poetry work stations...

Jenny wondered about some of the literacy work stations in our class that connect to the poem we learn that week. I've uploaded two pictures to show examples.

This one is our Pocket Chart Work Station. It's pretty simple: pocket chart, basket, pointer, envelopes. On a 9x12 mailing envelope, I glue a copy of the poem and then laminate the folder. I write the poem on sentence strips, then cut apart the words and put them into the envelope. At the work station, children have the choice of reading poems directly from the charts or putting together the poem and then reading it. This is a new(ish) station, as I haven't done it in many years. What I hope to do better next year is enlist the help of the children for other I can... ideas for this station. (example: include some Word Study as well...)

This station is very preparation heavy, but all on the early end. Once each poem has been made, it doesn't need to be made again, though words get lost every once in a while and need to be replaced. Here's how I make the tools for this station: First I print a copy of the poem (generally in 18 or 20 point font, Comic Sans or Century Gothic). I cut apart every word in the poem and glue them on brightly colored card stock. I also make a smaller copy of the entire poem for reference and glue that on the card stock as well. I laminate it (or cover it all with clear packing tape), then pour myself a glass of wine, for the next part is seriously tedious. I cut out tiny pieces of adhesive velcro (the scratchy hook side) and affix them to the back of each individual, laminated word, then cut each word out. See? Tedious. All the velcro words go into a ziploc bag along with the smaller copy of the poem that's been mounted and laminated.

I've made a couple of velcro boards on scrap pieces of cardboard by affixing adhesive velcro (the soft side this time) across it in strips. Though, really a piece of felt or a carpet square could serve just as well. In fact, we always use a carpet rectangle (ours are not squares) as the base for this station because it lets the kids spread the words out and keeps the words from sliding off the table. This is our Poetry Work Station.

The kids also get their own copy of the poem on paper that they illustrate and put into a binder. We call that work station Poetry Binders. There are many other options: putting a selection of poems on acetate for an Overhead Projector station, recording a selection of six or seven recent poems (or having the kids do so!) for use at the Listening Work Station, even creating mini stick puppets to go along with a poem and putting them into a Drama Work Station. All of these I've done before, but don't happen to be doing this year for various reasons.

Question to readers: what other literacy work stations do you use that you find the children enjoy and get a lot out of?

an organizational retro-fit...

In our class, we learn a new poem every week. Some of them are songs, some of them are related to curriculum, and some of them are just for fun! We use these poems for a lot of learning experiences during the week, and the poems show up in different literacy work stations.

Organization of these poems has been a difficult, but over the past few years, I finally got smarter and hung the poems on hangers. That way, they're more accessible to the children and they're easier to store.

The problem? Once we get more than eight hangers on the chart stand, it's easy for them to slip off the edges as the children flip through.


So, here was my solution: masking tape a small block to the top of the chart stand so the hangers hit the block and don't slide off. Useful? Yes. Elegant? No.

Has anyone else faced a similar problem? How have you solved it? (Or, for those of you reading that may not have experience with this -- do you have any suggestions?)

little notes...

There are some times where I'm working with a group of students and there is a Stop Sign hanging behind me. That means: Do not disturb unless there is emergency blood or vomit. (the very important corollary was added by the students). Now, there is also a very real six year old need to share Very Important Information like: "Miz F, my eye hurts!" or "Miz F, I can't find my pencil." at the exact moment that they become aware of this information. Quite regularly, my lovely students would have these important things to share with me right when I was in the middle of working with other children.

So we made a little plan.

Now we have a little basket of papers on my desk that say: "Note to Miz F" with a cute little frog on it. The purpose of these papers change as the year goes on because children use them for a new reason and then that one catches on, too.

The great thing, too, is that I already had the template for these notes on my computer. I've used them in my classroom for many years, but I generally don't bring them out until our class discovers a need for them. They don't even know they exist! But because their writing skills (and the desire to write) develop so rapidly over the year, first graders almost inevitably suggest having a place to write me notes.

This one showed up in my box this week.

Ms. F, The "I" in April in the Poetry Work Station is missing. Love, J...

