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Slice of Life

3/28/2017

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Here I go with my first Slice of Life blog post. It’s funny because I consider myself a storyteller, and I’m a blogger, so this shouldn’t be hard. But. I find I’m daunted.  I just read a funny blog.  Well written, perfectly modulated in tone and length.  And it was funny.  

My story is supposed to be funny. Just to give you context and a goal.  

We have two cats: a male (10 years old) and a female (4+ years old).  They have a very unique relationship.  When we first got Thea (pronounced Tia), Cecil was an excellent big brother, and he protected her from the wrath of our alpha female Scout (who we sadly had to put down over a year ago).  He protected her, and he taught her the lay of the land.  He showed her where the treats were; he showed her how to let us know if we let the food or water bowls go unfilled for too long.  In case you’re interested, the technique is to rub up against us, meow, and then make us follow them to the bowls.  

The best thing he showed her though, was the basket of toys.  He would go to the basket of cat toys and pull one out, play with it, then make sure he left it for her.  He would bring her toys until he saw her play with them.  

Cats are nocturnal, and I have long thought that we had the noisiest cats ever.  I’ve been assured that there are a lot of noisy cats (my insomniac friend Kris has told me some funny stories about not being able to sleep at her friends’ house because of the antics of the cats).  So, one night the cats were making a racket like I’d never heard before.  Both my husband and I kept waking up.  We never got up to see what they were up to.  We just kept dozing back to sleep.  The next morning, we saw what the racket was about.  

Every single cat toy was out of the basket and strewn about the entire main floor of our house.  The basket was on its side, rolled far from its spot on the hearth.  Backstory here:  we have no kids.  

We have cats.  

The cats have a lot of toys.  

Literally, every cat toy had been played with.  Every single toy was strewn about from near the basket, through the kitchen and bathroom and into the downstairs den. But most of them were still relatively together like a deck of cards dropped for a game of 52 pickup.

Thea, then a kitten, sat proudly next to one of the stuffed birds, as if she single-handedly had killed it.  

Cecil, the tutor and instigator, looked at us with guilt.  He slunked away from the mess, but not too far. He kept his eye on his protege.  When he heard our tones of laughter and delight, he stretched and came back out.  He even gave a stuffed mouse a shove, letting us know he was complicit in the midnight kitty party.  





Goal: Introduce the SOL to my students for more authentic writing and sharing.
Gratitude: Cats that make me laugh.


For my students (who I ask to self-evaluate everything they do):  Here is my self-evaluation:  I tried to use sentence fluency (especially the use of short and incomplete sentences) and short paragraphs to make the story have more of an impact.  I did not spend a lot of time revising it.  Most of my revisions were on the sentence fluency.  If I took more time on it, I would try to also revise the word choice.  I’m sure I could have used different words for better impact.  I did struggle to write this story as funny stories are hard to write. I usually tell funny stories and use my tone of voice and gestures.  I have another story I’m working on, but I do think I’d like to get back to this and see how much I can make it better.  

I went back about three hours after my initial drafting and revising and added more paragraphs (to break it up and slow it down more as I would if I were orally telling the story). I also added that simile with the 52 pickup card game. I’m not sure if I like it, but I do think it adds a needed picture.


Of course,  I would benefit from some feedback.  

Further note:  please note I did not self-evaluate with a grade.  I self-evaluated how I worked, what I worked on, and what I could do better.  

P.S. My photo re-enecactment was a big success.  Thea played with just about every toy.  The funniest thing to me is how she plays with that big orange ball that I think is a dog toy left here from a dogsitting stint.  





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Let's just read

3/20/2017

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I’ve been thinking more and more about grades and how they get in the way with authentic, passionate learning. I’ve been fortunate these past few months to have conversations with educators who are a heck of a lot smarter than I am. I felt a window to share my thoughts, and I did.  

I’m also fortunate to be connected to amazing teachers, including my online Professional Learning Networks.  

My first question to two district coaches was about grades and “accountability.” I put that in quotes because so many educators use that word to draw a line in the sand with what students need to do.  That word has always made me feel uncomfortable.

I don’t mean we don’t all need to be accountable for what we commit to doing. As a teacher, I’m accountable for making sure my students learn and are safe (physcially and emotionally).  I also believe I’m accountable for making sure they’re happy and love learning.

