to be discussed, but it was obvious that most of my seven and eight year olds knew almost as much as I did. 

We focused on feelings. How did they feel? How did they think the family, friends, and classmates of Hailey feel?  Once again, without scenarios, we discussed the "yucky" awareness that sometimes is felt around certain people. They may not have done anything wrong to you, but you know how uncomfortable you feel.  It may be someone your parents hang out with, someone with your family, church, club, or even at school. But when you sense that awkward feeling inside, that is when you tell someone you can trust. 

We discussed safety practices for walking home from school or a friend's house. Call first. Stay in groups or pairs. Stay alert. "Stranger Danger" situations and other risks .... And then, honestly for my first time as a classroom teacher, I found myself saying things I've only said to my own children. I have always left it up to the counselors or parents to tell the kids the "get away" stuff.  But Friday, as we sat and talked, I needed to know that my students heard it clearly from someone.  I needed to know they had permission to run, scream, kick, poke, hit, scratch, bite, and do anything they could to get away. 

Someone said something to the effect..."So we can do all the things you tell us not to do on the playground."

I said, "Yes, exactly!" 

We giggled a bit. I told them they could always tell me anything. It was followed by a few more wise cracks that lightened the tone enough we could end the day still smiling.

I pray the talk wasn't necessary.  I pray they aren't ever in a situation that makes them feel "yucky" or the need to run.  I just needed to know they had permission to do all the things they aren't supposed to do.

Hailey  Owens 

  

It Was Just "Ordinary"...And That's Wonderful!

Change.

There's been a lot in my life recently. I expect there to be more in the upcoming months.

In the past six weeks I have moved my daughter to a different city, first apartment, and new college, had a health scare in my family, changed classrooms to allow a growing class enjoy our large classroom, and have had my two teenage nephews move in with my family. There were a few moments a bit more dramatic that this description, but I'll spare you. But whew. It's been quite a month.

Things are settling down.  Not to what it was, but to a new kind of normal.

When things were at their craziest, with my home filled with boxes (some incoming, some outgoing, some just going to storage), evening filled with phone calls to figure futures out, and a few rushed appointments. I truly saw and felt what I think our students feel when chaos surrounds them at home.

School was ordinary. And ordinary was wonderful!

For those few weeks, "ordinary" meant safe, natural, familiar, settled, and predictable.

It had nothing to do with the lessons I was still preparing, the seasonal and themed projects I was still doing, or even the interruptions that were still happening.  Instead, school was the one place that I could see a system of organization that made it safe for me to continue to truly be me and forget my worries.  At school, I had the freedom to breathe deeply. I found more hugs. More smiles. And I could giggle.

*Sigh*

I never thought "ordinary" would be a word I'd want anyone to use to describe my teaching, classroom, or school. But if it is, I hope it's because they found comfort in it as I did.

Who's Telling Your Story?

"If you aren't telling your story, someone else is."

I'm not sure who said it first, but I love this quote. It reminds me the importance of PR in the school and from my classroom. It is so hard to not take things personally and be hurt when a parent says something rotten about your school via social media. As the professional teacher, we most often can't say anything and must wait for it to blow over. Throughout the wait, we think, "If you only knew all of the great things that were going on at school every single day!..."

Well, that's our fault.  That's been my fault. And I'm ready to do more to tell our story.

Parents want more than just a Friday newsletter with the lunch menu and upcoming events now.  Today's young parents are used to having contact or almost 100% access with their kids since birth and then sharing everything they could possibly celebrate through social media. They don't remember a time without cell phones.  They sometimes hit Facebook more than ten times each day.  They tweet and Instagram while standing in the checkout line of the grocery store.  Then, they drop their kiddos off at school, and the alienation begins.

Until recently, I've felt pretty good about myself with class wide communication.  I have two teenagers that have kept me fairly up to date so I'm not the last one to know or try something out.  I maintain a class website with updated information, photos, videos, projects, etc of my students. There are links for my students to use during free choice computer time at school or at their home.  I've used Remind 101 for messaging. I have sent pictures or videos of individual students to parents via text, email, or Drive.  But when it comes to sharing what my students are really doing, studying, questioning, and celebrating in our classroom,  I barely mention it in my Friday newsletter.

Those newsletters used to be precious. I know the parents expected them, took them from their binders, and had them on their refrigerator before bedtime on Friday night. Over the past couple years I found more and more still in the backpacks on Monday morning, Tuesday morning, Wednesday mor..... Yeah, they didn't seem so valued.  I finally got smart and had students just keep them in their binders in see through plastic sleeves for the week, so at least they would know where they are.