EDIT: I find it!

I just adore it, particularly because she went back and edited it when she found what she thought was missing. Ahhh, first graders. I do so enjoy them. ♥

work vs. fun...

Apparently this sitting outside and reading thing has become, well... a thing.

One night last week I was sitting outside after dinner, reading again, when my husband poked his head out of the window to see how I was doing. I held up my book and told him that it was still completely awesome, and that he should grab a book and come out and join me, but he said:

"I can't; I have to go upstairs and do a bit more for work."

"No!" I said. "No work! You're not allowed to do anything for work... um, I mean... only if it's fun!"

He laughed at me and I glared at him in mock-indignancy, "What??"

"I saw what you did there."

"What did I do?"

"You realized that you, too, were doing work, so you couldn't very well tell me not to..."

"I did nothing of the sort."

...



Yeah. Except I totally did.

In my defense, though, it was a really good teaching book that I was reading...

more structure...

One of my first educational mentors once told me that he thought a very important aspect of teaching was becoming a "professional child watcher." Now, his language was most likely far more eloquent than mine (it usually was), but it still rings true on a very regular basis.

I've mentioned before how deeply my class this year has challenged me, how the children have taught me so many things and reminded me of others.

Their behavior over the past couple of weeks has made me sit back and reevaluate some of the things I've usually thought. When my students and I build our classroom community together throughout the year, I always think backwards. I envision where I want them to be, what I want the different learning and social times of the day to look like, what I want it to sound like -- I enlist this insight from the children as well.

Then I move from the goal back toward the beginning. I think: what structure do I need to put into place now that will enable us to get to our goal? I think about the structure that needs to be there to guide us all, structure that can be taken away as children take on more responsibility, more independence.

What I don't think I've envisioned so well is that the same thing is just as important for the end of the year. As we head into the last six weeks of school, it brings up emotions and insecurities and excitement for all of us. My principal describes the end of the year fidgetiness and snippiness as: "a family that's been on vacation together for too long."

Maybe what I've been missing in my evaluation and planning is the sense that structure within the classroom needs to be fluid, it needs to be able to ebb and flow as needed. Right now my class is showing me that they need more structure -- not in every area, certainly, but that they need just a bit more from me.

And if they're doing me the privilege of showing it to me... well, who am I not to oblige?


[NOTE: I would be remiss if I didn't point out this great post by Chip Wood where he mentions the very same thing, though with many more concrete suggestions. I do so adore learning from other educators. ]

organized chaos...

When I was in high school my family owned and operated a restaurant. I worked various jobs at the restaurant over my years in high school and college, the most common being the front desk as a hostess (I can be quite charming at times).

On nights when the restaurant was busy, I often found myself highly stressed and not enjoying work all that much. It was too chaotic, too unpredictable.

My father, though? He loved it.

I distinctly remember making arrangements for several parties of two and four, sending another party to the lounge to wait for a table, escorting a party to their table and sending my father to seat another group. Back at the front desk, I took a moment to breathe, to look at the seating chart and do a bit of mental rearranging. I remember wishing I could fast forward through the next few hours so I wouldn't feel so stressed with seating and tables and numbers and checks and menus and organizing.

I remember looking up to see my father walking back from seating a party with his eyes shining and an enormous grin on his face.

"I love this shit!" he said to me in a voice full of pure happiness.

It was his place. And while I just tried to get through it, my father thrived on the chaos and unpredictability of nights like that.

In first grade today our Writing Workshop buzzed and hummed and twirled. We're finishing up non-fiction books about animals and my students have been getting ready to publish their stories on the computer. I'd signed out the laptop cart and set up eight laptops on tables, logged in and dropped the book templates into each student's folder so they could access it and start typing.

Eleven students worked on computers with various questions, excitement, and frustrations. Six children worked on the rug, trying to finish their own work for publication, while others were at tables around the room, doing the very same thing.

Computers froze, left arrow keys stopped working, papers were misplaced and exciting words were written. I probably walked a quarter mile during Writing Workshop today, moving from student to student, solving issues and having mini-conferences.

