Teach Like a Pirate

Dave Burgess' book Teach Like a Pirate, is a game changer for sure. Confession, I am reading another book at the same time, so I am only halfway through Pirate, but I couldn't wait to reflect about it. 

One of the powerful messages in this book is that anyone can be creative with some hard work. I have always been a very creative teacher, but I definitely have to ask the right questions about my objectives for lessons in order to start the creativity process. Zooming in on real life connections to your lessons is really addicting! 

My theatre background means I am able to entertain, but I don't think that is the most important part of being creative. Even the most reserved teacher can plan engaging lessons that get students jazzed about learning. Burgess explains in detail how to ask questions that lead to  dynamic ideas. 

I read this Marlon Brando quote on Facebook last night and I felt it was very fitting to what Burgess believes:

Your figurative language unit has begun. You are driving in the car and you hear a new, popular Katy Perry song filled with metaphors. Pull over and write it down or tell it to Siri! Burgess emphasizes the importance of having a simple way of capturing ideas when they come to you. He uses a Mac Air. I use my IPhone and small spirals. The small spirals are my old way of capturing my ideas for writing and teaching, and old habits die hard. I have one on the coffee table in the living room, one on my desk at home, one in my car and one in my purse. Now, I also use the notes app on my IPhone. I have the other apps that are out there, Evernote, Everythink, etc. However, for me, this process is a stream of consciousness and simply starting a new note within my notes app works best for me. I do use My Writing Spot for my screenplay/story ideas. Great app!

I also loved the metaphor that Burgess used about not being a lifeguard, be a swimmer. I will admit that when it is a busy time of year, I sometimes sit at my desk and correct an essay or two while kids are working on their writing, for example. I always felt guilty doing it too. Kids knew they could come to me at any time to ask questions, etc., but I was not fully engaged. My pledge from now on is to always be a swimmer, in the pool with my students, not a lifeguard watching from a far. Getting rid of my desk is a great start!

Thanks Dave Burgess for your book. I can't wait to read the rest of it. 

My First EdCamp Experience

I went to my first Edcamp yesterday at Marshall Simonds Middle School in Burlington, MA.  It was a small group, so probably not a true representation of what an EdCamp is like, but I loved it. We all stayed together instead of going out to different sessions due to the number of participants. 

Burlington is a Google Apps for Education district and is one to one with Ipads grades 1-12!  It was inspiring to hear how they put aside 25% of their technology budget for PD .  They have a full time technology educator at every school and a Director of Educational Technology for the district who is not IT. He focuses on helping the teachers implement all this new technology.  An amazing, long term endeavor that is paying off for Burlington, for sure!

At the EDcamp yesterday, which is another way BPS supports their teachers,  educators from all around the MA area benefited from this district’s lead.  I learned how to manage my twitter activity with Tweet Deck, Diigo, Feedly, and Storify. Tweet deck makes it easier to see multiple columns at once and will help, especially during chats. Diigo is a great way to archive links that you want to revisit. Feedly helps you keep track of your favorite blogs. I became familiar with Storify when I saw chats on Twitter being archived using Storify. Very cool tool!

Canva was probably my favorite new online tool that I was introduced to yesterday. I pray that it continues to be free. I plan to use this site to create beautifully designed posters for my classroom, and I may use it for my blog as well.

It was motivating to talk to other like minded teachers, librarians and tech specialists. Sometimes it feels overwhelming because there are so many great tools out there. I know to start with my learning objectives for students and then match that with tools that will enhance learning and sharing of that learning. Can't wait to go to another EdCamp!

R.I.P. Teacher Desk

This week, I visited my classroom for a short bit to empty my desk so that the custodian can move it out of my room. I have been thinking about doing this for a while, but some helpful teachers on Twitter helped me successfully make the paradigm shift that was necessary.

As I started emptying the drawers, I began to panic a little. Where will I put all my supplies, files, and other materials that have always been in my desk? I quickly realized that communal supplies means I will add my markers, pens, etc. to the class supply. I have a few file containers/crates for the few files I still have. The past few years I have mostly used online resources and have minimal teacher files. The panic subsided and I became very excited for the change. It was a load off my back. I really don't need this monstrous, archaic piece of furniture.

I already have an area in the front of the room for my mini lesson chart pads and materials. I ordered these cool organizers that hang from the whiteboard tray, and I have a pencil pouch in one with my dry erase and chart markers. I also use these trays to organize assignments for the week. No need for a desk!

No desk means more room for students to work, which is the main reason I am doing this. Also, if I expect the students to be on board with not having their own desks, I should model that it isn't necessary. 