According to what I read, sixty percent of adults in America have smart phones. Some studies suggest 96% have access to social media sites, whether it is at home, on a phone, or somewhere else.  Yet, less than half of the schools use anything on-line beyond a school website to promote their school and students. We are missing a great opportunity to show off our kids.  Their kids! And tell some great stories!

I live in a very rural district. Our free/reduced lunch rate is 93%. I teach second grade. You'd think my young students wouldn't be too savvy about smart phones and social media. Think again!

We wrote this wonderful story as a class last Christmas that proves otherwise.

The Year Santa Lost His Smart Phone

   One Christmas Eve, Santa was loading his toys into his sleigh.  He had his smart phone clipped to his black belt.  As Santa sat down, the phone fell into his sack of toys.

   He called the names of his reindeer as he took off to deliver his presents. Suddenly, Santa realized his smart phone was missing.  He checked his belt.  It was not there

   He asked Dasher, “Have you seen my smart phone?”

  “No,” said Dasher.

  “How will I play my games tonight?” asked Santa.

   He asked Dancer, “Have you seen my smart phone?”

  “No,” said Dancer.

  “How will I find the children’s homes without my GPS?” asked Santa.

   He asked Prancer, “Have you seen my smart phone?”

   “No,” said Prancer.

   “How can I call Mrs. Claus and tell her where I am?” asked Santa.

    He asked Vixen, “Have you seen my smart phone?”

   “No, said Vixen.

   “How can I listen to Christmas music, like Jingle Bells tonight?” asked Santa.

   He asked Comet, “Have you seen my smart phone?”

  “No,” said Comet.

  “How can I text the elves and tell them it is okay to rest?” asked Santa.

   He asked Cupid, “Have you seen my smart phone?”

  “No,” said Cupid.

  “How will I know who is on my Naughty and Nice List?” asked Santa.

   He asked Donner, “Have you seen my smart phone?”

  “No,” said Donner.

  “How will I check the weather?” asked Santa.

  

   He asked Blitzen, “Have you seen my smart phone?”

   “No,” said Blitzen.

   “How will I take pictures of all the reindeer and all the places we visit tonight?”

   Santa felt sad.  He did not know where his smart phone was and he did not know what to do.

   Finally, he asked Rudolph,

“Rudolph, with your nose so bright,  Won’t you find my smart phone tonight?”

   Rudolph turned around so Santa could see the sack in the dark. Rudolph’s nose glowed like a flash light.  Inside the bag, behind a Jack in the Box, next to an orange bike and other toys was Santa’s smart phone!

   Santa took his phone out of his toy sack.  “Thank you, Rudolph for using your nose!  You saved Christmas!”

    Santa got on Facebook and posted:

    “Ho! Ho! Ho! Rudolph found my smart phone!  Merry Christmas!”

 I've finally created a class Twitter account.  I look forward to sharing the news with my students when we return to class after break.  We will be excited to share "stories" with our families and other classrooms as we connect.

Who's telling your story?

Majority Doesn't Necessarily Rule

We have consensus groups in my classroom. I love them. More today than ever....

1) Students do a short review assignment on their own. No help from me or classmates. 
2) Next, I form groups of two or three. They must reach consensus on answers. I witness lots of automatic peer teaching, communication, and critical thinking. 
3) We summarize and orally evaluate how we did as groups and with the assignment. 

Today we had an interesting second grade situation where one group of three all had wrong answers to begin with, but after discussion reached consensus with the correct answer.  I loved it! 

But then something even more amazing happened.... One group shared how their group of three had two people with the wrong answer and one with the right answer at first, but all ended up with the correct answer. They took the time to listen even though in "seven year old world" majority rules. 

I was in awe at the conclusion that came from our discussion...something much more important than math... "Just because more people think it's right, doesn't mean it is. Sometimes people just need to listen."

     

Life on a Chair

My life can now be summed up in a chair.

It sounds strange, but the main events, my core beliefs, and advice I'd want to leave behind to my children and students are now on a wooden chair. This has been one of my summer projects.  Take a look:

The chair is covered with encouraging and
inspirational words and phrases like:
Be yourself, Create, Explore, Laugh, Play,
Appreciate, Imagine, Choose Joy,
Inspire, Ask Questions, and many more.

"Everyone has a story to share...and deserves a happy ending."

"You have the power to say that this is not
how the story will end."

