Good thing I have the whole summer off!
I know I’m not the only teacher who struggles to meet the needs of all her students, but after 25 years, I am still surprised by the wide range of responses I get from my students and their parents. The following comments come from parents of students (and students, too) who have been in the same class period with me this year:
“Thank you so much! I think you are such an amazing teacher, and my son says you are the best teacher he has ever had. Thank you!”
“My son thinks you don’t like him, and I agree. And that’s why he isn’t doing well in your class.”
“My daughter is so much more confident now about her writing! Thank you so much for pushing her and challenging her. She struggled a lot in your class, but she says she has learned so much.”
“She has no desire to learn because of the way you teach. You need to teach so that she will want to do the work.”
“Thank you for all that you’ve done for my son. He really likes English now and thinks the world of you as his English teacher. I know you’ll be one of those teachers he looks back on in years to come as the one who taught him how to read and understand books.
“I think I’m going to pull him out of your class. This whole experience is hurting his personality.”
“She said she actually likes to read now! I am thrilled, she hasn’t liked to read since pre-school!”
These students have been in the same classroom, with the same teacher, doing the same assignments, and they have had such different experiences. As the year comes to an end and my students move on to high school, I would like to say:
I am so very sorry for failing to reach you. For all you students who struggled in my class, who didn’t love the books we read, who couldn’t find good books to read, who didn’t get the help you needed, I am truly sorry. I wish we could have a do-over, go back to August and start over again, so I could see you in a new light; so I could see what you needed as a reader and writer; so I could try again to find the right books to get you hooked on reading; so I could offer the right suggestions for you to find your voice in writing. I am so very sorry.
Thank you so much, all you parents, for reading to your kids, bringing your kids to the library, reading books yourselves, and talking about the value of reading. When your kids came to my classroom already identifying themselves as readers, they were one step ahead of the game. Their literacy skills were already above grade level, so they were prepared to tackle the reading and writing of 8th grade. They were ready to analyze writing, to pick apart figurative language, because they could easily move through comprehension and up into a richer, more complex appreciation of literature.
Thank you so much, all you parents, who supported your kids in their school work. I have never met a parent who said, “I don’t think school is important,” but I have met plenty who didn’t know how to make school important for their kids. Thank you for asking your kids about their homework, for holding them accountable for completing their work, for checking the online gradebook for how your child is doing, for contacting me when you had questions or concerns, for supporting me in my role as teacher. Thank you for doing your part in making me a good teacher.
Thank you so much, all you students, who came to class with a thirst for knowledge. Thank you for asking questions, for seeking answers, for coming in at lunch to get help on your work. Your desire to learn and efforts to improve are a significant factor in why you have succeeded this year. You didn’t watch the clock, counting down the minutes until you could leave. You focused on the work, which made the work more interesting to you, which made you a better student. You call me a great teacher, but maybe it is your great desire to learn that makes me look good.
I have heard from enough students and parents over the years to be confident that my work impacts my students. But I also know that there are many other factors that impact my students, factors that can improve their learning experiences and those that can impede them. And that’s what makes me say “I’m sorry” as the year comes to a close and I know that, once again, I have not been successful with some of my students.
To all my students, thank you for teaching me more about how to be a good teacher. I learn from you every year, and every year I hope that I can take what you teach me and bring it to my next class in the fall.
Have a great summer and keep on reading those good books!
Oh, these crazy days of May! As sure as the weather gets warmer, our students get antsy, lose their focus and challenge our well established rules and expectations. Attention spans wither and distractions bloom. But thanks to the engaging nature of PBL and student choice, I love my classroom in May.
Although my students know the year is almost over, they are (for the most part) fully engaged in meaningful work. They have invested weeks (even months) into final projects, and they know that due dates are right around the corner. They are proud of the work they have done and eager to see it all come to fruition in a completed, published form.
So instead of battling distracted students and misbehavior in May, I have the pleasure of circulating as they work, answering questions, admiring their progress, and enjoying the beauty of students blushing with pride as they show off their best work.
My 8th grade English students are putting the final touches on their magazines, a project that allows them to pursue a topic of interest to them, while also building their skills in essay writing, graphic design, media, advertising, target audience, and long-term project completion.
Overlapping with the publication of their magazines is the completion of their digital portfolios, where they reflect on the work they have done this year, highlight their best pieces, and add symbolic images. Students spend the final class days presenting their portfolios to the class.
