Invitations to Learning

My colleague told me I am a master at “Invitations to learning.” I was honored for her to give me such a compliment, and a little curious because I have never heard the term before.  She used the phrase to describe the way I encouraged a student (I will call him Ben) to join in our writing sharing activity (inside outside circle , I wonder painting).

I wonder… did Joan invent this phrase?

I thought, I’m not a master… you just happened to be here to see my Ben work through a difficult moment.

Ben had been arguing with his table mate… "I didn’t push in the line, I was there first."

When I asked about it, the friend (call him Chris) defended himself and my Ben cried.

Chris looked like he felt bad.  I said, I’m going to leave you two friends to take care

of each other and fix your friendship.

Writing time began, and I introduced the lesson.  I raised my arm with the stack of 

paintings and wonderings in my hand. “Remember that we did whole class I Wonder 

About the Sun, and private Wondering about Earth and moon?  Today you get to share your thinking in the inside outside circle.”

Ann, told me Ben was crying.  I said, “Yes… I know, lets give him some space, he will 

join us when he’s ready.  He just needs a minute to feel calm inside.”

Reminding the class Laura is new, I asked for a volunteer to explain inside/outside circle and Rachel explained the process.

I placed paintings around the room to make the outside circle.  Coming to Ben's I 

placed it like all others.  Ann said, “Mrs. Davies,  Ben is still upset.”  I said, “It’s ok, his 

painting will be here when he is ready.”

We made outside circle, then I asked Ben if he’s ready.  He shook head no, but was

watching.

I stood in the place that would be Ben’s and said, “I will take your place and 

share my wondering, but when you are ready your writing is waiting for you.”

After one rotation, I said “Your spot is ready… are you coming?”  Ben said yes, and

joined in the activity.

Joan asked in her observation notes after visiting my class, “Would you lead a workshop on invitations to learning?  I thought, there are no strategies to teach. This isn’t planned.  And, it certainly doesn’t come up every day.

But on reflection….

This morning Elizabeth said “Mrs. Davies I think my stomach ache is because I am nervous about swimming”  I said, “I was wondering about that!” She had been asking to go home about 10am each day for 2 days (swimming starts today).  I said, “You know Elizabeth… the teachers at the pool are fantastic.  They want you to learn and they want you to have fun too, just like I do.  They won’t make you do anything you are not ready for, and they will not ask you to do anything hard without being right there to give you whatever help you need.  It’s just like in reading.  I want you to try new things, work on tricky words.  I will only ask you to work on things you are ready for.  You know how sometimes I tell you the word but other times I ask you to use a strategy?  Or I ask you to work on part of the word, but I help with another part?  We will only ask you to do what we know you can do, and and we will be right there to help if you need it!”

Same day… with another Ben.

Each trimester we get a new group of 5 high school helpers during reading.  I provide activities, and kids are paired with a helper for 30 minutes.  Today Ben said, “I don’t want to do it!” when I called his name and introduced him to Marie.  Marie got materials together and Ben hid behind the classroom door as HS helpers and buddies walked into the hall to work together.  I knelt down to talk with Ben, who immediately said “I don’t want to go with her, I don’t want to read.” So, I said to Marie the helper (while Ben is listening in) “Let’s set you two up inside the classroom right here.  It’s ok if Ben doesn’t want to read at first.  Marie can read, and Ben, you show her what word to read by pointing with your finger.  You get to set the pace for Marie.  Marie will read and re-read and when you are ready you can join in.”

So maybe this happens more often than I first thought.  These three incidents took place on Friday.  I will reflect on Monday’s class to see where else this is occurring.

What makes all of these interactions similar?

1. I start with the premise that every student is needed in this community.
2. I meet each student in the place where they are, right now.
3. I offer a choice that will bring this child one step closer to the goal I have in mind.
4. I give decision making power to the student.
5. I check in, and encourage the student to move a little closer.
6. Yes, Joan, I invite the student to learn!   

So, some research... Joan didn’t invent the phrase!

And, thank you Joan for the wonderful compliment!

Association for Supervision and Curriculum Development Article 

Invitations to Learn by Carol Ann Tomlinson

http://www.ascd.org/publications/educational-leadership/sept02/vol60/num01/Invitations-to-Learn.aspx

That’s a familiar name!  Gotta go look on my bookshelves, I might just have one of her books.

