Master Plate Spinners!

Here it is , already the third week into school. While I'm happy to be back into the swing of things I must admit, I feel like I've been jolted back into reality at warp speed after a summer of reading and relaxation.

The pace is hectic, the days flash by quickly and I often find myself sitting at my desk for the first time after the last student has boarded the bus to go home. I tell myself, every fall is like this. Things will slow down once all the seasonal extra-curricular commitments that I signed up for are done or maybe things will slow down when our classroom routines are running smoothly. But does the pace ever slow down in teaching? I don't think so. The days are few and far between where I leisurely scan my daybook after the students leave, nod at detailed and exciting plans and then skip out the door with nary an extra bag of marking in sight!

I have realized that as a teacher, I am developing a new skill--plate spinning! I had this visual the other day when my to-do list was climbing and climbing.

It seems once I get one plate spinning (ex. system reading assessment done) another one is thrown in (new science curriculum). Just when those two are spinning well, yet another plate gets thrown in the mix, and then another. Don't get me wrong, they are all very interesting plates. Every plate is a different size and design and they are all valuable. Each plate is worthy of spinning. I am just hoping to keep them all on the go and still be able to catch the next plate that will soon come sailing in towards me.

I think as teachers that is what we are all working at---becoming master plate spinners. Not just at school start-up--but all school year long.

We're all just trying to keep the plates spinning and still be able to step back long enough to enjoy our own show once in a while!

Reading & reading logs

All teachers want to instill a love of reading. We all want our students to willingly pick up books and read for pleasure. As I stated in an earlier post, I have given up awarding prizes and providing incentives for reading. I want students to read for the joy of reading, not for a prize and certainly not because I tell them to.

I don't even ask students to do book reports anymore. Last summer I read Stephanie Harvey and Harvey Daniel's 'Comprehension & Collaboration' and had an 'AHA' moment. After reading the chapter on literature circle inquiries, where a spoof dialogue was presented with 2 adults talking about how they make dioramas of each book they finished, I felt embarrassed. I have been guilty of assigning book reports at the end of each month. I thought I was progressive when I gave a choice of book report options. I changed my monthly book reports to book circles and have never looked back. (see next post!)

I do however, have a reading log. Reading every night is the only homework that I give--and I want the students to record their reading. I ask the students to give up a half hour of television a night and read instead. Being a mom of 3, I know how much 'screen time' can exist during the after school hours until bedtime. Even with extra-curricular programs and meal time, kids still spend a lot of time on the computer, playing video games or watching television shows.

However, whenever I collected these reading logs at the end of each month, I wondered how contrived they were. Was it really possible that students clocked and recorded exactly 30 minutes every night? I questioned when they recorded reading the same 140 page book 30 or more minutes for 10 nights in a row. ( I do ask them about this in my comments!) Am I encouraging students to 'fudge' their reading time at home by telling them that I will be recording their minutes read and marking them for their effort? (I just realized that this was a rhetorical question!)

So last year, probably in March, I moved from recording minutes to recording the books they read during the month. (My theory was that by then, they were in the daily habit of reading 30 minutes ) Then I asked the students which reading log they preferred, and it was unanimous...they all preferred just to record the books that they read rather than the minutes. And when I thought more about it, I realized that I don't need students to record the minutes that they read every night. I just want to see what they are reading and encourage their reading. I want to make recommendations for more great books that might interest them. I want to steer them to authors they may like and see if they are choosing books that are at the right level for them.

This fall, I am going to try trust that my students will forego a half hour of screen time to read every night. I am going to try my 'darndest' to convince them and their parents that reading nightly will be the best homework they can do. I am going to show them this blog entitled "Reading homework is the best homework." (http://www.family-homework-answers.com/reading-homework.html) and give them all the support I can.

I really would appreciate any comments about reading logs and expectations regarding at-home reading. Thanks :)

Expanding my Horizons!