Each circle represents a school that I attended or have taught in
from my kindergarten year in 1975 until the present.  Whew! There
is only one rung in the chair left, so I guess I won't be
changing schools much more. :)

The back of the chair includes things a bit more
personal. Here you can see the birth dates of my children, other
significant dates, and my Etch-a-Sketch.  

I have a sunset with five clouds. These represent the five
students I've had in class over the years that have died. 

"The greatest of these is Love"

I love this. It was inspired by having to paint and repaint and
REPAINT a big goof on another part of the chair.

I love playing Scrabble! 

I'll use it as an Author's Chair or for our Show Time (a fun story telling time) in my classroom. It will surely be a conversation piece at times that may lead to deep discussions about things that are truly important.

I had another one I used for about ten years.  It was similar in style and design but it didn't have any words on it.  My daughter and her friend helped me paint it when she was in first grade.  After having to glue it back together for about a year, I retired it to storage. I'm hoping that all the coats of polyurethane on this one will help it last until I am the one that gets to be retired. :)

A Lesson from the Etch-a-Sketch

   Years ago, I was sick and spent a couple weeks in a hospital. When the little cart came by with magazines and books to borrow, I was drawn to the Etch-a-Sketch on the bottom shelf and asked if I could borrow that instead. I hadn't picked up one since childhood, but I spent many, many hours over the next few days getting the hang of it again and finding an artistic challenge within that red box.

   I found I got an immense amount of satisfaction out of making those baby steps go up and then back down. Once I figured out the up/down and left/right with the knobs, I automatically started trying harder things, like circles and my name in cursive. I had to stop to smile, giggle a bit, then grunt in frustration, and stop to shake the crazy thing a bunch of times along the way.  But I was one of the weird people that stuck with it. Within days, the shapes became realistic pictures. I'd sit back and stare for a moment, find every flaw and place I should have improved it, but I eventually became brave enough to share. I soon had nurses and other patients looking over my shoulder offering advice :) and asking what was my next one going to be like.

   Over the next couple years, I tried to go from simple to more complex drawings and illustrations. I studied the artwork of Etch's great George Vlosich III and others to gain hints to the craft.  I improved and sold a few. I donated a couple in charity auctions. I gave many away to friends and one year every student in my class got one if they just brought an Etch-a-Sketch in with a picture they wanted on it.  I found myself very busy on weekends doing sketches of their pet dogs, school mascots, and even Hannah Montana. I don't get the toy out much any more unless it's for some overdue relaxation or a special gift. I always have one close by, though.

   Some days, as I work and dream of the future of my school and community,  I feel like I'm back to those first sketching days again.  I'm taking my baby steps and figuring out which directions to go. I see that the path isn't going where I think it should and I have to stop, shake it and start all over again. Then there are times when the picture becomes a bit clearer, and I keep going. Something exciting develops. I sit back, evaluate, and sometimes become brave enough to share a bit of the vision with those close to me.

   I find it incredibly exciting when they want to know what is coming next and they want to help describe what the final picture may look like.

Breaking the Paper Clip Mold

For years I think I've had it all wrong.

I'm always looking for a better paper clip.  When it comes to ideas to help the students in my classroom and school, I'm in constant search of ways to make things better.  My philosophy, like so many in education, has been to take a look at what "successful schools and teachers" are doing, then tweak it to make it work for my students and school. How can I make their ideas, projects, or programs work here?  I love what I see in their book, on the screen and at the conference and want to try it myself.

That doesn't sound bad, now does it?  Isn't that one thing good teachers do?

Sure it is.  But I'm finding it is backward thinking for me.  It's a bit like clothes shopping without knowing what  your are shopping for and then buying something without trying it on first.  I need to know what I'm needing.  And just because it looks great on the mannequin, doesn't mean that is the way it will fit on you, too.

I spend much of my time away from school still thinking about school.  I find myself watching tv with my phone or laptop scrolling through education articles, educational ideas on Pinterest, Twitter posts from my favorite educational leaders, or reading blogs.  All of these are fine and  I don't plan on changing that, but my paradigm must change.  I am realizing that the journey to our success isn't going to be found "out there" in need to be found and purchased.  It's here, right now, within the creative teachers, staff and community volunteers we have.  We are the ones that know our students and community.  We know their needs.  We only need to be given the permission to try new things.

