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.
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.
Second blog in a week! I almost forgot the power behind blogging. Trying to rock it out again this week.
Communication has been vital for hundreds of years. The way people communicate has changed drastically. From sending notes through the Pony Express to a note on a pigeon’s leg. Now, we have email, text messaging, and other forms of online communication that can essentially let us hide from having more intimate conversations with individuals.
Even though we have easier ways to communicate, face-to-face conversation seems to be quickly losing popularity or perhaps it already has been cast aside. Just recently I was astonished at my 8th grader’s reaction when I told them they couldn’t have cell phones on their upcoming bus trip to the fish hatchery for our Salmon in the Classroom project. It was as if I just told them I was going to cut off their arm or leg.
As I have pondered their reaction, I began to think about the communication that takes place in education and more specifically among teachers, administrators, parents, and community members.
I am all for the use of technology in responsible ways and it has made our world easier to access the individuals that we need to get in touch with. In fact, we can’t blame technology for how our students learn today. The downfall to all the ways we can access people has caused a serious decline in building effective relationships with others. This just doesn’t fall on the teachers or the students either, it falls on everyone’s shoulder to get better.
When it comes to building positive relationships between administrators and teachers, it is easier for principals and superintendents to put out emails and videos. Videos can be created for staff meetings instead of trying to work around everyone’s schedule when it comes to coaching and other after school activities. However, unless there are face-to-face conversations taking place, those positive relationships are not being built. I am thankful that my principal not only has an open door policy but has the leadership to engage in conversations with the teachers in the hall and in their classrooms. He doesn’t just send emails to the teachers hoping they will read it and claim he is communicating with us.
In addition to administrators reaching out and building relationships with staff members, I feel we are at a critical time in education where school board members need to be having face-to-face conversations with not only teachers but with the community as well. Currently, what I am seeing, is little interaction between board members and community members. It seems to me that there is not a working relationship to make schools better between these entities. I know that this isn’t the case for all school districts and I don’t mean to offend those that have solid relationships. However, I am currently seeing it with my own eyes and not only has it had a negative impact on relationship building, there is a lack of respect among board members, teachers, and community members. So much, that people are starting not to care which has negative consequences on the students in the end.
It is true that communication has changed drastically over the past 100 years. I feel it is more important than ever to talk with people and build relationships with them through everyday conversation, not useless emails, newsletters, or text messages. If we can do this as adults, we can definitely help our kids understand the importance of effective communication not only make them better citizens but help our schools become better places to learn.
What does communication mean to you?
(Picture compliments of Chris Potter on Flckr.)
This past school year presented its challenges, which is not unlike most years in the teaching profession. Every teacher struggles with lessons that don’t work out, an unruly class or student, and the every day ins and outs of teaching. When we do have the time to catch our breath, we have our own personal lives to manage. Bottom line it isn’t easy, but for the most part we manage.
For the 2014-2015 school year I was presented with the biggest challenge in my life, not just my career. October not only brought about the leaves changing color and Halloween, but a separation from my wife and eventually divorce. Needless to say I was devastated and my personal world came crashing down.
Quite often, I am not one to share too much of my personal life with my students. Don’t get me wrong, my students know a lot about me, but there are numerous things I keep secure in the ole’ brain. My divorce was no different. I didn’t share any details with my students about how my marriage failed. My principal and colleagues knew, but that was as far as my comfort zone was going. It was already stretched.
I wasn’t willing to share with my students because I was afraid to share my failure. I was a wreck and I am confident my students saw it on my face every day. As the school year progressed and my divorced was finalized, I started to realize that I may have failed at my marriage, but I didn’t fail at teaching or life. Even if I did, I needed to pick myself up and move on. After all, my ex-wife and I got along just fine and we had our own children to take care of and think about. So, instead of feeling defeated, I started to pick up the pieces. In all honesty, it was my principal who provided the spark that made me see that I am a better person and professional than what I was displaying. I needed to get my spark back!
Besides accepting the challenges that my principal set before me, I also recalled there are many students who come from split families in my district and I started to understand that I now could relate to those students a bit more and perhaps sympathize more with their situation. Furthermore, I think my students need to have more insight into my own personal life so they might have a better understanding of where I am coming from and what I am all about. They need to see that I am human, a change that I am ready to make for the 2015-2016 school year.
Failure does not mean we are less of a person. Out of failure comes success as mentioned in a video highlighting Michael Jordan and many other great individuals. I have picked up the pieces this Summer because despite my failures, I have had many successful things happen in my life. Besides, my own kids need their dad to be the best that he can be every single day and my students need me to show them that, despite the failure in their own lives, they too can succeed.
First, I want to say thanks for all of my new followers here on my blog. I am trying hard to write more this school year. It is hard to believe my third week of school is over already.
This year as a staff we decided we wanted to follow a universal format for our students to write summaries. I presented the idea last year to our staff and it was accepted with open arms by everyone. To me, this was another proving point for me that as language arts teachers we need to be willing to reach across the isle and help other colleagues who aren’t so comfortable teaching students reading and writing skills. We decided to follow a format called TDPP, which comes from Get It Done! Writing and Analyzing Informational Texts to Make Things Happen by Jeff Wilhelm, Michael Smith, and Jim Fredricksen.
