Texting is a Language with Rules

Yesterday two phenomenal events occurred. First, as many know, the book I co-authored with Troy Hicks with a foreword written by Liz Kolb was released yesterday. The out-pouring of support has been great. It feels awesome to finally have it out there where the world will be able to read our work.

Just when I thought I couldn’t have a better day yesterday, I had the most amazing conversation with my 8th graders about formal -vs- informal writing and texting. Our conversation started with the grammar template that is mentioned in our book. Below is a screenshot of that template with a link.

The students had a solid grasp on compound sentences as we reviewed them. When we talked about the texting portion of the template the conversation heated up! The class decided texting would be an informal space due to the simple fact that an abundance of their text messages are to their friends. As we broke down our mentor sentence from The Giverstudents worked with partners to determine what the sentence would look like as a text message to a friend. That is when the nerdy teacher in me became fascinated. The students talked specifically about “Digital Talk” such as “Lol” -vs- “LeL” and “okay” -vs- “ok” or just “k”. I was super excited to hear them debate their language through texting.

I learned that students actually feel they know the tone of a text message that is being sent to them. For example, if someone just sends the letter “k” for “okay”, students automatically assume the person who sent them the text is upset with them. Now, I have had several conversations with students, teachers, parents, and other adults about how tone is hard to determine through writing a text message unless an emoji is attached or there are certain colorful words that are added. However, my students wholeheartedly believe that by not making the effort to type even one more letter for “Ok”, the person on the other end of the message is not happy.

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Picture Courtesy of http://www.keywordsuggests.com

 As my 8th graders continued to talk and discuss their language, my smile became bigger as one of my students raised their hand and stated, “There are rules for how we text message back and forth with each other. It’s like we have our own language.” At this point I wanted shout out and say YES!

I contained my excitement and asked, “Does everyone know the rules?” It was agreed by most, if not all, that not everyone knows the rules that must be followed for texting. I found this rather interesting, so I probed deeper by asking, “Are all of the rules already established or are there more made up as time goes on?” I received many responses, but the ultimate conclusion I came to was there are new rules added as certain situations render new ones to be created.

Students continued to express their thoughts and opinions as we plunged forward with creating an effective text message for our mentor sentence but the fact remains ladies and gentleman; students have their own language and we can not take this away from them. Instead, we need to dive deeper into their world and figure out how our students function in all of their writing spaces. It was a magical day to hear my 8th graders talk about the way they write with tone, audience, language, etc. I am still processing our conversation and I am positive there is more to learn. It is such an interesting topic to keep thinking about. More soon!


From Texting to Teaching

Hyler & Hicks cover Today I am both humbled and excited. Tomorrow my second co-authored book, from texting to teaching: grammar instruction in a digital age (Yes, I know the title is not capitalized, that was intentional) will be released to the world. Troy Hicks again, was my co-author and it was an interesting journey to write this book and bring it to educators.

Though I could never put myself in the same category with grammar greats like Jeff Anderson and Constance Weaver or even be published by giants like Heinemann or Corwin Press (No disrespect). Quite frankly, I am content where I am at with the work I have done. On the other hand, Troy and I have created a resource where teachers and educators can see some benefit to this book. Not only will educators see the historical struggle of how grammar has been taught, but also that the challenges teachers may face with technology today don’t really have to be challenges. Those challenges can be turned into opportunities for teachers to help their students see the difference between formal and informal writing spaces. Furthermore, students will have a greater appreciation for grammar when we use their spaces and work with them in the worlds they live in day to day.

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(Image Courtesy of Ohio University Linguistics)

Grammar instruction will always be challenging and I am positive that others will develop new and exciting ways to reach the students they come in contact with every day.

It was a pleasure and challenge to not only write this book, but to write it with someone who has become one of my closest friends and colleagues. Troy continues to challenge me both intellectually and personally in ways that make me a better educator and person.

So, without further delay, we give you our book and hope you find some helpful information to improve your students understanding of grammar. Please let us know how we can further help you and please visit our companion site with the book.

 


I’m a Try Hard

Tshirt design

Last Friday, several of my colleagues were partaking in our normal Friday ritual after 2:00 where we gather in the hallway and discuss our week and what our weekends had in store for us.