So… its about differentiation!

Carol Tomlinson Ed. D.

http://www.caroltomlinson.com

A Teacher's Guide to Differentiating Instruction

http://www.education.com/reference/article/Ref_Teacher_s_Guide/

Differentiation - definition

http://edglossary.org/differentiation/

Methods of differentiation in the classroom

http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx

http://www.caroltomlinson.com/Articles/ARTICLES.pdf

To Flip a Card, or Not to Flip a Card? That is the Behavior Chart Question!

One afternoon, when Thomas was tiny and had just learned to  toddle around in his Nanny’s garden, I stood chatting with a neighbor who suddenly shouted, “Get out of the flowers before someone smacks your bum!” My baby burst into tears, and I experienced my first moment of righteous parenting anger.  No one had ever shouted at my son!  This led to a conversation about corporal punishment in which I assured Nanny’s friend that I will never spank my children - not to keep them from touching a hot stove, or even to teach them to stay out of the road. 

Several years later, I was having a heart to heart with Thomas the teen about cleaning up the kitchen.  I just couldn’t understand. How can I explain, ask nicely, and gently remind day after day and still come home to warm mayonnaise on the counter, and crusts of bread?  He can watch me wipe away tears of frustration and still leave a mess the next day.  But when an angry voice booms down to the basement all the boys come running to clean the mess, and the kitchen is clean for a week.  Why did an angry voice work more efficiently than my rational words?  There are times when I feel that if I were to slam a door, I would get a better result than if I try to rationalize using words. And I this leaves me so utterly disappointed.   

Punishment works!  Humiliation too.

Afraid to make Mom mad, the boys keep the counter clean.

Ground them for a month, no more t.v. bad guys get squirted with water guns.

A walk of shame to turn in the cell phone, no more texting in class.

The flip of a card, no more sassin’ the teacher.

But.  Instead.

We have boys who drive to Taco Bell to spend money for their afternoon snack.

Stir crazy kids somersault off the back of the couch.

Now, she leans back in her chair to reach around Chris and tap Maritza on the shoulder but crashes to the floor.

No more smart talk, but a grudging conformity.

I have heard, that negative reinforcement can extinguish an undesired behavior.

I’ve read that it is most likely replaced with another.

I’ve noticed, that this seems to be true.

I have also done some research, and been inspired by educators who’ve been doing this work before me.  I believe in the philosophy of Restorative Justice, and our community circle meets every day after lunch.  When we build a classroom community where each person is valued, kids are eager to do the hard work of coming back to the circle.  We bring our concerns and our frustrations to the group, and great ideas come from these kids!  They reassure one another that team work is hard, and make suggestions for what to do when a disagreement turns into an argument.  “Instead of coloring on her castle, you could ask if you can make the rainbow.”  They suggest compromise and practice listening.  “I heard Hayden say he wanted to make a puppet show in the snow, and I think that would make a good part two to your story.”

I’ve seen skill building work.  My student who can’t stand to be excluded will sometimes push or hit her way into the group.  Now, she refers to the chart on the wall to select a sentence frame to fit the situation.  “Would it be ok if I play wall ball with you at recess?”  “Will you be my partner for __?” And she has been rewarded with acceptance.  

This student is one smart little girl!  When we sit together before she heads to recess, and acknowledge that this is a difficult time, she can brainstorm three or four ways to get other kids to listen to her ideas.  They don’t work every time, and she still makes mistakes, but she is not giving up because she is also finding success!  What joy when two girls asked her to sing their made-up song during sharing time. The Think:Kids approach on OHSU Department of Psychaiatry’s website describes the underlying shift in mindset that comes with a Collaborative Problem Solving approach: We used to think “kids do well if they want to” but now we believe that “children do well if they can”.  We trust kids to do their best, to be their best.

So, I remain true to my ideals.  I resist the pressure to conform.  I try to work within the system that my school has adopted, but sometimes I feel like I am alone.  I defend myself when someone says, “I know you don’t make them flip cards.”  I assure my colleague that I am following the guidance I have been given… I will ask a child to flip his card, if after meeting and reflecting, talking and some teaching, the behavior continues.  The only students who continue the misbehavior after plenty of teaching are those who are on their own special plan, and are exempt from the card chart.  So… my chart stays green.