My hair fell out of it's clip and tickled my nose as I talked with one of my students who'd just finished typing her story. I looked around at the blissful chaos of my classroom and thought:

"I love this shit."


[Please pardon the profanity. I blame my father for the sentiment in the first place. I'm sure he'll take full responsibility. :) ]

thinking

On Saturday I got to sit outside.

I was fighting allergies or sickness or some state of general non-well-being, so I stayed home while my husband went to visit with some friends and relatives. I took a shower, made some tea, and went to sit in our backyard and read.

It was the first sense of sheer contentment I'd felt in a long time. It wasn't too hot or too noisy. I wasn't forgetting a meeting or forgetting the tools for a teaching lesson. I was just reading.

On Sunday I'd finished my other book so I grabbed Study Driven by Katie Wood Ray and went outside to read again. Same feeling. The wind blew gently around me, rustling the leaves; birds flew around, hopping into the drip tray under our grill (what in the world are they finding there?), and I read.

I thought about writing. I thought about myself as a writer, I thought of Antonio's recent blossoming into a poet and then a non-fiction animal enthusiast, I thought of Leslie's recent foray into finding a clear and very funny voice as a writer. I thought of our first grade writing workshop. I thought.

The more I read, the clearer a picture I had in my head about where our class could go next in writing, and how we could help each other get there.

Today was Monday. What did I think about during my free moments today? I thought about exactly when I could get home so I could sit outside in my backyard and read. I still had ten more chapters to go in Study Driven. There was so much more thinking to be done!

When I got home today, after doing dishes and straightening up a few things, I did get outside to read more, to think more. I read another three chapters and felt refreshed. I felt inspired.

I've realized this: sometimes I am rushing around too much, getting this done, or that done; photocopying, cutting, sorting... And what I'm not doing -- what I'm not doing nearly enough -- is sitting. And reading. And thinking.

In the current educational climate, I know it's not an easy choice, but it's a choice I have to make more often. Thinking.

What a novelty.

observations...

Visiting your writing workshop was the highlight of my day. The routines and procedures you have set into place clearly sets your class up for independence and success... [SNIP] ...While I listened to your students talk during writing worship, they were all talking about their writing and answering and asking questions of their peers. Today's experience reminds me of the importance of talk during writing. It was clear you practiced the level of noise since the students used appropriate levels during the session. I look forward to having our students share their writing with me.

Before spring break, my principal paid a visit to our classroom for an observation. This year I'm on the evaluation cycle, so she'll visit a few times throughout the year. The above was part of the feedback I received in my mailbox this morning.

As I read, I thought about our Writing Workshop. It is a busy, active time. We've worked hard to make it productive and fun, where the kids have a lot of their own direction and work really hard. Another person might sit in on our workshop and wonder why there is a lot of talking, why some children stand up a lot, why one boy only draws on Mondays, and etc...

I realized (again) how important it is to have administrators that understand child development and that regularly look for the positive in children, teachers, and classrooms.

It's a good thing.

writing positions...

I just love the positions that children get into to write...










Don't you? ♥

my work boyfriend...

Okay, so I have this teacher friend, not!Angela Lansbury. We'll just call her Angela.

We have a lot in common, and get along really well. I generally try to avoid going to chat with her in her classroom unless I have five hundred and sixteen minutes, because once we start talking, time seems to sink into this school-portal time warp that makes time go by extra-wicked quickly to the point where one of us says, "holy crap, is it really forty-seven o'clock??" and the other one says, "I didn't think the clock could GO that high..."

A big part of it is that Angela just "gets" me professionally. We have similar views on children, on teaching, and talking to her always helps give me greater perspective. We also do some extra curricular activities together: running a Dance club for some of the older kids, taking dance classes together, and going for lunch & giggles on teacher work days.

She's my work boyfriend.

I say this because one evening, a week or so ago, when the clock was doing it's school-portal time warp trick, Angela and I were sitting in her classroom, solving the problems of the educational world when the Speech & Language clinician poked her head in,

"Angela!" she called, "where's your other half?" (meaning the other teacher that works in Angela's room)

My immediate (internal) reaction was, "I'm right here!" with a strange sense of near indignation. Could she not SEE me? Sitting RIGHT NEXT to Angela??

