A Hike with Miss Matteson

Miss Matteson is my teaching partner. We enjoy being together. And we are both getting a little bored with this whole summer thing. (No, we do not want to babysit, we want to have summer fun as grown ups.)

We planned to go for a hike this afternoon. Yes, it was 100 degrees. But, we wanted to hang out, chat, talk about stuff that is on our minds (ok, that last one was mostly me...)

What I've learned during this pandemic, is that I love to talk, and was able to get most of that out at school. My family is great, and they listen to me, but I'm pretty sure they like it when I get to talk to someone else too.

Back to our hike.

We met. Put on our masks, sunscreen and bug spray and headed out. Miss Matteson grabbed her backpack (with water and a first aid kit) and I grabbed my phone. We were set. Or so we thought.

Walking. Talking. Choosing paths, left or right? Every once in a while we'd stop to rest a moment in the shade (and to let me catch my breath--talking too much??)

About 30 minutes in I was wondering "How much longer is this going to be?" I'm thirsty and left my water in my car because this was going to be relatively quick.

I saw that Miss Matteson was leaving marks. Not sure how long she was doing that before I noticed. I thought she was being a "kid," you know, messing with stuff, but she was marking our path. You know, to help us escape the woods/trail, I mean find our way out. That's when I got a little nervous. 

We did not know how to get back. There were no guides or maps or arrows on the trail. We joked. Then she said, pull up Google Maps.

But that didn't work. No signal. (Which meant I couldn't even call my husband to come and get me!)

Next idea was a compass. It told us which way was North, not how to get back!

We kept walking. And I heard a noise. I said it was probably a cougar. Because I always think of big and scary things. Miss Matteson tried to convince me that it was most likely a cow. 

And she started pointing out the animal shelters along the path (like for BIG animals). Even "lost" she was having a great time in nature. At one point I got startled and almost jumped into her arms. She gave me a look, like--where's the distance??? I apologized and mentioned how much we were learning about each other. 

She was very comfortable on the trail. She had confidence that we would get back. I was sure I'd need to be rescued, and I jump at every little sound when I start to get nervous (let's not say scared.)

I tried to lighten my mood with a selfie.

Another 20ish minutes of guessing which way to go, leaving marks, trying to enjoy the trees, water, bridges and we found the driveway. My relief was instant. Please, can we take the driveway to our cars? I need water and I'm done with this trail for today.

Miss Matteson thinks it would be fun to take our classes out there for a hike. What???? Maybe...

It really was a great time and I'm excited about our next trail hike. I will for sure be packing water. ;-)

Summer School for ME!!!

March-May 2020 was eye opening. I had NO IDEA how to teach online, let alone make it reasonable for Kindergarten students and their parents. Insert groans and cries from parents, students and this teacher.

When I saw an announcement that K-State was offering 9-hours of credit to learn how to teach online, using an online platform, I begged my husband to let me take it. He has always been supportive of me when I want to take classes and it was a no brainer for him this time as well.

As I started an assignment this week, I thought, "This would be a great topic for my blog." So, here you go. 

Differentiation.

A while back that word was a trigger for me.

I've even blogged about it in the past. (Differentiation--It Was Fun)

I did not like it when any one would ask about how or what or with whom I was using differentiation. I think it is because I had no idea!! That was not part of my college classes. And I certainly had not received any PD from my district on it. And I didn't know the words to use to describe what I was doing in my classroom and how it related to differentiation.

Fast forward six years. Only it was not fast, it was slow and painful. Reading my favorite bloggers, collaborating with teachers near and far, reading books, and trial and error with my students have helped me do better. But I want to even better.

I seem to have academic differentiation "under control." 

        * Teach core curriculum to all students.

        * Modify assignments by length or content depending on IEP or classroom observations.

        * Offer extra time (this is kind of a crazy idea in kindergarten--they get the time they need in almost every situation)

        * Tier 2 and 3--kids are grouped by formal and informal assessments and work on skill deficit or enrichment areas within smaller groups.

Every day I came home exhausted because I made some of these decisions on the spot. But it was working.

After a week or two of school I had a pretty good grip on the social/emotional state of my class, and I could differentiate for that as well. 