The terrible consequence…. the punishment, the humiliating walk of shame… only comes to those who have been instructed well, and still have not learned their lesson.   And, well… I am a teacher after all.  That is what I do.  I teach.  And, I think I do it pretty well.  They are kids.  They make mistakes and they learn from them.  And, I think they do it pretty well.  Nice job kids.  No card flips around here.

Resources:

OHSU Medical School: Department of Psychiatry, Think:Kids

http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinical-departments/psychiatry/divisions-and-clinics/child-and-adolescent-psychiatry/CPS/index.cfm

Lives in the Balance, Changing the Conversation about and with Behaviorally Challenging Kids

http://www.livesinthebalance.org/kids-do-well-if-they-can

Peace Circles: Listen to the Children

http://peacecircles.com/

Restorative Justice Online

http://www.restorativejustice.org/

What if ____?

Two questions inspired my imagination this morning.

The first question was, “What if we stopped giving homework?” 

This question came to mind after reading an article by Heather Holland about a school in New York that decided to stop giving homework.  Here is a link to the article:  http://www.dnainfo.com/new-york/20150305/kips-bay/elementary-school-dumps-homework-tells-kids-play-instead

The second question of the day was “What would happen in your school if kids could go to any class they wanted to, all day long?” 

It came at the end of today’s #satchatwc on twitter, guest-hosted by @McLane_Ryan.  I was thinking that this should have been the only question because it could have inspired so much interesting discussion.  Maybe it will be a future stand-alone topic, you never know!  Then, Shelley Burgess shared a link to Ryan McLane’s blog post about what happened when he really tried this in his school.  Here is the link that she shared http://ryanpatrickmclane.blogspot.com/2014/02/thinking-of-doing-teach-like-pirate-day.html .  And, just to be thorough in citing my sources of inspiration and thinking… McLane’s Teach Like a Pirate day grew from the book by Dave Burgess who blogs at http://www.daveburgess.com.

What if we trusted kids to be who they were created to be? 

These two questions really come down to one idea for me.  I am an idealist at heart.  My feeling is that we are born with some innate sense of right and wrong.  It is also part of human nature to be curious and inquisitive.  I want to believe. I want to trust that people will be good, will do good.  I know that to be human is also to be a learner. It's who we are, it's what we do.  So, I wonder what would happen if we assumed these things to be true about our students.  I think, they will find and sense the intrinsic value of these pursuits.  What if… 

Out there on the playground. 

What if we let kids… build things, climb things, go UP the slide?

What if we let kids… solve their own problems, create their own games?

I don’t mean leave them alone. I mean give them space and time and tools. I think we should be available to help and support and to provide.  People out there on the internet, in schools, and even on Facebook, are talking about, writing about, and advocating for more recess.  And, parents and teachers are protesting the withholding of recess as punishment.  We want kids to move.  We're concerned about the over-diagnosis of ADHD. We are fighting an epidemic of obesity. Maybe it starts with our concern for healthy movement and the need for exercise, but I think the benefits of recess freedom and more recess are even bigger. I think recess is about brain development, creativity and innovation. Have you read about open playgrounds?  When I was a head-start teacher, a pre-school teacher, we were encouraged to provide props for play on the playground (pieces of hose, a sheet, logs or boards, wheels…). Wow! The power of creative play, and hours of open ended problem solving!  What if older students were given (trusted with) the same kind of freedom?

Some schools are trying it! Read about Recess Without Rules at http://www.theatlantic.com/education/archive/2014/01/recess-without-rules/283382/

In the classroom.

What if we let students… choose their books, their activities, their projects?

What if we let students… ask the questions, find the answers?

The idea is not new.  Educators have known about the power of choice for a very long time.  When my sons were in elementary school, they had an Imagination Celebration every Halloween.  It was a time when teachers offered a classroom activity that was creative and inspired by their own interests.  Kids got to choose where they went, what they would learn about, and they loved it!  When they were in middle school, they had elective classes offered during a time of the day called X-Block.  Teachers offered interesting classes around ideas that may have nothing to do with their academic topic, their area of endorsement.  Students decided whether to help run a sporting event for the Blind School, to make movie, or to build a sculpture in the art studio...  I believe this elective option of choice (for both teachers and students) is still in place. I hope so.