Clearly having a close teaching buddy has some interesting implications.

I wonder if this counts as cheating on my husband...

love notes...

This was a rather new brainstorm, though I don't know why it took me so long...


I now keep this little container on my desk. I pull out a note when one of my students has done something insightful, something kind, or just something that I want to note. I write a few lines about what I wanted to say, read it to the child, then have them put it in their backpack to bring home to their family that night. I've copied them all on brightly colored paper and so far I've been writing a few of them every day.


Hopefully I'll keep up the habit; it takes a very short time to write one, but I love knowing that the student for whom I wrote a love note is going to be able to share something great about themselves with a family member later on... plus, pretty colors and a great font -- how can I go wrong?

I do think that six year olds in pajamas walking down the hallway with gigantic, anticipatory grins for Read Across America Day might be the eighth wonder of the world. ♥

extra-wet eyes...

Earlier this week in my tap class, we were warming up to some beautiful stringed-techno music by a group called bond. I immediately thought of my students, who respond to music with such affection and appreciation, so I found the album on iTunes and bought it.

This afternoon as we were working, I put the CD on to inspire us. One of the pieces that the band plays is their own variation on Pachelbel's Canon -- it's beautiful. Well, during that piece I happened to wander over to hang out with my students at the blue table and they were all really quiet and looking at each other.

Benicio said, "That music. I know it. I love it."

They all nodded with him. Then he continued, "It makes me cry a little sometimes."

"Me, too," I admitted. And the other kids nodded. So, we all sat there for a moment or two, listening and looking at each other with extra-wet eyes.

I think sometimes we all need moments like that. I know I did. ♥

On Poetry -- days of happiness, day 7

No pictures today, but tomorrow I'll make sure to take some photographs of my students' writing.

During the month of February, we've been studying Poetry. Now, I've been teaching for many years and I'm embarrassed to admit that I've never really explored poetry with my students. Sure, I've taught with poetry, and exposed children to some, but we've never really studied it, nor written it with any real dedication.

This has been an amazing experience for me. I've been using one resource in particular to help me, the poetry unit from Lucy Calkins' Units of Study for Primary Writing.

This resource is valuable in so many ways. First of all, there are more than fifteen lessons, planned and written, with in class examples of how a conversation might occur, as well as examples of conferring with students.

I find this so helpful, because it's really helped guide my own planning and instruction, and I've only used a handful of the lessons. Really, my class just needed to slow down, experience, and think about a few elements of poetry.

What I find the most helpful, though, is not the planned lessons, but rather the wise bits of advice sprinkled throughout the lesson... as little notes to the teacher. That has helped me immeasurably. She gives examples of conversations with children, but also takes a realistic view that while there are going to be amazing things that come from the children automatically, a lot of the other diamonds are uncovered through conferring, through conversation, through gentle guidance (through teaching!!). She cautions teachers not to get discouraged, but to find the small bits of brilliance in the children's work and help them expand on it, then teach others, so they're learning both from adult and young poets.

It's been a magical ride.

Well, and also a mundane one. An entire class of children does not sit down in Writing Workshop every day and create Priceless Pretty Poems. In fact, there's a lot of "pretty flowers" and "I loves" and "my shoe is green" -- but I've tried to see this as typical... to be their guide, as best I can, and help them find the small bit of a poem in what they've written and craft something from that. I can honestly say that each child has written something beautiful. The great thing, too, is they're starting to both emulate others and find their own style.

I'll try to give some examples of their work tomorrow, but for tonight I've just been musing, because we're winding down our study. In fact, the curriculum is bearing down on us, whispering "time to move on..." and "so much more to learn..." so we're working toward creating a class poetry anthology to immortalize some of their favorite work and then we'll move into another bit of study.

