As I look forward to my week off, I am thinking about what will get done. Though I won't get finish all that I think I should, I also know that I will schedule time to create.
Growing up in a town of 500 people, boredom was a constant companion, though in my family, one wasn't allowed to just sit. Value was placed on producing-- whether it be helping out around the house or creating something from scratch. I learned that boredom was a catalyst to creativity.
With nothing to do, little money to spend, there always seemed to be enough to cover the cost of my creations. There was always fabric, and always a new idea. I learned to make something from (almost) nothing, putting together new clothes from original drawings. For me, boredom meant that I learned many things that one can only teach oneself-- self-reliance, creativity and abstract thoughts were turned into real objects.
Our kids, your kids-- they are so busy that sometimes I am concerned about their "boredom" time. One needs time to dream, to sit under the clouds and challenge oneself to see how high your kite can go, preferably, your homemade kite. Unscheduled time resets one's brain and allows what has been learned to sink in, and lets the brain rest to be ready for the next onslaught of information.
As a teacher, we struggle with homework time. We know research points the way to less homework: http://www.nea.org/tools/16938.htm and http://tinyurl.com/yfzbel9, but we feel compelled by what is around us to make sure each student is as prepared as we can possibly help them be. We are pressured to give homework just as much as students are pressured to complete homework.
I tend to compromise. My homework tends to be project based enrichment of what is done in class. Whether it be a story to write, or an end of the book project, it is often an exercise in project planning. Students learn to plan their own time around the project deadlines, giving them an option of doing it all at once, or little bits at a time.
This week, as your students are off, of course, I want them to work on their projects-- I am hoping they are fun and that they learn something they want to learn. I am also hoping for them, time... time to dream, time to play, time to create, and yes, even time to be bored.
Friday, February 12, 2010
Wednesday, January 6, 2010
The Things She Says!
Long ago, when I first started in the classroom, there was a thing called, "Assertive Discipline". It was a theory of classroom discipline based on a behaviorist model from a book by Lee Canter. In essence, it listed positives, negatives and the consequences of each in groups of about five. That is, there were five rules, five expectations, five consequences for breaking the rules and five rewards for following directions. It was, for me, a great method for establishing my classroom discipline.
Fast forward, as the years seem to do, to now, and you will find one, very small trace of that method remaining on my walls. I long ago realized that I only need one "rule" in my classroom, and that is what you see centered over my white boards, "Show respect to yourself and others."
That covers it, doesn't it? That means you don't take what isn't yours. You don't cheat yourself, you keep your words honest-- it covers pretty much the whole host of behaviors that society expects of one.
That is the official rule of the classroom, but, as your students have heard, I have far more things to say about behavior than that-- but most of them don't get published on the walls for the parents to see. I thought I would share a few of those with you.
Go Beyond the Obvious
First, here is a favorite of mine, "Go beyond the obvious." I teach a smart bunch of kids and finding something new to teach each other can be a daunting experience. Still, it is what is expected. If it was the first thought in their head, it probably was the first thought in the heads of those around them. To be unique, one has to take the next step and go beyond the obvious. Don't just tell us what we already know, or don't write the story that is easy to write, think it through one more step and surprise us with something we didn't know.
Humor is always making fun of something.
We laugh a lot in my classroom. At least I do, and I hope your child sees it that way, as well. There is something funny around almost every corner. But humor, no matter what kind, is making fun of something. Sometimes we make fun of ourselves, sometimes other people or creatures. The trick with acceptable humor is knowing when and how to illuminate the joke without hurting someone. That is a sophisticated skill, to have a wit that can amuse people without harm. And that is a skill I wish for your child.
From everyone, I learn something, from some, I learn what to do, from others, I learn what not to do.
I teach stories, and stories aren't always filled with good people. But every character can be a role model, if you know what you are looking at. Even the bad guys have something to teach us. Watch, learn, pick and choose mindfully what parts you want to add to your personality and which parts you want to discard. Learn something from everyone and everything.