I know this is a big challenge for our school culture, structure, and perhaps a nightmare for leadership. It would be balancing what works with what could be, and designing something all your own.  But perhaps, we will find ourselves at the metaphorical customer service exchange line a little less often returning something we didn't really need or didn't fit but bought into just because it looked cool. I think it's time for me to break away from the paper clip mold.

Great Things Happen Here!

My father died 7 years ago. He was a teacher and coach most of his adult life. He taught many years at the same school where I now teach.

Last night was a special night as my father was inducted into the Humansville High School Hall of Fame. My mother accepted his award. 

Great people come from this small town. They grow up and do amazing things. The stories of lives lived of the other four on this stage blew me away. It made me even prouder that my dad, six years after his death, was recognized among them. 

Humansville folks... be proud of where you come from. You have a unique and powerful history. You have displayed strength over and over throughout your 140 year history. Great people surround you and things are happening daily. They are not often recognized. But your kids are watching. And they believe the best is yet to come.

Advice for College...From 2nd Graders (And Future College Students!)

We were blessed to have an amazing high school student help us in our classroom this year.  She came only one hour each day but made a huge impact on the students in my room.  I watched their eyes light up as she entered the room. I swear she had a way of saying hello to each and everyone of  them with eye contact alone.  The children begged to work in her small groups each day.  They told her stories and shared their work.  She knew how to celebrate their little successes.
They listened closely when she talked about her plans after graduation. College. Moving away. A new job.
Watching her dream made us all dream a little more.
And about things many hadn't before.

We had a graduation party for her.  We made a few silly gifts and bought a cake.

We also made her this video and turned it into a book for her.
http://animoto.com/play/rJK3oLLtx1dqvClIwTYIQw



Advice for college...She doesn't need to hear it.  She will do amazing.
But perhaps it will help to know she has a couple dozen second graders that will be watching her and cheering her on as her dreams come true.

A Letter From The Past

My daughter is a senior.
The most amazing letter came in the mail today for her today.

"Dear Taylor, 2013... Congratulations Graduate!"
"From Taylor, 2007.. a sixth grade writing assignment."

Mrs. Littrell, the 6th grade teacher left this district soon after my daughter's 6th grade year.
We left this district after my daughter's sophomore year.
How touching for her to go through the trouble to find us and make sure my daughter got this letter.

Teachers, do this.  I know I will. Forever more.

Trash or Treasure

"Trash or Treasure"...Those are three words I end many days with in my classroom.  It signifies a time of reflection...When we share the times of the good and the bad in our day and what will make tomorrow better.
   Most days I want them walking out the door focusing on our "treasures."  These are the moments in our day they enjoyed, found academic success, or were positive interactions with our classmates and friends.  These are comments in which I hope they remember when someone asks "How was school today?"  or "Did you learn anything?"
   I am sometimes amazed at what they find as "treasured."  It may not be the fun game in math.  Or the interactive lesson I was hoping to wow them with.  Sometimes it is found in the minutes I twirled the rope on the playground at recess or giggles from a silly story I told in Social Studies or just sitting next to me in lunch.  
   The "trash" sharing gets interesting.  We had to lay ground rules at the beginning of the year.
1)We can't say other student names.
2)We have to focus on us.
3)OR We can share about Mrs. Price.  
   That last one is tough, but I like it.  It is like having a teacher evaluation every day.  They are so honest.  I've learned a lot from my students.  I've learned things like fairness and consistency are equivalent and they'd prefer more consequences as long as it is fair.   I've learned that they pick up on tension, tiredness, and lack of preparation. They also don't appreciate boring lessons. They would rather do more if they can learn more. They even pick up a tone in my voice that expresses my attitude.
    I always end our Trash or Treasure Time with, "But what should we do with our trash?"
   They respond, "Throw it away or recycle it into something useful!"
    Yep, even after 20 years of teaching, I have lessons to learn...lessons that 8 year olds can teach me.
And luckily, many of the moments they consider "trash" can be recycled and created into something much better tomorrow.