Five years ago, I was part of a small group of teachers that met once a month with our new laptops provided by our Board. They also provided subs so that we could meet during the school day once a month to investigate, learn and question the best practices in teaching. We were learning to support students' learning with technology.

I used to walk out after one of these 'learning plus’ sessions with my head spinning….really! I felt inadequate, overwhelmed and like I was just scratching the surface teaching in this new age. And truth be known, I was. One afternoon we learned how to import photos and create podcasts. At another session, we learned how to set up blogmeister and use it in our classrooms. Considering that I started teaching when a ditto machine was the only source of creating student work--this was such a huge learning curve for me.

I remember a particular session where one of our instructors taught us about RSS feeds and their usefulness in our teaching. We were taught how to set up an application so that we could receive daily updates from our favorite sites. I remember thinking—“Great! Now I need to have information pounding at me from my computer too!”

I tried keeping up with the recommended teacher sites but soon found this too much and quickly deleted this feature from my toolbar. I didn't need another 'to-do.'

Now enter my life 5 years later, where I have rediscovered blogging and RSS feeds. I feel like a child entering a library for the first time. I relish the new articles and appreciate their thought provoking relevance to my life and my teaching. I am an avid reader and pride myself in reading professional books but must say, I feel like I have absorbed more information this last week on my RSS feeds than 3 shelves of books! I am questioning more and finding out how others feel about topics that I am interested in. I am getting up to date research and references for relevant books.

I know I will need to set limits on my computer time once school starts, but for now, I am enjoying cruising through this amazing source of information. I no longer feel it overwhelming to receive articles on topics in my inbox--I find it SO exciting!

Does anyone know how to search for specific blogs? I would like to research best practices, specific reading philosophies or recent research findings. I'm not sure how to navigate my way through the myriad of blogs and would be interested in learning any tips. Thanks.

Happy New (School) Year!

While most consider January 1^st as the first day of the year—a time to make resolutions and contemplate the year ahead, I take a different view. The first day back at school is my New Year’s Day. I have had a whole summer to rethink, review and plan for changes—changes for myself, my teaching, as well as changes in the structure of my classroom. So with just 3 weeks before my New Year’s beginning, I decided it was time to record my resolutions, to ‘put them out there’ for others to see, but more importantly for me to refer back to and reflect on during the school year.

This year, I RESOLVE to make sure I incorporate body and brain breaks at least every hour during the school day. I am going to remember that our brains are more efficient when we move our bodies. I know that with 85% of my class this year being boys, I am going to have to make this a priority.

I RESOLVE to leave more time in the day for asking questions about the students, what they are up to and what important events are happening in their lives. I don’t want to feel so rushed that I lose the opportunity to hear about their soccer goal or their birthday party.

I RESOLVE to be more flexible and ‘go with the flow’ more often. Instead of stopping one lesson where everyone is engaged and enthusiastic to move to another subject, we will dig deeper into the activity and catch up another day. I will also resist trying to squeeze one more activity in at the end of the day, knowing that there is not enough time to do it properly.

I RESOLVE to ‘lighten up’ more in school—not be so serious about everything. I want to draw with the students in art and maybe even join in a game of basketball in gym. I will mark the ‘Spirit Days’ on my calendar at home and make sure I dress up for ‘Pajama Day or Wacky Hair Day.’

I RESOLVE to continue to collaborate and share ideas, even if it sometimes feels like a one way street. I am also going to make it a point to sit with my colleagues and chat at least for one of the recesses every day. It is too easy to stay in my classroom and work right through breaks. I need to remember that adult conversation can be freeing, perhaps enlightening and a much-needed break from our schedules.

I RESOLVE to sign up for at least 1 daily outdoor supervision so that I enjoy the fresh air and see another side of my students too.

I RESOLVE to set a reasonable time to leave school everyday. Even if I have marking to do, I am going to leave it behind some days and spend time with my family. I am going to reflect on who is working harder in the classroom?—me or my students.