That’s really all I care about.  If I’m going to be honest.  I want my students to love learning.  There are a lot of educational practices that get in the way of every student loving learning.  I’m getting more and more confident in stopping all educational practices that get in the way of that.

So, I was particulary pleased to read the thought process of these teacher bloggers whom I follow.  Three teachers talk is an amazing blog by teachers who are constantly self-reflective.  In this particular blog, the author, Shana Karnes, writes about how she learned not to attach a grade to free reading. She was afraid that no grades would make some kids not read, and she was right.  But then she realized that her priorities were not in order.  Grades and logs got in the way of what she really wanted, to foster the love of reading.  Yup.

I was so honored when they asked me to be a guest blogger a few years ago.  This is the blog I shared.  I made a lot more online connections with like-minded educators from that experience.  All of these connections keep me learning!  

This blog really sealed the deal on my opening up more about my beliefs.  I have been following Shana Karnes for a long time. I loved her honesty and self-reflection in this post. She makes me wish I blogged a long time ago, as in twenty years ago. It’s so hard to think about my process, given I’ve been teaching for 25 years.  I love reading her blog.  

So, here is my attempt to backtrack and show my own learning.  These are things I have not done in years or have never done in the spirit of creating life-long learners:
  • Reading logs/journals
  • Parent sign-off sheets for reading
  • Any accountabiltiy for reading minutes/pages
  • Any accountability for reading levels/lexiles
All of those things do not help humans want to read.  They might force grade-driven students to read, or they may give us something to measure, but is that our goal?  

It’s not my goal.  I write a lot about writing and mentor texts. That’s the relationship I want to encourage.

Anytime educators pull out the word “accountability,” I feel like they’re looking for ways to categorize learning and students.

This might sound loosey-goosey. My classroom has clear and high level expectations.  But I believe in giving students the structure they need with the choice that is vital.  They are held accountable to learn.  And I help them support their claims for what that means.
    


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Lessons the not so hard way

3/7/2017

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It takes a lot for me to take a book from a student. I can probably count on one hand how many books I’ve taken from students in the past twenty-five years. Taking a book from a student is tantamount to saying, “stop reading,” and that is abhorrent to me.

But I took a book from a student yesterday.  Nearly every day, Preston asks me if he can “just finish this chapter?!” before he settles into the daily question.  Given the routine of the class, that usually works fine.  It’s a workshop, and there is always time for reading and writing.  

He approached me yesterday and asked if I’d help him get caught up at lunch. “I’m about a week behind on the fire-ups”.  I gave him that look.  “Really,” I said. “You want me to give up my lunch because you keep making the wrong choices?”  He hung his head.  I told him I’d be happy to help him at lunch if he got right to today’s question.  His next sentence put me over the edge.  “I’ll just have my parents help me.”

That’s when I decided I had to help him make better choices.  I took his book, which he’d opened back up.  “Nope, I ask you every day if you’re making the right choice, and you tell me you are.  I’m going to help you.”  So, I walked away with his book, and I told him I’d give it back to him when he got today’s question thoroughly answered.

A student behind him looked at me and said, “You’re suffocating him.”

I gave her a nod of agreement and a look of dismay.

A little backstory. I was talking to a district coach a few months ago about our classroom procedures.  We talked about the student-led workshop. We talked about how often students ask…”Can I…”, and we answer with “Is this going to help you to do that?”  Most often, the answer is yes.  

So, I’d been saying yes to this student, but he wasn’t being completly honest about if that reading was going to help him.

Or, maybe he was. Maybe he’s okay with having to make up a bunch of work because he got the joy of liivng in his book.  

Today, he came in, sat down, opening his computer, and he tapped his book.  “I’m using restraint.”  

“Good.” I said.

So, I do wonder how he feels about his choice.  I’m assuming he realized he went too far.

I read a great quote from an educator on Twitter.  ““We must all suffer one of two things: the pain of discipline or the pain of regret.” -Jim Rohn. I’m assuming he learned both of these things.

Preston just approached me and said, “I did learn a lesson! I should start with answering the question.”

Gratitude: Students who love reading
Goal: Keeping the best practice to fuel that flame, so I don’t suffocate any students.

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Bossy...bounty....beautiful

3/3/2017

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I start my morning each day at school with my “General STEM” class. What this means is I have 30+ students who are all working on different STEM projects.  The good news: they are all so excited.  The bad news:  they are all so excited.

