Highlights: A Beginning of the Year Reflection

(Photo by Richard Shaw)

As we finish up our second week of school, I cannot help but be filled with joy and gratitude. Every day has been full of new experiences, joy, support, and laughter.  My students are amazing, creative, and so much fun to teach.  My colleagues have really banded together this year and we are such a strong and supportive team.  The administration, as always, has been the constant foundation of support for us all and has helped ensure the first couple weeks flowed smoothly.  Overall, it is the best beginning of a year I have had as a teacher.

Most of what I did with students over the past two weeks has been completely new to both me as a teacher and them as students.  I did not reuse material from previous years, and the tasks I helped students complete asked them to move outside the normal scope of skill-based learning.

All in all, I found so much success in these activities that I wanted to make sure I shared what was happening in my classroom.  In the spirit of sharing, I believe it is important for all of us as teachers to showcase our classroom.  In any given day I can only be in my classroom with my students.  But, it is more likely than not that you are doing something in your classroom that my students and I can benefit from.  If we don't share than nothing is shared, and we all lose.

Highlights

Kid President and #Awesomeyear
In the past, I have always taken time at the beginning of year to help students create goals. This year my approach was a little different, as I wanted to make sure that students got a chance to explore what it would take to make this year awesome.  We watch Kid President's Pep Talk and the kids worked in small groups to brainstorm how they could apply some of the quotes from this video to their own life.

After sharing their personal connections, students took time to create their own #awsomeyear quote. The only requirement was it it had to be 140 characters.  As a sat late one night reading what they believed would make this year awesome for them, I was brought to tears by their raw honesty and genuine display of hope for themselves and others.  They provided me inspiration and I wish I could have them all tweeting them out instead of posting them only on my back wall.

Live Wire
Our school has been working hard to adopt the Tribes character education program, and during our staff training we engaged in a community building activity called Live Wire.  I adapted this activity to use with my kids as it was really powerful when I completed it with my colleagues.

Each student received a pipe cleaner and a blank note card.  They were asked to twist, bend, and shape their pipe cleaner into a shape or design that described themselves.  They then used the note card to write a short description of what the pipe cleaner represented about themselves.

Again, I was beside myself with joy as my students so honestly shared themselves with me and the class.  Some were very simple and straightforward, while others reached a depth that greatly surpassed these kids' twelve-years of age.  If you are looking for a powerful and fun way to get to know your students, I would highly recommend this activity!

Digital Footprint
I have a 1:1 Chromebook classroom and this will be the first year that many of my students are engaged in technology integration during instruction.  To help students begin understanding how the concept of a Digital Footprint applies to their activity online, I adapted a lesson from Common Sense Media called "The Trillion Dollar Footprint."

The lesson and activities offered here are amazing in helping students understand what happens when they post information online.  These activities allow students to track what happens when you are not honest online or when you are reckless with your online behavior.  This lesson set the foundation for reflection upon our own work online and how we will craft and control our digital footprints this year.

Innovation Notebooks & Genius Hour
In an effort to cultivate innovative thinking and student voice, our middle schoolers will be engaging in Genius Hour once a week.  This is a huge shift in practice for both teachers and students, and we decided to help students get started by giving them a place to record their ideas.  This was the gift of the innovation notebooks.  We gave these to students and introduced Genius Hour by asking this question:

Students responded with a collective gasp.  They were excited and nervous.  They could not believe this was happening.  I could not believe we had waited so long to fuel this kind of passion.

Weekly Learning Blogs
During the reworking of our middle school humanities curriculum this summer, our staff spent a great deal of time brainstorming how we could make reflective learning a part of our instructional practice. We decided that blogging was a powerful way to encourage reflective thinking, so we developed the Weekly Learning Blogs.

Each week, students will get a chance to write about something they learned during the week. There is no requirement on subject matter or content, the post just has to describe and reflect upon something from the previous week.  Students jumped right in as if they had been doing this forever.  They loved the chance to reflect upon a topic of their choice, and many expressed how it was helpful in thinking about their own strengths and weaknesses.  I also got an opportunity to learn about what they learned in each class, which is a very powerful perspective that we are sometimes shielded from as classroom teachers.  I think this practice will prove to be extremely powerful in the lives of our students' learning throughout the year, as well as an incredible opportunity for us as teachers to assess and reflect upon on our own practices through the help of our students' voices.

Art Carts
This has been, hands-down, the most fun I have had with my students in a long time!  The Art Cart Derby is a local community event that partners with a number of organizations to help students build and race derby carts.  Along with a few other adults in my building, we have been building these carts with a group of fifth and eighth graders.  We have been meeting after school to help the students construct and decorate their carts, which are made from 100% reused and recycled materials.

This week our students got a chance to travel to a local building-consignment shop to gather additional materials and design T-Shirts for race day.  We also got to meet Bud Norris, pitcher for the Baltimore Orioles. Our eighth-graders stood in front of adults and other students to explain the building process of their carts and answered questions afterwards. We ended our day with a pizza picnic in the park. It was a beautiful day in every way possible.

Lowlights

Tell me how you really feel...
I don't think this would be a truly reflective post if I did not take a minute to think about where I can improve myself.  I will offer this image from a student, as it probably speaks more honestly than I am capable of when referring to myself.

Final Thoughts

As I move through this year, I will sincerely work to become a better teacher each day through positive actions, hope, and reflective thinking. I will work to see the strengths in all people around me, students and adults alike, and support these people through their weaknesses.  I will open and close every day with an attitude of love, laughter, and joy.  In times of struggle I will be honest with myself and others, and I will ask for help.  In times of accomplishment, I will be humble and show appreciation to those around me, for what we can accomplish together is so much greater than what I can achieve on my own.

