Tea Cup Pinkie Up!

Did you have tea parties when you were younger? I did. We would sit and hold our tea cups and pretend to be so refined and knowledgable about the finer things in life. And for some reason, we'd always hold our pinkie up. What's with that?

I've decided there are some moments that are "pinkie up" moments. You know the ones when you want to sound "SO intelligent" but you don't know what the heck you are talking about? I had a "pinkie up" moment this morning.

I am reviewing a manuscript for an educational publisher who is creating a book series for 1st grade students. The books each focus on a different aspect of art. They are being developed as leveled readers for teachers to use in their daily small group reading instruction. My job is to give feedback on the writing, make sure it's not too complicated for young readers, and help with the book leveling.

I know what you're thinking: "You had a 'pinkie up' moment over something that is designed for six and seven-year-olds?" Here's the editor's note to me regarding one of the books:

We don’t show any very famous great works by any masters of the Renaissance, the impressionists, etc. I don’t really think that’s a problem at this level. Do you
agree? (Also, please keep in mind that it is prohibitively expensive to get permission to reproduce anything from Picasso’s cubist period, geometric as they may be.)

Uh, yes? No? I don't know, but I don't want to tell you that I don't know. The truth is, I DROPPED out of "Great Works of Art"--a 1 credit course at my liberal arts college---not once, but TWICE! I know I live in a town with a very famous school of art. Heck, I even TEACH in a school that was designated as a "National School of Distinction in Arts Education"!

When I really put my pinkie down and admit the cold hard truth, you'll know that I don't know the "masters of the Renaissance" from an impressionist. I could GUESS at a Picasso, but honestly (and with apologies to any of you who are art aficionados), I think some of his work looks a little like the K/1 students at my school!

Honestly I HAVE grown a bit in the last 20+ years since I attempted those college courses. Still, art appreciation, is not my forte'.

So, I said and did the only thing a good book consultant WOULD say to the primary editor:

I put my pinkie UP and said, "Of course, I agree!"


Hello, My name is Susan, and I have a pinkie problem!

More Craziness!!

I'm still here. I am. I really am lurking at most of my blogroll through Google Reader. I just haven't had much comment time.

The week ended as fast and furious as it started! We are winding down at school which is always crazy. The third grade reading scores for our state came in this week. This means that we have to tell parents that their children are going to be retained via state mandate if they "fail". For at least two children in my school, this means they will spend their THIRD year in THIRD grade.

It is absolutely one of the saddest parts of my job as a Literacy Coach to tell a parent that their child is "failing". I mean they are each sending us the smartest kids they have. They are not hiding the brains at home.

Please know that I am also not about simply promoting for the sake of promoting. I do believe that all children can learn to read and that it's our job to get them there. I also believe, however, that sometimes kids DO need more time to learn. If I ran the Education world, there'd be NO grade levels...only benchmarks for children to demonstrate knowledge. When they "hit the benchmark" they are ready to move to the next one. I'd divide it up in Elementary into Primary (typically K-2) and Intermediate (typically 3rd - 5th) and then explain that most kids complete these grades in 6 years, but some may need eight. This would allow those kids who do need extra time to do it without the stigma that is attached with "failing a grade".

Anyway...

Last night was the 8th grade dance for DS 3. I'm hoping to post a new sidebar picture of him ready to go. Shopping for it was a HOOT! They go pretty "casual" as far as I'm concerned...but all the 8th grade boys were shopping on the same night and checking in with each other about what they were "going to wear". It was fun.

DS 4 and I came up to Orlando last night for a soccer tournament. He has a game this afternoon. We'll watch my nephew play tonight. Then we have two games tomorrow.

Right now, I'm sitting inside the picture window of my hotel waiting on DS 4 and his soccer buddies to come back with the ice bucket they took. On second thought, I better quit blogging and make sure all the other guests are OK!

Happy Saturday!

Repellent or Magnet??

I walked into a classroom today and something on the teacher's desk caught my eye. It was a can of aerosol "something" that was covered in paper with a handmade label titled: Student Repellent. It even had the skull and crossbones on it.

There may be a story behind it that everyone in the classroom knows. And there may not be.