What I realize, though, is that next year, I need to immerse them in Poetry a lot more than I do, as well as spend as much time reading poetry as we do writing poetry. I want the kids to explore poets, read to and with each other, notice little nuances, and just live and breathe it. This time we swam in the writing, just not as much in the reading.

A good lesson for me for next year. :)

days of happiness, day 6

I've mentioned before that I struggle with organization. Apparently I hide this well. I've had many people comment on how organized something looks or ask me how I make x or y or z look so organized, and I'm always surprised.

I'm convinced that I'm an organized person living inside a disorganized person's body.

So, any time that I try a new organizational method that works I'm always so pleased. From an amazing 3rd grade teacher at my school, I learned a simple, but easy method that has worked really well for me. She has several tubs on one of her shelves, each labelled with a different subject area. She puts books, notes, copies, lesson plans, anything that fits that subject area that she's currently teaching, it goes in that tub.

For me? Perfect. I hauled out four brightly colored (this is important) containers, labeled them with pretty fonts (again, very important) and stuck them on my windowsill. It's been... well, almost magical, to be honest.

You see, I suffer from the "oh, mother of crap, I just had it in my hand, where in the *^#@%$ h#@%$ did I put it?" disease. But this -- this is helping! Now, everything just goes into those buckets and I can always find it.


the buckets!!

(note: the coffee pot. Also very important.) This is right behind our math shelf, so it blends with kid tools as well.



This is where I keep my plan book and the stack of file trays that only live there because I haven't figured out a better method of organizing those papers yet.


I imagine I'll need to sit down and cull the contents of the buckets every few weeks or so, but that actually doesn't sound like too much work.

days of happiness, day 5

I love drinking tea in the afternoon or early evening. It's relaxing and a welcome ritual. I love it so much that sometimes I serve (herbal) tea to my students. Today I was musing on the most recent time. In December, our class finished writing individual How To books and we had a writing celebration at the end. We all sat in a circle and everyone read aloud a small excerpt that was their favorite part, then we raised our cups of tea and gave a toast, "To writing!" then we had a reception. During the reception, children walked around sharing their books with each other and asking each other questions and drinking tea. Many of them found that the tea was not to their liking (I told them that was okay, not everything will be), but everyone tried it. It was truly amazing to watch how seriously they took our reception -- not serious as in stoic, but serious in terms of talking to each other, trying the tea, and being genuinely excited about our writing.

Our Poetry writing focus is winding down -- I can't wait to have our writing celebration for that!




This is (nearly) every class picture from my years of teaching. Earlier this year I thought that I might have misplaced some of them, but today I discovered that I have every one. It's exciting to have so many, and to remember such vivid things about each class when I look them over.

I would love to hang them all up, but I'm not sure the best way to do so. Any suggestions?

days of happiness, day 4

See, the county where I work a lot more money than I'm used to. And schools have things in their teacher workrooms that never fail to amaze me (a laminator?? that we can use when we need to instead of on Tuesday afternoons? More than one copy machine?? Multiple paper cutters??). Believe me when I say that I've still not lost my appreciation for these things. Anyway, our school has an Ellison die cut press and many die cuts (alphabet and various shapes), but just this week we got a set of die cuts that cut out PATTERN BLOCKS!!! This is more than exciting because before I'd always spend time photocopying and then many hours cutting out pattern blocks so that we'd have enough for the kids to use to save work they'd done. Now!! Now, we can just use the Ellison press. Ahh, glee. I do so love how you feel.







These? Much prettier and about a thousand times cooler, but mostly self explanatory. We're working on consonant blends. In the past, I've just put up these key word cards, but we decided to make posters with the kid art illustrating the pictures and they're just GORGEOUS. *looks more* (did you see the "weeeeee!" ???)

days of happiness, day 3

I wish I could show you the entire picture, but I think this well demonstrates their body language. Look at the curled up posture and hand in the air of the one in the green pants. His hand was twirling in his hair and his grin stretched across his whole face. Similarly, the jean-clad older student was flushed and grinning, with his hand clenched happily on his lap. And all because of some cross-grade level reading. Today we went down to one of the fifth grade rooms for our first time Reading Buddies. My first graders were simultaneously jazzed out of their skin and totally nervous and awestruck by the hugeness of the ten year olds.

