On July 27, 2017 #G2Great welcomes guest hosts Lindsey Moses and Meredith Ogden to talk about their book, “What are the Rest of my Kids Doing? Fostering Independence in the K-2 Reading Workshop. The title of their book is a question that is often raised when we start thinking about reading workshop and how we manage what happens after the minilesson and before the share. This is where the magic happens, because when students read independently they are growing as readers. Student independence is a critical piece of a successful reading workshop that must be supported by meaningful work that students are doing independently.
Small group instruction and conferring are essential components of reading workshop, with that in mind we have to ensure that students are engaged in independent work that is meaningful and supportive of literacy learning. In their book, Lindsey and Meredith shared the importance of not only establishing routines, structures, strategies and learning opportunities but also revisiting these in order to extend or deepen the experiences. In reading workshop, Lindsey and Meredith suggest working from a goal of “independence” from the first day and then continuing to build independence while revisiting structures and strategies to extend or deepen children’s experience with independent work.
In planning for meaningful independence during reading workshop Lindsey suggests that teachers look at and review every center, routine, worksheet if any and ask, “ What purpose does this serve in my students’ literacy development?” The answer to this question will help to shed light on how well the independent reading time is utilized. Purposeful Learning Experiences is the term that Lindsey and Meredith use to identify experiences that support literacy development and have real purpose for supporting independence. The chart below shows examples of different experiences from real classrooms and identifies what is a Purposeful Learning Experience and what is not a Purposeful Learning Experience.
During reading workshop it is critical that we ensure the experiences that students have during the independent work time is meaningful. Students must be engaged in reading, this is the time where they are practicing the skills and strategies they have learned or are still learning. If we were to fill this precious time with mindless worksheets or activities that do not have a positive impact on literacy learning we are just wasting time. These experiences fail to cognitively engage our students in the important work of reading and thinking. On the surface, it may appear that students are engaged in the classroom at the moment however when students are not engaged cognitively they will not sustain this engagement over the long run. We have to look honestly at everything we are asking students to do and ask ourselves the question that Lindsey poses, “ What purpose does this serve in my students’ literacy development?” The answers should help us to ensure that students are engaged in Purposeful Learning Experiences during independent reading time.
If you would like to learn and read more from Lindsey and Meredith check out the links below!
Links:
What Are the Rest of My Kids Doing? Fostering Independence in the K-2 Reading Workshop (Heinemann)
July 20, 2017 was a very special day on #G2Great because this was the day a long-time wish became a reality as Kylene Beers and Robert Probst settled into the #G2Great guest host seat. On this memorable evening, we launched a virtual style celebration of their phenomenal book, Disrupting Thinking: Why How We Read Matters (Scholastic). In an instant, exuberant hunger for the shared understandings that would disrupt our thinking stretched an expansive wing across Twittersphere (evidenced by an engaging conversation that exceeded the 1000 tweet storify limit).
I vividly recall the first time I held this exquisite book in my hands and excitedly opened the cover to soak in their wisdom. They captivated my heart with words that read like a promise: The Readers We Want. But as I read those first pages, waves of sadness washed over me as a sense of professional urgency escalated with each tear. I revisit pages 14 to 17 often because they illustrate the tragic consequences that our choices can have on the reading lives of children. And that lingering image moves me to celebrate Disrupting Thinking in their honor.
Each week, we look back at our #G2Great chat and reflect on key ideas illustrated by the tweets that inspired each one. But this week I decided to use just one tweet that set the stage for these reflections. (I’ll share additional tweets from Kylene and Bob at the end of this post with others from our amazing #G2Great family)
The moment I read Kylene’s words, I knew it reflected the big picture I wanted to capture in my post. And so with her words at the forefront combined with inspiration from the entire chat experience, I’d like share six disruptions that we must embrace to bring disrupting thinking to life in countless classrooms with our lead disruptors guiding us from the sidelines.
Disruption 1: Embrace CHOICE
Looking back on the chat, one word was a thread connecting every tweet: CHOICE. This word was easily the most repeated and always in the context of students. If we have any hope of disrupting our thinking and thus that of our students, it will require us to celebrate the texts that are most likely to awaken deeper thinking and bring it to the surface because our readers care about their reading. We cannot make this shift to disrupting thinking if we’re not willing to thoughtfully select and share the best possible texts we can find and then provide time and space for students to choose their own. By embracing choice, we are opening the door to reading that will beckon students so that books will become the impetus for disrupting thinking.