I don't like it. I think it is inappropriate. For the record, I feel the same way about the pottery jars you can buy that say "Ashes of Naughty Children".

Student repellent? Is that the message we really want to send to kids? Especially kids who are surrounded by adults that may or may not care about them.

As I reflected on the mental images this can stirred up within me, I thought: "I don't want ANY child to think that I want student repellent...instead I want to be a student magnet."

And I want my own children surrounded by people who are student magnets.

My mind drifted to an experience I observed last night. I attended the Mr. R. High School which is a "pageant atmosphere" for senior guys at DS 2's school. He was one of the 11 contestants. Mr. M., who is the senior class sponsor, and DS 2's reason for wanting to go into education, was there. Throughout the night, he was running around making sure everything was running smoothly for this "show". He also participated in the talent portion with two of the guys.

The first guy was displaying talent that was "up Mr. M's alley." He was doing Science magic tricks of sorts. Mr. M was the assistant for the demonstration. Since he's a Science teacher, I suspect it wasn't any sacrifice to stand up there and play with the chemicals and stuff. The second guy, though, he was doing a mock wrestling match. Mr. M was the opponent. It was funny and, I suspect, NOT up Mr. M's alley. But he obviously went all out for this student.

Later in the interview with the finalist, one student gave this teacher and his classroom kudos. Some kids simply wouldn't do that. And even the ones who would credit teachers and classes, have teachers they would NEVER mention.

Mr. M is a student magnet. I think he genuinely likes kids. I, for one, am glad.

Are there some students with whom it's hard to connect? Sure. Still, in every circumstance I think educators have a choice: Repellent or Magnet?

I choose magnet.


{For the record, DS 2 did NOT win the title...but he's still "Mr. R High School" to us and he made us proud!}

Monday Memory

Slowly he poked his head through my door on that December day. The first thing I noticed was his toothless smile. His wasn't the toothless smile of most of my second graders. He had a mouth full of painfully rotten teeth. When he smiled, where there WERE teeth, you could see hints of black and gray on what used to be white enamel sticking out of his swollen gums. I was told that this was the result of years of being put in bed with apple juice and other sweetened juices.

It was one day before the Christmas break. The classroom was bustling with holiday excitement. I greeted him as always, "Good Morning, Johnny!" He crept slowly in the door, with his hands gripping his backpack in an I've-got-a-secret way, never once breaking that smile.

I didn't know what made that day different than any other for him. I couldn't really imagine him anticipating the holidays with very much excitement. But something was...different. His eyes followed me across the room as I prepared for another day of teaching before our Winter Break.

This was my first "real" job. Each day I found myself in a room full of eager second graders in a middle class suburb of Tampa, Florida. For the most part, they were well-fed, cared for, and generally well-adjusted children. There was just this one, Johnny, who broke my heart from the moment I started teaching him in October of 1986.

I met with the guidance counselor in early November to find out more about his story. My heart was torn even more. He was being raised by his Father--an alcoholic. He was abandoned by his Mother. Abandoned? I couldn't even fathom a Mother who could just up and leave her child. He lived with two or three older brothers. Their home had no windows, only holes where glass used to be. He slept on an old mattress on the floor. Yet, I was told, nothing could be done about it.

I was young and held out hope that I could change his world. I hoped that somehow I could find someone who would investigate and get him the care he so desparately needed. He was small, dirty, and completely disheveled most days. But he had the most enormous smile. The kind that made you look beyond the outward appearance and straight into a very large heart.

In the midst of trying to change his world, this day, HE changed mine!

Christmas. In some classrooms, the day before the holiday brings many carefully wrapped packages of coffee mugs, apple gizmos and gadgets, new books, and other "teacher gifts". My classroom was no different that year. The children came in one by one and placed their "treasure" in a pile of gifts for me. I was overwhelmed to say the least and excited to finally be able to open all the "teacher gifts" I had dreamed of during my teacher training.

