Do You Hear What I Hear?

With the holiday weekend coming to a close, I am coming off an abundance of overindulgence! Isn’t it divine to have so many days to rest up, read and reflect? I spent my time catching up on blogs, reading great articles from the Choice Literacy website and delving deeper into the stack of books that is never far from my side. I have joined two book groups to start in the coming months (Anyone else reading Pathways to the Common Core or The Book Whisperer?). Despite the need to jump into these, I continue to find many other books, articles and posts that draw me in, leaving me mulling over things and making connections in entirely different ways.

My thoughts today centered on Language.  Choice Words had me recognizing the power of language within a classroom. I found myself thinking most specifically of the kind of language Celina and I work tirelessly to get imprinted into our students, a language of possibility, of thinking, of doing, of being.  In turn we look to hear this language among our students. What are the 5 essential components of our classroom language that you might hear? Read on:

1.      We continually speak about Growth Mindsets with our kids, and recognize it in ourselves, as a post or tweet can have us researching and reading into an entirely new arena.  It is no surprise for us to have a student talk about some tangent they came across in their reading, some metaphor they have developed from a discussion or some new topic that they can’t wait to find more about.  We recognize it and support it, encouraging that child to “go find it!” At the same time our students speak to each other with support and inspiration, often pointing out to us how another student’s find or growth was made evident.

2.      It is in our language to speak of trying and doing every day, kids often reply back to us the words from Sousa that started our school year: “The brain that does the work makes the most growth.” They know themselves as learners through extensive study of their learning styles, intelligences and preferences, and they know that so armed they are accountable and responsible to themselves as students.

3.      We also routinely remind them to use a resource, encouraging them to think about what they need to answer their own questions, to evaluate the sources around them for validity and usefulness, and that asking and seeking answers to their own questions will help them grow. We have helped them to create a personal resource in their Brain Books so that they can connect and reflect on a daily basis. At the same time we tell them, “We are not your resource!” Every time that we guide them into recognizing their own potential, rather than relying on others to tell them the answers, is a moment of empowerment.

4.      Talk! Talk! Talk! Whether a turn and talk moment, asking for student opinions, or sharing in a one-to-one conference, student voice is an essential component of the language within our classroom. Their voices lead us in new directions, embolden their classmates, and drive the essence of possibility within our classroom community. They learn from and teach each other, and we all grow through the variety of talk.

5.      Need It or Got It? Learning is a process of building blocks within our classroom. This has led to a language of recognizing that learning is a lifelong process of discovery, and that failure is not an end but a beginning. “I can’t do this” is not a part of our language, it has been replaced by “I need it” or “I need to set a goal in that”! Moving along the building blocks is not for the sake of covering a curriculum but rather the process of creating a solid foundation to grow from.

 

Our language also continues to evolve and grow as new learning occurs. The past few months have added perseverance, reason, passion, evidence, “prove it!”, wonder and countless other words to our lexicon. Our students talk project based learning like there is no substitute. They chant and dance their way through the CCSS Mathematical Practices like it is the only logical way to process through the words. They even belt out a little, “Hey I just met you, and this is crazy” to make a connection or get a laugh, and we do laugh.  That is another language element that we can never get enough of.

All this reflection had me processing too about language acquisition. The research often says that being immersed in a language is essential and that the brain is hard-wired to best learn language when children are young. Is this the language that students are hearing everywhere? Is this what they are hearing from an early age, a language that supports them in making growth, being independent thinkers and problem solvers? Are the actions and environments matching the words? Or are they hearing instead to listen, do what they are told, to follow directions to one right answer. I wondered what does that lead to? How does it translate into the future?  Then I found this quote:

“The limits of my language means the limits of my world.” by Ludwig Wittgenstein

My take-away: I am grateful to be in a classroom where I hear and speak a language that is out of this world.  ~Ann

Thriving on Collaboration

Ann and I thrive on collaboration. Do you???