        * This kid needs an extra hug today.

        * This one would benefit from a walk to another teacher's room to get a hug from him.

        * I need to play with this one a recess more.

        * Stuff is going on at home, be gentle and give the adult helpers a heads up to be extra kind and patient.

        * Teach and reteach calming strategies and the Zones of Regulation to the whole class.

In what ways would I like to improve differentiation with my students?

         * Offer choices to my students on how they want to do something. For example: draw a picture. Share it with the class in person or create a Flipgrid to share.

        * Center time: Let more choices be related to music, science, nature, as well as reading and math.

        * Find ways to talk to five-year-olds about what they like to do for school work and incorporate that into our class lessons.

        * Create more time in our day for drinks and snacks, and find a way to fund it.

Ok, that was basic differentiation when I'm in my classroom. How will I differentiate if I'm teaching from a computer in my house? I am learning about some wonderful apps and websites that will help me "get out the content instruction" and that is making me giddy with ideas. Here are a few for you to explore if you choose:

        * Loom is my absolute favorite right now. It's screencasting, and has my video on it as I am giving a tutorial on a website. Some kids may need this, others may not. Having this available makes navigating websites more manageable for kids and families that may not have as much experience with working on the web.

        * Clips is a way for me to create instructional videos. I like it because I can do it in segments, it's easy to navigate, I can use my cell phone, and easily upload it to YouTube and then send a link to students. This would be a great way for me to make videos for individual students, or groups of students who need different instruction. If I have 3 videos of the same content, perhaps different in speed of my instruction or movement through modeling, guided practice and independent practice, then I would feel like I was truly teaching online.

           *Flipgrid. I've had a mini presentation on this from a teacher, but never used it. Now I've used it multiple times as a student and I see how to use it with my students, either online or in person.

Side note: there are so many amazing possibilities for screencasting or creating videos, and a person could get bogged down in not doing anything because of too many choices. Here's what I've found: choose one. try it out. Try it again. Try something else if you feel like it. 

Back to differentiating. In my classroom I have routines and procedures to differentiate. I must, absolutely must do a better job of figuring out how to differentiate online. And I'm pleased to say that I feel confident that I can do this, I will do this, and my students will have a better go at school in 2020-2021 no matter where it happens.

*****************************

Drop a comment below if you want to try any of these resources with me, or if you have one that is great and I should know about it.

Happy Summer of Learning 2020!!

Personal Professional Learning

Spend 7 hours learning something outside of the school year, write about it, and get a free day in January 2021.

I've had my eye on a book for several months and this gives me the perfect opportunity to read it, reflect on it, and have conversations with others about it.

The book is The Knowledge Gap by Natalie Wexler.

As I read the book, I took notes of what I wanted to remember or what struck me as important. And after a chapter or two, I sent a message to several people in my district that would be open minded about the information, with the preface: be ready for feathers to ruffle, hackles to raise, and sleepless nights.

With all of that--I loved the book!

It starts with a history of our education system in the USA. And moves into how Common Core standards were developed and what they hoped to produce (and why it has not).

Here's the most important part of what I read: Content, content, Content. Even in the earliest grades. Not exactly like I've learned about PBL, but hints of it for sure! 

Also: reading is decoding (think about skills here); comprehension is understanding and is best taught through (wait for it---) CONTENT like history, science and literature, not skills. We must not wait until sixth grade to start the history, but give pieces of it and build on it starting with the little kids (they can and will get it, and will be excited to learn about it). 

But this takes a sequential curriculum of CONTENT. Teachers do not like being told what to teach. And are at the same time screaming for what to teach. That leaves everyone in a tricky place.

If we teach content that gives kids background and in depth study of history, science, economics, then they will be practicing those comprehension skills in a very authentic way. That is what the CCSS are asking the teachers to do. How did we get lost?

I'm not going to spend time on the problem (we got lost), but work to find a solution.

My district has used EngageNY math for many years. But I thought it was just math. Nope. There is an ELA component as well. I spent some time poking around, and found that it is a wealth of (FREE) content-filled lessons that link to the CCSC and build on each other as years in school progress. 