Reading buddies, though... oh man. Words cannot describe the beauty of watching younger and older children reading together. A big part of it, for me, is the fact that while I know that a teacher can do a lot, there are things that older kids and younger kids can do for each other that I can just never do.

Remarkable, really.

The fifth grade teacher [I need to get her to pick a name ♥] and I were both awed by the beauty of it.

Also, both classes are now clamoring for a repeat performance. *pulls out calendar*

days of happiness, day 2

day two of things that make me happy (with pictures)


More math. If you read the problem my students solved yesterday, you'll note that the solution to the problem was 60. Yesterday I'd challenged Antonio to figure out how many shakes it would be if two people did the energizer. So, he ran out of time yesterday but today he asked if he could work on it.

Not long after, he came to me to tell me that it was 120 shakes, because he knew that "40 was inside 60 and there was 20 left" and that he also knew that 60 and 40 made 100, so 100 and 20 was 120.

Yup. My students, ladies and gentlemen. Showing brilliance on Wednesday afternoons.


This one I love because of what came out of it. My class has really grabbed onto the idea of squishing words together. We use it to encourage word play and the use of other words to help them spell new ones (ie, if you know how to spell "make" you know how to spell snake and rake). Sometimes, at Morning Meeting, I might put the Greeting and Activity together, and we call it a "greetivity"

This afternoon we were clearing off the easel so we could put up our cooperative posters to share. The easel looked like this. Then Nijjar said, "don't forget to move the fragnet."

"The fragnet?" I asked.

"Frog. And magnet. The fragnet."

hahahahahahahaha, yes! How did I not think of that?

lightbulb moments

Masonhall made a good point here on her blog in talking about different types of reading. She had an a-ha moment when she realized that her 5th grade students might not know how to read a magazine, so she did something about it.

It reminded me of this post I made back in November about my students getting interested in reading Mr. Putter and Tabby books on their own and checking them out of the library to read at home. As a corollary to that, I thought the students might find as much joy out of the Henry and Mudge series by Cynthia Rylant and started recommending them to my students.

Didn't work.

Well, it worked for Lanie, who pretty much takes my word as the gospel, but the others? Not in the least. They nodded and smiled at me as I told them a bit about Henry and about Mudge, basically giving me the 6 year old equivalent of a pat on the head, and then went and checked out other books.

Well, it took me another week to have the *lightbulb* moment of: "If I want them to enjoy these books, I can't just tell them about the books, I have to read to them!"

So, I did.

And now? Every Wednesday, the library supply of both Mr. Putter and Tabby and Henry and Mudge books is well depleted by my class.

Awesome.

days of happiness, day 1

In various places online, I've seen the 8 days of happiness meme (I don't remember exactly what it's called). Essentially, for eight straight days, the blogger posts something from the day that made them happy. I think I'm going to try to do this -- but with photos! Much more interesting!



My desk drawers aren't always clean, but I try very hard to keep the top of it clean and uncluttered. It makes me feel more centered and I can get work done there. score!


This math solution just rocks my world. With my class, I do a lot of "energizers" -- little songs/activities to wake us up when we're getting a bit glazed over. One energizer is the 5-4-3-2-1 shake, where we shake our left hand five times (and count to 5), then shake our right hand five times, then left foot, then right foot. Then we do them all again with 4, 3, 2, and then 1. Well, in Math today, their challenge was to figure out how many times they shook their hands, how many times they shook their feet, and how many times they shook them all. The kids could use whatever tools they needed to solve the problem and they could work independently or with a partner.

They had some truly amazing strategies for solving they problem, which they also were able to explain to others. This image I love because you can see they used tally marks, but ALSO made groups of 5 with the tallies so they could count them easier, then they used groups of ten to count 30 + 30.

This is the kind of thing I always want to show to people when they claim that public schools are failing and horrible places for children to be. Not in my classroom, ladies and gentlemen. Not in my classroom. ♥

on writing...

Something I think about...