My favorite part of their portfolios is the final piece: a gratitude slide, where students represent their journey with one final symbolic image and thank an adult on campus for their impact on their lives. Middle schoolers can be a bit self-absorbed, but with just a little prompting, they can see and appreciate how the adults in their lives have affected them. And it is through these final slides that we see not just the appreciation of teachers, but also counselors, administrators, campus supervisors, coaches, office and cafeteria staff. My students are fortunate to have so many inspirational role models across our campus:
How do you keep your students engaged in meaningful work during these final, crazy days of May?
The first time I read Billy Collins’ poem “On Turning Ten,” I thought it would be wonderful if my 8th graders wrote poems about the nostalgia of childhood and the uncertainty of growing up, since they were kind of in the middle: finished with elementary school and looking forward to high school. We watched a video of Collins reciting the poem, and I distributed it on paper so we could dig in to the imagery that made the poem so powerful. We talked about the value of specific details (“I could make myself invisible by drinking a glass of milk a certain way,” “my bicycle never leaned against the garage as it does today, all the dark blue speed drained out of it”), and then they started working on their own poems.
But before long, they started complaining. They didn’t know what to write. They didn’t understand why Collins would compare growing up to “a kind of measles of the spirit, a mumps of the psyche, a disfiguring chicken pox of the soul.” They didn’t get the nostalgia at all. One student helped me see why the assignment that I thought would be so sweet was falling flat: “Mrs. Bradley, we aren’t sad about growing up! We can’t wait to get to high school, to learn to drive, to get a job!”
Ah ha. Now I got it. They were a little young to be feeling nostalgic about childhood; in fact, they were still in it. Collins, after all, didn’t write “On Turning Ten” when he was nine going on ten. He waited until he was an adult and could appreciate those years.
But I wasn’t ready to give up. I knew my students would experience rollercoaster emotions as they hurtled toward the end of 8th grade and began to anticipate moving on to high school. It may not be cool to fear growing up, but many of them were feeling just what Collins did; they just didn’t know how to identify and express it.
So we worked backwards. They took out their notebooks for some brainstorming. We started with kindergarten, 1st grade, 2nd grade: what clothes do you remember wearing? What TV shows did you watch? What did you do at recess? What did you eat for lunch? Who were your teachers? Your friends?
Thinking of my now-grown children, I tossed out some memories of my own: “Did you wear those light-up shoes?” The room exploded! “I had those!” “Those were soooo cool!” “I had the rolling ones!” And then I asked, “Did you watch Blue’s Clues or Sponge Bob?”
The room was filled with happy remembering. Now it was my turn to be quiet while they got lost in the details of their childhoods. They brainstormed with their friends, bouncing memories off each other until the room swirled with sweet nostalgia, these just-turned-teens so worried about being cool, laughing as they remembered their worn out superhero costume that they insisted on wearing everywhere, including the grocery store.
Now I know that we need to start this assignment with backwards brainstorming, giving them time to fall into nostalgia on their own, to appreciate their innocent little selves before they think about growing up. And then when we read “On Turning Ten,” they get it. They sigh at the closing lines:
“But now when I fall upon the sidewalks of life, I skin my knees. I bleed.”
They understand those sidewalks now, and when they write their own poems, they are so sweetly nostalgic they make me cry, every time:
Now it’s time to hang up my invisibility cloak. Now you see me Exposed to pain and responsibilities. ~Humberto
I was the crazy little girl who jumped off her bed thinking I would dive into the ocean but instead ended up with a sprained arm. ~Dulce
Math Facts, book reports, mission project, and cursive writing These things troubled me about turning 10 I was worried about big changes. ~Lucas
I won’t cry out of sadness I refuse to give in to my fear I can’t let go of the warm rays of sun on my skin I’ll never let go of my imagination. ~Brenna
Even if the images were in the past they stay with me forever, all I have to do is open my mouth and tell my story with a smile. ~Amelie
Sometimes a lesson has to go wrong before we can get it right. Right?
Blogging isn’t new. In fact, blogging came on the scene a full decade before my current students were born. But have our students discovered the power of their own blogging?
If your students are writing, I challenge you to move that writing to blogs. And if your students aren’t writing, blogging is one way to change that. When students move their work from paper to blogs, they:
- publish their writing to a bigger (and more significant) audience;
- can easily access and read their peers’ writing;
- can engage in online conversations in response to their peers’ writing;
- learn to work online for academic purposes;
- learn a variety of digital skills within a meaningful project.
For a few years now I have had my students create digital portfolios using Weebly.com, where they showcase and reflect on the learning they have done throughout the year. I like Weebly because it is a free and easy program that allows students to create beautiful and personalized websites with their own blog pages.
So this year my students built their Weebly sites and published one blog post… and then, in ongoing efforts to regulate students’ access to the internet, our district tightened up the filter. And just like that, we lost access to Weebly.