Leading In A Blizzard

   I've been an Iditarod fan for years. I have shared my love of the race with my classes each year.  People that know me personally think it is strange.  I detest cold weather and I really don't like dogs.  Yet each year I pick mushers and sled dog teams for my class to follow, get to know, and cheer on as they race 1,000 miles across the Alaskan wilderness.
   There are so many stories to share with them.  New stories emerge daily. Stories from years ago in which I know the happy endings are my favorites to share with young students, though. We have been able to find the 7 Habits of Leaders in the tales of team training, treatment of the dogs, volunteer preparation, village hospitality, and the many heroic moments on the trail.
   One of my favorites I like to share is about Martin Buser.  He is a four time Iditarod champion and has completed 29 of the races.  In 1991, Martin had left the White Mountain check point, when he got caught in an awful blizzard. White Mountain, a small village located on the Bering Sea, is one of the last check points before reaching the Nome, the finish line.  Many mushers that had left White Mountain turned around and went back to wait out the blizzard.
   The winds were fierce. Martin said that visibility was only the length of the dog team.  The only trail markers he could see from his sled, were the ones that were next to the team.  The team was wanting to go with the direction of the wind instead of stay on the trail.  It became apparent that instead of following in his sled, Martin was going to need to take the lead.
   Martin went to the front of the team, left only one lead dog on the line, and took the tug line himself and began to pull, constantly making sure they stayed on the trail.  Slowly they made their way to the next village check point, which is ironically called Safety. :)
   I love that story.
  At this point in my life, I am not "leading the pack."  I am part of the team.   But this story encourages me.  It reminds me that when you have those moments in which the leaders you are counting on seem to be losing sight of the trail, wanting to go in the direction of the wind,  you just have to hop down and head to the front for a bit...take up the extra tug line...keep your eye on the trail set before you... and help lead them to Safety.

Do Construction Workers Count Floor Tiles?

   This week my kids worked on arrays. We colored graph paper, made stickers charts, used geoboards, and found examples of real objects in our classroom   It was fairly typical 2nd grade fun.
   As we went on a search around our room, my kiddos realized that our cement block walls, ceiling tiles and the tile section of our classroom floor could also be considered large arrays.  Real world math problems began....
   The question was soon raised, "Do construction workers count floor tiles?"  We decided to take our paper, pencils, and clipboards into the hallway to find out. I took them into our intermediate hall and within minutes we decided that using math was a much better way.  It would take over 1,350 tiles for us to tile just that one hallway! I asked if anyone wanted to double check by counting them one-by-one.  They said they didn't need to. "We did the math." :)
   One student asked how much each one costs.  He knew that our bathroom had a cracked one and wondered if it would get fixed.  Another boy stated that sometimes it is hard to fix just one, so they may have to fix the whole bathroom. Apparently the girl's bathroom has some issues, as well.  Would you believe we had a ten minute conversation about floor tiles? I kept trying to go back to arrays and multiplication number sentences, but more important lessons were being learned--about respect for property and others, the value of hard work, and the benefits of working together.
   I love this class.  They notice things.  They recognize needs.  They want things better. They don't just want things better for themselves, but also for the people they care about.
   They will graduate in 10 years.  The colleges, careers, and families they enter will be darn lucky to have them.  I don't question it at all.  Ten years.... I did the math.

We Have A Dream...A Field of Dreams

   I started discussing Martin Luther King, Jr. with our second grade classes over two weeks ago.  We don't get to have Social Studies each day so I started earlier than usual.  I introduced the concept of segregation with a shoestring vs. non-shoestring activity I always use.  We read stories and had lessons about his life, his impact, how things have changed, and sadly, how some things are still unfair at times. Like many elementary teachers, I planned on discussing our dreams, but this year it went a bit further.
  We took a closer look at MLK as a child.  We took a long look at the famous picture of him as a boy and how he had stated "someday I am going to turn this world upside down."  The students made the connection on their own with that statement and our Seven Habits.  They saw how he was thinking like a leader way back then.
  We talked about how real leaders see things that others don't.  They observe, study, discuss, and then take actions to make changes.
   Our conversation deepened, "We see things every day that need to change. What things do you notice? That make you feel uncomfortable?  That you wish were different?"
  "...the kids that got shot at school..." a student stated.
  "...the commercials with the hungry kids..."
  "...the people from the hurricane..."
   Wow. I realized these kiddos were quickly going deeper than I thought they would. But I wanted to bring it closer to home and make a connection they could relate to.
  "What about here? At our school? What are things you wish were different?  Things you notice that you wish other people would too?"   I was thinking they might talk about the pieces of trash we find on the playground or paper towels we pick up when someone before us has somehow "missed" a rather large opening.
  But one student instantly stated, "Our baseball field."
  "Tell me what you mean."
  "Well," she began. "Our dugouts need to be fixed and painted.  We need some new fences.  Our bleachers are falling apart...." Then students started interrupting her with things they noticed, too.
   I was amazed.  It was January.  Most of the students hadn't been to the field since summer league ended in July.  It isn't even next to the elementary building, but they had noticed and remembered details. I was proud of them and told them so.  I tried my best to connect it back to MLK and fairness between schools and trying to make a difference.  I'm not sure that happened, but good things did.