As this year unfolds, what practices will you put in place to ensure the success of your students and yourself? How will you make sure that you are sharing the greatness of your students and learning community outside of your classroom? In this new year, how will you work towards and encourage others to achieve the most #awesomeyear yet?

Hope and Heartbreak: Building a Tribes Community

(Photo used by permission: Broken Whisker Photography)

Training Reflection: Day 2

In continuing our training to build a better culture and community within our school, we completed day two of training with Tribes.  We were put into tribes, or small groups, with a few of our colleagues and Nancy, our facilitator, told us it was time to deep deeper.  Things were about to get personal.

First she asked us to pull out our phones and choose a picture to share with our tribes.  This was fun and I learned something new about each of my colleagues.  I got teary-eyed sharing my image during the first image, but I pulled it together, and we moved.  No problem...

Next, we were given a piece of wire and asked to manipulate it in a way that would represent the course of our lives.  This "Live Wire" activity seemed harmless enough.  Nancy put on some music and everyone worked intently to twist, bend, and twirl their wire into their own story. Then we shared our stories with our tribe groups.  

That is when things got uncomfortable for me. Today was the first time I was brought to tears in front of my coworkers.  Today I was open and vulnerable enough to be moved deeply by stories of personal pain and struggle. I felt silly, dramatic, a little out of control of my emotions.  I didn't like it and fought to stop it.

But while one of my co-workers told his story, through a beautifully designed wire, he shared about heartbreak and hope. He was so honest and brave and trusting. What I respected most was he took advantage of what Nancy has been calling the "right to pass." He simply stated that of the three most tumultuous events represented on his wire, he would share only one with us. He showed how it was simultaneously safe for our group to trust each other with these histories and to not share everything.  

Live Wire: Personal Histories

The training touched on many other aspects of building a community, including 21st century skills, multiple intelligences, and building reflective practices. While all of this was important for our understanding of this program, I will be taking away our experience in our own tribes, the influence this had on my overall well-being as a part of this team, and how I can reflect on my emotions to this experience.

Tribes, unlike many of other character programs, focuses on building and changing the culture within a school. It is not about a specific lesson or skill, but about a community. Together, we want our students, parents, and teachers to feel as if they work in the most amazing community, one that will support them through anything they may encounter.  

The focus is to build a community that is strong in times of both hope and heartbreak.

Yesterday I trusted the process.  Today I trusted my community.  Tomorrow, I remain open-minded and willing to learn, for I have the greatest trust that together we can only continue to grow in this experience. 

Innovative Practices: Changing Minds vs. Creating Cultures

Photo by Richard Shaw

This has been an excellent month for learning.  As usual, with great learning experiences come deeper questions and challenges.  I was lucky enough to work with An Estuary's Summer Institute, which included a group of teachers from all over the country.  This was a talented group of teachers that are dedicated to developing themselves, their staff,  and the teaching profession.

One of the questions that kept arising in our session was how to get other teachers and staff members to "buy into" new and innovative teaching practices.  It can be a scary place for teachers when they feel like they are all alone in their school, trying new practices, and being the odd man out.

My experience has shown me that it is more powerful to create a culture of innovation rather than changing people's practices.  What I mean is that when you are in an environment where teachers are not expected to be innovative, it usually doesn't work to tell them they need to change.  No one likes to hear this, especially if they feel successful in their current practice.  

So why not create something new, a culture that doesn't already exist, and then invite others to participate?  How can you harness the power of connections and relationships to create real change? Here are a few suggestions.

1. Make Suggestions Solution Oriented 

Even though you have some new tool or idea that you think is great, trying to get all the teachers on your floor to adapt it without reason might be a hard sell.  I never suggest anything to our teachers unless it offers a solution to a problem they are having.  I listen to what teachers want, then I help them find the tool that works for that task.  The conversation usually looks like this: You wish you could get quick quiz results?  Oh, have you tried these apps? No? They are awesome-want me to show you how I used them?

When teachers are able to see how something applies to them, impacts their students, or offers a solution, they are much more likely to try something new.  The key here is that you need to build a community in which teachers talk, listen, and problem solve together.

2. Tap into Strengths

Just like our students, each teacher brings something unique and special to their instruction. I know teachers that lecture all day long, but have the most incredible relationships with students.  How can we tap into those strengths and build a stronger culture of innovation?  

One powerful way you can help involve teachers is inviting them to add their strengths to your lessons. Ask them to co-teach or help with a lesson where they can bring these qualities elements.  Not only is this an amazing professional growth experience, the kids love when you disrupt the normal flow with "guests" in the room to add new flair.  Personally, my closest colleagues have been those I have taught alongside. 

3. Shut-Up and Smile  

Whenever something new is created there are skeptics.  That is normal, natural, and (for me) motivating. If someone isn't on board, just shut-up and smile.  Most likely you will not change their mind in one conversation.  Your efforts will be better spent being an example to your school community, taking your own risks, sharing your experiences, and always leaving the door open for the skeptics. 

If we want to create this culture, we have to model it.  Be purposeful in your practice.  If you lead by example and model innovation, your students will be the spokespeople for the work that happens in your class.  Other teachers will begin to seek you out because they want to be a part of this new culture. You won't have to recruit if you invite them to join you on their own terms.  

At the end of the day...

Teachers want to grow and are inherently drawn to reflection and self-improvement. Similarly, they are usually discouraged when others try to implement changes, as our teaching practices are a personal part of who we are as professionals.  Making space for teachers to dive into something new is much more rewarding than trying to get them to change what they already know. 

How are you working to make innovation the expectation, rather than the exception? What do you do to encourage, support, reflect, and build this culture together?