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!

Grateful for the Opportunity to Reflect

Blogging Challenge Continued:

Well, I have to admit that it has been hard to find the time to keep up with this challenge!  I thought that I would do a mini-reflection on each, once each week.  But now two weeks have passed me by.  Oops.  So, I will just do what seems to make sense.  Here we go…

9.  What can I do to create an attitude of gratitude in my classroom?

Today’s #sunchat was on the topic of gratitude.  I loved so many of the ideas that were presented, and there are a few I wish I had done.  It isn’t too late to incorporate them into my classroom.  

One idea is to keep “thank you” box where students can write notes to say thanks to someone.  The teacher reads them once a week.  My only concern here is that it could become like a popularity contest with some kids getting lots of notes and others none.

Another idea that I like is making this part of kids writing habit.  They should write thoughts of gratitude as a journal reflection once in awhile.  I really like this one, because it is private and might urge kids to kindness when they reflect on the kindness of others.

I love the idea of communicating with parents about the great things kids have done.  Positive phone calls and emails home to say, “I am thankful for your child because ___.” This is one that I have meant to do, but never seem to make time for.  It’s been one of those resolutions that I haven't been good at fulfilling.  I so much appreciated the notes from Ben’s 3rd grade teacher, Maestra Reed, who would email to say…”Right now, Ben is helping __ with math.  He might make a great teacher one day!” and other similar comments.  I know his friends parents got these sort of emails too!  

So… here it is, my "to do":  journal prompts, and notes home.

Otherwise, as I said in the chat, gratitude should be be expressed in the moment. It should be specific and genuine.  I want my classroom to be a place where kindness is a habit, and appreciation comes naturally out of care and affection for one another.

10.  Being grateful for humor. Share a story where humor played a part.

This one is the hardest on the list for me.  I find little things funny, or amusing.  Situations in which we giggle at an unexpected coincidence or appreciate silly word play.  Although I am not the type to tell jokes or create humorous situations, I can smile when they occur.  I enjoy the crazy things that kids do, and I smile at my own mistakes. Humor in my classroom comes from those wonderfully gifted kids who make us laugh every day, and from talented authors who share their craft with us.  I love to read aloud.  I’m not good at creating the humor myself, but I find it and share it when I can!  

11.  What is the most important “lesson” I want to teach my students?

I want my kids to learn that they are capable, creative thinkers.  I want them to experience the feeling that comes from completing a challenging task, that hard work and persistence provide a sense of accomplishment and pride.  I want them to know the intrinsic value of learning.  I hope that my students will learn to love learning!

12.  Share photos of things/people I am grateful for.  Family adventures!

 

13.  What do I do to take time out for myself?

I get up early in the morning!  Usually I am up about 5:30 am, and I read or I write.  At 6:00 my husband joins me and we have a little time to drink coffee together before the craziness of the day begins.

14.  What are 5 things I am grateful to have learned in my teaching career?

• At St. Gregory’s I learned to value the talents of my colleagues, and what it means to work together as a team.
• In working for Head Start, I learned that every family loves their children and all have strengths.
• As a mentor to childhood care and education providers, I discovered that I learn the most when I am teaching others.
• As a kindergarten teacher, I learned that organization is the key to maximizing learning opportunities for kids.
• As an ELL teacher and Title I specialist, I learned to appreciate the relationships that develop over years of working with a student and his or her family.

15.  What tech tools am I most grateful for? How have they changed what I do?

I love the Book Creator app on my classroom iPads!  The kids are so motivated to publish their writing, and can be totally creative.  Right now, they are making magnet books to share the knowledge they gained during our science unit.  They must follow the pattern of organized writing with a page that introduces the topic, at least three ideas explained with interesting detail (3 pages) and a conclusion (final page of the book).  They are drawing, recording their voices, making magnet videos… my kids are creating!  I love the enthusiasm for both the science and the writing.