But, it is easy to get caught up in the expectations, the curriculum goals, and the tests to come. It’s easy to forget about choice as we map out our lessons for the year, with the content standards spread across the teacher desk. 

I also know, that hours can disappear as I search for knitting patterns online, or talk about a book with fellow curious teachers in an edchat on twitter.  If the desire to learn comes from a genuine driving question, a need to know or a true curiosity, we simply have to find the answer!  We can spend hours researching, experimenting, learning…. when the question comes from a genuine passion or need to know.  That is why I was eager to create a maker-space in my classroom.  That is why I love free choice time.  This is why my next goal is to begin some form of “genius hour” and why I am reading Pure Genius by Don Wettrick.  Want to know more? I have read, and you can read about project based learning and choice at http://www.geniushour.com.  I know that I need to remind myself to make a time and a place for students to choose their own learning adventure.

At home.

What if we let families… spend time as they choose?

What if we let families… make family time their own?

What if families… were responsible for the learning that happens at home?

A few years ago, my school re-worked our homework philosophy.  There was a lot of discussion about the importance of homework, and the need to form responsible habits.  Teachers talked about how kids need to spend more time practicing skills.  We developed a recommendation that students spend 10 minutes per grade level on homework (10 minutes per night in 1st grade, 20 minutes in 2nd grade etc…) but, we also included a nice list of things that could be considered “homework”. The policy, signed by all of the teachers and sent home, included a list of enrichment activities.  It included things like practicing an instrument, discussing a movie, or going for a walk.  Some teachers interpreted this policy to mean they have permission to send homework that will take the suggested time; this math page should take my 3rd graders 30 minutes.  I like to interpret it to mean it’s not necessarily my responsibility to send work or to enforce completion. I offer open ended writing prompts, and reminders that reading is important. I send links to IXL.com to practice math skills.  I am happy to offer suggestions, lend my books, and give homework.  But, I want to encourage families to use family time to reinforce their own values. The family value being reinforced during homework time might be the pursuit of an academic task, but it also might be something else entirely!

Can You Describe Your Teaching Philosophy in a Tweet?

This week, I was asked to describe my teaching philosophy… and I was caught a little off guard. Can you believe it?  I stumbled a little, hesitated over words. Me, who is happy to talk about teaching any time, any day.

I think it was a hard question for me to answer because I haven’t tried to summarize it, to make it into a brief statement, for a very long time.  Probably, the last time I intentionally described my teaching philosophy was in a PSU class maybe 12 years ago. 

I guess it’s time to update, if only so I can answer this question without thinking, next time.

So… the 140 character, tweet might go like this…

Teaching Philosophy:  Encourage students to discover their gifts, to find joy in learning and confidence in self expression.

And the elevator speech… my one minute teaching philosophy, the what’s most important to express and impress upon the potential employer or customer would go like this…

I am an educator.  It is my job to create an environment where students learn how to learn.  I plan opportunities for my children to interact with ideas, and the world. I give them skills to ask questions, develop ideas, and test their theories. I establish a safe place for kids to make mistakes and keep trying.  I give students opportunities to create, and to share their thinking. I build a community of learners who trust one another and believe in possibilities.

And the essay question response, maybe to present in a class when I decide to go for my phd or my administrative license…

We are all learners, all the time and everywhere.

My teaching philosophy is rooted in the idea of learning as a life long pursuit and process, it is what we do every day as we interact with the world.  We are learning all the time! Some lessons are intentional and carefully crafted, some are sought after, and others are the result of luck or environment or accident.  It is my role as educator, to create a framework for this learning.  I want my students to have the skills needed to seek out and take from these life lessons what is important and relevant, for them to be in control of the lesson learned.

1. Teach reflection (exit slips, learning logs, journal, blog)
2. Make connections between home & school (communication, project based learning, invite experts, flexibility in making curriculum connections)
3. Offer choices (maker space, free choice, discovery time)
4. Act gently with patience and kindness (reflect on what students are learning about self-worth and identity while in my care)

Each person is unique and special.

