Wow, April?

It is shocking and amazing to realize that we are well into April. The longer days, warmer weather and upcoming testing remind us that we are well into Spring! Our students are a bit more chatty and restless, yet we are also seeing the work we have done over the year expand the capabilities and processes within our classroom. 

We've been working on debating issues about the environment for this month's Passion Project. We've discussed endangered biomes, water use and even the #1 most endangered river the Colorado River. Students are backing up their opinions and assertions with evidence, seeking reliable websites for resources, and even discussing point of view and bias. What I love is they just get more thoughtful, excited and engaged. One student, who is traveling to Colorado this summer, told her dad all about the endangered Colorado river, which had him checking out the websites too.

At the same time, Celina's work with CCSS ELA has our kids doing close readings of songs, poems and informational excerpts on math concepts. Students are making connections back to culture, discrimination and personal acceptance. They are marking their texts with their thinking and wonderings. I love that when I come back to school after a meeting I am greeted by a student who is gleefully telling me about the Text Talk song they listened to! So much delight over connecting words, feelings, thoughts and ideas.

Today was our first day of the "testing season" with a measure of reading skills. Our students were so focused and on target, it was inspiring to me to see their determination and perseverance with this assessment. It reminds me of all the hard work they are capable of, renewing in me that sense of pushing through in my own goals and matching their drive!

Our theme this year is "Learning is Growing" and our students are certainly coming into their own as we wind down. It makes for an exciting time of year, there is much to celebrate!

Welcome Spring!  ~Ann
 

 

(The photo above is of a card my dad picked up for me this week at Trader Joe's (by Angela Duncan) to tell me that he and my mom are super proud of me! It was fitting that a line came up in the book I am reading called Point of No Retreat by Colleen Hoover that fits this card to a T --"Sometimes it feels good to have your biggest fears discounted with a simple compliment.")

Learning from Their Perspective

 

Everyday Ann and I learn with our students. 

Sometimes they bring new ideas to the table.  This week they suggested graphing the improvement of our community behavior, while setting personal goals based on the data, in an effort to positively affect the synergy in the classroom (totally working).  Sometimes they provide evidence to support our thinking.  Conversations this week about emotions and colors confirmed how daily infusion of the Arts has passionately impacted authentic connections (totally amazing).  Sometimes they motivate our daily plan.  Our one-on-one conferences have shown us how much they truly love to read and share their love of books (totally heart-warming).  Sometimes we are just purely inspired.  An individual student taught us how to celebrate relationships through personalizing Valentine’s Day cards to us in a unique, artistic way (totally impressive).  These are the instances we treasure because they truly provide the “AH-HA” moments we need to propel ourselves forward, with our own personal goals and the goals we have for our students and program.  Their voice always shows us another way, another thought, a different perspective.

But how often do we learn FROM their perspective?  How many times do we sit with them, at their angle, to attack the same task we have asked them to accomplish?  Do we solve the same problems, ponder the same question, or attempt the same challenge? 

Ann and I are advocates for listening to student voice and empowering them during the learning process.  Their thinking always pushes us to reflect more deeply about our practice, lesson scope, and projected journey.  When we look at a task or question through their lens we can view it for what it really is and analyze the relevancy of its existence in our learning environment.  This year we have raised the bar for ourselves and look for every opportunity to join them in learning moments.

For instance, I posed a multiplication problem recently in math (stretching students into thinking about a new operation, decimals, and money- also a little formative moment for Ann and me).  Many students came to the answer quickly, but only solved it one way.  But then I asked them to think more deeply and work with their partner to solve the problem using 3 different strategies.  I did receive many googol-eyes due to the fact that we were entering new territory.  I gave them a hint that they needed to consider multiplication the “cousin” of addition.  The googol-eyes turned to twinkles, and the conversations unfolded.  Students worked for 10 minutes with high-engagement, and I decided to take the opportunity to figure out how many ways I could solve the problem.  I absolutely love math and truly enjoyed the time to play with the possibilities.  The benefit of permitting myself the time to do this, while joining in on conversations around me, allowed my thinking to become even more flexible to new ideas and strategies I had not considered.  I was inspired by the strategies the students had discovered through this process, and after 10 minutes students had recorded more than ten examples on the whiteboard for all of us to ponder.  This moment proved incredibly more powerful and impacting than if I had showed them 5 traditionally great ways and gave them time to practice. 

Other times if Ann and I sit WITH our students AS students, in a moment of full-on engagement, we can assess from a different perspective.  By becoming students ourselves, we have the opportunity to hear different conversations.  Those “insider” conversations that unfold naturally with their peers during the learning process can only be captured from the angle of sitting amongst the group, rather than over the group.  We gather our own supplies and thinking, and we participate as an equal learner in the moment.  And often we joke with them, “Don’t bug us, we’re learning!”