As everyone took their seats and our day of festivities began, my students begged me to open the gifts first. Their anticipation was even more than mine. I LOVE this holiday and was quite happy to oblige. I opened gift after gift. I gave out hugs to everyone for their kindness as we oohed and aahed over the display. After the wrapped mountain had disappeared and all the teacher treasures sat proudly on my desk, Johnny made his way up to me with his hands tucked behind his back.

He said, "Mrs. N., I brought you a gift, too."

I thought, "No. I hope his father didn't spend money on me." I knew this family simply could not afford it.

My eyes were met by his beautiful smile as slowly, he took his hands from behind his back. I'll never forget what I saw. It was a fist full of dirty, torn, crumpled up notebook paper. There were giggles from my second grade audience. I gave them my best "teacher look" and the room suddenly hushed as I took the crumpled paper ball from Johnny's dirty hands as if it were a precious treasure.

He said, "I wanted to get this for you."

I uncrumpled the notebook "wrapping paper" and uncovered a shell. I was stunned. It wasn't the "I-went-to-the-beach-and-picked-this-up-for-you" kind of shell. Instead it was a "driveway shell". Many of the driveways in our area were covered with broken shell. Occasionally, if you dug hard enough, you could uncover a whole shell. This was a "I-found-a-treasure-in-the-driveway-and-I-dug-it-up-for-you-on-the-way-to-school" shell. And, in my mind's eye, and in my heart, it was worth more than all the other mugs and trinkets I received that day.

He held his breath until I spoke. Misty eyed, I said, "Johnny, this is going to look perfect on my shelf in the living room!" And that grin, the one that was unmistakeably love-filled, once again crossed his lips as I hugged him.

And that shell, still sits in a shadow box in my house as a constant reminder that it's not the size of a "gift" but the spirit in which it is given that sometimes makes ALL the difference. It also reminds me of why I am in education, as I think about Johnny and the countless others like him who have crossed my path over the years.

While I lost track of Johnny after that year, in my twenty years of teaching, I continue to meet more and more "Johnny's" each day. They come into my life and I still find myself thinking about what they "need" from me....wondering what I can "give" them. And I know that the best thing I can give is kindness and love mixed in with what little knowledge they may take from our time together. But, like the shell regularly reminds me, every year, from every student, through each experience, it is I who learn and receive SO MUCH!

For that, I will always be eternally grateful!

Letters, Books, and Words, OH MY!

If you have never been to an International Reading Association Conference, then you simply cannot imagine the extent of the event! The exhibit hall is a HUGE room with over 1000 exhibitors. There are letters, books, words, and TEACHERS everywhere---20,000 to be precise!

It was funny because last night we went to dinner with Suzi's friend, Beth, who is a Chiropractor and not in education. She lives in the area and drove us around. As we looked on each and every corner, she would say, "Are those teachers?" They are hard to miss. There is a "look" to most teachers. They carry totebags (I have collected four so far during this conference) full of STUFF and are definitely keeping Chiropractors and Orthopedic surgeons everywhere in business. In fact, maybe Beth was "sniffing business" as she eyed the crazy crowd.

It's a time that is full of learning about the subject we are passionate about. It's a time to learn from colleagues. It's a time to hear what the foremost experts in the field are currently finding in their research. It's a time to find out what is happening in the world of reading.

I feel like I am lapping up all the learning I can...especially since I missed the last two years. I don't always find staff development that challenges me in my area. This is my time to "get challenged". It's a time for me to dig into my own thinking and refuel and refine my practice. It's like a feeding frenzy in so many ways.

Today, my hope in reading education has been renewed. You see, I think we have covered education in the "research-based" blanket...and in many ways it has zapped the fun and creativity right out of our classrooms!! Yet, there's room for teachers to be who they are. There's room for them to recapture that zeal that brought them to the classroom in the first place. I am on a mission now....I want to help awaken the "true teacher" that has been hiding inside so many of my colleagues for so long. I want to help them trust themselves to be responsive and highly-effective teachers. I want to help them see that they DO make a difference each and every day. I want them to get EXCITED about letters, books, and words.....so they can pass that along to the students they teach.