Disruption 2: Embrace TALK
Using these texts to engage students in meaningful and productive dialogue was another idea repeated across the chat. The central feature of these discussions was exploring how to let talk to rise naturally from engaging text interactions. We discussed experiences ranging from opportunities to share with a partner, in a small group, or as a whole class but in each talk variations, the focus was on keeping students at the center of this discourse. We agreed that teachers must lay a strong foundation for talk by explicitly modeling their own thinking and then support this process until we can gradually relinquish responsibility to students. We acknowledge that students deserve a leading role on the talk stage and so we create a supportive environment so that we can to step back and listen to in-the-moment conversations and then use those conversations as a springboard to next steps.
Disruption 3: Embrace IMPACT
The collective professional dedication evident in tweets loomed large across our chat as we set our sights on crafting learning experiences that would maximize student impact. A common discussion theme was that student talk would revolve around these text experiences – not for the sake of a grade or score but because we knew that those opportunities could change their lives in some way. We agreed that such life-changing moments should extend beyond our four walls since our higher purpose was to create a reading experience that students would carry with them long after it was over. In other words, we knew that these experiences could only truly impact students when our instructional pursuits were designed in ways that students would carry their learning into their homes and into the world.
Disruption 4: Embrace INVITATIONS
The word respect was another recurrent word across the chat and it was used in the context of inviting students to disrupt their own thinking. We acknowledged that the ideas the author brings to the thinking table are certainly relevant to the learning experience, but we also agreed that we must respect student thinking by extending them an invitation to the thinking table to merge the authors ideas with their own. Through invitations we stand to learn much about students as we consider new ideas that we could not have possibly have imagined without this deeper engagement. And in this two-way thinking process we begin to ask fewer questions as we invite students to generate their own. We do this because we believe that their thinking matters as much as the author’s and because we know that we cannot disrupt thinking if each instructional move along the way is recorded in a step-by-step, question-by-question lesson guide.
Disruption 5: Embrace UNCERTAINTY
Looking back across our chat, educators readily acknowledged that the path to disrupting thinking is littered with unexpected twists, turns, pauses, and challenges that inevitably arise when we do not know the final destination. We celebrate the amazing opportunities that come from the messy process that is inherent in the risk-taking disrupting thinking asks of both teachers and readers. There was a common understanding that if we are willing to follow the student thinking trail that is oft-riddled with uncertainty, that this uncertainty could provide the room students needed to move their thinking to new discoveries with new uncertainties and discoveries with each step along the way.
Disruption 6: Embrace POSSIBILITIES
I doubt that there is a single educator who has read Disrupting Thinking who doesn’t recognize the professional possibilities of new thinking. In a July 6, 2017 live Facebook event, Kylene and Bob reminded us that our goal is not just to identify “Best” practices but to explore NEXT practices. This central message of their remarkable book asks us to take a leap of professional faith from the first pages to the last. We do so willingly, meandering our way to the possibilities just out of view as we disrupt our own thinking and the thinking of our colleagues. It is my hope that these ideas will raise powerful conversation that will bring NEXT practices into focus and inspire others from a schoolwide perspective. And we are all eager to explore those possibilities in the new school year ahead.
In the introduction aptly titled Where The Story Begins, Kylene and Bob describe the seeds that grew into Disrupting Thinking with the words, “It Was a Child…” These three words should inspire celebratory professional wonderings that lead each of us to embrace our own disruptions in the name of kids.
As we launch this disrupting thinking journey, we celebrate the seeds of thinking Kylene and Bob have planted. And through this exploratory journey their words of wisdom remind us of the WHY that is destined to lead us ever-closer to the disrupting thinking we desire…
Thank you for filling us with new hope for tomorrow Kylene and Bob!
Disrupting Thinking tweets from Kylene and Bob
Disrupting Thinking tweets from our #G2Great Family
On Thursday, July 13, 2017 #G2Great welcomed three dynamic leaders Jessica Johnson, Shira Leibowitz, and Kathy Perret co-authors of The Coach Approach for School Leadership. Their book examines how to find the balance between the roles of learner and leader while fulfilling all that comes with the charge of being an administrator. They believe that if administrators can integrate instructional coaching techniques into their roles, they will lead their faculties to embrace learning with a sense of team spirit. Our #G2Great PLN welcomed their “coach approach” with great enthusiasm, understanding that when we view ourselves as learners first we are also leaders on a mission to improve education.
