From an 8th Grade Teacher, My Hope for Their Futures...

My students were learning to write long off of an idea in class. As I sat down to decide what my model writing would be about, I looked around at my 8th graders in the room (who are in their second year with me) and realized that not too long from now they would be graduating. I took that idea and went with it, and when I wrote long about it, this is what happened.

From an 8^th grade teacher, my hope for their futures:

I hope they will…

…find success, in whatever way it manifests for them individually

…reach for their dreams, but always have a solid backup plan

…learn that they are so much more than a test score

I hope they will…

…know happiness, joy, and love in their lives

…become lifelong seekers of knowledge, readers, and critical thinkers

…have grand adventures, whether close to home or far away

I hope they will…

…continue their education in a way that best fits their needs

…never forget the books we’ve shared and what they’ve taught them about life

…share their individual strengths to contribute to society and impact their communities

…hope for the best from, and for, themselves

I hope they will…

…strive for greatness

…surround themselves with people who care about them and have their best interests at heart

…reach their fullest potential

I hope they will…

…always find a book for when they need a mirror or window, to get lost or to be found

…make mistakes & then learn from them and do better the next time

…realize that friends may come and go, but it’s not the amount but the quality that matters

…do what’s right, even if it’s not popular

I hope they will…

…figure out what they want to do in life, but if it doesn’t work out, realize it’s not set in stone

…discover the right path for them, and then follow it through all the twists and turns while keeping the destination in sight while being willing to veer from the path when necessary

…appreciate the good around them and the support others give them

…rely on their core values to carry them through

I hope they will…

…remember the lessons I’ve taught them – not the grammar ones, but the ones on empathy, communication, respect, bravery, kindness, and how to be better people

I hope they will…

…believe in something

…be the best version of themselves that they can be, to create the best possible version of our future

I hope they will…

…come back to visit and let me know how they’re doing – just because they’ve left my classroom, doesn’t mean they’ve left my thoughts

I hope they will…

…not ever give up on themselves and what they can achieve in their lives

Making Time For What's Important

As I was driving home from what ended up being a three and a half hour dinner/chat with Donalyn Miller (it's hard to stop talking when you see each other so rarely and are having so much fun), I was thinking back on what Chris Lehman said each time I've seen him speak recently, whether in reference to reading or writing, about making time for what's important. We make time for what's important in the classroom for the reading and writing and the talk and the community building and relationship building because we make time for what's important to us, and those are the things that are important in helping students develop. And as I was driving home, I was thinking about this and realized that it was important for me to make that time last night. No matter how busy or tired or overwhelmed by to-do lists or thinking about teaching the next day I am, it's important to make the time for evenings like that with friends who understand and can relate to what I do everyday. Talk is important...it's a way to work thorough things I've been thinking about, confused by, wondering about...it's a way to process my ideas...it's a way to feel better about where my head is at. It's important. I need to make time for it.

To make that time to discuss and just have a really enjoyable evening was important. Because I need to make time for what's important to me. You make time for those things that matter and I'm glad for the people who make time for me. Friends who help me to be a better person. People who make time for what's important-that connection and community.

I make time in my classroom for reading and writing. It's important for my students to believe they're readers and writers. I need to make that dedicated time for them to experience and delve into their reading and writing because that's what is important. It's important for them to find the joy and interest and motivation and engagement in reading and writing. I need to make time for that because it's important. The kids who enter my classroom need to discover themselves as readers and writers and believe that they can do it. I know that's important...and everybody should make time for that.

Image from: MelissaJoyKong

Back to Basics (focus on the kids, best practices, and the day that flowed)

Sometimes you have one of those days in the classroom where things just flow. You know what I mean, right? The class period where even if the kids come unprepared, even if things don’t all go according to plan, even if it’s not what you thought would happen, some things just work really well and you’re left with a sense of accomplishment at the end? I had that day today. It reinvigorated me. It reenergized me. It reminded me that I do know what I’m doing. It put things back in perspective for me. It gave me a sense of peace and feeling like I’m in the right place with the right people at the right time.