Learning to write is so much more than putting words on paper. It is even more than learning to think logically. It is an immersion into the human experience that turns the superficial thinker into caring and thoughtful person. I am lucky to be able to see that growth in your children, because they, in turn, teach me to be a more thoughtful and caring person, as well.
Fast forward, as the years seem to do, to now, and you will find one, very small trace of that method remaining on my walls. I long ago realized that I only need one "rule" in my classroom, and that is what you see centered over my white boards, "Show respect to yourself and others."
That covers it, doesn't it? That means you don't take what isn't yours. You don't cheat yourself, you keep your words honest-- it covers pretty much the whole host of behaviors that society expects of one.
That is the official rule of the classroom, but, as your students have heard, I have far more things to say about behavior than that-- but most of them don't get published on the walls for the parents to see. I thought I would share a few of those with you.
Go Beyond the Obvious
First, here is a favorite of mine, "Go beyond the obvious." I teach a smart bunch of kids and finding something new to teach each other can be a daunting experience. Still, it is what is expected. If it was the first thought in their head, it probably was the first thought in the heads of those around them. To be unique, one has to take the next step and go beyond the obvious. Don't just tell us what we already know, or don't write the story that is easy to write, think it through one more step and surprise us with something we didn't know.
Humor is always making fun of something.
We laugh a lot in my classroom. At least I do, and I hope your child sees it that way, as well. There is something funny around almost every corner. But humor, no matter what kind, is making fun of something. Sometimes we make fun of ourselves, sometimes other people or creatures. The trick with acceptable humor is knowing when and how to illuminate the joke without hurting someone. That is a sophisticated skill, to have a wit that can amuse people without harm. And that is a skill I wish for your child.
From everyone, I learn something, from some, I learn what to do, from others, I learn what not to do.
I teach stories, and stories aren't always filled with good people. But every character can be a role model, if you know what you are looking at. Even the bad guys have something to teach us. Watch, learn, pick and choose mindfully what parts you want to add to your personality and which parts you want to discard. Learn something from everyone and everything.
Learning to write is so much more than putting words on paper. It is even more than learning to think logically. It is an immersion into the human experience that turns the superficial thinker into caring and thoughtful person. I am lucky to be able to see that growth in your children, because they, in turn, teach me to be a more thoughtful and caring person, as well.
Thursday, December 10, 2009
Now, That's Your Story!
Writing short stories with sixth and seventh graders is always rewarding, in the end. I say, "at the end," for a reason, though.
When the students realize they will be writing a short story, many of them get excited, wanting to start their story before it is actually assigned. Visions of vampires, futuristic wars and fairies begin to write themselves into the epic tales that will be a breeze to tell.
Then they find out what the assignment is.
My goal, with the students' stories, is to help them see the subtlety of a short story. With only 700 words to use, they cannot solve the apocalypse or find happiness for a zombie. What they can do is help their character grow up just a smidgen, helping them mature just a bit, along with the reader, and themselves.
The process goes something like this. Student shows me his or her "Think Sheet," which is an outline for their story. I see a problem that can only be solved well in a novel, after the character development, setting description and plot unfolds reasonably, or I see they want to write about places or events of which they know little and I start asking questions.
For example, If they have never lived in Vietnam, setting a story there would take a whole lot of research. Not that it is something they can't do, but their time is limited. Sometimes, the problem is too unwieldy for a 500 to 700 word story, so we talk about how their idea can be pared down to a more subtle problem and solution.
This is all just writing, though. And most of these kids won't go on to make a living at writing short stories, as that is a lost career. So, what do they get out of this process?
The future, for these kids, holds many kinds of writing. They will be asked to choose topics to write about for the rest of their lives. Knowing how much topic can be covered well in the time and space allotted is a skill they will always need.
But more than that, what I get to see is a maturity; that ah ha! moment when they realize that there is importance and drama in the every day details of life. One does not have to be the most popular kid in school to have quality friendships and one can find deep happiness and meaning in simple things.