If we are willing, we can live the life of a learner in whatever our roles as educators and that is a powerful proposition. Any one of us who is willing to step into a leadership role understands that education is very complex and none of us knows all the answers. We also understand how important it is to “walk the walk” our actions, or inactions, impact the culture of our schools. If we adopt a coaching stance, we also understand that no great work can happen unless there is trust. For all these reasons Johnson, Leibowitz, and Perret coined The Coach Approach Mindset using the acronym HAT:
It’s never about the administrator, coach, or teacher the real work is always contextualized by the learners themselves no matter who they may be. A leader’s first priority should be to help learners achieve their best possible selves. However, before we can proceed we need to know what do our learners need? This is how we begin to adopt a coaching mindset.
Q2 Coaching is part of so many roles in education. What are key characteristics of your coaching mindset?
In writing this post, there is a need for many voices to define the key characteristics of a coaching mindset. Effective leadership requires a plurality and diverse perspectives. In order to define what makes a great leader or coach, we need to understand that a coach’s’ role is not defined by the coach or leader. It is defined by those we are honored to serve. While reading this post, repeat this as if it were a mantra, “Any one of us can be a leader.” If we are leaders who view our role through a coaching lens, we understand that any actions taken must reflect the needs of those around us. As we continue to make trust our priority and safeguard it, we all can continue to be our best for the students under our charge.
If the #G2Great PLN were a dream faculty, this would be our collective Top Tenfor how we would define the characteristics of a coaching mindset:
1. Growth is essential for everyone. It is contextual to the team you are part of:
2. Listening is essential for learning. It is an active presence in all that we do:
3. Positivity is essential because we find what we seek. It colors the context of our work:
4. Collaboration is essential because we all have something to offer. It requires ongoing practice:
5. Relationships are essential because they open doors to learning. Focus on care and trust:
6. Teamwork is essential because it expands empathy. Shared understandings help everyone to thrive:
7. Belief in potential is essential. Let your actions prove that you believe in other’s success:
8. Vision is essential because it is the underpinning for intentional work it requires flexibility:
9. Creating culture is essential. What do you want most? Look at it from every perspective:
10. Reflection is essential as we continue to learn we shape ourselves around other’s needs:
Coaching work begins to happen once you realize that the very nature of coaching is to lead others to self-discovery.It is the purview of each coach to believe in the power and potential that every teacher in the classroom possesses. As leaders, we do not distribute knowledge, but rather we thrive on the quest to learn more with and from teachers.
Our last words of wisdom come from the authors themselves, as they continue to strive to lead and learn by example:
Don’t be afraid to try new things
Set meaningful goals to work towards
Always question your purpose and recalibrate your path if necessary
Thank you, Jessica Johnson, Shira Leibowitz, and Kathy Perret for working to help us be our best possible selves as we continue our work as learners and leaders!
Kathy Perret offers Virtual Coaching for Instructional Coaches and School Leaders with testimonials on the home page. My first call with potential clients is always free. website http://kathyperret.net
On July 6, 2017 #G2Great welcomed Linda Rief as a guest host to share her ideas around reading, writing and teaching. Linda’s book, Read, Write Teach explores reading and writing workshop sharing her thoughts about the choices and challenges that are inherent to a strong reading and writing workshop.
Everyone has a story to tell. Linda reminds us that while data and test results show how students may have performed during a test, it neglects to show us how a reader or writer performs in the actual experience of reading and writing in their life, built on their experiences in an authentic context. It is this lens that shows us the deeper understanding of a reader or writer’s process and allows us to see what a student is doing and enables us to identify where to go next.
Aside from choosing a multiple choice answer from the selections of a,b,c or d students have no choice in what they are reading on most standardized tests. In all truthfulness, that choice they make does not resemble any sort of real choice, in that they are choosing the best answer hopefully in line with what the test creator believed was the best answer.
Choice is critical to readers and writers because it allows the reader or writer to fully embrace the process and ensures the belief that all learners have the right to learn and the capacity to learn. Learners have the best opportunity to learn when they are motivated to learn and being provided with choice supports a reader or writer in learning who they are as a learner and what really is important to them.
We can begin the growth process when we allow our minds to be open and reflective. We must challenge earlier beliefs about mastering teaching and understand that no number of years as a teacher fulfills the title “Master Teacher” rather it is a reflection and revision process that develops the “Master Teacher” or what I prefer to call a “Reflective Teacher.” When we believe we are done learning and have mastered something, that is when growth stops, stagnation sets in and our best teaching lingers where it is, no longer pushing ourselves or our students as far as we can be as learners. A truly “Master Teacher” or rather “Reflective Teacher” knows that teaching is a practice, much like law, medicine or even yoga. Practice is what allows growth and by engaging in practice we are open to reflection and revision and therefore we can continually push ourselves and our students to be engaged in reading and writing every day, thereby growing every day.