One day I was sitting amongst a table of 5 other students participating in a science experimentation process, led by Ann.  Our focus was on variables, along with the scientific process.  I was enthralled by the conversation of the other learners in my group, but was also captivated by the discoveries at the table groups near us.  The learning going on all around me was priceless, AND I also was having my own pivotal moments of learning during the inquiry process.  I even announced to my group at one point, “Seriously!  I wish I could come to this classroom everyday as a learner!”  One of the other students looked at me perplexed and stated, “Uh, you do.”  A complete DUH moment for me, as she was absolutely right.  Ann and I ARE the learners we expect our students to be every day.  We bring nothing less into the classroom.  It was then that I realized the students had not thought it was bizarre that I had sat amongst them as a LEARNER during that lesson, because that is how they view us in our classroom. 

Most recently, Ann and I both joined them during art time, creating our own watercolor paintings [see mine above; I learned specific strokes to add texture to a watercolor, expressing emotion through color…very exciting for me!].   No one was shocked...except maybe the visitors in our room J.  For us and our students, it was business as usual.  Occasionally we bantered back and forth to one another, shushed the group when our favorite songs came on our classroom playlist, and joined in conversations about the techniques being used by the artists at our tables.  Learning should be fun, sometimes unruly, but always focused.  Our students often do not need us to manage them during this time, in fact they prefer we step out of their way.  Or even more, they thrive off of occasions when we put our “learner hats” on and join them in the moment.

We live by the motto that if we do our jobs right, they won’t need us to manage them, provide them resources, or confirm their thinking.  As self-managers, resourceful learners, and confident thinkers genuine learning for them can occur.  We love the days when the classroom runs like a well-oiled, flexible machine in true synergetic motion.  These are the days when marvelous, awe-inspiring moments occur;  when we stretch our arms up and yell, “Hizzah!”

So our advice based on our lessons learned this year?  Become one of them.  Take the time to learn from their perspective.  Listen to the valuable dialogue that unfolds.  Interact from the learner’s level of conversation.  Share your own ideas and cooperate as an equal participant in the learning process. 

 

There is always more to learn about a topic, or a new perspective to discover, when you allow yourself the freedom to let go and allow the students to be the teachers.  They will lead to down a powerful learning journey.  And it will be so worth it.

 

~Celina

 

Introducing Brain Books to Students

As Brain Books are a fundamental part of our student-centered classroom, we introduce them right away on the first day of school.  For the resource to be utilized to its fullest potential, it is extremely important for our students to have an understanding of who they are as a learner.  So we actually start with creating a Brain Profile.  During the first few days of school we take several surveys to help us discover a little about ourselves as learners, always keeping the purpose of Brain Books as a dynamic part of each conversation.  Even our returning students retake these assessments, as it is our philosophy that it isn’t just about zoning in on our strengths as learners, but rather understanding the different learning styles/intelligences to become a more balanced learner/individual.  Over time the results of these types of surveys may change, so current data is always important.  When our awareness is heightened regarding all the ways to acquire knowledge and reach our personal goals, we can be more successful since every learning experience through life is different.  It isn’t just about feeding our students with information, but rather teaching them a multitude of ways to be effective, independent, responsible learners.

The Story of Our Brain Books



Brain Books have become the anchor within our learning environment, for our students as well as us personally.  Ann and I have been excited to share this resource- a good idea that our students made great.  But as we have tried to put the idea in print we have struggled a bit…. Then Ann reminded me again of the great words of Simon Sinek, “People don’t buy WHAT you do, they buy WHY you do it.”  So here is the story of the WHY behind our Brain Books:

Ten Favorites to Celebrate

Image found by BING images HERE                          
The end of the school year brings cheers, smiles, hugs, tears, and laughter in abundance.  It is a time to honor the memories of shared experiences; our classroom community moments built from a strong foundation and trusting relationships. 

Together, Ann and I made a big shift in our practice last summer after we accepted the positions of Multiage Teachers.  With our students we took off on the learning journey, promising one another to WORK HARD each and every day.  We were COURAGEOUS as we approached bumps in the road and supported one another in the face of challenges.  Throughout the year we consistently encouraged each other, taking every opportunity possible to CELEBRATE GROWTH.   And what a year the 52 of us had with this motto guiding our daily learning!!

Establish Community WITH Students

The term Supportive Learning Community is significant.  The definition of each word in itself is influential.  Connecting them as a joint expression makes a statement, one that infers a unified body of individuals working together to advocate for students along the path of their learning journey.  

As we share the responsibility of student success within our school environments, do we take the time to allow students to be a direct part of the equation?  Is establishing a Supportive Learning Community something we do FOR students or something we do WITH students?

Superpowers

Yesterday we began with a Brain Breakfast asking the questions:  Who is your Superhero?  What is your Superpower?  (As we were both, of course, dressed in our Wonder Woman tee-shirts…)  

Students' Share Their Opinions on WiFi Devices...

Ann and I's teaching practice has dramatically shifted this year.  Technology is now a natural part of our learning environment and students interact with resources in ways that best fit their learning needs, rather than when directed by us.  

Recently we allowed 2 students to access their personal WiFi devices within the math block to enhance their practice towards their individual goals. A bit of action-based research on our part as we think about the future needs of technology and ways it can be integrated into the learning environment. (Our school policy is for these devices to be checked into the office each morning when brought to school, as we do not normally allow students to BYOD.)  