That is my joy and why I love to teach short stories and short story writing. We mature in bits and pieces at a time, rarely jumping huge leaps and bounds in 700 words, we struggle for our growth, line by line.
And that, my friends, is a theme for my life. It won't be on a test, but you can write it down anyway. Growth comes word by word, line by line, struggle by struggle. Even when we are far too old to be cool.
When the students realize they will be writing a short story, many of them get excited, wanting to start their story before it is actually assigned. Visions of vampires, futuristic wars and fairies begin to write themselves into the epic tales that will be a breeze to tell.
Then they find out what the assignment is.
My goal, with the students' stories, is to help them see the subtlety of a short story. With only 700 words to use, they cannot solve the apocalypse or find happiness for a zombie. What they can do is help their character grow up just a smidgen, helping them mature just a bit, along with the reader, and themselves.
The process goes something like this. Student shows me his or her "Think Sheet," which is an outline for their story. I see a problem that can only be solved well in a novel, after the character development, setting description and plot unfolds reasonably, or I see they want to write about places or events of which they know little and I start asking questions.
For example, If they have never lived in Vietnam, setting a story there would take a whole lot of research. Not that it is something they can't do, but their time is limited. Sometimes, the problem is too unwieldy for a 500 to 700 word story, so we talk about how their idea can be pared down to a more subtle problem and solution.
This is all just writing, though. And most of these kids won't go on to make a living at writing short stories, as that is a lost career. So, what do they get out of this process?
The future, for these kids, holds many kinds of writing. They will be asked to choose topics to write about for the rest of their lives. Knowing how much topic can be covered well in the time and space allotted is a skill they will always need.
But more than that, what I get to see is a maturity; that ah ha! moment when they realize that there is importance and drama in the every day details of life. One does not have to be the most popular kid in school to have quality friendships and one can find deep happiness and meaning in simple things.
That is my joy and why I love to teach short stories and short story writing. We mature in bits and pieces at a time, rarely jumping huge leaps and bounds in 700 words, we struggle for our growth, line by line.
And that, my friends, is a theme for my life. It won't be on a test, but you can write it down anyway. Growth comes word by word, line by line, struggle by struggle. Even when we are far too old to be cool.
Friday, November 6, 2009
Uniquely Yours
With most of the students gone this week for Science Camp, it has been a chance for me to work on advance planning and fine tuning for the upcoming speech unit. It also has allowed me some quiet reflection time as I work.
One of the reasons I choose to come to Old Orchard was because I was offered the chance to really teach. With small class sizes and the expectation that I create the curriculum, I saw an opportunity to go back to what I love to do. I am glad I made the move to come here. I have said it many times, but I will say it again, I really like teaching your kids. They are bright, friendly, and they write better than many educated adults. The student body is filled with characters, people in their own right, who have found their niche here, and who thrive on the culture of OOS.
Being here for two plus years, though, has shown me more about why I like it. I fit in here because Old Orchard is filled with a wide variety of unique personalities like mine. We don't spend a lot of time trying to figure out how we will integrate different populations and make them feel at home, because we are all very different, and those differences serve as something like an equalizer. We are all pretty different, so how can we single out one difference over another?
But beyond our differences is the dedication I see-- that really is a primary thing we all have in common. On staff, I can think of several who speak a few languages, several who have been born other places, several who have had significant successes in other fields. It shows, too. No where else have I worked with a staff who has been so able to hold students to such an academically successful standard as they are here. I dance with joy sometimes at the writing ability of these kids, but that is just the piece I see. Our kids blow other schools out of the water with their science, math and other abilities. In fact, I know the robotics challenge is this weekend, and I would bet that our kids make an exceptional showing. I am constantly in awe of the people I work with at this school, and consider myself fortunate to be among this group of professionals.