My math colleague proceeded to tell all of us how he overheard some students what seemed to be criticizing others for being a”try hard”. They were referring to students who worked hard at school and on their assignments. One student even was quoted saying, “I don’t want to be a called a “try hard”. As our math teacher was sharing this story, I began to feel quite melancholy at first. Then, my emotions switched from being down to being furious.

Why has it come to a point where students will belittle one another for working hard and wanting to go somewhere in life? As a former varsity basketball coach, I know there is a lack of work ethic and putting time in order to be successful. It’s always the coaches fault or some other outside factor instead of the things that can be controlled. However, I find it disturbing that students might actually be encouraging it.

To see if this might be happening elsewhere, I consulted my 8th-grade niece. I asked her if a “try hard” or other words are uttered in the hallways and classrooms of her school. She didn’t even hesitate to utter the words, “No” as I discussed the scenario at my school.So, as I continued to think and reflect about the situation over the weekend, I wondered if it was the demographics of my school that would cause students to denounce working hard.

Are students really seeing benefits to not working hard? In some small way, I wonder if younger generations are seeing or hearing that it is acceptable to not work hard? I’m not convinced individuals don’t play the system so they can take advantage of not working while they still get what they haven’t worked for.

I am open to suggestion on how to combat such negative association with work ethic. I actually think this would be a great Twitter chat at some point.

Needless to say, I am saddened by what seems to be a form of bullying on students who have solid work ethic and actually give a damn about school. Also, because it appears that students could take things far enough for it to be bullying, it will need to be addressed on a wider scale. As a staff, we decided we were going to buy t-shirts similar to the one at the beginning of my post and wear them on Fridays.

As a staff, we are currently deciding if we were going to buy t-shirts similar to the one at the beginning of my post and wear them on Fridays.

Cheers!


Reading Love Loss

Ever since I was little, I have enjoyed Christmas break. When I was growing up, I lived across the street from my elementary school and break meant hours of playing in the mountains of snow that were piled up from the plows clearing the snow. Often when my friends and I got done, hot chocolate was waiting for us to warm our chilled bones.

Christmas break also brought about hours of independent reading for me. I was very fortunate that I had both a mother and father who read. My mother read more frequently when it came to novels. I can remember many nights hearing her book hit the floor when she fell asleep while reading. It wasn’t easy being a full time mom, working and trying to squeeze in some time to read.

Often times, one of my best friends and I would buy each other books for Christmas. Most of the time it was about ghosts, werewolves, vampires, or other creatures of the night. No matter what I received though, I had it read by the time Christmas break was over.

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Now that I am a father, I do my diligence to demonstrate to my own children that reading is a good thing. Wait, scratch that…it is a GREAT thing! I love reading to my pre-school child and I always drop what I am doing when he comes to me with a book. My daughter doesn’t need any prompting. She is a 2nd grader reading at a 5th grade level and she loves it! When it comes to my 4th grader though, it is a different story.

When my 4th grader was younger, he couldn’t read enough. His mom and I were very proud parents of someone who would read for hours and this continued from pre-school through 1st grade. Second grade seemed to be going well until about four weeks into school when his teacher sent home what resembled a reading log. Every night my child was required to not only read for 20 minutes, but to write a summary every time he was done reading. Needless to say, the love of reading was quickly going down hill.

I quickly got a hold of the teacher about his approach to having students read and within a week, a note was sent home about different ways to help students understand what they were reading. Unfortunately, that quickly went away and we were back write a summary after every time we read. My child despised doing those summaries. He even asked several time if there was something else that he could do.

Fast forward to 4th grade and some of his love for reading has come back. His mom and I try hard to have him read. With efforts from his 3rd grade teacher and this year’s 4th grade teacher, he seems to be liking it again, but not to the extent he was prior to the start of 2nd grade. Just recently we have started to visit our local library and he is the proud owner of his first library card (He feels very responsible!). His love loss is real and he isn’t the only one.

At some point there becomes a disconnect for kids for their love of reading and no it isn’t because of electronics or technology either. My son isn’t the only one that has had a reading log sent home and has been required to write multiple summaries about the reading. Though I am guilty of having my students record their reading times at home, I don’t recall a time I have made them write about what they read. I have just wanted them READ, no matter what it they picked up.

The question isn’t about the fact that reading love loss is happening or that it happens. It happens! The real reason for me writing this is to find out strategies on how we can get our students to fall in love with reading once that love is gone.

Please feel free to comment.

Cheers!