We continually grow by experiencing new things and being open to trying things we have not tried before. During our teaching practices, we can then experience multiple iterations and improve each time. I have often heard, “I taught that already and they still don’t know it” or “That was covered last year by the teacher before” or “They should have been taught this last year.” This problem gets compounded year after year until we start reflecting on our own practices, collectively as educators. It is not enough for only some of us to engage in this reflection and growth. All educators need to embrace the practice of teaching and reflect on each time we teach and consider what the student is learning. By focusing on the learning we can look through a lens for reflection by allowing us to go back over the teaching practices and connect what teaching happened and then what learning resulted. In order to continually grow, this practice needs to go through multiple trials, reflections and revisions. Additionally, because no two people are alike and no two brains are alike; this continually happens in order to foster growth in our teaching and in our leanring. As educators engage in this practice of learning, we need to also ensure that we are transparent to our students about our own learning and growth. This can provide a model for learning for our students, ensuring that their story contains opportunities for multiple iterations during practice along with reflection to foster growth.
Tina’s obvious commitment to nurture the ‘story inside each child that needs to be told‘ escalated into collective Soul Story commitment twitter style as evidenced by the joyful dialogue that quickly ensued. As I looked back at enthusiastic Soul Story tweets, several themes began to emerge. These Tina-inspired themes will support us as we help students bring their personal Soul Story to life and release it into the world:
BELIEVE
Everything that we do as educators is grounded in our WHY. Tina reminds us that our Soul Story WHY is to honor our students’ voices. When we place students in the learning driver’s seat, they become the center of the curriculum (not the other way around). Our deep belief that our students’ passions matter fuels an unwavering dedication to find and celebrate the miraculous stories residing within each child. Through our commitment to awaken the inner stories of students, their voices will rise up and reverberate across the learning day in ways that will shape our curriculum – and thus give it heart.
CONNECT
Our schools reflect a beautiful patchwork quilt of remarkable children. When we honor our colorful patchwork and help students find and share their Soul Story with others, those stories begin to merge as our patchwork grows even more beautiful in the most amazing ways. We celebrate our differences but quickly begin to see similarities within them and know that each of these add to our patchwork. As Soul Stories come together, we are creating a respectful environment where compassion becomes our core and we can go about our work to nurture jubilant learning together on a day to day basis.
MODEL
The word ‘bravery’ seemed to stretch across tweets as teachers recognized that we set the stage for student Soul Stories by sharing our own. Before we can ask students to take the inevitable risk that comes with bringing our Soul Stories to life, we must be willing to take those risk with them. We demonstrate our bravery by immersing ourselves in each step of process as a stepping-stone for our students to forge their own brave path. Soul Stories are far too important to relegate to an assigned task and so we embed Soul Story opportunities across the school year and form a Soul Story kinship.
DISCOVER
Once we help students find and hold tight to the Soul Story within, we then offer both oral and written explorations that will help them to deepen the inner wisdom of those stories. To do this we combine a wide range of experiences that help students breathe new life into their Soul Story. We acknowledge that this messy process of discovery will require support and provide flexible opportunities along the way to talk and write their way across their story. Within this meandering process, we give each Soul Story presence by dedicating time, support and space those stories deserve.
EXPLORE
Finding and crafting Soul Stories is only the beginning. As each student Soul Story starts to take shape, we offer many opportunities for students to share their stories with peers in meaningful and authentic ways. We demonstrate that we value sharing by ensuring that there is room in the day. We hold these opportunities in high esteem because we know that Soul Stories blossom in the company of others. In the process, we become a Soul Story family as we embrace our story and the story of others. As we peer through a two-way mirror of Soul Stories, we know that each one will add a new layer of meaning.
AWAKEN
Tina’s work at The Benjamin School is unique in that student Soul Stories develop into Tedx talks. The opportunity afforded to bring those stories to life on stage are powerful because they give students’ Soul Stories the gift of an audience. Tina’s commitment to Tedx is admirable and a lofty goal we can all work toward but each of us can find a forum to give students’ Soul Stories an audience. We honor each opportunity for students to share their stories because we know that each new sharing will infuse additional life into those stories in ways that will linger long after the experience is over.