Sigh. Such is life in a tech-integrated classroom. But we know from experience to think fast, change gears, and pivot to the back-up plan.
Did you know that Google Docs make pretty good blogs? Students write their blog post in a Doc, and then their classmates use the insert-comment option to respond to the post. The authors are then able to read and reply to the comments, and shazam, we have our own blogs with comment threads. Take that, filter.
Last week my students finished reading Sleeping Freshmen Never Lie, by David Lubar, and they were eager to talk about the story. Since they had already blogged their responses throughout the reading, they had a wealth of resources from which to draw for a class discussion.
At the start of class they went to our document of blog links and read entries from six of their classmates’ blogs. In their notebooks, they jotted down the names of bloggers to recommend and topics for our discussion. They shared out what they found and I started a list on the board:
(Bonus points for Mikaela for pointing out the red herrings!)
Then we moved our chairs into one huge circle (thank you, flexible furniture with wheels!) so we could see each other as we talked about these big issues.
I am so proud of and impressed by the discussion my students had. They are 8th graders, which means that sometimes they have the insight and sensitivity of adults, grappling with issues like poverty and the presidential election; and then the very next day (or minute) they are more like 4th graders, rediscovering the humor of bodily functions. But after reading each others’ blogs, they entered our discussion understanding that many of their peers, like Lee and Mouth, have been victims of bullying. They saw themselves in Scott’s family dynamics, as well as in the familiar cliques of Scott’s classmates. They recognized the angst Scott experienced as he pined for Julia while discovering unexpected friendship in Lee. And although depression and suicide may seem like scary and far away concepts for 8th graders, my students discovered through blogging that some of their classmates had been close to those very situations. Their class discussion was polite, mature and sensitive, and covered a wide range of topics inspired by the novel. With all of their blogs as starting points, they could have continued their conversations well past the final bell.
Blogging is a natural for English class (and a powerful platform for English language learners), but teachers and students are also discovering the benefits of blogging in classes like math, science, history and more across the curriculum.
How could your students benefit from blogging? What could they blog about that would further their own learning, as well as prompt their classmates to deeper thinking?
Did you see the new thank-you ticker crawling across the screen at this year’s Oscars? The long list of names reminded me that whether we are actors or teachers, directors or principals, we didn’t get where we are without the help of a lot of people. I was reminded of all the people who have contributed to my own, albeit less glamorous, career in education.
I was reminded that I have not become the teacher I am today without the help, encouragement, mentoring, and resources of others. And I was reminded that too many teachers don’t get what they need to support their growth as effective educators.
Teaching can be an isolating profession: we spend most of our time with students and have few opportunities to work with and learn from our peers. Social media has changed that in big ways, but when I started teaching, the internet was barely a blip on the paper in my typewriter. So who helped me develop my teaching skills? Who made a difference in my growth as an educator? Which names would run across my thank-you ticker?
Maybe a better question is: what do teachers need if they are to become great teachers? After 25 years in the classroom, I’ve got a longer-than-Oscar-speech ticker of gratitude, starting with:
Effective master teachers: prior to student teaching, I observed a couple master teachers in action: Joan Price and Mary Jackson welcomed me into their high school classrooms, allowed me to work with their students, and gave me valuable insights that got me started on my teacher training. When I was placed in two classrooms for my student teaching, I struck gold with junior high master teacher Carol Treu and high school master teacher Ana Byerly. Learning at the feet of these excellent teachers told me that I really had no excuse for not becoming a great teacher! But as outstanding as they were, I needed more help once I took charge of my very own classroom as a full time teacher. Then I needed:
Supportive administrators: once again, I struck gold when I landed my first job at Altimira Middle School under the leadership of Dr. Marilyn Kelly. Typical of most new teachers, I couldn’t even imagine all that I didn’t know. As enthusiastic and educated as I was, and even as successful I’d been in my student teaching, I was woefully unprepared for the demands of full time teaching in a middle school classroom.
Fortunately for me, my boss saw my panic as well as my potential, and she made time to meet with me, coach me, and further the training that all teachers need when they first enter a classroom. I shudder to think what would have become of me (and my students) without Marilyn’s support. But years later, after I developed some good strategies and felt pretty confident about my work, I wanted to keep growing and learning and strengthening my skills, so I needed:
Ongoing support and effective professional development: just because we become effective teachers doesn’t mean we no longer need our administrators’ support. In fact, that support can be the difference between a teacher stagnating or even declining in effectiveness vs. growing into a teacher who impacts not just his/her students but also other teachers and the profession. Even after I left Altimira and Marilyn retired, she continued to be a mentor to me, encouraging me to pursue powerful professional development, such as National Board Certification and a master’s degree. When I finally carved out the time to do both, I benefited from the support of principals Dave Rose and Emily Dunnagan, who assisted me in the process, excused me from meetings when I had classes, honored my commitment to my growth, and celebrated with me when I finished.