Teachers I have corresponded with on Twitter say they got rid of their desks and never looked back. They love it! First step for transforming my classroom is done.

More Space for Our Space!

Every year, around this time, I begin the process of rethinking my classroom space. What worked for my class last year? What was challenging for my students? At the end of the school year, each student filled out a survey about how the year went. There were a few questions about the space itself and it was very enlightening.

First of all, they all loved the carpet remnants instead of one large carpet. These carpet remnants have finished edges and were collected from Building 19 or Ocean State Job Lot. My sister in law gave me a few as well. Students mentioned that they loved the chance to work anywhere around the room with them. My reasoning in getting these was to keep my space flexible. I see one large carpet as very limiting. This is probably because I do not have a designer’s eye at all. When it is time for mini lessons, the students grab the carpets and come to the SMARTBoard or easel pad in the front of the room. Students worked together multiple times a day to arrange these carpets around the room to facilitate their learning and they really took ownership of the space. This was not wasted time because the students were more focused once in these self-selected spots.

Another piece of feedback that showed up on many of the surveys was the fact that it still felt crowded in the room. Students wrote about their desks/chairs being too close to each other sometimes, and the fact that a few people during the year had bumped into the bookshelf that is in the back of the room. The placement of furniture had been a class decision, but we just had such limited space; there were still issues. Many also shared that they wished the library area was bigger.

The last important feedback I received regarding classroom space was that they loved being in one spot for mini lessons and then moving elsewhere in the room to do partner/group work or independent work. Kids know what they need and found they were more productive with a little movement within the learning block. Thank you, brain research!

So, what is my plan? Simply put, create more space for my space! Thanks to my students’ feedback and some very helpful educators on Twitter, I have some concrete steps to take this summer to create a better learning environment for my class:

1. I am going to get rid of my teacher desk. This will not only allow for more space, but it will model that we don’t need our own personal desk at school.

2. Bazinga! Kids will not have their own desks. We already have communal supplies. In addition, I have purchased bins for students’ journals, Math workbooks, etc. In the past, each homeroom student had their own desk and then the other two fifth grade classes came in for writing in my room. There were multiple complaints a week of missing supplies from kids’ desks. Not anymore. Kids have a three ring pencil pouch in their binder for the other two classes outside of my room. When they are in my room, I think they will use the communal supplies mostly. Along with not complaining about missing supplies, this plan will allow for desks to be moved around easily since they will be SO lightweight. The placement of desks will now be as flexible as the use of the carpet remnants. Side note: On the first day of school, fifth graders are nervous and want to know where they are sitting. Temporary name tag tents will be on the desks to ease the transition to this new kind of classroom environment.

3. Now my homeroom class will be able to work together to figure out how we can make the library area larger. This plan allows for students to have a big say in where things will go in the room to make their learning successful.

There are so many other space changes that will be made this year, and I will share them in this blog as they arise. I am still trying to figure out how to handle the materials that the other two classes bring in. Do they put their materials on the floor under the desk like last year? They will learn quickly to bring only what they need. There are issues that I haven’t even thought of yet, but I know my students will think of more creative solutions than I ever could. Wish us luck!!

A Summer Day at the Scholastic Book Summit

Independent reading, book talks and book talk clubs, parent involvement and classroom libraries. All topics discussed  at the Scholastic Book Summit in Norwood, MA yesterday. I want to share my "action items" from this learning experience.

Classroom Library

I have used Scholastic Book Clubs to build my classroom library since I started teaching in 1991. In addition, the bonus points have earned three round book displays seen below on the table. The kids love turning and looking through the selection and many try to help organize it into genres (see little signs on sections). It never lasts! :-)

At this summit, especially in Mike Weaver's session, I saw the big picture of every classroom needing a vast classroom library of at least 1,500 books of different levels, genres, etc. Yes, the school library needs money budgeted to buy new books, but so does every classroom teacher. What can I do to help promote this important philosophy? I will start a discussion with my principal and share what Mike Weaver has done at his school. Talking with our library media specialist will also be a goal.

Book Talk Clubs

Since independent reading is so important, I want students reading for fun and loving the process. I save the reading responses and strategies teaching for guided reading. Once introduced to book talks each year, some students volunteer to hold a book talk for a book they truly love. 

I enthusiastically attended the book talk club session yesterday. Led by the energetic, creative Alice Ozmo, this session was priceless. 

My take away is that I want to hold a book talk club during my reading block instead of after school. All volunteer and very exciting with filming included!

My instinct is that more kids in class will join when they see what we are doing.