Why have I taken so well to blogging?

Just recently I was looking over a bunch of my blog entries from November -- a month where I'd committed to (and succeeded!) blogging every single day. Rereading many of the entries re-inspired me, both as a teacher and a blogger. I think one of the reasons it was so empowering was because I was thinking, reflecting again about things that were on my mind in November.

When I was younger I would sporadically write in a journal, but it was never a habit I could develop or maintain for any length of time.

Yet somehow this idea of SHARING writing in blog format has really clicked for me. I don't know if it's the idea of it being public, or the idea that friends and family might read something and come to me to talk more, but something about it makes me aware of what I write in a way that I never was before. As a teenager, sure I was worried that someone might find and read my private thoughts, but I was vaguely aware that I didn't know who my audience was. Was it me? So if it was, why bother to write it down when I could just think it? Now, though, while I write knowing that others might read (which I both love and encourage!), I think I've realized that my audience is, well... me.

As a teacher, so much of my day is spent by myself with my students. One a particularly full day, I might have another teacher with me for two hours, tops. Generally, though, it's my students and me for 90% of the time. So, that's a whole lot of just me to grapple with. When I take the time to write out something about which I'm wondering (academic choice) or something that amazed me, or something I needed to feel... it's out there for me to read, later on. It serves so many purposes, not the least of which is reminding me why I teach, why I love it in spite of the things that dishearten and discourage me. Also, when I reread, it's often just me thinking with myself.

So, maybe that's exactly why I've taken to it so well. I write with the idea that I'm talking to my future self, in anticipation of further thinking.

Whoa.

random housekeeping:

• I have an email attached to this blog now: skirted.blog [AT] gmail [DOT] com. It's an easy way to get in touch with me if you'd like to contact me privately, rather than commenting.



• Second, due to the brilliance of Swampy, it's now possible to receive email notifications when I put up a new post. If you go to the main page of my journal -- here -- you'll see a subscription box in the top right. Type your email, follow the directions, and voila! Messages in your inbox when this blog is updated. Ain't technology grand?
  
  And, yes, this is mostly for my family. ♥

professional dilemmas

A professional dilemma I keep facing:

How do I balance what I truly believe is right for children with the ever-increasing expectations (and standards and mandates, etc...)?

How?

One example: this class. They love books. Love them. Now, it's not odd for children to love books. In fact, it's quite rare when they don't. But often, even during a read aloud, many children zone out, fidget, and etc...

But not this class. Nope. They are many things: young, loud, varied, talkative, curious, challenging -- but if ever I want to regroup them, to calm them down, to amaze them... I read a book. It's amazing to watch. Really. They are always mesmerized. PIcture books, nonfiction, chapter books -- anything. We have two read aloud times per day but I've been trying to find time for at least one or two more.

But, oh... the guilt...

In order to carve in 1-2 more read alouds, I would have to take time away from another subject area. This worries me because there is just so much packed into the curriculum that they have to know (to be tested on in grade 3) and if we don't do it, they might not get it at any other time.

And yet I keep thinking: what is more powerful than delving into literature? What is more powerful than talking, discussing, wondering, counting, thinking, feeling? Should I really have to justify reading aloud more often when my students get so much out of it?

In my heart... I just don't think so.

the world is just awesome

It feels rather apropos that I finally get back to blogging today. I've missed the chance to sit and write and think. Also, that I share someone else's project -- because isn't teaching often the sharing of amazing things that other's have done?

This video is Matt Harding, traveling over the world and dancing a little dance in countries all over the world. It's absolutely incredible. It had me in tears. I want to hug this guy and then dance with him and everyone in the world and then hug him again.

I can't explain why this affected me so... maybe just because it reminded me again of the fact that no matter where we go, we're all just people... humans that laugh and cry and dance and sing.

It's rather amazing to watch people doing so together.

So... watch. And dance. Then come back here and I'll dance with you, too. ♥


Where the Hell is Matt? (2008) from Matthew Harding on Vimeo.

[the link is here in case the embedding doesn't work]

Happy Inauguration Day!