Pay Attention

Several years ago I was very impressed with my ability to keep students attention during a lesson.  They would sit still on their pockets at the carpet, with their alert eyes staring at me.  They seemed so engaged.  But what I never considered at the time was why they were behaving this way.  What were they truly focusing on?  The content/information/demonstration being given, or did they just have a desire to please me?  Were their brains too focused on their behavior and desire to do the right thing and please me that the true learning was lost. 

Nerd Day

Nerd Day is coming to our school, a chance to dress up and have a little fun for students and teachers.  I joked with Celina that we are often thought of as total nerds when it comes to professional learning.  We often spout favorite sites (www.choiceliteracy.com, www.wonderopolis.com), blogs (see sidebar) and books we are reading (the latest being  21st Century Skills Rethinking How Students Learn by Bellanca and Brandt 2010). We find things to share with our students and colleagues continually, and we keep asking for and googling new information.  We are lifelong learners, we are passionate about teaching, we want to do and be the best for the students within our care.  Everyday is an opportunity to connect with kids and open the door of learning with them.  "Imagine what we might learn." "What do you wonder?" and "This is so cool!" are often mantras within our room in an effort to help kids continually expand their thinking. 
We talk a lot about how we are learners within the classroom too.  We thank them for being our teachers and most recently asked the class to give us an assessment based on our performance as their teachers.  What were we doing well?  What did we need to improve on?  What a crack-up!  Some of them want harder homework, more art projects, more time to read or do math.  Some of them are more concerned with getting to recess on time!  What this did for us was to open a dialogue about homework, push us into thinking of even more ways to integrate art into our content areas, and encourage us to streamline our processes to enable more time for their content learning.  It even inspired me to consider buying a watch! 
As I sat down with my last conference yesterday and the student opened his notebook to a highlight of the first trimester, I was reminded that being a NERD is great.  He stopped in the middle of his explanation to flip to the page we had just reflected on, a thought provoking discussion of what a googol is from www.wonderopolis.com (Wonder #411).  His eyes lit up, his voice got louder and he began rapidly explaining to his mom the fascinating idea that if all the matter in the world were turned into paper there would not be enough to write out all the zeros in a googolplex. 
So while some will celebrate Nerd Day next week, some of us will continue to celebrate it EVERY DAY!

Our Daily Work is Student Driven...

As Ann and I reflect this weekend, we are continuing to devour literature based on the needs of our students.  Our conferences, thus far, have allowed us to articulate the perspective we have within our Multiage Program, as well as the individualized approach we are using, but also the future path we are projecting to travel through the course of the year.  And I say projecting because the bottom line is our path really is dependent on our students' needs and interests...

Our overarching philosophy continues to be:
STUDENTS first, then STANDARDS, then CURRICULUM/RESOURCES

Throughout conferences so far, students have been sharing personal highlights with their families, and these moments for us are priceless.  Their dialogue was not rehearsed, nor practiced, just purely from the heart.  They spoke of their goals, and each one displayed a unique passion for learning.  And can I say again outloud??-  "...And we are only in November people!!"  :)

Ann and I are thrilled with the milestones we have passed within just a few months; milestones we set for ourselves in developing our program.  What we have found over the course of the past 11 1/2 weeks is that our students (regardless of their academic standing or behavioral record) will rise to ANY occassion set before them, due to the environment we have established with them. We truly spent the first 6 weeks of school building a community: identifying learning styles/intelligences, celebrating uniqueness, exploring emotions, and building relationships.  These areas were discussed and practiced as we built the structure of our community and routines together.  The time spent on these endeavors has truly paid off!

We continue to explore the building blocks within each content area.  Our students prove to us everyday that they want to climb their individual towers, filling in their missing blocks as they go.  They know how to set a goal based on their own standards (individualized target walls), decide what resources they need, devise a plan, and accomplish the task (marking progress on their target walls on the standards-based continuum). They recognize what they know (GOT IT!) and what they don't (NEED IT!) based on their own evidence! It isn't about grades in our classroom community, but what building blocks they need to learn.  And if they have a particular building block, they become an expert within the community (aka "a resource"). 

This philosophy of student-driven learning is not new, but it does take a particular mindset.... to allow the students to be empowered by their learning.... to allow them to grow at them their own pace... to allow them to choose their daily goals/activities/resources... and to teach in a way that meets all learning styles within each whole group episode. We do not claim to be experts (as we are constantly in search of new ideas and strategies to further our own personal growth).  However, we do now how much "letting go" this process/teaching style/philosophy has required.

And just as we were searching and reading today, both of us became absorbed within the words of one teacher's blog... many of you may have already read his powerful statements and thought provoking dialogue.  http://stumpteacher.blogspot.com/ Thank you to Mr. Stumpenhorst! (And another thank you to Mrs. Ripp http://mrspripp.blogspot.com/ for nominating him on your blog, which allowed us to easily connect to his!) We are new to the daily following of blogs, but are really enjoying reading other educators' reflections about their daily work with students.  For Ann and I, finding Josh's words (as well as the numerous comments left by other educators on this path) was a full-circle moment for us....
***And Josh, we are at Phase 4 in general... thank you for putting this journey (mindset) into words! Ideas for moving to Phase 5???

~Celina