And finally, I RESOLVE to be more diligent in recording comments and observations on students during the term so that I am not scouring my brain and staying up too late the week before report cards go out. I want to change the time crunch and reduce the pressure that I put on myself each reporting period.

I plan to add these to the front of my day book and refer to them at the beginning of each week.

What resolutions have you made for your new school year? Are any the same as last year’s? (some of mine are) I’m interested and would love to hear how others plan for their New Year.

True Prize of Reading

I admit, I am a mother that bought into the 'pizza reward program' for reading. I diligently recorded the minutes every night read by my children and initialed the required minutes .

It was a ritual in our house--read, record and be rewarded. But is that really what happened?

I remember going to a certain pizza place every month-(Red Hat Pizza Palace, don't despair--my kids still love you!) to redeem this valuable coupon(1 small -1 topping pizza-eat in only) .--This ended up costing our family a minimum of $40.00. I questioned the value of the 'free pizza program." I wondered....what would happen if kids weren't rewarded with pizzas, stickers or prizes for reading??!!

I must admit, as a teacher, I have once given prizes for the most minutes read, the most books read etc. Wow!--I must say I even grew pumpkins in the garden at the lake with the promise of giving the largest away in October to the reader that read the most minutes!( I had to drive home that 30 lb. pumpkin!--I really did NOT think that one out!)

Now, I think differently.

Why do we do this?! What are we thinking?!

I don't want to give prizes for the most books read. I don't want to reward students with pizzas and stickers. I don't want kids to think that they shouldn't read once the program is over or when there are no prizes to be had!

I want them to learn that reading bestows gifts and that reading is its own reward. Reading makes us life learners and makes us smarter by increasing our vocabulary and background knowledge. I want students to learn that reading is fun and life changing. Why do we as teachers need to make up games and rewards?

I want to teach my students that reading allows us to travel to destinations that we will never experience outside of the pages of a book. I want them to learn that reading at bedtime until they fall asleep is a natural and healthy sedative. Why do we cheapen and undermine reading by connecting it to an incentive program? Let's not lose sight of what the true prize is: an appreciation of reading that will add more to their life.

Jumping In with blogging

I'm the first to admit--I am consumed by teaching--and I mean that in a good way. I voraciously read the newest professional books and am always re-evaluating and analyzing my practice. Teaching is always on my brain in most of my activities--while shopping, Can I use this in my classroom?--while reading the newspaper, This is a great article to use for..... and so on and so on. Sometimes I think I am compulsive and need to shut off my teacher brain, at least for part of the summer, but then I find something else interesting that captures my teacher attention and away I go!

I also spend hours on the computer and can weave my way through amazing project ideas, posts and teaching networks. I receive daily, weekly and monthly email messages and newsletters with teaching tips and ideas, zen relaxation practices, research updates and best practices in teaching. I have bookmarked sites I want to revisit, created a folder with all of my accounts and passwords and have even hand-written all the usernames and passwords in case my computer ever crashes.

While I am fascinated and excited about how all of this can impact and change my teaching, I must admit, most of the time I feel overwhelmed with the possibilities. I fluctuate between feeling quite proficient in using a tool new to me, to feeling like I am just scratching the surface of technology and should be including and doing more.

So why am I jumping in and starting yet another piece of technology that I need to check, record profiles and think about? Well, I came across another teacher's blog and found it inspiring. I found it thought-provoking and yes, another springboard for my teaching ideas.

But more importantly, I am excited about starting to follow other teachers' blogs. I can't wait to learn more and hear about how others engage and inspire students. I'm an 'idea person' and get SO excited when I read about a project that I know just fits my style--like A Global Read Aloud. I can't wait to participate. This project, by the way was started by the teacher whose blog I was so inspired by. Thanks P.Ripp!

So here I go, jumping into the blogging experience. I have a feeling I better hold on tight!