Wait, What??

This is the thing we have been searching for??

Perhaps.

What I see is lessons that teach content, are tied straight to the CCSC and are age appropriate. This is the Listening and Learning Strand (the comprehension part--taught through CONTENT). There is also a Skills Strand for each unit (the how to read part). Here is a link to go to the Kindergarten part, but you could easily navigate to the grade of your choice.

If you know me personally, you know that I am passionate about phonics, phonemic awareness, sequential and explicit instruction, and all things decoding. I've left off the content, though, if I can just get the kids to read, they will be ok.

I've been wrong. 

Yes, teach kids to read. But we must do better about giving them access to CONTENT before the sixth grade, and I mean GIVING it to them, not holding them responsible for reading it themselves. They can comprehend at a level so much higher than what they can read, let's help them acquire knowledge (and in the process comprehension skills) and a love for learning.

Are you interesting in reading this book, or poking around ENY? Would you like to help me learn the content, or how to teach the content to five-year olds? Or would you like to learn more about the 3 shifts that the CCSS set out for us (link to the shifts). 

Reach out. Let's talk. Let's share. Let's collaborate. It's easier than ever now (now that we are all experts at online conferencing--my specialty is Google Meet, but really would like to get better at Zoom).

Spring Break 2020

It is my spring break this week.

A week like no other I have lived.

It's not relaxing.

Last week we added extra times in our day to wash hands at school. We reviewed HOW to wash hands. It felt over the top. But it wasn't.

When we said good-bye on Thursday I told my students "have a great break!" We had no idea how our lives would change in 5 days.

Yesterday I watched our governor at a press conference say that all school buildings in our state would be shut down for the remainder of the 2019-2020 school year. WHAT??? 

I feel relieved. 

I have questions.

I am excited.

All of that in every breath. It is difficult to separate how I'm feeling, it is all mixed up.

Here is what I know...

1. We are in this together and together we will find a way to navigate this new normal.

2. Teachers are amazing people. Willing to share, collaborate, teach other teachers. It is a wonderful profession and I am lucky to be a member of it.

3. We are resilient. I do not have a single clue what this will look like for this year. Or the future. But I KNOW that I will learn so much and I am excited to have this opportunity to learn from others who already know how to teach online/remotely. (Please send me links, tips, encouragement!)

4. I will continue to check in on my friends, family, students from my chair in the living room. 

I end this today with my favorite line that Max, the medical director of New Amsterdam, says, "How can I help?"

How can I help you? Please reach out to me!

Brain Dump

Time.

It keeps slipping away.

I fill time with learning.

The last 2 months I have been knee-deep into learning about orthographic mapping. 

The more I learn, the less I know.

The more I learn, the more I need to add to my classroom routines.

The more I learn, the less I feel like I'm doing it right.

The more I learn, the more I feel like I am doing some things right.

The more I learn, the more I need to learn.

Overwhelm and excitement in the same breath.

Do the next right thing. 

Tonight it is a face mask and a podcast.

Summer Book Reading

I love learning and trying new things in my classroom. I really love learning from teachers!!!

As part of my district's Personal Professional Development, I decided to read and study Reggio Approach to early education this summer.

Reggio is a way of thinking, not really a script. I spent hours mulling over questions that the book offered, and then the questions that popped into my head. This is the book that I read, it's copyright date is 2005, but still a good read.

Here are a few of my thoughts as I read, reflected and revised my thinking:

1. How do I view the children? I really would like this to be reflective in the way I teach and structure our classroom. Can I view the children as valuable and competent? Not someone who needs my protection, but as someone who is smart and safe. Help them to be aware of their well-being and take responsibility for it.

2. Does management of the children take precedent over the development of the child? Many times yes, but how could I revise my thinking and day to place a bigger importance on the child?

3. What does the amount of care and cleaning say about how we feel about our school? Is this a chore and done unwillingly, or am I willing to create the clean space that I desire for me and my students?

4. Stay present in the environment, observe and reflect on whether it works toward creating my educational vision. (Oh, right, what is my educational vision???)