Sometimes it is really hard to be a teacher, it isn't glamorous or lucrative, nor does it come with the perks of travel or even the fancy little gifts one gets when one goes to conventions. Education, though, is a part of who I am, and I don't see myself doing anything else. This place lets me teach-- and I get to teach the best kids with the best staff.
They are almost back, the kids, and I am glad. They will return from the week away tired and happy, another successful week of hiking, learning and bonding with each other. I miss them.
One of the reasons I choose to come to Old Orchard was because I was offered the chance to really teach. With small class sizes and the expectation that I create the curriculum, I saw an opportunity to go back to what I love to do. I am glad I made the move to come here. I have said it many times, but I will say it again, I really like teaching your kids. They are bright, friendly, and they write better than many educated adults. The student body is filled with characters, people in their own right, who have found their niche here, and who thrive on the culture of OOS.
Being here for two plus years, though, has shown me more about why I like it. I fit in here because Old Orchard is filled with a wide variety of unique personalities like mine. We don't spend a lot of time trying to figure out how we will integrate different populations and make them feel at home, because we are all very different, and those differences serve as something like an equalizer. We are all pretty different, so how can we single out one difference over another?
But beyond our differences is the dedication I see-- that really is a primary thing we all have in common. On staff, I can think of several who speak a few languages, several who have been born other places, several who have had significant successes in other fields. It shows, too. No where else have I worked with a staff who has been so able to hold students to such an academically successful standard as they are here. I dance with joy sometimes at the writing ability of these kids, but that is just the piece I see. Our kids blow other schools out of the water with their science, math and other abilities. In fact, I know the robotics challenge is this weekend, and I would bet that our kids make an exceptional showing. I am constantly in awe of the people I work with at this school, and consider myself fortunate to be among this group of professionals.
Sometimes it is really hard to be a teacher, it isn't glamorous or lucrative, nor does it come with the perks of travel or even the fancy little gifts one gets when one goes to conventions. Education, though, is a part of who I am, and I don't see myself doing anything else. This place lets me teach-- and I get to teach the best kids with the best staff.
They are almost back, the kids, and I am glad. They will return from the week away tired and happy, another successful week of hiking, learning and bonding with each other. I miss them.
Tuesday, October 13, 2009
The Ms Grier Method
You know, it is easy to understand when someone tells you to kick harder, or walk faster. What used to get to me was when teachers and my parents would tell me to "try harder."
"Huh?" I would think. "How does one go about trying harder?"
It isn't clear, and there is no set way to "try". I really wanted to do better, but without the steps broken down for me, I didn't know how.
When I became a teacher, I knew I could never tell a kid to try harder if I wasn't able to provide the steps for him or her. So, that is one thing that I attempt to do.
Writing an essay answer to an literature question isn't easy to learn. For some kids, it just happens, but for others, they need the step by step process. Since I have never found one I like, I came up with the Ms. Grier Method of Answering Essay Questions, or the MGM. It is what I expect in my classroom. It isn't the only way, but even if the students never develop their own way, this is one structure that will help them through all of their writing for the rest of their lives, especially when answering essay questions. It is a five step process that goes like this:
The MGM
Step 1: Restate the question as your topic sentence. This is what you will prove, and it is your chance to make sure you have understood what you are to answer. This should be a strong statement with no "I think" phrases. It should state one position, unless the question is a compare and contrast.
Step 2: If possible, find a quote to use, if not, paraphrase from the book some part that will help you prove your point.
Step 3: Prove, or explain, your quote. Tell how the quote supports your point.
Step 4: Add another quote or generalization that supports your topic sentence.
Step 5: Restate the question as your conclusion.
Once students internalize this pattern, writing those essay answers will be very easy for them. Not only that, but they will be far ahead of their peers in their writing ability.
"Huh?" I would think. "How does one go about trying harder?"
It isn't clear, and there is no set way to "try". I really wanted to do better, but without the steps broken down for me, I didn't know how.