A Word About my Wordless Wednesday

OK...I am thinking that "Wordless" is not the best thing to describe me! The picture below is J. He is a struggling reader who has been retained twice before the third grade (another blog for another day). After reading Dr. Seuss's The Foot Book for half the year....he worked his way through this book Flossie and the Fox by Patricia McKissack. It took him two full days...but HE DID IT! He embodies EVERY reason that I stay in Education. He's worth it!!

Higher Education??

For years I have vascillated between wanting to go back to school and get another degree and just doing what I do. I have my Master's degree in Education...and would love to go back and get a doctoral degree. The problem is that the degree I "want" and the one I "need" are two different things. I would LOVE to go back and get a degree in Reading or Language Arts. It's my passion.

In our state, though, if you want to move out of the classroom to a district level position, you have to hold the coveted "Educational Leadership" degree. I almost jumped in two years ago when two friends from work did...but I was TOO busy. Now they are done and ready to move up and on while I watch.

Quite frankly, this frustrates me. It's watching people who have less years in Education than I scoot right up and over me on the "ladder". I am not looking for a new job. I love my job. But, I know that I am out of options at the local school site---and withou this degree, my options at the district level are almost nil. It's nice to know you have options in your back pocket should the need (or opportunity) arise.

So, here I go...I'm going to the orientation meeting next week. I'll see what the plan is and probably jump into the pool of higher learning once again.

A GREAT Day...

A Great Day...

I love the old bumper sticker that says: "Won't it be a great day when schools have all the money they need and the military has to hold a bake sale to buy a bomber?"

Our county is in the middle of a campaign for a new tax referendum. This tax basically would ask home owners to give about $1.00/day (on average) to the school system. The school system in turn plans to use the funds to maintain teacher salaries, continue special programs, and generally "beef up" the school system a bit more in the areas of technology and educational opportunities.

Some teachers are upset about it. You see, also tied to this tax is the requirement that teachers (especially secondary teachers) will make some shifts in their instructional delivery. It means that teachers are going to be held accountable for teaching students using best practices.

Is that a bad thing?

One of the things that has bugged me since the day I became a certified teacher is that there are pockets of mediocrity out there. And worse, there are some people who simply should NOT be in a classroom. And we protect them. These are people who have no passion...they are simply marking time waiting to retire. Working under the radar. We allow it to happen and we allow them to be influences on new children year after year.

I wish there were also a bumper sticker that said: "Won't it be a GREAT day when every child is taught by a passionate teacher who believes his or her students have the potential to make a difference in our world?"

I hope the tax passes. But more than that, I hope that I see the day when passion and excitement for teaching and learning is alive and well in EVERY classroom everywhere. Kids are worth it!!

Rigor, Relevance and Professionalism

My brother sent an email to let me know that I spelled "relevant" wrong in my blog about my dh on 8/15. He was right...and now it is fixed...along with the word "meaningful" which he didn't catch in his brief editing this afternoon.

As I fixed the word "relevant" I thought of how much I have been hearing it lately. Everytime I have a education conversation it seems that it comes up coupled with the word "rigor". This seems to be the new mantra in education. It requires that all teachers strive to make their instructional delivery both rigorous and relevant for all students.

This week in a conversation with a frustrated teacher, she noted that she didn't think she was being treated as a professional. She feels she is being asked to write down "every breath she is going to take" in her lesson plans. I reflected on this for a moment and tried to help her see that it is a new day in education.

I am now required to account for every hour in my day to the state department of education each week. I have not once thought that this meant I was not a professional. In fact, in many ways, it feels the opposite. They are valuing reading teachers right now and they want to make sure that our jobs help bring this rigor and relevance to the schools in which we work.

When we ask a teacher to document their instructional delivery and be accountable to it, I think kids win. In my own informal observations, it is often those that are mediocre at best who yell the loudest about this. Is accountability wrong? I don't think so. Will rigor and relevance happen without it? In most cases, no.

I guess it comes down to this----in my opinion:

accountability + rigor + relevance = professionalism

She Got in Trouble Again

Yesterday I got a radio call at work..."Mrs. N, can you go to the cafeteria and meet Mrs. C over an issue?" I answered "OK" and went over there. Now, it is not my job to handle behavior at our school...however I occasionally get called when everyone else is busy. Yesterday was a very busy day.