I was out of the classroom on Friday at a workshop on close reading put on by Chris Lehman. I also got to see Chris speak about building a culture of writing in schools on Saturday morning. I made this comment on twitter:

And it’s so true. He is one of those speakers who inspires me and reminds me what being a teacher is all about…the kids. It’s about the kids becoming their best selves. It’s about being there for them. It’s about helping them see themselves in a new light. It’s about doing what I can to give them the tools for success. It’s about engaging them so they learn. It’s about the kids. No matter what else is going on with directives, assessments, standards, paperwork, or anything else that can be a distraction…It should always come back to the kids. They are the reason I'm here.

This morning when I got into school, the first thing I did was look at the notes from my sub on Friday. There was some confusion and I knew I needed to tailor my lessons today toward what my kids needed from me to clear up the confusion. What did I go to? Formative assessment, Conferring, Feedback, Modeling, Think Alouds, Time to Write…and, no, I’m not just trying to throw educational buzz words out there, I’m talking about the instinctive things I go to that I know make a difference. And that’s the key I realized today.  I turned off all of the “noise” and just did what I know works to support kids. That’s why it seemed to flow so well…I was going back to the basics that I know are best practices and I was giving my students what they needed.

Some days we lose sight of that in the press to reach the standards and cover the curriculum and meet requests, but it should always be about the kids and what they need and how we can best provide that. I know what it is, and I need to remember that. The difference in what I saw my students come to class with compared to what they left with after assessing where they were at and where they struggled, modeling the writing and thinking aloud, conferring with them and giving feedback, and allowing them the time to write, was impressive. Back to basics…that’s where I’m headed. What about you?

Why My Students are Readers...What They Have to Say

Today I heard some interesting comments during a conversation with a couple of students. These comments were unexpected in the way that I wasn't expecting to hear them at that time, but not unexpected in the sentiment that was shared. You see, I was talking to a couple of my 7th graders about the books they're reading right now and we got to talking about what all they've read this school year. And both of them shared that they've read more already this year (two months in) than any other year in school (one even admitted that perhaps more than she's read ever). I always smile when I hear this because I love when students come to this realization themselves. I told them how great that is. And then they kept talking. 

They shared thoughts that they didn't like reading as much last year because the teacher chose what they read instead of the students choosing themselves. They shared that they liked reading this year because there are so many books in my classroom to choose from...and they're good  books. They shared that they find they're reading more because they have to read during class time, and then the books they're reading are so good that they want to find out what happens next, so they read at home. They shared that they were already figuring out what books they don't like reading and the ones they do. They shared that they're sharing books with each other - making the other one read ones they really like. They shared that they hope they can read even more next year. They shared that they're scared or not looking forward to high school and what they might have to read. They shared that they're readers this year. 

None of this was prompted. This was an unplanned conversation. It was not a formal formative assessment opportunity, but oh so much was learned. I learned that these two students are making determinations about genre and what books fit their interests. I learned that they are able to identify what they do and don't like in books they read. I learned that they know how to navigate the classroom library to find what they want. I learned that they are finding ways to make a reading habit at home. I learned that they are engaging with their books and carrying that over outside of school. I learned that they are paying attention to what we talk about in class and applying it to their books. I learned that they are sharing with each other what they're reading and building their own community for book recommendations. I learned that they see themselves as readers as they never have before. I learned that if we take the time to listen, our kids will tell us what they know, want, and need as readers. 

What was my takeaway? With time, choice, access, and community, students will be readers. 

Something I will always think about at the start of a year (and throughout) Am I giving time to read, allowing choice in what is read, providing access to reading material, and creating a supportive reading community?

Why Do I Love Reading?

I've been thinking about this for awhile, ever since reading students' beginning of the year surveys and seeing that one of the questions they had for me is about why I like reading, and I was trying to figure out how best to explain how I feel. I think this poem does it.