When I became a teacher, I knew I could never tell a kid to try harder if I wasn't able to provide the steps for him or her. So, that is one thing that I attempt to do.
Writing an essay answer to an literature question isn't easy to learn. For some kids, it just happens, but for others, they need the step by step process. Since I have never found one I like, I came up with the Ms. Grier Method of Answering Essay Questions, or the MGM. It is what I expect in my classroom. It isn't the only way, but even if the students never develop their own way, this is one structure that will help them through all of their writing for the rest of their lives, especially when answering essay questions. It is a five step process that goes like this:
The MGM
Step 1: Restate the question as your topic sentence. This is what you will prove, and it is your chance to make sure you have understood what you are to answer. This should be a strong statement with no "I think" phrases. It should state one position, unless the question is a compare and contrast.
Step 2: If possible, find a quote to use, if not, paraphrase from the book some part that will help you prove your point.
Step 3: Prove, or explain, your quote. Tell how the quote supports your point.
Step 4: Add another quote or generalization that supports your topic sentence.
Step 5: Restate the question as your conclusion.
Once students internalize this pattern, writing those essay answers will be very easy for them. Not only that, but they will be far ahead of their peers in their writing ability.
Thursday, September 10, 2009
Starting Well
The first week has come and gone and the sixth graders are behaving like a team and finding their way around the school. Yesterday, I showed them a few short videos of what they will be doing tomorrow at the Trapeze Arts, and they are super excited about it. That trapeze is simply the best!
Last year's sixth graders, this year's seventh graders, were the first class to really become comfortable emailing me. I was glad that they felt free to do that. Now that are comfortable with that, I wanted them to learn more about email etiquette. How they email their friends is one thing, but emailing a teacher or another adult is different. In addition to email structure, we discussed, and did an activity on Internet safety.
I realize many of you do not want your children to have email accounts, and I certainly understand the reasoning for that. I do not encourage students to use email, I just want them to know how to use it formally for when they do begin.
We will start a short unit to prepare to see the play, As You Like It, then we will begin our first novel units.
The sixth grade will be reading, The Giver, by Louis Lowery. It is a great book to introduce utopian literature to children. The book is an easy read, but has huge ideas for us to discuss.
The seventh grade will be reading Breaking Through, by Francisco Jimenez. It is a book about a boy who came to the US illegally, and who now is a citizen who teaches at Santa Clara University. It is an inspiring book that brings up some questions of immigration ethics.
With both books, great discussions occur. I try to ask questions without telling the students how they should think, which is easy for me because I see all the sides of these issues and can understand the emotions on both ends. Both books are fascinating reads, should you want to read along with your child.
Please, questions, comments and concerns are welcome and I love the chance to interact with you, the parents of the best kids anywhere.
Last year's sixth graders, this year's seventh graders, were the first class to really become comfortable emailing me. I was glad that they felt free to do that. Now that are comfortable with that, I wanted them to learn more about email etiquette. How they email their friends is one thing, but emailing a teacher or another adult is different. In addition to email structure, we discussed, and did an activity on Internet safety.
I realize many of you do not want your children to have email accounts, and I certainly understand the reasoning for that. I do not encourage students to use email, I just want them to know how to use it formally for when they do begin.
We will start a short unit to prepare to see the play, As You Like It, then we will begin our first novel units.
The sixth grade will be reading, The Giver, by Louis Lowery. It is a great book to introduce utopian literature to children. The book is an easy read, but has huge ideas for us to discuss.
The seventh grade will be reading Breaking Through, by Francisco Jimenez. It is a book about a boy who came to the US illegally, and who now is a citizen who teaches at Santa Clara University. It is an inspiring book that brings up some questions of immigration ethics.
With both books, great discussions occur. I try to ask questions without telling the students how they should think, which is easy for me because I see all the sides of these issues and can understand the emotions on both ends. Both books are fascinating reads, should you want to read along with your child.
Please, questions, comments and concerns are welcome and I love the chance to interact with you, the parents of the best kids anywhere.