5. Look at my school schedule. Where does it flow? Celebrate. Where does it feel rushed? Revise.

6. I super LOVED the chapter on Projects. It really helped me think about the theory of this, not just, here are the steps, create a project. 

7. And I really LOVED the chapter on Observation and Documentation. I get so overwhelmed with so much information coming at me during the day, that documenting just does not happen. But, again. Theory and a couple of practical ideas to try, make this seem possible. 

I also came across a video that is short, and tells a bit about a Reggio preschool. The cool thing is that it was published in 2018, in the big city near where I grew up. 

My way of teaching takes a bit of this and a bit of that, so as you watch the video, know that I take a bit of the book, a bit of the video, a bit of a previous book, a bit of observations of teachers, a bit of conversations with my teacher tribe and a bit of lots of other things to make a classroom that works for me and the children that live in it with me.

Summer Plans

Ahhhhhhh. Summer Vacation.

Summer goals:

Two-a-days. (naps, not workouts)

Sew three blankets and two wallhangings, and maybe dabble in clothes. First blanket...

Read and reflect with books these books...

Check back later for my first reflections from Reggio...

Valentine's Day 2019, Part Two

This party was tiring and awesome and left me smiling big.

And needed some centers. 8 or so. Plus, I liked the idea of kids just rotating as they wanted, not required to do any of it, just open to make decisions and do what their spirit decided, as long as there was space at the center to do it. (Check out yesterday's post, Part One, for the why I did what I did.)

I was fortunate to have 8 (or was it 9, it's a blur now) amazing adults help me run the centers, so I was able to monitor the whole situation and help out in a spot if needed or play the game if I wanted to. :-) 

Many of the kids whose grown up was there tended to go to their parent's center and hang out there for about 10ish minutes, and then ventured out to see and do other things. I LOVED that they could do that and not have me saying, nope, you have to go somewhere else and do something else, not with your beloved adult. It made me feel responsive to what the students wanted. (We are working on responsive culture in our district.)

Now, what were the options??

1. Frost a cookie, add sprinkles, and eat it. Definitely a favorite. (This was a one time center.)

2. Candy heart stack (directions here). As the time went on, the mom was able to change and adapt the activity as students came and went. I loved that.

3. Play dough that smelled like red hots. The kids wrote their name on the bag and got to take it home. Or play with it again. And then take it home.

4. Tweeze me (directions here). Again, the mom kept the game fun and fresh.

5. Bingo with our high frequency words. The prize? Stickers. I had one student who collected 5 stickers, she was so proud. (A little content at the party is ok, I tell myself)

6. Q-tip painting (template found here). Next year we will practice Q-tip painting before (like with a different picture), then this will be easier and look better. (Also a 1 time center.)

7. Sewing. I found these cute heart sewing kits from Target. It was so much goodness to watch this happen. We need to do it again this year. So many proud kids!! (1 time center, and somehow I didn't buy enough :-(  I must do better at math next year.)

8. Bean bag toss with some emoji bean bags that I found at Hobby Lobby. (Sorry, no picture of them)

And I also sat by the bags that had bagged popcorn and grapes for another snack as they worked their way around the room.

It was sort of like field trips, where I try to not make me be in charge of a group, so that I can enjoy all the kids, and allow the grown up volunteers the fun of interacting with their child and other kids from the class. 

Really. I loved this day so much!

I hope the kids have good memories, I know that I do.

Valentine's Day 2019, Part One

Parties Scare Me.

My own kids did not have real birthday parties, they were lucky to get a cake. 

And now I feel compelled to at least attempt a class party for my kinders.

I've been eyeing some "friends" and how they have handled parties in the primary grades. It looks like FUN. But I could not get my head around it.

Until I read A Teeny Tiny Teacher and her Christmas party post. It made so much sense. During my Christmas break I created a rough draft of a Valentine's Day party based off of her Christmas party and shared it with my teaching besties.

They thought it was good. (I thought it was GREAT.)

I've worked and gathered materials. Sent home a request for items for the party (snacks, play dough). And arranged for parent volunteers to help me do this Party.

I may have primed the kids just a little bit, by telling them that this was going to be the best day ever, and since they haven't had THAT many days, it was easy to convince them.