I firmly believe that each person is gifted with unique talents and will contribute in a special way to the world we live in. It is my job as a teacher to help my students discover their gifts. I want them to see that they are important members of our community.  I want my students to know that we are better because they are part of this group.  Each of my students is missed when absent, and we are happy to greet each other in the morning, and share our day together.

1. Teach with learning styles and multiple intelligences in mind (make it visual, auditory, interactive, kinesthetic, independent, quiet, structured, open ended…)
2. Offer choices for showing how you know (write, draw, sculpt, act it out, answer questions, discuss, present…)
3. Give opportunities for highlighting non-academic skills (sharing time, community building activities)
4. Make time to connect with each student every day (confer, check-in, a hand-shake, a smile, keep the door open & make time to talk)

I can teach skills for inquiry and discovery.

I teach my students how to learn, and give them opportunities to practice skills in  meaningful and relevant contexts.  I teach students strategies for decoding and reading comprehension. I teach habits of mind and interaction for mathematic problem solving. I guide them in discovering strategies for making connections and for metacognition.  I teach them the process of scientific inquiry; and isn’t it wonderful that this applies to all of our learning about the world?  Observe. Question. Hypothesize. Research. Experiment. I want my students to find relevance at the end of all this, to tell why this discovery or idea is important to them or in the world.

1. Integrated curriculum planning (read and write about science, use math to solve problems and answer questions, show understanding in creative ways)
2. Teach skills explicitly (with guided & independent practice) and give opportunities for decision making about which skill is most efficient in this real context.
3. Provide access (supports & scaffolds) and extension opportunities in projects and lessons.

We are social beings who need to communicate.

We live in a wonderfully diverse world full of ideas and perspectives, ways of being and interacting.  We want to be understood, and should seek to understand.  Literacy skills are fundamental to our ability to communicate with one another.  Students need to practice listening, speaking, reading and writing in everything they do.  

1. Listen to students, parents and colleagues.  
2. Watch for, listen and respond to non-verbal communication.
3. Celebrate and value the multi-lingual and multi-cultural community in which I live and work.
4. Share my perspectives, teaching methods & philosophy with students, colleagues and parents (in various ways & in the home language).

Teaching Resolution for 2015 - The Right Hook for the Right Kid

Michelle Davies @LovesSummerSun 2h

2 hours ago

Teaching resolution for 2015: make this year's lessons for this year's students! Know these kids, and find their "hooks". #bookclubED #tlap

I love book club conversations, and found two on twitter discussing David Burgess’ Teach Like A Pirate.  So, finally I got around to reading it.  I’m glad I did, and even happier that I found a group of teachers who want to talk about this creative endeavor or ours.  The slow chat of #bookclubED is perfect.  I love that questions come slowly and we have an entire 24 hours to respond.  There is no time zone to worry about.  I am talking with teachers in New Zealand and Australia, Spain, Canada… and all across the United States!  What an opportunity for diversity of thought and opinion.

To be honest, I resisted reading this book for awhile.  I had heard about it.  I’ve seen it mentioned and found it quoted.  But, I have long been a resister of education as entertainment (sorry Mr. Burgess).  I just don’t believe that teaching needs to be gimmicky.  I don’t like the idea that I need to put on a show for my kids.  I’ve mentioned before on my blog, that in my family my sister was the comedienne and I was the bookish one.  I have always found entertainment in thinking, in learning.  I’ve spent years trying to convince my sister that reading is fantastic.  It took 35 years, but finally something clicked and now she is a reader.  She must have found the book with the hook (a nod to you Mr. Burgess), it sure wasn’t me jumping up and down and waving a novel under her nose.  

I want my students to discover that learning itself is entertaining. 

I want them to know that they can spend hours in a book; imagining, learning, thinking… and it’s fun!

I want my kids to find joy in hard work, to feel pride of accomplishment.

I want my children to understand that sometimes you need to pursue a boring or tedious task to accomplish a goal, and the result feels great.

Once I got past the title of Teach Like a Pirate, and turned a few digital pages (I love the page turn feature on my iPad) I discovered that the gimmick is there to bring them in… it’s there for the kids, and the teachers, who have lost the native joy of creativity and innovation and discovery that they were born with.  It’s just to spark interest, to re-ignite the passion.  