CELEBRATE
Tina’s tweet illustrates why finding, crafting and releasing Soul Stories into the world is well worth the time and effort. We talk a great deal about beginning at the end and the image of her words may well be what we want to envision as we work to celebrate Soul Stories. We set our sights on this celebratory culmination knowing that although Soul Stories reside within, giving those story a home in the company of others is the ultimate goal. And as we engage in each stage of this process, Soul Stories begin to intermingle as each story has the potential to enrich the next.
I am walking away from this wonderful #G2great chat with Tina guiding us in reflecting on student Soul Stories with a deep appreciation of this process. As I think back on the chat, one tweet pulled it together for me. Since Georgia Heard first introduced me to Tina, it seems only appropriate to close with her tweet. Georgia’s words are a reminder that Soul Stories do not live in isolation but need caring, respectful others with an open heart to help us to awaken those stories so that we too can share them with the world.
…and share we must!
For added inspiration, enjoy more inspired Soul Story tweets
This past spring our students shared the stage with New York City ballet dancer and dance photographer Steven Caras ,journalist John Hockenberry aerialist TIna Reine , filmmaker Cynthia Lowen, and CEO of The Hawn Foundation Laurie Coots TEDxTheBenjaminSchool provides a full list http://soulstoriesdna.com/news/
If you’re a teacher in New York state then you know that summer recess has only just begun. Spending the last Thursday before the end of school with Chris Lehman was an inspiring way to close out the 2016/2017 year. On June 22, 2017, we concluded another year talking more about how to question rather than dispensing answers. We celebrated this ideal by diving into a thoughtful conversation around Chris Lehman’s wonderful book, Energize Research Reading and Writing. After all, this is at its core, what #G2Great is really all about; loving the questions and welcoming the search to know more. Chris Lehman’s message extends beyond research to every aspect of teaching and learning.
What does curiosity look like in the classroom?
Curiosity is the ember that ignites the flame. It burns hot and with great intensity in the heart of every person who has a desire to learn. Chris invites us to grant freedom of choice because this is how we empower our students to engage the world: Curiosity looks like choice…
Just recently I asked a group of educators to “embrace the mess” that comes with learning something new. We are preparing to implement a new program which involves new approaches to teaching mathematics. I talked about how we have to move outside of our comfort zone in order to grow and get better, because that is what will help our students grow and learn. Part of that mess that I invited them into involves making mistakes, mistakes that lead us to greater learning. Reframing a mistake as an opportunity for learning can have a powerful impact on the learner. Mistakes are opportunities for learning. Brain research has taught us that when a person makes a mistake a synapse happens in their brain, creating a dendrite. The dendrite is evidence that the brain is growing and learning.
On June 15, 2017 #G2Great welcomed Jon Harper as a guest host to lead a conversation around learning opportunities that come from mistakes. Jon invites guests onto his podcast My Bad to share their mistakes and to explain how those mistakes led to new learning opportunities. This was the perfect complement to #G2Great where we are always striving to move from Good to Great Teaching in the spirit of Dr. Mary Howard’s book which is the heart of our Twitter community.
Jon’s tweet below emphasizes not only the mistakes but how important it is to share those mistakes with others. He talks about how this lifts the weight off of our own shoulders. The more transparent we are about our own learning, the more comfortable everyone becomes with sharing mistakes. This creates a safe environment where we are no longer afraid to take the risks that are necessary for learning.
Sharing our mistakes with our students gives them the opportunity to see that everyone makes mistakes and that in fact, that is how we learn. If we talk through our mistakes and our students learn how to do that while receiving feedback they can experience the learning process in a very transparent way. As Jon points out we have to be willing to “step first” and be open about our mistakes, others will follow.
Once an open and safe environment has been created to embrace mistakes, leaving some space after a mistake can provide time for the learner to reflect and work through the mistake. This is powerful because only one’s own brain can create a dendrite — it is not something a teacher can do for a student. Inviting that time for processing and reflecting on their own mistakes is critical to the learning process.
Allowing ourselves to be in situations of new learning where we feel uncomfortable is important so that we do not lose the perspective of the learner. As Jon pointed out in this tweet, we have our students in these situations every day, we have a responsibility to empathize with their feelings so that we can provide the supportive environment that welcomes the messy process of learning.
The world we live in places pressures on us to be perfect, be smart and to only value the product. As Jon points out this creates a culture where people are scared to show their imperfections. We need to be vulnerable, we need to accept imperfections and approximations. We need to embrace the approximations that come with growing and learning.