We could not imagine our daily work without the inspiration acquired from:

• Conversations on the fly
• Lunches with people who share moments of support and laughter
• Emails that make us think deeply, smile, and share jokes
• Recommendations for books, and conversations through book clubs
• Twitter #chats (#21stedchat, #5thchat, #4thchat, and #gtie chatters- we always enjoy the collaborative spirit!)
• Connections made with other educators
• Formal collaborations, meetings, and trainings driven by conversation and learner needs, not agendas ;)
• Blogs we follow, and comment conversations that lead to new ideas
• Conferences, emails, and conversations with parents
• Connecting with students, getting excited about books, concepts, themes, and laughs

As we approach the Thanksgiving Break, we just wanted to say THANK YOU to those who support us, celebrate with us, and encourage us to grow.  Your inspiration helps us to be courageous, but also humbles us in your presence, support, and conversations.  You matter.

~Celina and Ann

A Star Moment for our Students and Us

Image found here

 

Yesterday, Celina and I had the opportunity to share what we do in our classroom with others at a presentation for empowering learners.  We spoke about the 5 powerful strategies that are the basis for our program: choice, reflection, self-assessment, students as teachers, and student voice.  The 4 ½ hour return trip was spent laughing and reflecting on all that we have been able to accomplish with our students in the last year and half.  How we have grown as teachers, how our students have grown and how our program has evolved into creating an environment for learning that could work in a multiage context or any straight grade setting.

Why does it work?  It is a mindset, a way of thinking.  It is not a canned program or a prescription, it is about starting with the students first, considering what they need, and focusing solely on all of the ways we can meet those essentials.   We start with our students, determine the standards they require, and then pull from our curriculum and other resources in order to meet those needs.

No matter what the standards are, or what the curriculum is, you cannot make it happen without starting from where the kids are and what they still need.

Thinking in this manner, with this mindset, means that the standards and curriculum you work from are basically irrelevant!  They just become a set of “building blocks;” they are those elements that you scale on the path to becoming an accomplished learner. We started our program last year with the state standards, but easily transitioned to CCSS when they were put into use.  In the past few years our district has implemented new curriculum in Art, Social Studies, Math, Spelling and World Languages.  While this could have easily overwhelmed us, we instead chose to look at these materials as just a new set of basic resources from which we could pull (or our students could seek) the knowledge that was needed.

We pass this mindset on to our students. The realization that they can achieve anything they set their minds to, they can grow from where they are, take charge of their learning, and be empowered in their abilities and choices.

We returned today to our classroom tired, but exhilarated and eager to share and celebrate with our students all that we have experienced, shared and received in response. Our students were so proud, so happy that their Brain Books were shared, so excited that “THEY” were our topic of conversations.  Overall though, I felt awe in them and from them, the awe in knowing that their words and work have the power to transform education for all the administrators and teachers who were at our presentation and eventually all the students who will be impacted by this new learning. They have the power to change the world for others as they have changed it for us. It starts with the students and the learning never ends.

~Ann

 

PS Thank you to "our people" for making it possible!

The Percolating Continues!

I am well into my goal of reading, learning and growing this summer.  As Celina said the Arts PD we took part in last week was amazing.  It has me thinking more and more about CCSS in relation to English-Language Arts, which will have me moving into more great books, but first a recap of what has drawn me in these past few weeks:

Percolating

The summer break is finally here and I am easing my way into relaxing.  Oh who are we kidding, I leaped into it with a marathon nap today!  It was the perfect delicious freedom that makes summer special.  Plus it is the ideal backdrop for the percolating that is coming from reflecting on my past teaching year.  My brain works a lot better when rested, and I am finding this renewed energy is leading me in many different areas, most particularly deep into books.

And the Rockstar Award Goes to...