Our grade level offers some specific STEM classes and two general ones.  I always offer to teach the general one because I love the ebb and flow of all the ideas.  It’s messy.  Super messy.  I’m good with messy though.

I also start each morning with getting, and I will say this honestly, with getting bossed around.  Sometimes my students couch their bossiness in polite questions, well, actually, they always do, but, really, they’re bossy.

I’ve been thinking about that a lot. They’re bossy because they are working, and they need my help to get their jobs done.  

They’re bossy because they own their work. They’re bossy the way that I am with my bosses with what I need. I am polite, but I’m specific.  I also know that if I’m doing my job as I should, that I should expect a certain support.

This is what my STEM kids are doing.  They are owning their work, and they are expecting support.

It.  Is. Awesome.

And it’s not just during STEM block.

In language arts, my students are getting better and better at realizing how much they own their work. They’re making more decisions that are authentic to their lives.  One student, who has been reading blogs, was having trouble wrapping her brain around how she could write her own blog.  (I know the feeling!).  She sent me this email yesterday:
    Hi Ms. Cribby. I have been exploring a lot of tennis blogs. ( There are not a lot of the kind I have been looking for.)I've been really thinking specifically about what I want to blog about. I think I want blog about pros, and strategies. I found a really good website that I wish other tennis players would look at. The website is called Active. It is not a real " blog," but it has a lot of good information that I like, but there is so much. I was thinking maybe I could take some topics from there, and writet about that, and my opinion on it. I am also planning on keeping people updated on what is happening with pros, pro tournaments, and tournaments I participate in. I am wondering what is the next step in starting my blog. My dad always forwards me interesting articles/videos from this sight. ( So it is very trustworthy.) Thank you!

Here was my answer:
I would start writing in your writing document, and then transfer it into your blog when you're ready. Think about also having a plan for when you update your blog. For instance, I keep wanting to have a day of the week that I update my blog, but I'm still struggling with that.

I forgot if you're using Weebly?  Your plan sounds fantastic!  You'll hone it as you go too, as far as what you want to do with it.  I love your ideas.  So authentic.

I felt like she was ready for a nuts and bolts answer, and she was. We talked a bit after, and I clarified that she should write her blog in her writing document, so that she could get feedback before she published.  

This particular student likes to “ping” me on email. That’s a good platform for her because she’s able to articulate her questions, and she “gets it” pretty quickly.  She also likes a lot of feedback and seeks it out. Her process is to ask for feedback and run with it.  So, though she reaches out a lot, she also is able to incorporate some high level ideas.

We have our students write emails once a week to their families, explaining what they’re learning in all of their classes. We also expect them to include links to their works and to include how they’re feeling about all of school, not just the academic.  It’s amazing. Parents love it. Students love it.  I read every email every week, and I learn so much. I am so grateful for this look into their lives. I don’t respond every week to every student, but I get to. They craft their emails each week into their daily work document, and so I read their emails and grade them “a la notebook” style once every 3-4 weeks.  But I read them all as they come in, in real time. It’s such authentic writing.  This week, I read this from one of my students, a young man who is super quiet:
    I like this class because it gives you choice and and complexity to go how far on the topic you want and how indepth you can into it. (IMPORTANT MESSAGE: My fire-works document is due tomorrow and I’m hoping to get a 4 but I need to do some things to make it a 4. First of all I need to get some of my self evaluations done. Self evaluations are a really part of my work and I’m missing some of them. Second, I need to go back and revise some of my fire-ups. This would be awesome because some of my Fire-ups need more depth. These are the necessary revisions I need to get a 4.

I loved reading his perspective, this quiet young man.

Another student, in her emai wrote about how she gets to choose the  “rhythm” of her language arts classroom work.

I like that word, rhythm, for how we work. We all have a rhythm. I know I work in fits and spurts. I sometimes have to nest a bit, clean, organize.  Sometimes I have to run around the building, pretending to be doing something but really just needing to explode my energy.  

I always need classical music to make me focus.  

I work furiously sometimes, chatting with students in real time and online during class.  Ideally, the way class is structured, that’s all I do.  But sometimes I look out the window, wander around, watching students work.  Sometimes I am a bad student and start chit-chatting with students about something silly. Or I read the weather, teacher blogs, news.

So, when I read my student’s email about how she likes to get to find her rhythm in her work in language arts.  I was moved.  Moved by her words and moved by what I get to be a part of.  

Goal: keep learning from my amazing students.
Gratitude: learning from my amazing students.

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