I walked into the cafeteria and Mrs. C was almost visibly shaking when she asked, "Are you here for me?" I told her "yes" as I glanced down at the discipline referral in her hand and listened to her tell me what happened. The child, Paula (not her real name), was a student that I had in my intensive reading class in third grade. She has been retained twice and therefore SHOULD be in the 7th grade this year. But she's stuck in 5th.

Anyway, she had trouble when they were lining up for lunch. Apparently, she got out of line to get something and when she moved back in...a boy thought she was pushing her way in. Words were exchanged...a push here...a shove there...and Paula dug her nails into his arm while standing her ground. Now, I am NOT saying what she did was OK.

When I took her out of the cafeteria, she had her head held low and tears in her eyes. THIS was the Paula that I know and love. She has always been like this...ever since she was in Kindergarten. I remember hearing her teacher say her name over and over again, "Paula do this...." "Paula do that...." "Paula put your hands down..." "No, Paula!" She always makes these rash decisions then shows great (and very real) remorse.

By the time I had her in third grade, she settled down some. She was frustrated, however, because she was doing third grade for the third time (stupid Florida law). But she really excelled in my class. She rose above it and passed the "test"...she gained self esteem and confidence beyond what I had seen before. She grew. She was less physical and more focused most of the time.

Back to yesterday: As we sat down outside to talk, she looked at me and said, "You know me, Mrs. N., I am a "fast acter" and when I get mad, I'm gonna' be physical. Plus that he pushed and pinched me!" I said, "Yes, I know that...but everytime you make that response, you always feel sorry when it is over, right?" She said, "I know, I know, I need to think before I act." I said, "exactly". I told her how I even sometimes make those decisions that I wish I didn't...you know, the words you wish you could take back?

Now, I know that Mrs. C. wanted her to go straight to detention. But, in my opinion, grace is not just for churches. It is only the 7th day of school. She deserved to say her piece. She deserved to be heard. She also showed remorse...and character... as she admitted her fault in this whole thing. She talked with the boy (with me present) and I think all is well between them.

Plus that, I can't imagine being in a fifth grade class with a bunch of kids who are supposed to be in seventh and lining up in a very small space....It must be hard. It's not just bodies, it's also hormones. I'm sure this is not the last bad decision she'll make this year. I just hope that being heard, and knowing that there is an adult that cares for her and her decisions, will help her stop being "fast acting" and to "think before she acts".

It's really a lesson we all could use occasionally.

Teachers and Learning

Why is it that some teachers think that once they have entered the classroom, they know it all? I can't stand this. Everyday when I work with kids and in education, I realize how LITTLE I know and how much I have to learn. Yet, some people seem to think they are the epitome of teaching and learning and they have it all "figured out".

I once heard a presenter say, "Would you go to a dentist who had been using the same drill for 30 years?" Of course, our answer is "NO WAY!" Yet, we have teachers who have been using the same lesson plans for just about that long.

It's a new day in education. There is accountability that is beyond what any of us have experienced. I now have to send in an accounting of my daily activity (hour by hour) to the state department of education. This is because of the type of job I hold, not because I am a teacher.

When I started teaching 19 years ago, we had to turn in lesson plans "occasionally"...now we are telling teachers what elements must be present in their lesson plans. The "little boxes" that we used to write in simply aren't enough. It's not OK to be a page turner anymore. Page turning (doing the next lesson because it is "next") is for those teachers who DON'T know their kids. We have to teach KIDS and not programs! The "I-know-it-all" people that I know...teach programs. They really are not about kids.

I know that the accountability is about kids (even though some of my colleagues may disagree). If I went to a dentist who had been using the same drill for 30 years, I could make the decision to not go there again. Our kids, however, cannot make such decisions. Parents can. But they don't always. Some kids end up biding time in a room with a page turner. It could be any year, any state, anyplace. It really has nothing to do with who is sitting in the chairs of our classrooms.

It's time for a change. It's time to hold "feet to fire" and NOT let up until every kid has a quality teacher who knows him or her as a person and a learner.

I've got to go to work now, it's time to fill those cavities!