Students read their independent reading books; the focus is on choice! Then they write book talks and peer edit, etc. Getting filmed is the highlight. I have a drama background and a local t.v. station willing to loan me a camera and an iMac for editing! This should generate excitement for independent reading.

Parent Involvement

Research supports parents reading aloud to their children daily from birth to college. Even when a child can read independently, the time together to read aloud and have discussions is invaluable. I will share this information with parents early in the year and share articles and books in this area. Jim Trelease is always a great reference!

Anna Lee, from Scholastic, shared four important points:

1. Encourage read aloud at home, birth to college!

2. Make sure every child has a library card and knows how to get there!

3. Just right books!

4. Believe in the power of the parent!

Writing Workshop: Planning

I took a fantastic week long Writing Workshop course this summer. I wrote a blog entry about it in July. As I started reading the lessons on my own to plan, I realized that I needed to rewrite them in a simpler way so that they would be at-a-glance lesson plans to be used year after year. When I was done teaching the lesson, I was then able to write notes on the lesson about how it went and what I will do differently next year. 

The easiest system for me was a spiral notebook with perforated pages. I wrote the abbreviated lessons then ripped the pages out and placed them in my Writing Workshop binder. I used the same spiral for my reading workshop lessons too, so ripping them out and placing them in their respective binders made sense. I have seen other teachers create a template with the lesson sections and use that for their at-a-glance lessons. I prefer the notebook for many reasons including the fact that I don't have to bother with making copies of the template. Using the notebook is easier for me because I am not locked into the way I designed the template. Different lessons warrant more writing for some things and less for others, etc. No matter what format is used, all the teachers I have worked with in our Writing Workshop P.L.C. (professional learning community) have felt the need to simplify the lessons. Reading the lessons in full is extremely valuable, but the book is not set up for quick glance teaching.

It takes time to read through the lesson and plan how you will attack it so that it fits what you are doing with the kids. This was not an issue with personal narrative, but with the information writing unit, my students are working on the Age of Exploration. The book gives examples and mentor texts related to Westward Expansion. Reading and planning a few lessons ahead at all times has been vital to the success of my lessons. For instance, there is a section about writing with the lens of geography. The book uses a map related to the Oregon Trail. I read the lesson about a week ahead and had time to find a map that was age appropriate and related to the Age of Exploration. I used a map of the Silk Road that showed the routes and the students were amazing in analyzing the map and making connections to what they had already researched. Their questions and ideas motivated me to find more maps of the Silk Road that would continue their analysis. There is a fantastic website devoted to the Silk Road and it had maps of the religions along the road, the geographical features, countries along the road, climate, etc. Students worked voraciously to answer the questions they had from that first map. I followed the original lesson, but made it work for my students. 

http://www.silkroadproject.org/

 

Another reason to be a few lessons ahead in planning is that you can prepare the charts that go with the lessons. The charts are a took and allow students more independence when they are stuck. They can look at the charts and try something.

Charts are a tool:

My at-a-glance lessons:

 Original map I gave classes to analyze:

Students had questions about weather and climate, so this is one of the additional maps I shared with students:

It's Been a While

Happy New Year!

Here I am finally catching up on some blog posts. It is the night before school is supposed to start up again after a lengthy winter break. I put in some time over the vacation to write thank you notes to my students, do some planning, and finally read a book having nothing to do with education. 

I sat here this afternoon all ready to return to school tomorrow, but sad that I didn't make the time to catch up on my blog writing. Then it happened...Winter Storm Hercules! The call, text and email arrived informing us that we will have no school the next two days! I plan to get caught up on what has been happening in room 16 since my last post on August 5th.

At the end of August, I started a blog entry about my classroom set up and then never finished it because I got all wrapped up in school beginning and learning and teaching three new curriculums (new math program, as well as Lucy Calkins' writing workshop and reading workshop). I will start by finishing that post including classroom pictures.

I also want to share our progress in writing workshop including personal narrative and informational writing. This will include at least two blog entries and an additional one just to share pictures of our two celebrations. This is my first year teaching writing strictly from the Lucy Calkins series of books. I am teaching writing to three classes of fifth graders and it allows me to engage in some collaboration with the Social Studies teacher.

Along with Writing Workshop, I want to blog about my Reading Workshop with my homeroom class and my first try at book clubs instead of the guided reading group structure. I will share what worked and what didn't for me in this process and what my next steps will be.

I may also have time to blog about the organizational structures I have put in place in my classroom and how they are going. I have never been a binder kind of person, but I will share what is working for me this year with binders. 

We'll see what else I decide to write about in the next two days. It will be a valuable self reflection for me. I may even make some New Year's resolutions for my teaching. 

It's good to be back!