Photo via Photobucket

What a week!  I had a lot of so called “downtime” due to the circumstances at home, but seriously there was NO mental break.  I am ending the week actually more tired than most and I only made it to work 1.5 days out of 5.  So that is why my AMAZING, GENUINE, INSPIRATIONAL teaching partner is receiving the Rockstar Award!  Ann totally rocked the week:

·         She faced each day with resilience

·         She was calm in the face of unpredictability

·         She juggled 50 students, the needs of colleagues, and parent concerns with care

·         She welcomed 3 guest teachers into our classroom (2 of which had never subbed for us before)

·         She maintained her humor amidst the changes in routine

·         She attended 2 trainings, finding inspiration and courage

·         She assisted me in preparing for our first observation of several in the days to come

·         She put into practice a new routine to meet students social/emotional needs

·         She mentored our university student and a new teacher throughout the week

·         She mothered my daughter through the stress she was facing

·         She lesson planned on her own, creating engaging lessons and activities to meet students’ needs

…but most of all, with all of this on her plate she maintained her contact with me through texts, photos, emails, tweets, and phone conversations.  She kept me up to date, but also was a dear friend showing empathy for my personal situations. 

I am so very thankful...Everyone give her a shout out please!  She deserves it.

~Celina

Partnership

Team teaching partnerships are something like a marriage.  You have to be patient and flexible, kind and appreciative, aware and cooperative in many different situations.  Plus add 50 kids, as opposed to the usual 2.5 per household, and you can really spice things up!  Yet as I reflect on the fact that we are nearly half way through our school year I am amazed at how EASY it has been to teach a 3-4-5 classroom this year thanks to my partnership with Celina.

Gratitude Post #2: Letter to My Friends

Dear Devri and Ann,
As I reflect over this holiday break, I continue to think of all the ways you 2 support me. Your friendship means the world to me, and I will forever be thankful for the way you unconditionally offer daily doses of love. I enjoy talking with you about any topic, feel grateful to walk down the path of motherhood together, and appreciate the genuine humor we share.

But truly, I want to thank you for the inspiration you provide me everyday. You are both amazing mothers, dedicated wives, loving daughters, insightful teachers, and thoughtful friends. You teach me how to: appreciate my children for their unique spirits, understand that it's the small things that count in my marriage, enjoy the conversations I have with my parents, see my students' truest potential, and respect the people in my life that offer me their friendship. Some of these lessons you probably never intended to teach me, but your grace and sincerity in situations (and stories) offer simple life-lessons... And I am always listening, ready to learn.

If I could give you both one gift--- one very special present that you could forever and always treasure--- it would be the ability for you to see the true leaders you are for the individuals you inspire on a daily basis. Sometimes your leadership occurs at home and other times at school, but please remember that your roles in both places are extremely important. You make a difference each and every day. Please look into your beautiful souls and value who you were born to be.

Thank you for accepting me for me. You help me stay positive, be myself, and keep my perspective about life. I will forever be thankful for the both of you.

Love,
Celina

Gratitude Post #1: Thankful for our Nerdiness

Ann's post yesterday was perfect! This topic is something we discuss and celebrate daily- we ARE proud nerds and "geek-out" over the new literature we are reading each day. We take this information and apply it within our classroom, and even with our own children at home. Most days our brains are even on the same "wave" of thought (which at this point has stopped freaking us out, and we are just accepting it- it is no longer weird that we have the same thought in the same moments, buy the same book on the same day, or even find out that we had been reading the same blog or article at the same time....).

We know we take personal learning and growth to the next level, but we do it for our own sake because of the success we then see for ourselves as teachers and mothers. It is not for show or attention; we save our jokes/humor for that! :)

Last night I began reading 21st Century Skills, and I became captivated with Howard Gardner's "Five Minds for the Future".  He talks about the Disciplined Mind and how it takes about a decade to learn a discipline well enough to consider yourself an expert.  And that, "an individual needs continually to practice in a disciplined way to remain at the top of his or her game (pg. 12)."  He also talks about how downfalls can arise with having a fixed mindset, or even being an expert at one time but no longer keeping up with the changing times.  I think I connected with his discussion on the Disciplined Mind because it reminded me again of Ann's post... We approach our days with a growth mindset, ready to change our plan as needed and read new literature as relevant to our situation or dilemma. We may have both been in the teaching field for more than a decade, however within these changing times we find the only option is to seek knowledge and apply changes that will better serve the students of this generation.  

And finally a quote that I found yesterday:
Don't aim for success if you want it; just do what you love and believe in, and it will come naturally. -David Frost

Be thankful for who you are, your own passions, and the friends and family who support you. 

~Celina