16.  What is the most powerful aspect of being a connected educator?  What am I grateful for?

I am thrilled to have discovered the twitter #edchat because it led me to #satchatwc and #sunchat which have become my favorites.  I have found other educators who are just as passionate as I am about learning and trying new things.  I’m grateful for a listening ear that doesn’t tire of my talking and talking and talking about my kids, my work, my plans for school.

More Attitude of Gratitude to come... on a day when I can find a few more minutes before my morning coffee!

A November Blogging Challenge, A Big Job!

We've got a BIG job!

And in the words of my teaching partner Cindy, 

"We put our whole heart into it every day."

When I started this blog, it was my intention to follow the advice given to Skeeter in Kathryn Stockett’s book, The Help.  It was suggested that she "Write about what disturbs you, particularly if it bothers no one else."  

Not that I intend my blog to revolutionary or even challenging.  It’s that I am a teacher who questions the purpose of everything I do.  I value efficiency and relevance.  Everything that happens in my classroom is intentional.  So, I question the activities that don’t seem to fulfill my intent. To make a difference, I think we need to do things differently. Last year's November file, won't meet the needs of this November's 2nd Graders.

But back to the topic. Here’s what has been bugging me lately.  This is the thing I wish were different.

Worrying, complaining, blaming, criticizing.  

We don’t mean to do it.  We really do love each other.  We really do appreciate the great teaching that happens here.  But we don’t say it.  We don’t tell each other.  At Thursday’s staff meeting, the most frequently heard phrase was… "but, we have such a hard job!"  It’s like when I grump at my kids and then say, I’m so sorry boys it’s just that I didn’t sleep very well last night with this stupid cold.  I’m sorry friend, I know you wanted my help but I just couldn’t do that one more thing.  I’m sorry teacher-across-the hall, I wasn’t really complaining about you it’s just that I have too many (kids, new curriculum standards, expectations), too much (to do, to learn, to prep, to read) and not enough (time, energy, books, resources, materials).

Wouldn't it be easier, just to stop?  One of the things too many, that I know we can let go of, is the complaining.

Let's remember why we do this job that we love.  Let's remember that we love this job!

So the Te@chthought #reflectiveeducator blog challenge Teaching Through An Attitude of Gratitude comes at the perfect moment in my year.

And coincidentally, last week I also discovered the twitter #sunchat where teachers are spreading the #edjoy with each other and the world.  Here is their manifesto.

So the November blogging challenge begins!  

I’ve got a little catching up to do:

1. Best part of being a teacher - The positive energy that bursts from my 2nd graders every day!

2. One small delight I look forward to every day - Playing my guitar and singing with the kids who don’t mind at all if I am a little off key or miss a beat.

3. Most proud of in my teaching career - When a kid or a parent comes to me to say that I have made a difference.  “He loves reading now!”  “I am so glad she has you for a teacher!”

4. The nicest gift I have received - A note that says “thank you for… incorporating music every day, your creative ideas, challenging my child, communicating well…”  It means so much when a parent or student notices and appreciates something specific (though the “you are the best teacher ever” cards are nice too).

5. What are my strengths and which am I most grateful for? - I am reflective, I love learning, and I am a thinker.  I am most grateful for my varied experience in education.  I think it provides me with perspective and an appreciation for diversity.

6. A quote that has inspired me - Mother Teresa said, “Not all of us can do great things. But we can do small things with great love.”  We live in a culture of BIG and I don’t believe this is best. 

7. What new learning has inspired me? - Learning a second language has given me insight into what it is to be a learner… how it feels to be in the “silent period”, how it feels to be the only speaker of my language in the room, how it feels to be challenged out of my comfort zone.  Reflecting on what helps me learn, has helped me find ways to support learners in my classroom.

8. A memorable moment that reminds me of why I teach - a mom and dad at conferences who told me how great it felt to be parents talking with their daughter’s teacher about what a great kid she is!

And my first #edjoy on the topic of fun:

Good morning #sunchat I love talking with others who are excited about learning at 6am on a Sunday morning. Fun!