Why Do I Love Reading?

Why do I love reading?
Because it takes me
to other places
Because it lets me
escape from this world
when I want a break
Because it entertains me
in so very many ways
Because it lets me
experience things I might not
otherwise
outside of a book

Why do I love reading?
Because it helps me learn
about myself
and the world around me
and my place
in it
Because it lets me live
so many lives
other than the one
I have been given

Why do I love reading?
Because it helps me know
I am not alone
Because it lets me know
that other people have
experienced what I have
felt like I have
loved like I have
cried like I have
wanted like I have
laughed like I have
struggled like I have
and thought like I have
Because it lets me know
that people have done
all of those things
in ways I could never
imagine
and helps me understand
those around me

My students ask
Why do you love reading?
and it's not a simple answer
because it's so much more
than just a book
it's so much more
than just words on a page
it's so much more
than just sentences put together
it's so much more
important to me

Why do I love reading?
Because I know it saves kids
Because it gives them an outlet
Because it helps them see
different ways to live
and it helps them see
ways not to live
and it helps them imagine
what they might do
in a situation
so that they don't
have to experience it
for themselves

Why do I love reading?
Because it helps my students
escape from
the struggles of adolescence
Because it helps them
do something that can be
enjoyable
Because it gives them
a safe outlet
something to
spend time on
that will help them
grow

Why do I love reading?
Because it helps me know
about people
Because it helps me know
about the world
Because it helps me
develop empathy
and
insight and
knowledge and
experience and
hope and
it lets me become
a better person

Ask & You Shall Receive (on Self-Reflection)

Once of the best parts of my PLN on twitter is the opportunity it gives me to virtually collaborate with, and be inspired by, other really smart teachers. Last week it was this post from Pernille Ripp, which also inspired this post from Katherine Sokolowski...both of which inspired me and what I had my students do in class today.

As a teacher, one of the things I do most often is reflect on my practice and determine what went well, what didn't, what could be changed, what my students need, how I acted/reacted, and how to make things better for the next time. Being a reflective practitioner is essential to continuing to improve myself as an educator and to be the best teacher I can be for my students. And if self-reflection is such an important skill for adults in the workplace, it's a skill I should be helping to develop in my students as well. I loved the idea of a monthly self-reflection for students to complete as a wrap-up to the previous month, and a fresh start to the new month. I saw it as a way of not only reflecting, but also celebrating the accomplishments and setting goals for achievement in the month ahead. I took some ideas from Pernille's reflection sheet, and added in a few ideas inspired by things Katherine mentioned in her post, and before school started this morning, I crafted a Monthly Reflection Sheet for my students to use for self-reflection.

I included a line for students to share how many books were read in the previous month and which was their favorite, a line for how many they'd like to read in the next month, along with a few other things. But the most important one, and the one that was my reason for really wanting to do this, was this one:

I gained insight into my students today...in a way I didn't expect and in a way that will be valuable to not only my teaching them, but also in cultivating relationships with them. Some comments made me smile, some made me laugh, some made me groan, some made me tear up, some made me cheer, some forced me to look a little more carefully at myself and how I've been approaching certain things this year...and really, isn't that what this was all about? Self-reflection not only for my students, but for myself as well. The more feedback I can get from my students, the better I can make my teaching, and sometimes it takes seeing it written down to really help me process it and figure out how to make things better. I look forward to continuing to use this self-reflection each month as we move through the school year as I know it's going to help me make things better and help my students reflect on themselves as well.

On a sidenote: So many students mentioned, in one part or another of their self-reflections, that they wished I would give more reading time in class. On the one hand, I love that so many are excited about reading and want more time to do it (and make no mistake, they already get quite a bit of class time to read!), but on the other hand, it worries me that they say that as it's also a way to avoid writing. A thought I will be continuing to reflect upon...