Dani Burtsfield visual Word Cloud
If you are interested in learning more about Jon and the power of making mistakes see the links below:
Is it the competition? Emerging victorious? Or just the knowledge that if you win the Super Bowl that you are the world champions? Saturday I had the opportunity to try on two championship rings at a football event: Marshall Yanda’s and James Ferentz’s rings. Each ring is as unique as the team and the player. They are huge personalized outward symbols of a world championship team member. On my ring finger, this covered both of my joints and was filled with glitz, sparkle, and a weight that emphasized its success!
The link above will take you to Heinemann and ultimately a free copy of the introduction and Chapter 6. If you are a teacher, coach or administrator you will want to read this book and study the ideas that Patty presents as well as follow @pattyvreilly on Twitter.
What makes this a championship book?
“Regardless of age, grade level, geographic location, type of school, discipline, or curriculum, ” Patty writes, “A student needs to be engaged in his or her learning in order to excel and succeed.” She suggests a sequence for implementing the principles of teaching that lead to engaged classrooms, including (Heinemann, p.xiv ):
“Creating physical, emotional, and cognitive classroom environments for optimal learning
Building meaningful classroom structure through whole class, small group, and independent instruction
Applying the principles of choice to content, process, and product
Connecting students to the world around them through popular culture, technology, and the community.”
Why is engaged student learning important?
Engagement is definitely not to be confused with compliance. Patty tells us that: “Engaged learners are passionate, hardy, persistent, thoughtful, committed, and connected to their work. Behavioral engagement includes participation, focus and following school procedures. Cognitive engagement is being minds-on in academic tasks and includes willingness to challenge oneself and be reflective. Emotional engagement is the ‘relationship’ part of learning and includes interest in learning, connecting with others and having a strong sense of self.” (Heinemann, p.xiv)
During the course of the chat, Patty’s tweets outlined six actions for teachers to build engagement in classrooms:
1. Consider the three dimensions of engagement
2. Cultivate engagement in the classroom; don’t teach it!
3. Establish routines to cultivate high engagement
4. Use assessments to build engagement! (with example)
5. Use choice to build engagement (with an example of independent publishing)
6. Cultivate your own engagement (with an excerpt from the book)
I am a firm believer of “begin with the end in mind”. What is the question you have about student engagement in your classroom? How are you building that championship culture? Do you need to begin with the sixth action and assess your own use of your posse and your engagement in learning? Or do you need to begin at the beginning in order to learn more about the behavioral, emotional and cognitive environments? Each book chapter includes a checklist that will help you prioritize your needs. Please build your own mini-action plan to cultivate engagement in all aspects and for all students, as well as yourself!
The first time Todd and Adam’s book appeared on my Twitter screen, my eyes fixated on three words that reached out and grabbed me by the heartstrings – Kids Deserve It. I recall wondering if the authors could possibly do these words justice and truly push and challenge the boundaries of conventional thinking. Any doubt in my mind dissipated in minutes as their introduction held me captive word by exquisite word:
“Educators can’t get complacent. We can’t allow ourselves to be stopped by the roadblocks that will pop up in our way. We must persevere. We must keep pushing the envelope and fighting the fight to give our students the best possible education. Because each and every one of our kids deserve it.” (xii)
To my delight, my status as captive audience lingered from cover to cover as I found myself joyfully anticipating the repeated phrase that ended each chapter – becausekids deserve it! On that first exuberant reading, I scribbled happy notations lovingly across now dog-eared pages and still frequently revisit those words for renewed inspiration.
Our #G2Great chat with Todd and Adam elevated my Kids Deserve It lovefest and made me appreciate those three magical words even more. And so in honor of our guests, I’ll borrow their inspired phrase to share six powerful ideas that permeated our #G2Great hour with Todd and Adam as we heed their challenge to avoid complacency… Because Kids Deserve It!
Because Kids Deserve Teachers Who are CONNECTED
I am so grateful to live in an age where we have been afforded incredible opportunities to step beyond our own spaces so we can expand our circle of dedicated others. Becoming connected allows us to join forces in ways that were never available to me when I began teaching in 1972. With the gift of social media literally at our fingertips, being connected is not just an opportunity but also a responsibility. During the chat, we each exchanged our personal fears that once thwarted this brave shift as connected educators and the realization that those fears were unfounded in reality. We each acknowledged the impact of social media in our lives and the generous support of other connected educators who have elevated our day-to-day professional efforts through thoughtful collaborations.