When David Burgess started talking about hooks, he had me on the line.  This I could identify with.  Because, I don’t need to put on a pirate suit…or any other costume (but I can if I am so inspired).  It is actually about what I find inspiring… because enthusiasm is catching!  I’ve been known to fill the trunk of my car with props (I might have called it my box of realia or artifacts) and I have tossed out an afternoon of lesson plans to sing, to play my guitar and make up songs with my kids.  So… hooks, Mr. Burgess I’m good at!  My goal though, my resolution, is to get better at it.  I will go outside of my comfort zone and look for hooks that come from the kids (for them I might even wear a pirate suit).

In case you haven’t read the book (but I recommend you do, because there are tons of ideas to go with each of these hooks), and in case I don’t have my bookmarks handy when planning my lessons, here are my reminders:

movement

students as props to illustrate concepts and ideas

go outside

music

art

drama

crafts

student interests & hobbies

demonstrate real world relevance

authentic interaction with the world

an inspirational message

essential questions

student reflection

student autonomy & choice

current events & hot topics

transform the environment (the room)

spark curiosity

costumes

props

audience (student) involvement

a captivating story

break down barriers between teacher and students (all are in this together)

power of silence

build anticipation by promoting the lesson in advance

active student participation

a hidden object

vary the sequence of instruction

present a mystery to be solved

add ideas of reality tv

utilize technology

create a contest

demonstrate an amazing principle

food & drink

use mnemonics

high-interest or motivating challenge

Looking back at this list… I am reminded of a comment I made to my husband once or twice.  I have said that I couldn’t write a book. I couldn’t fill so many pages with unique ideas because every brilliant idea I have had has been inspired by something I learned or heard or saw somewhere else.  I look at the list of pirate hooks above, and I think about classes I’ve taken, books I’ve read, and theories I’ve encountered. 

Howard Gardner and Multiple Intelligences

Gerome Bruner and Discovery Learning

John Dewey and Learning by Doing

Lev Vygotsky and Social Development Theory

Maria Montesorri and Creative Play

Waldorf Steiner and the Humanistic Approach

Grant Wiggins and Habits of Mind, Essential Questions

William Glasser and Choice Theory

even Pavlovian Conditioning !

I have shared my ideas with colleagues or discussed inspirations with peers. I could write about them and talk about what goes on in my classroom, but I can’t match the idea to a particular theorist or sometimes even name the colleague or teaching partner who initated the idea or inspired the approach.  I couldn’t do the work of giving credit where credit is due.

David Burgess does a very nice job of summing up his knowledge and theory, in a way that can easily be referenced and is fun to read.  The presentation of all these ideas is his.  The educational philosophy of Michelle Davies is my own, but like that my favorite pirate at the moment it comes from many places!

My favorite quote from Teach Like a Pirate, by David Burgess:

“The risk faced by anyone who has achieved a high level of skill and polish in any particular field is that since they make it look so easy, some will assume it was.”

I love his response to the teacher friend who says "you're creative."

“What is she implying by that?  She is implying two things.  First, she is implying I have some sort of inborn character trait known as creativity.  Secondly, and more importantly, she is implying she is not creative.  She wasn’t given this particular trait, so she is excused from doing the same hard work I put in!”

So… my goal, my resolution is to always be a learner, to use what I know and connect it to the kids that I know in order to do my very best for them!

I wonder. Do the benefits of educational technology outweigh the risks?

This is the conversation that got me thinking:

A teacher friend that I respect, was talking about math homework.  She said, “I don’t send those pages anymore because I’ve had too many complaints.”

We asked her about the complaints, and discovered that some parents thought the math was too easy for their kids, it was just busy work.  Other parents thought it was too hard and took too long.

I shared that I have had this concern in the past (as both a parent, and as a teacher reflecting on the homework I send).  I offered that the IXL math program the PTA pays for is a great compromise.  I tell parents at conferences that I know the math pages are perfect for a small group of my students, and that instead of sending individual homework for each of my kids I send reminders about this online program that adjusts to the individual needs and skills of students.  Students can find both challenge and practice.

This thoughtful (full of thinking) friend said that if she received the assignment of math practice online for her own children she would not be very pleased.  Her children wouldn't be doing this homework.  