Wednesday, April 8, 2009
The Poetry Project
Seventh grade, for me, was a huge turning point in my life. I had “Steve” for a teacher-- a self-identified hippie who told his class to call him by his first name, and that whenever we wanted, to just pick up a book and go outside and read. It was a class of 15 students, many of whom I am still in contact with.
Seventh grade was the year I discovered poetry. Around that time, a wonderful poetry book called, Reflections on a Gift of Watermelon Pickle was in the Scholastic book order. Since I bought almost all the books in each order, I made my way through that book. It still holds its charm to the students, and I use that book in my poetry unit.
What that book did for me was teach me that poems are just playing with words. They are word games that bring pleasure. They are only as stuffy as you want to make them, and they are accessible to anyone who can understand the words. Once I started teaching, I discovered the fascinating world of Shel Silverstein, who gave me the tools to hook a whole new generation on poetry, even earlier than I was hooked.
The last three weeks have been a delight in the class. Generally, when told that they will read and write poetry, students inwardly, and sometimes, outwardly, groan. Not this group. In this class, all three sections, the sixth and seventh graders attacked the various poems and the book project with no complaints. Beyond that, though, each day I saw some things that made me smile, and every once in awhile, things that made me blink back a few tears.
Sometimes, three people to a computer, sharing poetry and asking for ideas. Not content to do the minimum, they wanted their poetry to say something about themselves-- rhyme was important, but meter and meaning was important, as well. The understanding of the various literary devices available to them was demonstrated in the poems they wrote.
What I loved most, though, was that they had fun. The poems made them laugh and think. They were collaborative instead of being written in solitude, and I think the poems are better for it. Mostly, though, the kids got that poetry is fun. It is play with a serious result, and sometimes it is a way to express what can't be expressed any other way.
I am hoping to publish most of these poems in a book for you to purchase, either at cost, or as a fund raiser. One of the students will be in charge of the project, and all of us will help. I think that we can make an attractive keepsake for about $2 or $3 each, then charge a bit more to make some money for whatever charity they choose.
I hope the poetry book idea excites you as it does me. These kids really are great writers.
Seventh grade was the year I discovered poetry. Around that time, a wonderful poetry book called, Reflections on a Gift of Watermelon Pickle was in the Scholastic book order. Since I bought almost all the books in each order, I made my way through that book. It still holds its charm to the students, and I use that book in my poetry unit.
What that book did for me was teach me that poems are just playing with words. They are word games that bring pleasure. They are only as stuffy as you want to make them, and they are accessible to anyone who can understand the words. Once I started teaching, I discovered the fascinating world of Shel Silverstein, who gave me the tools to hook a whole new generation on poetry, even earlier than I was hooked.
The last three weeks have been a delight in the class. Generally, when told that they will read and write poetry, students inwardly, and sometimes, outwardly, groan. Not this group. In this class, all three sections, the sixth and seventh graders attacked the various poems and the book project with no complaints. Beyond that, though, each day I saw some things that made me smile, and every once in awhile, things that made me blink back a few tears.
Sometimes, three people to a computer, sharing poetry and asking for ideas. Not content to do the minimum, they wanted their poetry to say something about themselves-- rhyme was important, but meter and meaning was important, as well. The understanding of the various literary devices available to them was demonstrated in the poems they wrote.
What I loved most, though, was that they had fun. The poems made them laugh and think. They were collaborative instead of being written in solitude, and I think the poems are better for it. Mostly, though, the kids got that poetry is fun. It is play with a serious result, and sometimes it is a way to express what can't be expressed any other way.
I am hoping to publish most of these poems in a book for you to purchase, either at cost, or as a fund raiser. One of the students will be in charge of the project, and all of us will help. I think that we can make an attractive keepsake for about $2 or $3 each, then charge a bit more to make some money for whatever charity they choose.
I hope the poetry book idea excites you as it does me. These kids really are great writers.