Because Kids Deserve Teachers Who are KNOWLEDGEABLE
I often reflect on how much I’ve grown as an educator over the past 4 ½ decades. While I certainly celebrate my growth process, it is actually how much further I have to go that inspires me most. We have a myriad of options to support our growth journey (social media, reading, dialogue, webinars) and choosing from these options demonstrates firm commitment to increasing our own knowledge base. That base includes our knowledge of research and the practices that enrich our teaching but we also recognize that this knowledge will only come to life where it matters most when we know students. This combined knowledge allows us to determine the best possible practices for each student at any given time. Professional knowledge is crucial, but keeping knowledge of students in our sights allows us to apply these understandings in responsive ways.
Because Kids Deserve Teachers Who are PRESENT
Being present in the learning moments that surround us became a familiar theme across the entire chat discussion. Todd and Adam helped us honor the relationships that form the foundation of our work but they each turned our attention to these relationships from multiple perspectives. Todd reminded us to listen more than we talk as we seek to understand the viewpoints of others. Adam highlighted the power of meaningful dialogue driven by our curiosity about children and unbridled determination to move students from where they are to where they could be as we honor the same for ourselves. Listening and thoughtful talk helps us to be present in those moments so that we can do our best work for our students because we know that everything we do is an opportunity to consistently and purposefully make student success our priority.
Because Kids Deserve Teachers Who are APPRECIATIVE
One need only spend a few minutes on Twitter chats like #G2Great to recognize the potential for celebrating inspired learning from our own lens and from that of our colleagues. Whether we are working to build relationships with our students or with our peers, the focus and outcome are the same. We begin by noticing the many amazing opportunities around us and then intentionally celebrate those noticings as we honor them for ourselves and others. Over time, our celebrations become a habit of mind that can only survive in a schoolwide culture grounded in mutual respect. It is this genuine respect for our children and for each other that has the potential to take us to a whole new level and we embrace these opportunities wholeheartedly.
Because Kids Deserve Teachers who are FULFILLED
Everyone who participated in our #G2Great chat recognizes the value of connecting but as the chat continued, disconnecting began to loom large as a counter point. Teaching is fulfilling but it can also leave us riddled with doubt so we refill our life buckets as we turn those celebrations inward by giving equal attention to our personal lives outside of school. This may require us to turn off technology but more importantly it means that we take the time to turn off our minds and embrace quiet moments with family, friends, nature or whatever may personally renew us. We are the sum total of our professional and personal lives so we cannot allow one to blind us to the other.
Because Kids Deserve Teachers who are UNWAVERING
Perhaps one of the most important points in my mind that came from this amazing book by Todd and Adam and also from our chat discussion is that we can never give up – not on children and not on each other. While there will certainly be children, educators and events that challenge us and fill us with self doubt, we choose to move beyond those challenges by finding supportive others who will inspire and support us on our mission to avoid roadblocks as we “persevere, push the envelope and fight the fight.” Eachof us may do this in our own unique ways, but we have a common commitment to hold tight to our vision no matter what roadblocks may stand in our way so that it will not impede our efforts to give our students the best possible education.
Since this week #G2great celebrated the message of Kids Deserve It, it seems fitting to end with two messages Todd and Adam released to the world within the last 24 hours of writing this post. Their words tie this post together and re-energize our commitment to do this remarkable work because kids deserve it.
Thank you for keeping those words at the forefront of our minds Todd and Adam!
“No more no – educators need to be in the yes business. Tell kids yes and see what happens. Give them a longer leash. Give them a chance. Believe in their ideas, even though it wasn’t yours. Our kids and teachers deserve it!”
On May 25, 2017 our #G2Great family enthusiastically welcomed old friends as #BowTieBoys became our teachers in a second round of Exploring Instruction through Our Students’ Eyes. The varsity #BowTieBoys were our guests March 16, 2017 (#G2Great blog) but this week we welcomed eight amazing Junior Varsity #BowTieBoys and high school English teacher Jason Augustowski – and our eyes were opened anew.
These remarkable seventh to ninth grade students happily took the #G2Great reigns, crafting and sharing their own questions based on their passion and research about teaching and learning (yes, you read that right). Their inspired questions brought our instructional lens into clearer focus, a lens sharpened by viewing teaching through the wise eyes of students. Before the #G2Great clock struck 8:30, it was clear that our teachers were as excited as we were. Jason illustrated why this student-teacher dialogue is so important and Twitter seemed to agree as #G2Great trended early in the chat.