T – Cite the Topic
D – What are the key Details
P – How are the details are Patterned
P – What is the Point made about the topic of those patterned details
The social studies teacher and I have been working closely together to help students become better readers and writers over the past year by doing article of the week, working on a Civil War Research paper together and just making sure we are on the same page when it comes to teaching our students reading strategies. Working together has been phenomenal and because of our collaboration, our students are learning more and becoming better readers and writers.
This year as the TDPP process was being reintroduced to our 8th graders, who have already seen it for a year, the Social Studies teacher had a great conversation with the students about how to make the process easier and the students gave some remarkable feedback that was shared with me. As we discussed our students feedback on the process, it occurred to us that we needed to make some changes in the process and our approach to teaching it to help our students be more successful when writing summaries. Below are the changes that we made.
T – Cite the Topic
M – Describe the Main Ideas that support the topic (3 main idea sentences for 8th grade, advance 7th graders as the year progresses)
P – Explain what Point is being made by the main ideas
P – Wrap-uP sentence
We made the changes because the 8th graders vocalized that they were getting confused with the Details part of the TDPP process as well as the last two P’s because they almost felt they were the same. Now, we didn’t want students copying down specific details from the articles they are reading so we changed the D to an M. When discussing this with students it was helpful to talk about a grocery list and how we write down what we want, which are main ideas, but we don’t write down specific brands, which are details. It helped the students make the difference between the two.
To us, we felt the students were taking charge of their learning and we were moved by the fact they were asking questions, engaged, and willing to take an active role in their education. This reflection and feedback not only allowed our students to perform better on a concept that can at times be difficult for even college students to write, but it gave us insight into how we were teaching the students and it made us better teachers.
Personally, I am really excited how much the 8th graders have grown and retained from last year. I am excited to see where the year takes us!
Below you will find many resources for using digital portfolios in the classroom. Comment with any questions!
Digital Portfolio Websites
Book Resources on Portfolios
- The Digital Writing Workshop by Troy Hicks
Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments by National Writing Project, Danielle Nicole DeVoss, Elyse Eidman-Aadahl and Troy Hicks
The Many tools for Digital Portfolios
Cloud Based Spaces:
Social Media Sites
Creating a Website
- Wikispaces (Wikispaces.com)
- Google Apps (google.com/enterprise/apps/education)
- WordPress (wordpress.com)
- Weebly (weebly.com)
Marking Period Portfolio Reflection Questions:
- What piece did you choose to reflect on and why?
- What was your initial response to the comments by Mr. Hyler?
- In your own words rewrite what it is that Mr. Hyler commented on.
- Give an example of how you are going to make your writing better based on the comments by Mr. Hyler.
- How are you going to apply what you learned from reflecting on your writing to future assignments? Be specific.
End of the year Portfolio Reflection Questions:
- What were your expectations for this class before we started? Was the class what you expected? What goals did you set for yourself in regard to this class? (Check your writing into the day from September if you don’t remember.) How successful were you in accomplishing your goals? What is the most useful thing you’ve learned in this class? How have you grown intellectually this year? Academically?
- Look through all the writing you’ve done this year. What have you tried that is new? How has your writing changed? What is your favorite piece and why? Is there anything you wish you would have done differently? How do you think of your writing abilities now compared to the beginning of the class? Has anything about your writing surprised you? What have you learned about the various kinds of writing you’ve done (narrative, informational, and argumentative) What did you learn about revision? What kinds of feedback from your peers is most helpful?
Recently I received an evaluation. I want to say how thankful I am for an administrator who offers constructive feedback. I often wonder how many teachers would take that constructive criticism personally or take it to heart and actually reflect on how they can better themselves. Not to float my own boat, but I do A LOT of reflecting on what I need to do to make my students more successful. Often times, I am up well past midnight thinking about different strategies and lessons I can implement.
With the Common Core being fully implemented into my classroom and having less than 2 years under my belt of teaching 7th graders, I can’t help but feel I am not doing an effective job getting through to them. Am I going too fast with my 7th graders? Right now I feel as if I am not following my own advice where I said I would teach a mile deep and not a mile wide. I don’t want to push through curriculum for the the sake of saying I got through all of the curriculum, yet I know I have a responsibility to get through the standards.
Could the CCSS have anything to do with the way I am feeling? Even with having minutes added to each of our core hours for more instructional time I find myself running over class time trying to squeeze in last minute details and key points with lessons. Could there ever be enough time added to get through everything?
As I look back through what I have done this year, I am pleased with what I delivered in the way of curriculum to my students, despite the fact we have had snow days (I think I am one of few teachers who always wants school). However, did the content I deliver to my students really sink in? Perhaps I did a better job of just skimming over content rather than making it rich and meaningful. Quizzes, unit test, and other forms of assessments show positive growth, but how much are they truly retaining and would they retain more if I slowed down?
Pacing for 7th graders has to be different than my 8th graders. I have found plenty of support from other district’s pacing guides that help me draw that conclusion. I am going to continue to reflect on what I can do differently in way of pacing and I am hoping I can continue to help my students to grow academically.
I am always going to be a life long learner and will continue to strive to be my best. If there are any middle school teachers out there that would like to provide some suggestions, I am all ears.