Just Another Monday

Today's writing prompt was "describe a time when you felt stranded, physically and/or emotionally."  As I wrote alongside my students, I realized how many times I felt stranded, most of which were an outcome of an intentional choice I made.  Travelling in a train from Zambia through Zimbabwe, I remember calming myself, "this is only one night of your life," as I attempted to sleep in my bunk, my face pressed up against a glaring overhead light that wouldn't turn off.  A train worker knocked on my door, warning me not to answer if someone else knocks on my door.  Warning me to tie the door handle to the bunk with my shoe laces in case anyone tries to break in.  I felt stranded.  I did not have a cell phone.  No one back in the states had a concrete idea of where I was. 

I also felt stranded when I got lost running the mountain roads of Vermont.  I don't know how far I went but I knew that I had been gone for at least two hours.  I had no idea where the next turn would take me.  I had no water, no cell phone, no food.  Sounds pretty dumb right?  I waited until I saw a car that looked nice with a lady driver.  She was a runner too.  She drove me back to town.

I don't wish being stranded on any of my students, but I must admit, I have learned so much about my inner strength from these experiences. 

Landlines

Quote of the day: "You look exactly like my stepmom."

Wow. 

So, students are growing noticably more comfortable, and I, generally speaking, am glad for that.  Today's writing prompt asked students to reflect on a luxury that they would never want to give up.  I wrote about coffee, revealing that my two and half year old regularly requests to go to the coffee shop around the corner because he knows how obsessessed I am.  Most students chose to write about their phones.  I remarked on my longing for a return to landline culture.  How just last night I was (re)watching the season one pilot of Sex And The City and I drooled when Carrie answered her corded home phone with "Hello!  This is Carrie."  And Charlotte replied, "Hi Carrie!  It's Charlotte!"  I mean, really, that never happens anymore!

As you can see, a simple writing prompt can quickly transform the room.  This early in the year, it is a pleasure to get students talking, sharing obsessions and recommendations.  Later, the real task becomes getting students to shift gears and focus on the day's activities and learning targets.  But, for now, I view the random conversations and anecdotes as essential ingredients for building a caring and enthusiastic class community.

Sharing Is Caring

"Who is to say that robbing a people of its language is less violent than war?" -Ray Gwyn Smith

This quote is the inspiration for the first writing prompt of the year.  I ask students to reflect on its implications, the questions it raises for them, and their stance on Smith's position.  After giving them five minutes or so of silent writing time, I ask them to share.  Somehow, every year, I tend to forget that students aren't eager to share on the FIRST DAY OF SCHOOL.  It comes as a surprise to me when the room is dead silent.  I have to remind myself that I am returning to my classroom with the end of year relationships and discussions still lingering in the back of my mind, last spring's exhuberance and passionate claims haunting me.  I have to remind myself, "Don't worry, we'll get there." 

A few courageous students volunteered responses about the connection between language and identity and the role violence can play in destroying or defending one's language.  I managed to eek out a few more responses when I encouraged students to make nominations.  I figured a student was more likely to speak if the "river otter" (a stuffed beanie baby- my "spirit animal") was in their hands.  More students participated this way, but it was far from perfect system.  Many voices still went unheard. 

I wonder about this fine line between "forcing" students to share versus only hearing the perspectives from the regular student volunteers.  Teachers- any ideas or practices that you recommend?

A Dose Of Teaching Vitamins!

On August 7th, my collaborating teachers raised their eyebrows when they heard me announce: "I am ready to teach tomorrow!"  My readiness for the transition from summertime to the first day of school varies each year.  Obviously, this summer, I am bubbling.  Simmering, you could say.

It isn't that I haven't had a fulfilling summer.  In fact, my summer was satisfying balance of adventures with my son, running on mountain trails and river paths, and a three week writing and teaching institute with the Minnesota Writing Program. Apparently, this combination is my jam!  I am at a tipping point of inspiration and joy that will carry me, I believe, into the start of the school year.

The Minnesota Writing Program Summer Institute created opportunities for me to actively write, teach, and learn...and to reflect on each of these acts.  I was a member of a five person writing group.  I observed and participated as a student in thirteen best practice teaching demonstrations.  I presented my own best practice teaching demo on podcasting with students.  I read, discussed, and presented on Kelly Gallagher's book, In The Best Interest Of Students.  I shared completed and developing writing with my peers, and I even published a finished piece in a Minnesota Writing Program publication (maybe I will share it here in the future!).

I believe that the deep reflection on my identity in these three realms (writer, teacher, and learner) will boost my own teaching this coming year.  I seriously feel like I have been injected with a shot of teaching vitamins- English and Language Arts Complex A+!

Take a look at some of my teaching goals this year, if you please!

• In every lesson, I will create meaningful and frequent opportunities for student constructed and led learning.  As a student/learner during the summer institute, I realized that how frustrated I became when the instructor kept talking and talking!  I have always been an eager learner, but I didn't realize how (what I deemed to be excessive) "teacher talk" drove me nuts. As a teacher, I want to be more conscious of the amount of time I spend talking, and swap as much of this time as possible with opportunities for students to learn through small and large group discussions, individual writing, digital media projects, and hands on activities.  

• Throughout every week, I will provide writing prompts with the objective of discovery.  Too often, teachers assign only academic writing with a firm purpose.  I want to balance this type of writing with writing for discovery.  Writing as way to start thinking about something and end up thinking about something else.  I think this is valuable because all people need space to be reflective.  Everyone needs time to consider multiple perspectives before settling on a firm opinion (Although, I think this is especially true for adolescents- I am tell students that it's all about changing one's mind!  It can be freeing and powerful!).  Writing for discovery can be used as a creative outlet as well as a way to explore ideas about a particular topic or theme.  

• I hope to make learning more rewarding and authentic through the incorporation of real audiences (as opposed to just lil' ol' Ms. V. reading and commenting on an essay with a degree of doubt about whether the student writer will even read her feedback).  I plan to engage real audiences in a number of ways including read-arounds (students reading their work aloud to the rest of the class...scary, but powerful and empowering!), publishing work online, sharing work with other teachers and parents, and finding opportunities for students to publish work in the school literary magazine and outside publications.  I will also organize student writing groups starting midway through quarter 1 or at the beginning of quarter 2.  The writing groups will share writing and provide feedback weekly.

The last goal that I will mention here is to post in this new teaching blog- Duly Noted Classroom.  My goal is to post every school day, even if it is just a quote, a lingering thought, or a question.  On days that I have more energy, I will post longer reflections about a lesson, a discussion, a best practice, or a discovery.  

I hope you find joy and inspiration in my writing!

Quote Of The Day

"Teaching is like a draft-in-process: never linear, always changing." -Regie Routman