Here's how today (2-14-2019) went down in my classroom:

Arrive.

Students hand out Valentines (to the jugs that we decorated yesterday), with a grown up making sure that every jug got a card and none were skipped.

Making ten math lesson.

Special class (science).

Recess and snack.

Phonics lesson and Lexia time.

Lunch.

Eat one piece of candy from jug while moving pencil boxes to a safe space (away from the approaching party).

Recess.

PE and Library. (It was during this time that I rearranged tables and geo everything set up, and prepped the 8 volunteers for their tasks.)

Party.

Dismissal.

Maybe it doesn't sound like we did much today (and it doesn't), but they are 5 and 6 and we did what we could.

Their smiles, joy and red cheeks at the end told me I had done good. They had a good time, and perhaps made memories.

That party was epic. I will do another party. Next year. Valentine's Day 2020. Not before. I am tired and need to rest.

Part Two: What Happened at the Party?

Coming soon...

What I Read this Break

Personal Professional Development

Long story short--I needed to do something, on my own (or with a group), on my own time, and reflect on it to meet a district requirement, by January 6, 2019 (I knew about this for many months, but kept putting it off).

And it had to be approved by my principal last September (see, I have known about this for quite some time). Good news is that I have wanted to read a book for about 6 years and just never took the time. This Christmas Break was the time.

Since I didn't want it to be a chore, I created some space to do this first thing in the morning with my hot drink. As soon as the rest of my family emerged, I put it away until the next day. It was a good plan.

Much of the first 3-4 chapters was review (and I did need the review), but with some added new things for me. I wrote a lot of notes, because that is the best way for me to learn. 

I could summarize my notes, but they are really about me and my journey. 

I could list some of the steps that are outlined, but that just takes one of the pieces out of context and simplifies the journey.

My district has worked at understanding trauma, and how to teach students who have dealt with trauma in their very short lives. It's good to understand. 

But for me, there has been a gap between understanding trauma, how it looks, etc and how to really teach new skills to the students. The skill of managing the anger that comes bubbling to the top of them in the middle of the wonderful lesson I am teaching on the letter s. Or the fear that comes during recess. Or the frozen student that just cannot pay attention to the math lesson.

Yes, I teach social skills to the whole class (using many resources), and yet I was still missing something.

Yes, we have a safe place in our classroom, but how to really use it to teach calming and solving skills?

Yes, we have a Zones of Regulation check in area, but what does that really do for me or them?

What I love about this book right now is that it helped me close this gap. I have a couple more tools in my toolbox to teach the students to manage their upset. And I had my review session on how I could manage my own upset. 

I really wanted the Feeling Buddies dolls, but do not have a school budget for that. So, next I am on the hunt for creative ways to bring feelings to life for my students who are 5 and 6 years old and very concrete learners.

Here's to a great 2019 where I am able to find the pause between trigger and reaction for me, and see the call for help from my students. 

BTS 2018

School seems to be going well. 

--I'm ahead in planning.

--We seem to be settling into a good routine.

--No tears (yet).

And over the weekend I asked my husband if I am doing it (school) wrong. I mean... I'm not exhausted in the evening and I'm leaving school at a decent time.

Reminds me of something I wrote 2 years ago. Am I Doing It Wrong? 

Perhaps I am finding the sweet spot of experience, confidence and curiosity. This sweet spot allows me space to try new things.

Today we tried something new. It was day 7 of kindergarten. And we painted with watercolors.

When I told the class what we were doing, another grownup in the room looked at me with wide eyes and pointed to the white pants she was wearing.

"It'll be ok, I have a great plan!"

Our wonderful art teacher taught me last year to use paints in order from light to dark. The only problem is, I cannot for the life of me remember that order (or figure it out for myself!!). Thankfully she is kind and will always help me with the order, because she likes that we are reinforcing what she teaches.

It was completely directed by me (as far as what color to use and how to use it--how to get a puddle of water, how to brush back and forth, not crush the bristles). But the results were amazing!!!

I, of course, was modeling, and when my fish was done, I commented (several times), "This is so much fun! Let's do this again!" The other grownups laughed at me, or maybe they were smiling about the joy that was bursting out of me.