I can still see Dave, following me around my classroom with a video camera, taking time out of his busy schedule to film my students for my National Board portfolio. And Emily contributed to my video application for Google Teacher Academy, another example of the kind of paradigm-changing professional development that has greatly impacted my work. Dr. Jessica Parker, my advisor in my M.A. program, has been a significant mentor whose work has had a tremendous influence on my classroom.
Other valuable professional development I have had include the Bay Area Writing Project Summer Institute (thank you, Greta Vollmer!) and conferences such as CUE, ISTE and NCTE. I have been lucky to have administrators who support my need to choose the professional development that benefits my teaching the most. Quality professional development and support from administration is critical, but teachers also need:
Autonomy to choose, revise, and deliver curriculum: after just one year of teaching, I read Nancie Atwell‘s groundbreaking book In the Middle, which introduced me to the writing workshop model. I met with Marilyn (my principal at the time) to ask if I could try this approach in the fall. There I was, a brand-new-sometimes-still-struggling teacher, asking to experiment with a pretty radical method for writing instruction. And Marilyn said yes. But more than that, she asked about the details: how would I handle assessment? accountability? parent concerns? And then she checked in with me throughout the year to see how it was going. She let me take charge of my classroom, but she didn’t walk away.
I’ve been the lucky recipient of this kind of admin. support in recent years, too. I still remember that September day in 2011 when I sat down with my then-principal, Emily Dunnagan, to propose that my 8th graders participate in NaNoWriMo, which meant I would be challenging them to write a novel in a month. She didn’t even hesitate; I still remember her exact words: “I love it! They would be writing every day! This is great!” And then, when we dove into NaNoWriMo for the first time, Emily joined my students on the journey. She brought her laptop to my classroom and wrote with the students; she competed with them in word counts on the Young Writers Program website; and she threw a pizza celebration for all the winners when it was all over.
Emily can take a great deal of credit for my students’ enthusiastic participation in NaNoWriMo and their resulting growth in writing skills. But my students would not have loved writing their novels if they didn’t have laptops, which means teachers need:
Resources: when I decided that my students needed laptops in our classroom (instead of trying to book our school’s one, shared computer lab), I turned to Petaluma Educational Foundation, a local non-profit that has been raising money for our schools since 1982. They awarded us with a $15,000 grant, which gave my students a half-set of laptops for classroom use. That was enough to get my students off and running with their novels, and the following year, PEF granted us another $15,000 to complete our classroom set. Those laptops brought about the single, most significant change in my curriculum and teaching, a change that only came about because of the resources available from PEF.
I’ve since received a grant for a weather system on our campus that allows our students to use real-time weather data from our site as well as sites across the country to learn about the science of weather (thank you, PEF); a smaller grant for a 3D printer for our Maker Space (thank you, Donors Choose); and two more grants for technology upgrades for our KTV broadcast media program (thank you, PEF and Educator Innovator). Grant writing is time-consuming and difficult, but well worth the efforts when one discovers the wealth of resources available to teachers. But we can still find ourselves alone in our classroom, facing the day-to-day demands of teaching on our own. How can we take advantage of the wisdom, expertise, and support of our colleagues? Teachers also need:
Collaboration time: a teacher’s day is jam-picked with in-my-face-need-it-now demands. There is never an opportunity to close my door, put my head down on my desk, and ask my non-existent secretary to cancel my afternoon appointments so I can meet with another teacher. The kids are there, every day, and I need to be with them. But sometimes our best resources are the teachers right next door to us, doing amazing things in their classrooms, yet the traditional school schedule doesn’t give us opportunities to collaborate with them. It wasn’t until I was asked to partner with colleague Isaac Raya on our school’s daily news show that I discovered the power of ongoing collaboration. Isaac and I didn’t teach together and we didn’t have much time to collaborate, but we started meeting each morning in our TV studio (along with five or six students) to broadcast our live news show. That 20 minute collaboration before school every day continued for three years, and we nurtured our little news show into a pretty professional student-run production. This year our KTV club has become an official class: two sections of broadcast media where students produce all the content and work every job of a professional news show, and we’ve added a third teacher to our digital media collaboration.
Isaac and I continue to collaborate on our KTV program, although without the daily face-to-face time. Much of our collaboration takes place via email, Twitter, and our class website. And our program is better because of our collaboration. How much better would all of our classes be if we had more opportunities to collaborate?