And so in honor of our INCREDIBLE EIGHT, I’ll spotlight each question posed by our thought leaders with their words followed by my reflection on their message and themes that moved across questions. I am willing to bet that every teacher who participated in this experience walked away richer because we saw our teaching reflected in the eyes of eight amazing young men.
My Takeaway Message from Nihar
Every teacher desires a classroom where student engagement is at the highest level. Nihar’s words drew our attention to an essential contributing factor for maximizing engagement. Engaged learning does not happen by chance. It reflects the dedicated day-to-day efforts of teachers willing to take time to know the stories each student brings to the learning experience. Our belief in their stories and sharing our own opens the door for a two-way venture into respectful relationships that extend beyond our four walls.
My Takeaway Message from Christian
Christian’s question about the role of technology is on the mind of every teacher as this role has escalated across our personal and professional lives. Christian acknowledged the power of WHY, emphasizing the impact of technology with purpose rather than simply for the sake of using it. His common sense balanced view of technology used with intention and purpose truly has the potential to elevate technology as the ‘icing on the cake’ of learning.
My Takeaway Message from Parker
Parker’s question also reflected technology but was approached from a different stance. From his first tweet to the last, Parker’s deep love of books was so evident. His virtual celebration of holding a ‘real book’ in his hands inspired us all and led to tweets about the smell and feel of books as we entered a shared literary love fest. Parker celebrated the efforts of teachers as they celebrate books to promote the very book love Parker lives and breathes every day… and we were all smitten by his joy.
My Takeaway Message from Bentley
We can all relate to Bentley’s concern for an obsession with ‘testing students to death.’ Once again, the word purposeful surfaced in our discussion and the dialogue quickly turned to assessment that has the potential to inform our practices. Bentley’s focus on teaching students to think was an important point as he helped us focus on assessment that allows us to take a closer look at student thinking within the context of authentic learning experiences.
My Takeaway Message from Bryce
As a student athlete, Bryce opened our eyes to the impact homework can have on schedules that are already brimming to full. The discussion extended to many reasons this can negatively impact students. He posed a timely question considering the renewed concern about the value of homework while inviting student voices into the discussion added a new perspective. His words about the ‘bond between students and teachers’ reminds us that our willingness to see the homework issue from their side as well as ours is paramount as we view homework from every angle rather than just our own.
My Takeaway Message from Jack
Jack raised a unique question as teacher unions have come into question. Jack’s honest sense of curiosity reflected an open mind for both sides of the issue. In an age where politics and education have become a serious concern, we share his sentiment that politics should not ‘interfere’ with learning. We also acknowledge our responsibility to be accountable for our own teaching. Jack’s question is important since anything that has potential to interfere with teaching and learning should be heavy on our minds.
My Takeaway Message from Brian
As I looked back at tweets and questions, several themes emerged. Purpose was a major theme as Brian brought our attention to the role of ‘purposeful teaching’ and took us full circle back to the issue of engagement posed in question 1. He shared how his own sense of engagement increases through purposeful teaching leading to topics and projects that reflect interest. It would be difficult to argue motivation and engagement as inseparable features of engaged learning so this was a relevant message.
My Takeaway Message from Connor
Connor’s question kept our sights on standards but shifted our attention on standards as a springboard to real life learning. He again emphasized that interest can significantly impact learning and revisited engagement in the discussion mix. His suggestion to offer learning experiences that bring students into real life situations highlights the value of celebrating the learning students will carry with them long after they leave our four walls. Moving from the ‘school’ thing to the ‘life’ thing is a goal that should always be at the forefront of our minds.
As I look back at our #G2Great – #BowTieBoys collaboration I am again inspired by the conversational atmosphere where questions flowed freely. Questions were not posed to seek ‘answers’ but to engage in an exploration of possibilities. Our shared curiosity about teaching and learning allowed each of us to comfortably move from teacher to learner as we stepped over any preconceived teaching-learning lines that could have divided us. By moving beyond our own perspectives we were able to embrace the perspectives of others and for one hour we became co-collaborators eager to understand the bigger picture.
We need to continue a collective merger of student-teacher voices. We need our students to understand teaching from our side and we need to understand learning from theirs. Bringing our two worlds together affords us an opportunity to broaden our view of both teaching and learning in dramatic and powerful ways.
So why do we keep our #G2Great door open to the magnificent #BowTieBoys? Well Jason Augustowski eloquently answered that question in his tweet. #G2Great invited these incredible young men and educators flocked to learn from them based on our commitment to teaching and learning. Thank you #BowTieBoys for helping #G2Great educators bring Longfellow’s words to life!