 


Deal Me In

Once again I have been given the opportunity to be part of something that is much greater than myself. I am at the annual meeting for the National Writing Projoct (NWP) and as always, I am filling my brain to the brim with new ideas to take back to my students, colleagues, and school. My brain will overflowith.

Every year there is a plenary where members of NWP get to listen about the state of the writing project and where we have been and where we are going in the future. This year our director Elyse Eidman-Aadahl discussed where we should “double down” as teachers in certain areas and the importance of taking a stand for what we believe in. After all, it is through the narratives we write that gives us power and makes our story known.

As I thought about the gambling term “double down”, I began to think that most educators  do double down, don’t we? We do it because we care about our students and want them to succeed. Yes, there are educators who don’t go “all in” when it comes to their job or doing what is best for student. Let’s face it, we know at least one. Needless to say though, most of our hearts and minds have a passion for our career and our students.

This year has been odd for me, other than the new teaching assignment. I have struggled at times this year to the point where the environment that I was working in was having such a negative impact on me that I just wanted to stay home. Other days were fine, but for almost three weeks, I rode the struggle bus. As I began to reflect on my 1/2 hour drive home one afternoon, I knew I couldn’t give up on my students. My relationship with them was becoming very positive from where I was at with them last year as 7th graders. They drove me nuts. I knew that I had to be there for them and continue to walk with them in their journey through school and life.

I had a hard time leaving my students to come to this conference. We laugh, we learn, we get frustrated with each other. We are a family. As one of my writing project colleagues has said, ” The learning is in the struggle”.  A statement that couldn’t be more true for me right now, but I am starting to better understand what I need to do and it became more clear today while attending the conference.

So, being “all in” and thinking about the power of narrative reminds me our writing is what gives us a voice. On the other hand, I know I have to keep fighting for my students and not let a negative school culture give way for them having a negative teacher where they don’t want to go to class or have hope.

I will continue to use my voice in writing to help me be more positive for my students so they too can see there is hope with the right attitude and the right tools. I want to model for them that they too have a voice and can make a difference. Even when it is with their pen.
It’s time to stay positive!

It’s time to go to work!

It’s time to write!


Reflective Teaching Practices – Week 1

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(Photo compliments of Mistie Bibee from freeimages.com)

I am beginning my quest to reflect back on my teaching practice each day and week for the rest of the semester/year. During this reflective period, I am throwing out or reworking what isn’t getting my students engaged. Though I am posting for my own professional use, I invite anyone to offer suggestions and critiques into what I am doing or what I could be doing in the future.

There were two specific areas I wanted to highlight with 8th grade. First, I recapped parenthetical documentation. We went over this prior to Christmas break and it needed to be reviewed for a paper they are doing in Social Studies. The lesson in December went well, however, the review was just mehh! One class asked questions and were engaged. My first class, however, was unresponsive and I think if I used jumper cables they wouldn’t have budged. So, the initial lesson was good. On the other hand, the review needs some spice.

Next, the 8th graders finished their semester writing reflections. I asked them to look at their first piece of writing from the beginning of the year and it was awesome to just watch their facial reactions. I then had them follow-up with some basic reflections questions. They all did really well for the most part. I will definitely keep doing reflections.

As a side note, although 8th graders did well, I have some work to do with the 7th graders. Last week we started to look at Civil Right issues prior to us starting to Role of Thunder, Hear My Cry by Mildred Taylor. I showed a short video to the classes, but I feel that I need to do more here. Some how I need to incorporate informational text reading at the beginning of this unit.

I also need to continue to work on grammar and doing more of it in my classes.

Cheers!


Ever have the thought?

Monday I had a meeting with my principal and I told him I have had thoughts about taking everything I do in my classroom and throwing it out the window and starting from scratch. This is where I envision books, student assignments, computers, tablets, pens, pencils, etc being on my desk and clearing it all off in a raging fit with one swing of my monstrous long arms.

Anyways, I want to reinvent, reimagine my classroom and what I am doing. It is not to say that everything I do does not have an impact on students, but I feel like I need to change some things. There are days I feel, I am not reaching my students.

My principal suggested that I start reflecting on each day and writing down what works and what doesn’t work. I thought that would be a great idea and I am definitely going to start doing that next week. It is time to reflect on what it is I am doing in my classroom and changing what is isn’t working anymore.

Has anyone else ever had these thoughts or something similar?

Cheers