The project is now hanging proudly in the hallway. Stop by to see the fantastically painted fish sometime, I'd love to show you!

If you can't make it... here is mine.

(And if you want to use watercolors, or any painting, and want to paint from light to dark, remember, do not go back! and use this order...

(My scribbled note of the order, just moments before the great painting began.)

Trends and Band Wagons

I'm a good one to jump on a trend or band wagon.

When I read about something that sounds interesting or good for my classroom, I jump right in.

Sometimes I am concerned that I do it right. Sometimes I just do what I think is right for me.

Lately I've been reading about flexible seating in the FB group I belong to. And teachers are wondering what seating options they need to buy in order to do it.

Here's what I think:

Flexible seating is a mindset, not a set of seating options.

When I started to change my classroom, it started with adding some standing desks (by cutting PVC pipes to add as extenders to the desk leg). Why did I do it? Because I had some wiggly first graders that needed the option of standing to work, and this was an easy way to meet their needs.

Later I added cube chairs and Hokki stools (both funded by Donor's Choose), because I saw these on blogs.

At first I thought I needed them (chairs and stools) in order to say that I am using flexible seating. But the more years I am in the classroom, watching students choose the seats, I see that it is more than equipment.

Flexible seating is a mindset, not a set of seating options.

The last two years I have been immersed in Trauma Sensitive practices. But it wasn't until April that I read in Fostering Resilient Learners that some kids NEED a home base in the classroom. 

(Yes, I am mashing three ideas together: no desks, flexible seating and no assigned seating, and I feel like I can, because I have done all of it.)

Actually, that was a relief to me. I had dabbled in no assigned seats, taught kids how to choose, but it was just never smooth or good. Perhaps it was me and my need for order, perhaps it was the kids and their need for a home base.

As I plan and prepare for another school year, I am so hopeful.

**We will start with assigned seats. And reassess as the year moves forward.

**We will have options for seating as I recognize who needs what and try out choices.

What is a flexible seating mindset?

Be open to the non-conventional. Be able to recognize that each student may learn best using something other than the standard chair and desk. Try out some options. Some work for a bit, and then need to be switched. Be open to changes. Be open to growth and that preferences may change over time.

If you decide to adopt a flexible seating mindset, good luck and best wishes; and I'd be happy to hear about your journey with flexible seating!!!

Commitments

Dedication to a cause.

Dr. Becky Bailey says that when we say our commitments out loud to someone we are more likely to follow through. And since I have finished rereading and note-taking Creating the School Family, it is time for me to make some commitments for the coming school year.

**Create a friends and family book (or board)

**Take photos of all the grown ups that work with the kindergarteners inside and outside of our classroom. These photos will be "working" photos--"time to go to music, see the picture of Mrs. Tucker, she will be your teacher." Or, "You are bleeding, this is Nurse Holly, go see her in her office."

**Visuals. Carry my good camera with me all the time at the beginning of the year to get photos of students in line in the hallway, or in the lunch room, and stage photo ops of using the restroom, getting a drink, and every other time/situation that is chaotic in our classroom or school. (Perhaps scour TpT for resources, or learn how to make them myself... Any takers to teach me how to do this?)

This resource from The Primary Party would be perfect! Visual Direction Cards

**Use images of what I WANT students to do

**Train my eyes to see a misbehavior as a call for help. Help by teaching skills. (Use self-talk to remind myself that when a student does not know the name of a letter, I do not get frustrated, I reteach and offer opportunities to practice. The same goes for social skills-teach and offer time to practice.)

**Refine my start of the day routine. Make sure that all four parts (unite, disengage stress, connect, and commit) are included each day. May even do this between subjects or after lunch/specials.

And a reminder from Dr. Becky Bailey:

Compassion seeks to uncover similarities, embraces differences, and is based on shared power.

I wish us all well: the teachers who are resting/reading/planning/collaborating; the families who are doing the best they can and want the best teachers for their kids; and anyone else who in some way supports the education of the adults of our future.

These clouds.

On my walk this afternoon I was struck by the beauty of these clouds. They were even better in real life.