When I asked her why? She said that she would not assign “screen time”.  That it is harmful for kids.

My thoughtful friend, has got me thinking.  These are genuine questions, and I hope someone will answer them.

What are the dangers of screen time for students?

Technology is a tool. When is it the best tool?  

I used to make lots of lists.  I remember thinking that if the list of pros was longer than the list of cons, the choice would be made clear.  Then, I discovered that all items placed on this scale are not of equal weight.  But, it’s a place to start.

Pro-Educational Technology Highly motivating Holds focus and attention Communication tool Collaborative tool Creative tool Access to data, knowledge, ideas Scaffolds inabilities Global Visual

Con-Educational Technology Impact on the developing brain Eye damage Sedentary Addictive Isolating

Trust us! Experience Counts.

Overheard in the staffroom this week during inservice day lunch break:  “Why don’t they trust us? It’s always something new, it’s like they think my twenty-something years of experience mean nothing!”

She is feeling overwhelmed with new initiatives and curriculum, with directives from the district office. Me, I completely enjoy these training days, these opportunities to gather with my grade level colleagues from across the district.  I love the chance to align our practice, to hear new ideas, to learn and to grow.  But, I get it.  I know what she is talking about: the pendulum, the theories that come and go, the energy required to keep up when it’s likely to come back to a basic idea we thought was innovative 20 years ago. We live in a culture of bright and shiny, youth and vitality, rapid change and constant pressure to keep up.  Yes, it’s always something new.

Let me just pause.  Take a break.  

A blog challenge breather.  I made it to daily reflection number 17, but it is the 30th today.  November is done and the list remains, another item in my pile of things to do.  Maybe the moment has passed.  The 17th of November has come and gone.  Gratitude however, is never ending.  

Let’s stop for a minute to appreciate the years, the experience, the tried and true.

I am thankful for my twenty-something years in education.  I am also thankful for the wisdom of my friends and colleagues who have spent their careers developing this craft.  Teaching is an art, and it is refined, practiced and improved over time.  Though the artist’s genre may change (grade level, subject, school) he will certainly bring his tools, techniques and depth of understanding to each new initiative or adventure.

The Teacher’s Bag of Tricks:  We’ve got ‘em!  Give us new curriculum and we can adapt it with ease.  I can apply the cooperative learning structures to any content area:  we go to 4 corners to chat about geometry, use the inside-outside-circle to discuss community, and select talking-heads to present ideas about magnetism.  I can set up literacy centers where kids work on words from any spelling list. I can present graphic organizers to clarify any vocabulary.  The learning games, the sorting mats, the routines and rituals; I’ve got my bag of tricks.  Remember what it was like when everything was new?  I’m very grateful for my years.  And thankful for the friendly face across the hall who is willing to share hers with me.  And still, I want a bigger bag!

Patience:  Close your eyes for a minute and picture the perfect kindergarten teacher.  Is her hair grey? Is she wearing an apron and a flowery skirt?  Glasses on the end of her nose? Wrinkles on those hands that are tying a shoe? Somewhere this archetype still exists.  Grandmotherly understanding.  Love and care and patience.  The kindly smile that knows, Young Mom, that your baby will stop crying when you say goodbye and shut the door.  The knowledge that tantrums will end, fears will be relieved, help will arrive, learning will come.  We know.  We’ve been here before.  And with this knowledge comes a certain calm, and a knowing patient smile.

Perspective:  I think that experienced teachers are able to take a step back.  We can see this child with a view to the future.  I know it’s a cliche, but it’s so true: You will let your youngest do all of those things you didn’t let the oldest do.  I was the mom who pureed veggies to make my own baby food, protecting him from preservatives!  I sprinkled wheat germ on his baby cereal and banned ice-cream until the age of 20.  NO weapons whatsoever… spitting dolphins not squirt guns.  But now I know.  In spite of my protection boys turn sticks into swords, and the game of tag is no fun without the story of good guys and bad guys to give it a context.  And they will be ok.  I’m not going to worry anymore about imposing a rule, instead I will enforce the big ideas - be kind, be forgiving, take care of each other.  Let them play.  Let them go.  And, I will nurture curiosity and creativity.  Let kids be kids, because love of learning comes naturally!