  We listed some things we knew were facts on our Promethean Board:
 *We have a dream...a better baseball field
 *Observe, Study, Discuss, Action 
 *Improvements take time, energy, money, and leadership.
 *Kids can be leaders.  Kids can make a difference.
 *Leaders discuss.  Non-leaders complain.

  We spent some time last week looking at some pictures of  high school baseball fields from the computer. Many of the students have never been on a baseball or softball field away from our small town.  Most will never go to a college or MLB field to see how grand they can be.  Our dreams started to grow and we took a few minutes to write and draw.

    I'm not sure what will happen, but I have a feeling by the time this 2nd grade class is in 9th grade, they will be playing on a pretty nice small town baseball field.  They are already dreaming about it!

I love the orange and black dugouts.  The
kids actually offered to paint them during
recess. :) :) :)

"I want a water fountain for our baseball field and I
want a telephone for our baseball field. I want a new
dugout and steel bleachers."

The ABCs of New Year's Resolutions

   2012 was a great year. Because it's time to share those resolutions and because I teach 2nd grade, I thought I'd do mine in ABC Order. :) 


Attempt something scary. I jumped off a cliff once.  No regrets yet. Hmmm....
Balance. Find it. 
Celebrate little victories. Some days we only have little-bitty ones, and that is okay.
Decrease my weekend work. Stay away from school work at least one day. 
Eliminate stuff... maybe get rid something that doesn't have substantial purpose from my cabinets, closet, files, or drawers each week. I don't want to become "that teacher." Uggh...maybe I am. 
Finish painting my "Legacy Chair"...to be used as an Author's Chair.  My last one started falling apart last year so I started this one last summer. It is filled with words and pictures that are special to me.

My favorite part..."Ever child has a story to tell
and deserves a happy ending." :) 

"You have the power to say that this is not
how the story will end."

Giggle daily. I spend my days with 8 year olds.  This shouldn't be hard.
Highlight hope.
Investigate new opportunities.
Journal and blog more.
Keep career conversations coming in my classroom.
Launch a School Scrabble Club. Or at least have Scrabble Game Nights. I love, Love, LOVE Scrabble. We play it various forms of it in our classroom.   Look what one of my students got me for Christmas this year:

Yep! That says "Chocolate Edition," the snow globe has little Scrabble
letters that fall, and the key chain has miniature letters that are magnetic!

Make shorter to do lists.
Never ever ever quit.
Own my mistakes.
Pursue grants.  I haven't written one in years.  It's time.
Quit making piles. File faster. Toss more. (Reread "E")
Read 12 grown-up books. 6 that aren't "good for me."
Sing more often in the classroom and sing it louder.
Take a walking tour through town with my kiddos. We study our town's amazing history. We should go see it up close.
Utilize people who offer to help.
View more ballgames.
Write more thank yous and encouraging notes.
eXcell at hugs and high fives.
Yawn less. This could possibly be my favorite.
Zero in on what is really important!

Here's to learning more than we'll ever be able to teach
and the hope of greatness in those we try to reach.

*clink*

We Can Feel Safe At School

We Can Feel Safe At School
This is the title of a book my class wrote last year.  It is the third book in my "collection" by this title, all written for the very same reason.  Brainstorming of  how our school is a special place, how it is filled with people that care about them, and highlighting all of the good things around them that help keep them safe is the best way I've know to deal with the questions that come.  It isn't in my lesson plans for tomorrow. More than ever, I hope I don't have to write another one of these books.
I just want tomorrow to be a normal day.  When I ask my students about their weekend, I hope they tell me about places they went and things they did.  I pray their minds are consumed with Santa's coming, our craft we are making for parents, and what might be our fun activities this final week before the holiday break.  I don't want to hear the words, "Mrs. Price, did you see that shooting on tv?"
That is the moment I now know, from experience, that I must begin to choose my words carefully.  I must lead a discussion with my students, students not much older than the victims themselves, that does not include details which instantly takes away innocence.  Some children will be informed, some over-informed, and others completely unaware.  Somehow, I will have to redirect into an age appropriate, classroom discussion that reinforces how our school is safe and they are safe.... all while convincing myself.

Pray for your child's teach tonight.  We are all thinking the same thing..."Tomorrow will probably not be a normal day."