I’ve already broken the rule to keep-blog-posts-short-and-pithy, but maybe that makes my point: for teachers to be successful, we need a lot from the people in our schools, as well as from the greater community around us. It is a big and complex job to support teachers and give them resources to be successful. But if we want our students to succeed, shouldn’t we be investing all we can in their teachers?
What names would run across the screen during your Oscar speech? How did you become the teacher you are today?
I am braving the cold of Minnesota to deliver a follow-up report to the National Writing Project on the $20,000 No Bells, No Walls Innovation LRNG Challenge grant that has helped fund our KTV Broadcast Media program at my middle school. The grant has contributed to the creation of our new media classroom after we moved our student-produced TV show from a before-school club (of about a dozen students) to a dedicated elective classroom. Now we have 64 students participating in the production of a daily, multi-media news show that is broadcast across our campus and archived on YouTube for the community to enjoy.
Fourteen different teacher-teams were awarded a $20,000 LRNG grant, and thirteen of them shared their work today in roundtable sessions at NWP‘s annual meeting. The room was abuzz with stories of innovative, exciting work that is engaging students across the country: from STEM labs to action research; maker rings to passion projects; game design to digital storytelling. As the conversations moved from one table to another, a common theme emerged: one of the most powerful ways we are engaging our students in meaningful learning is by giving them a chance to find their voices, to follow what interests them, and produce new work that comes from their own passions.
As an English and Digital Media teacher, I think it’s pretty easy to give my students opportunities to find their voices: they choose what to write about; they choose what digital projects to pursue; they plan, film and produce their own movie projects. But what about other subject areas? The one that stumps me the most is math. How do math teachers ignite passionate learning and help students find their voices in math class? I would love to hear from any teachers out there who are actively trying to give students unique opportunities to find their passions and voices within their academic work.
Also: now’s the time to apply for the next round of $20,000 grants! Check it out here.
My students have been working on their novels for a couple weeks now, and as November 15 approaches, they know it’s time to get to 50% of their word goal. When they cross that halfway line, they choose a NaNoWriMo button to wear proudly on their hoodie:
But many of us are starting to feel like we’re running out of steam. The story we were so excited about in October is suddenly boring and annoying, and we need some inspiration. According to writer and pep-talker Robyn Schneider, it’s time for a box castle:
We don’t have room in our classroom for cardboard boxes, blankets and pillows, but we can take Robyn’s advice that a change in location can help vanquish our suck dragons and move us into another great scene in our novels. And we know that just one great scene can lead to another and to another…
So we move outside, or we curl up on carpet squares, or we just roll over for a different view of the classroom. And of course we string up lights, because it isn’t a box castle without lights.
How do you celebrate that magical 50%? And what is your favorite version of a box castle? Where do you go when you need a change of writing scenery?
What’s the #1 complaint from teachers when attending a conference, workshop, training, or professional development session? Besides not enough chocolate, near the top of my pet peeve list is presenters who are not classroom teachers. Even trainers who were once in the classroom lose a bit of their credibility when I find out they’ve been out of the classroom for a few years. Today’s classroom is an ever-changing place!
The same holds true for books and curriculum: I need teacher-authors to write those books so that I know I am getting tried-and-refined curriculum and strategies that will succeed in today’s classroom. And that’s why I’m excited to be part of the launch of a new series of books for teachers, The Best Lesson Series, which is the brain-and-heart-child of Brian Sztabnik, high school English teacher and Talks with Teachers podcaster.
Brian reached out to English teachers across the country, asking if they would contribute one chapter on one really great literature lesson that has been successful with their students. I was happy to share one of my lessons that helps my students develop their literary analysis skills, but even better is having access to 14 more lessons that have been developed, tested, and refined by boots-on-the-ground, face-to-face-with-students, innovative classrooms teachers.
The timing is perfect to check out the first book in the Best Lesson Series, try a chapter for free, and then grab a copy for yourself. You just might find the lesson you need to get you and your students through the holiday craze, another brilliant strategy to welcome them back in January, and 13 more that will energize your teaching for months to come.
Thanks to Brian for putting this all together, and to Todd Finley, Dave Stuart, Jr., Susan Barber, Jori Krulder, Dan Ryder, Heather, Wolpert-Gawron, Josh Stock, Joy Kirr, Amy Rasmussen, Shanna Peeples, Brianna Crowley, Gerard Dawson, and Ruth Arseneault for sharing their best literature lessons.
Now get out there and do what resourceful teachers have always done: steal other teachers’ best lessons!